CHAPTER 1
MEET SOME REAL ARCHAEOLOGISTS
Chapter Outline
I. Preview: Meet Some Real Archaeologists
II. Introduction
A. Who Was the First Archaeologist?
B. Archaeology Can Be Controversial
III. The Discovery of Deep Time
A. Archaeology and Native Americans
IV. A Brief History of Archaeology
A. Giovanni Battista Belzoni: Circus StrongmanÑand Early Archaeologist
B. Jens Jacob Asmussen Worsaae: The First Professional Archaeologist
C. Alfred Vincent Kidder: Founder of Anthropological Archaeology
D. Gertrude Caton-Thompson: Looking Beyond Tombs
E. Archaeology at Mid-Twentieth Century
F. H. Marie Wormington: Ancient Man in North America
G. Lewis R. Binford: ArchaeologyÕs Angry Young Man
V. Archaeology in the Twenty-First Century
A. The Jobs of Modern Archaeology
VI. Conclusion: ArchaeologyÕs Future
VII. Summary
Learning Objectives
After reading this chapter, you should be able to answer these questions:
1. What makes an archaeologist an archaeologist?
2. Why is the study of the past controversial?
3. How was the rise of archaeology connected to the discovery of humanityÕs ÒdeepÓ
antiquity?
4. Who were the antiquarians, and why include them in a history of archaeology?
5. What trends have characterized archaeology over the last century?
Chapter Summary
What makes an archaeologist an archaeologist?!
!
Archaeologists reconstruct and explain the past by Òthinking from things,Ó using their
analysis of material remains as the basis for knowledge of the past.!
!
Why is the study of the past controversial?!
!
People typically use their vision of the past to justify their actions in the present. The
assumption that Great Zimbabwe was built by Europeans justified EuropeansÕ taking
southern Africa. The archaeologist can (and should) question any beliefs about the past.
!"#$%&'()*+*,-./*!01'2'0*302%1&1'4*566*7&'()8*7080%90:4** .*
*
, New World prehistory is largely studied by people of European descent, setting up inevitable
and important disagreements about the past and its use in the present.
How was the rise of archaeology connected to the discovery of humanityÕs ÒdeepÓ
antiquity?
Studying the past depends on recognizing a past.
Although many early scholars were aware of the classical civilizations, the discovery in
France of human artifacts with extinct animals made evident the need to study that past in
great detail, without ancient documents as a guide!"
!
!
Who were the antiquarians, and why include them in a history of archaeology?
For better or worse, these looters helped spark an interest in the ancient world. They built
museum collections that inspired later generations to create the profession of archaeology
(which would reject the methods and attitudes of antiquarians).
What trends have characterized archaeology over the last century?
The evolution from antiquarianism to professional archaeology has involved the movement
from thinking about things to thinking from things.
Archaeologists have always sought to build cultural chronologies, reconstruct ancient
societies, and explain why cultures change over time. Today we can see they were initially
successful with the first objective, then the second, and eventually the third.
Along the way, archaeologists have increasingly borrowed information and techniques from
many fieldsÑgeology, zoology, mathematical statistics, astronomy, climatology, and
othersÑas they develop ways of making solid inferences from material remains using solid
scientific methods.
Archaeology today covers both prehistoric and historical eras and uses a wide diversity of
approaches. Archaeology is concerned with bringing knowledge to a broader public, with
making research relevant to contemporary society, and with understanding the opinions and
needs of indigenous and descendant communities.
! Key Terms and Concepts
Antiquarian (p. 6): Originally, someone who studied antiquities (that is, ancient objects) largely
for the sake of the objects themselvesÑnot to understand the people or culture that produced
them.
Artifact (p. 2): Any movable object that has been used, modified, or manufactured by humans;
artifacts includes stone, bone, and metal tools; beads and other ornaments; pottery; artwork;
religious and sacred items.
!"#$%&'()*+*,-./*!01'2'0*302%1&1'4*566*7&'()8*7080%90:4** ,*
*
,Classical archaeology (p. 5): The branch of archaeology that studies the ÒclassicalÓ
civilizations of the Mediterranean, such as Greece and Rome, and the Near East.
