Riverside Co, Parks staff reconstruction a pot

HERITAGE EDCATION PROGRAMS is working with Hidden Valley Nature Center to create an Archaeology Day program for Home School Students on February 22 and 23.  The event will provide students hands-on experimental archaeology and lab experiences.

To prepare for the program, a workshop was held on for Hidden Valley volunteers a Riverside County Parks staff on January 5th.  The workshop was presented by HERITAGE EDCATION PROGRAMS archaeologists, Kristie Blevins and Craig Lesh, with assistance from five year old Aurora Blevins.  From more information on the Archaeology Day contact the Nature  Center at (951) 785-7452.

http://www.rivcoparks.org/education/hidden-valley/hidden-valley-nature-center

As part of an Archaeology Merit Badge class Boy Scouts have “rehabilitated” the site readying the site for 2012.

“The Outdoor Education and Science Experience (OESE) is a non-profit organization offering residential field science, environmental

Scouts Create Archaeology Site

education, and outdoor learning opportunities to children and youth. Our purpose is to boost academic achievement in children by promoting exploration, discovery, and a connection to nature and community.

At OESE pedagogy promotes enthusiasm for scientific inquiry by actively engaging children in the scientific process. Carefully selected experiential and cooperative lessons make science fun and connect students to their natural environment. Bordering the San Bernardino National Forest, our 2,200 acre outdoor classroom is ideal for lessons in bio diversity, ecology, fire ecology, astronomy, archaeology, geology, wildlife biology, threatened and endangered species, environmental education, and sustainable life. All lessons and activities are aligned with California State Board of Education Science Content Standards.”    http://flroutdoorscience.com/index.htm

Urbita Student, in 2007

The two main obstacles to classes coming in our Archaeology Adventures seem to be “Time and Money.”

Time: “If it’s not on the test [California Standards Tests (CSTs)] we can’t teach it.” Because of this perception or reality, many classes do not go on field trips nor have assemblies. Our Archaeology Adventures, Time Detectives and Elementary Archaeology programs all engage students’ learning with standards rich programs. To view some of standards our programs see our web site http://www.heritageedu.com/faq .  Also take look at Field Trips from the California Department of Education http://pubs.cde.ca.gov/tcsii/ch4/fieldtrips.aspx  The article can also be found on our blog archives. This might help justify spending school time.

Gifted and Talented Education Programs (GATE) have standards to provide students with education experience that involve Depth, Complexity, Novelty and Acceleration. http://www.cde.ca.gov/sp/gt/lw/, HERITAGE EDCATION PROGRAMS provides GATE educators with programs that help fulfill these standards.

Money: With California State Budget cuts, paying for field trips and in school education assemblies are problematical at best.

Vintage Hills Students Cataloging Finds

Urbita Elementary School, in San Bernardinois 98.4% Hispanic and 88.4% of students are eligible for free or reduced lunch. Since 2004 one of their 6^th grade classes has come to our Archaeology Adventure Program several times. Despite field trip funds drying up, this year two of  Urbita’s 6^th grade classes raised funds for the Archaeology Adventure program and the bus with a “read-a-thon.” I was really impressed with the students who came to the program at La Sierra University on November 9, 2011.

Vintage Hills Elementary, in Temecula is 62.7% “White” and 10.1% of students are eligible for free or reduced lunch. Vintage Hills is in a district with parental income above the state average but the district per student spending more than $1500 below that state average and the school has no Title I funding. To attend our program their GATE program used a combination of school district funds and funds raised by parents. Our Archaeology Adventures program has two parts. One is a prep program that was done at the school for all GATE students and paid for with district funds. TheFieldSchool part of the program was conducted outside of school hours on a Saturday and paid for by funds raisers on a Saturday. Parents supplied transportation to the site at theGroveSchool, inRedlands.

Some Suggested links for Requirement 4

World

Tall el-Hammam Excavation Project, Jordan

http://www.tallelhammam.com/Tall_el_Hammam.html

Note Tall or Tells are middle eastern man made hills that are the results of hundreds if not thousands of years of human occupation. Therefore they are widely known and therefore have not been “discovered.” If you do a report in a Tell you may leave out the Discovery part of the report.

Jorvik, UK

http://www.jorvik-viking-centre.co.uk/

Vindolanda, UK

http://www.vindolanda.com/

http://www.bbc.co.uk/history/ancient/romans/vindolanda_01.shtml

Tutankhamun, Egypt

http://archaeology.mrdonn.org/howard-carter.html

http://www.archaeology.org/1003/etc/tut.html

http://www.smithsonianmag.com/history-archaeology/kingtut.html

Machu Picchu, Peru

http://news.nationalgeographic.com/news/2011/07/110721-machu-picchu-100th-anniversary-archaeology-science/

http://science.nationalgeographic.com/science/archaeology/machu-picchu-mystery/

Terracotta Army, China

http://www.imperialtours.net/terracotta_warriors.htm

http://www.globalmountainsummit.org/terra-cotta-warriors.html

http://china.mrdonn.org/terracotta.html

http://www.yourdiscovery.com/ancient_china/landmarks/terracotta/index.shtml

Caracol, Belize

http://www.archaeology.org/1007/etc/caracol.html

http://www.caracol.org/

http://belizex.com/caracol.htm

Ubar, Oman

http://www.pbs.org/wgbh/nova/ubar/

http://www.islam101.com/archeology/ubar.html

http://www.islamicity.com/Science/Ubar/

United States

Jamestown, VA

http://www.preservationvirginia.org/rediscovery/page.php?page_id=1

http://historicjamestowne.org/

Topper, SC

http://www.archaeology.org/online/news/topper.html

http://allendale-expedition.net/

http://www.sc.edu/news/newsarticle.php?nid=316

http://www.pbs.org/opb/timeteam/sites/topper/

Little Bighorn Battle Field, MT

http://www.friendslittlebighorn.com/Archaeology.htm

http://archaeology.about.com/cs/military/bb/littlebighorn.htm

http://www.nps.gov/mwac/libi/index.html

Manzanar National Historic Site, CA

http://core.tdar.org/document/4338

http://www.archaeology.org/online/interviews/burton.html

Market Street Archaeology Project, CA

http://marketstreet.stanford.edu/

Riverside Chinatown, CA

http://www.saveourchinatown.org/aboutchinatown.html

Mission Carmel, CA

http://archaeology.csumb.edu/Courses/MissionArchaeology/introduction.htm

Pictograph Cave, MT

http://visitmt.com/history/Montana_the_Magazine_of_Western_History/caves.htm

Phoenix Indian School, AZ

http://www.archaeology.org/online/features/phoenix/

H.L. Hunley, Confederate Submarine. SC

http://www.tms.org/pubs/journals/JOM/0103/Byko-0103.html

http://www.hunley.org/main_index.asp?CONTENT=ARCH_OVERVIEW

Kristie Blevins working with students at La Sierra University

NEW PROGRAMS FROM HERITAGE EDUCATION PROGRAMS     

Our new program will use our new screens

Heritage Education Programs is working with the Riverside County Regional Park & Open-Space District to create new programs at the Hidden Valley Nature Center, in Riverside. The first is Archaeology Days for home school students, on February 22 and 23. The other new program is a new version of our Archaeology Adventure programs aimed at third and forth graders. This program is based on the program we did at theHeritageHillPark archaeology fair.

The new programs are being headed up by Kristie Blevins. Kristie is an archaeologist who has worked extensively inSouthern California. She is a graduate of theUniversityofCalifornia,Riverside.