Culture history (p. 12): The kind of archaeology practiced mainly in the early to mid-twentieth
century; it ÒexplainsÓ differences or changes over time in artifact frequencies by positing the
diffusion of ideas between neighboring cultures or the migration of a people who had different
mental templates for artifact styles.
Midden (p. 8): Refuse deposit resulting from human activities, generally consisting of sediment;
food remains such as charred seeds, animal bone, and shell; and discarded artifacts.
New archaeology (p. 14): An approach to archaeology that arose in the 1960s emphasizing the
understanding of underlying cultural processes and the use of the scientific method; todayÕs
version of the Ònew archaeologyÓ is sometimes called processual archaeology.
Potsherd (p. 8): Fragment of pottery.
Stratigraphy (p. 11): A siteÕs physical structure produced by the deposition of geological
and/or cultural sediments into layers, or strata.
Lecture Suggestions
1. Explain how you became interested in the field of archaeology, what types of classes you
had to take, types of jobs you have held in archaeology, what some of the major job fields
are today. If possible, present slides from sites that you have worked on, or share artifacts
with the class.
2. Highlight the concept and discovery of Òdeep timeÓ by summarizing the history of
scientific thought from the Middle Ages through the modern science revolution including
individual contributions to the studies of archaeology and geology. For example, have
students start by reading the prologue or other selection from Stephen BaxterÕs Ages in
Chaos: James Hutton and the Discovery of Deep Time (2006). Discuss the impact of
HuttonÕs description of deep time to the people of that period.
3. Have students read the descriptions of the earliest archaeologists and those who made
significant contributions throughout the history of archaeology. Present a current
archaeological situation to the class, and discuss how each of these famous archaeologists
may have handled or approached the problem.
4. The practice of archaeology depends upon public support. Support is generated in many
ways, including television programs, Internet websites, and college classes. Explain how
you receive support for projects, what types of funding agencies are involved, and what
problems may be involved in getting and maintaining support.
!"#$%&'()*+*,-./*!01'2'0*302%1&1'4*566*7&'()8*7080%90:4** ;*
*
, 5. Dig into the reasons why working closely with indigenous peoples and descendant
communities is critical to not only archaeologyÕs future, but for anthropology in general.
Present a current issue involving archaeology and indigenous peoples, for example:
Arizona State University vs. Havasupai
http://www.nytimes.com/2010/04/22/us/22dna.html
Explore how decisions could have been made differently.
Student Activities
1. Archaeologists document everything we findÑeverything! The artifacts we retrieve from
sites are the primary source of our information. Carefully document the contents of your
backpack by listing the items on a sheet of paper. Then think about the things you listed.
Beside each list what you can tell about the objects themselves, their ages, your life, and
how you should be treated and respected?
2. Assume the life and personality of one of the early archaeologists in the textbook. Then
introduce yourself to a student colleague in the class. Tell the colleague about yourself.
Then have your colleague introduce you to the class.
Video Suggestions
1. Shovel Bum Joins the Army.
http://www.archaeologychannel.org/content/video/shovelarmy_56kW.html
Since 1997, Trent de Boer and friends have produced an annual magazine for the
archaeological field technician called Shovel Bum. Field technicians are the journeymen of
the archaeological profession; they travel from job to job, providing the labor and brains for
most of the on-the-ground government-sponsored excavation conducted in the U.S., UK, and
many countries around the world.
Do cartoons help gain public support of archeology?
What lessons can be learned from employing Òshovel bumsÓ as the brains and labor for most
on the ground government sponsored excavations?
2. Visit With Respect.
http://www.archaeologychannel.org/content/video/visitrespect.html
Filmed at Canyon of the Ancients National Monument and the Pueblo of Acoma, this video
explains how Pueblo people feel about visiting archaeological sites. The intergenerational
cast from the Hopi Tribe and the pueblos of Santa Clara and Acoma emphasize the living
connections between ancestral villages and the modern-day descendants of their builders. For
!"#$%&'()*+*,-./*!01'2'0*302%1&1'4*566*7&'()8*7080%90:4** <*
*
MEET SOME REAL ARCHAEOLOGISTS
Chapter Outline
I. Preview: Meet Some Real Archaeologists
II. Introduction
A. Who Was the First Archaeologist?
B. Archaeology Can Be Controversial
III. The Discovery of Deep Time
A. Archaeology and Native Americans
IV. A Brief History of Archaeology
A. Giovanni Battista Belzoni: Circus StrongmanÑand Early Archaeologist
B. Jens Jacob Asmussen Worsaae: The First Professional Archaeologist
C. Alfred Vincent Kidder: Founder of Anthropological Archaeology
D. Gertrude Caton-Thompson: Looking Beyond Tombs
E. Archaeology at Mid-Twentieth Century
F. H. Marie Wormington: Ancient Man in North America
G. Lewis R. Binford: ArchaeologyÕs Angry Young Man
V. Archaeology in the Twenty-First Century
A. The Jobs of Modern Archaeology
VI. Conclusion: ArchaeologyÕs Future
VII. Summary
Learning Objectives
After reading this chapter, you should be able to answer these questions:
1. What makes an archaeologist an archaeologist?
2. Why is the study of the past controversial?
3. How was the rise of archaeology connected to the discovery of humanityÕs ÒdeepÓ
antiquity?
4. Who were the antiquarians, and why include them in a history of archaeology?
5. What trends have characterized archaeology over the last century?
Chapter Summary
What makes an archaeologist an archaeologist?!
!
Archaeologists reconstruct and explain the past by Òthinking from things,Ó using their
analysis of material remains as the basis for knowledge of the past.!
!
Why is the study of the past controversial?!
!
People typically use their vision of the past to justify their actions in the present. The
assumption that Great Zimbabwe was built by Europeans justified EuropeansÕ taking
southern Africa. The archaeologist can (and should) question any beliefs about the past.
!"#$%&'()*+*,-./*!01'2'0*302%1&1'4*566*7&'()8*7080%90:4** .*
*
, New World prehistory is largely studied by people of European descent, setting up inevitable
and important disagreements about the past and its use in the present.
How was the rise of archaeology connected to the discovery of humanityÕs ÒdeepÓ
antiquity?
Studying the past depends on recognizing a past.
Although many early scholars were aware of the classical civilizations, the discovery in
France of human artifacts with extinct animals made evident the need to study that past in
great detail, without ancient documents as a guide!"
!
!
Who were the antiquarians, and why include them in a history of archaeology?
For better or worse, these looters helped spark an interest in the ancient world. They built
museum collections that inspired later generations to create the profession of archaeology
(which would reject the methods and attitudes of antiquarians).
What trends have characterized archaeology over the last century?
The evolution from antiquarianism to professional archaeology has involved the movement
from thinking about things to thinking from things.
Archaeologists have always sought to build cultural chronologies, reconstruct ancient
societies, and explain why cultures change over time. Today we can see they were initially
successful with the first objective, then the second, and eventually the third.
Along the way, archaeologists have increasingly borrowed information and techniques from
many fieldsÑgeology, zoology, mathematical statistics, astronomy, climatology, and
othersÑas they develop ways of making solid inferences from material remains using solid
scientific methods.
Archaeology today covers both prehistoric and historical eras and uses a wide diversity of
approaches. Archaeology is concerned with bringing knowledge to a broader public, with
making research relevant to contemporary society, and with understanding the opinions and
needs of indigenous and descendant communities.
! Key Terms and Concepts
Antiquarian (p. 6): Originally, someone who studied antiquities (that is, ancient objects) largely
for the sake of the objects themselvesÑnot to understand the people or culture that produced
them.
Artifact (p. 2): Any movable object that has been used, modified, or manufactured by humans;
artifacts includes stone, bone, and metal tools; beads and other ornaments; pottery; artwork;
religious and sacred items.
!"#$%&'()*+*,-./*!01'2'0*302%1&1'4*566*7&'()8*7080%90:4** ,*
*
,Classical archaeology (p. 5): The branch of archaeology that studies the ÒclassicalÓ
civilizations of the Mediterranean, such as Greece and Rome, and the Near East.