Young students working in "dig boxes," at Heritage Hill Park

It is an archaeology fare on October 15,  in Yucca Valley.  Take a Look at http://www.archaeopalooza.com/

Archaeology Discovery Weekend

Presenters well include: 

• Dr. James Hoffmeier (Trinity Evangelical Divinity School) on Egypt and the Exodus

• Dr. William Dever (University of Arizona, emeritus) with stories of the pioneers

• Dr. Pamela Gaber (Lycoming College) on Cyprus and Egypt

• Dr. Kent Bramlett (La Sierra University) on Egypt and Southern Israel/Jordan

• Ms. Stefanie Elkins (Andrews University) on Egyptian Art

• Ms. Monique Vincent (University of Chicago) onEgypt and Daily Life inJordan

• Dr. Douglas Clark and Dr. Lawrence Geraty of LaSierraUniversity

Special activities will include:

►A teacher’s workshop for elementary/middle school teachers by Ms. Ellen Bedell of The Ellis School in PA

►An on-campus “DIG” for 4th-8th graders with Mr. Craig Lesh of HERITAGE EDCATION PROGRAMS

►Hands-on archaeology lab activities

►A genuine goat-hair Bedouin tent fromJordan

►Archaeology Banquet

For more information contact Dr. Clark’s office  

Phone: 951 785-2041 / Fax: 951 785-2199 / Email: dclark@lasierra.edu

We have worked with archaeology programs for pre-university students since 1996. HERITAGE EDCATION PROGRAMS has programs at three California sites: the Grove School, in Redlands; The Lewis Center, in Apple Valley; and La Sierra University, in Riverside, Our most recent program is with the Outdoor Education & Science Experience (OESE) in Cedar Glen near Lake Arrowhead.

OESE (http://flroutdoorscience.com/) is an outdoor education camp in the San Bernardino Mountains of Southern California. Schools bring about 100 students at a time for a three to five day program. Most of the students are in 6^th grade (11 to 12 years old) though they can be as young as third grade. Adding archaeology to their program provides the students with a look at how the cultural environment is studied, in addition to studying the natural environment. The program follows the same pattern we use at our other sites inApple Valley,Redlands, andRiverside.

The two most important we are concepts we teach is that of archaeological context and that “It’s not about what you find but what you find out.”¹ The concept of archeological context is our starting point. All of what we teach is based on context. We teach that: One artifact does not tell us much, but when we have an assemblage, we can start making inferences about what people were doing: How artifacts that are taken from sites and have not been properly recorded lose much of their scientific value; and how sites that have been disturbed or looted have distorted much of the context needed to learn about what people were doing.

The OEDE site was created by Boy Scouts as part of their Archeology Merit Badge, and my 15 year old daughter. The simulated site and OESE is 4m by 7m and about 1 meter is depth. It was dug out with a back hoe and filled in by an attentive back hoe operator and hand shovel work . In California, the 6^th grade history curriculum studies ‘world history’ from the first humans to 500C.E. Because of this we chose to represent a “Roman” site from about 150 CE. We used some reproductions, charred olive, cherry and melon seeds and a lot of broken pottery. (If anyone has a source of reproduction samian ware please contact us.) The scouts also created 16 small columns, like the ones in a Roman hypocaust.

Working with can dump artifacts

Before the students excavate they have 1.5 hours of lessons about archaeology. We start with a power point about the archaeological process. Students are shown the differences between archaeology and history; creating a research plan; field walking, remote sensing; the excavation process; mapping; context; dating; report writing; curation; and observation and inferences. The hands-on part of lesson uses an assemblage of mostly can artifacts from a late 19^th early/ 20^th a mining camp. The students are asked to determine the use of the artifact. They have modern equivalents and early 20^thcentury advertisements to help them with the task. We then review their findings. Then we at look at the assemblage rather the artifacts in isolation, to reach a hypothesis about what the people where doing. This activity engages the students in solving a mystery and helps reinforce the concept of context.

The excavation takes an hour to an hour and half. Since this is what the students really want to do, care is taken so the excavation is data recovery not a treasure hunt. The students are divided up into crews of four. Each crew is given a one meter square to excavate to a depth of 20cm. They use a pointed trowel, broom, screen and tape measure. The most difficult part of the process is mapping the artifacts and features they find. On the forms provided the students also describe the soil they excavate.