Culture history (p. 12): The kind of archaeology practiced mainly in the early to mid-twentieth
century; it ÒexplainsÓ differences or changes over time in artifact frequencies by positing the
diffusion of ideas between neighboring cultures or the migration of a people who had different
mental templates for artifact styles.
Midden (p. 8): Refuse deposit resulting from human activities, generally consisting of sediment;
food remains such as charred seeds, animal bone, and shell; and discarded artifacts.
New archaeology (p. 14): An approach to archaeology that arose in the 1960s emphasizing the
understanding of underlying cultural processes and the use of the scientific method; todayÕs
version of the Ònew archaeologyÓ is sometimes called processual archaeology.
Potsherd (p. 8): Fragment of pottery.
Stratigraphy (p. 11): A siteÕs physical structure produced by the deposition of geological
and/or cultural sediments into layers, or strata.
Lecture Suggestions
1. Explain how you became interested in the field of archaeology, what types of classes you
had to take, types of jobs you have held in archaeology, what some of the major job fields
are today. If possible, present slides from sites that you have worked on, or share artifacts
with the class.
2. Highlight the concept and discovery of Òdeep timeÓ by summarizing the history of
scientific thought from the Middle Ages through the modern science revolution including
individual contributions to the studies of archaeology and geology. For example, have
students start by reading the prologue or other selection from Stephen BaxterÕs Ages in
Chaos: James Hutton and the Discovery of Deep Time (2006). Discuss the impact of
HuttonÕs description of deep time to the people of that period.
3. Have students read the descriptions of the earliest archaeologists and those who made
significant contributions throughout the history of archaeology. Present a current
archaeological situation to the class, and discuss how each of these famous archaeologists
may have handled or approached the problem.
4. The practice of archaeology depends upon public support. Support is generated in many
ways, including television programs, Internet websites, and college classes. Explain how
you receive support for projects, what types of funding agencies are involved, and what
problems may be involved in getting and maintaining support.
!"#$%&'()*+*,-./*!01'2'0*302%1&1'4*566*7&'()8*7080%90:4** ;*
*
, 5. Dig into the reasons why working closely with indigenous peoples and descendant
communities is critical to not only archaeologyÕs future, but for anthropology in general.
Present a current issue involving archaeology and indigenous peoples, for example:
Arizona State University vs. Havasupai
http://www.nytimes.com/2010/04/22/us/22dna.html
Explore how decisions could have been made differently.
Student Activities
1. Archaeologists document everything we findÑeverything! The artifacts we retrieve from
sites are the primary source of our information. Carefully document the contents of your
backpack by listing the items on a sheet of paper. Then think about the things you listed.
Beside each list what you can tell about the objects themselves, their ages, your life, and
how you should be treated and respected?
2. Assume the life and personality of one of the early archaeologists in the textbook. Then
introduce yourself to a student colleague in the class. Tell the colleague about yourself.
Then have your colleague introduce you to the class.
Video Suggestions
1. Shovel Bum Joins the Army.
http://www.archaeologychannel.org/content/video/shovelarmy_56kW.html
Since 1997, Trent de Boer and friends have produced an annual magazine for the
archaeological field technician called Shovel Bum. Field technicians are the journeymen of
the archaeological profession; they travel from job to job, providing the labor and brains for
most of the on-the-ground government-sponsored excavation conducted in the U.S., UK, and
many countries around the world.
Do cartoons help gain public support of archeology?
What lessons can be learned from employing Òshovel bumsÓ as the brains and labor for most
on the ground government sponsored excavations?
2. Visit With Respect.
http://www.archaeologychannel.org/content/video/visitrespect.html
Filmed at Canyon of the Ancients National Monument and the Pueblo of Acoma, this video
explains how Pueblo people feel about visiting archaeological sites. The intergenerational
cast from the Hopi Tribe and the pueblos of Santa Clara and Acoma emphasize the living
connections between ancestral villages and the modern-day descendants of their builders. For
!"#$%&'()*+*,-./*!01'2'0*302%1&1'4*566*7&'()8*7080%90:4** <*
*