After the excavation the students take an hour to catalog their finds and fill out a report form. Cataloging involves measuring each recovered artifact, recording what material it is make of and short description. The report includes the weather; environment; soil description and narrative describing what was found.

The students are engaged and “on task” for both the hand-on “can” activity and the excavation. Usually they want to spend more time excavating than time we give them. The cataloging/reporting can be tedious or very engaging depending of the group; BUT is always necessary for the integrity of the lesson.

The points our programs emphases include…….

After excavation reports

The difference between Archaeology and Paleontology

The difference between Archaeology and History

The difference between Observation and Inference

The concept of Archeological context

That Archaeology is not just digging and finding things.

That mapping and recoding is necessary in Archaeology.

Artifacts are excavated are curated, and do not belong the archaeologist.

¹ David Hurst-Thomas. 1989. Archaeology. Holt, Rinehart and Winston. 2nd edition, page

Roman Soldier? Mars? What do you think?

Roosevelt Elementary School June 1, 2011:

Screening

Student Team Members:

Alan, Anthony, Briana, Briana, Christopher, Crystal, Daniel,
Daisy, David, David,, Desiree, Dornan, Eric, Estelle, Evelyn, Guadalupe,
Hadraniel, Jailene,  Juan, Jazmin,
Jennifer, Joey, Karen, Karia, Laniya, Laura, Michael, Nichole, Noelic, Paulo,
Raymond, Shantal, Victoria, Waiteiz, Wendy.

Units Worked:

1N,3E – 2N,5E – 2N,7E – 3N,1E – 3N,3E – 3N,4E – 3N,4E -3N,6E – 4N,2E

Environment:

Unit 2Nn7E

The ridge had some deer brush and “Bob” the tall ponderosa pine tree. We found worms, caterpillars and saw a red tail hawk. It was windy!   The
Soil is moist on top and dry under with lots of wood chips.  Bear Stain color DP 326 and 531

What we found:

All units had sherds of pottery. In unit 4N,2E we found part of a roof tile and a Roman officer’s
helmet.  We found part of a round cement pillar; it is 15cm long and 8cm in diameter.  A
2008 dime, a 1969 and a 2011 penny was found next to a 40 cm square pillar in
1N,3E.  Most of the statue in 3N,3E was dug out.  It looks like an ancient soldier.

Significance:

The Helmet

The ceramic roof tile and the pillars shows that there was a building.  The modern coins were probably dropped by otherstudents digging. The helmet means that the site was used by Roman soldier.  The statue also could a Roman  soldier  could be a Roman god. Maybe Mars.  Ten pillars have been uncovered.  All of them in rows 1N and 2N but one pillar in uni 2N,7E looks like it goes into 3N,7E.

Jefferson Students working with 100 year old artifacts before they dig.

Aanasheb, Alex, Andtre, Ani, Anna, Anpce, Anthony, Anton, Areen, Aren, Arina, Arlet, Armen, Armon, Arvin, Brittany, Celine, Christian,  Elenna, Emily, Emin, Erica, Gerando, Gillian, Hovek, Jennifer, Jose, Joseph, Kenneth,Lausaper,Leon, Mario, Mark, Martha, Masis, Minely, Narvik, Nereh, Niuma, Nrom, Pollyanna, Roney, Sergio, Sona, Tadeh, Tamara, Tatiana, Teri, Thomas, Tina, Tomik, Virica, Yeraz.

Units Worked   1N,3E -1N,5E - 1N,7E - 2N,3E - 2N,6E - 3N,1E, 3N,4E - 3N,5E - 4N,6E

 Environment:

Mountain area is full of dear brush.  Animals include Deer, Bobcat; Western Gray Squirrel California Ground Squirrels; Grey Fox; Black Bears; Raccoons, Snakes; and Lizards.  The trees include Jeffery pine and Black Oak. There are many fire shocked trees in the area.             The Soil is dry on top and little moist at bottom.  It has lots of small rocks and pieces of wood   On the Bear stain charts the soil color is 310, 326, 531 359,  357, 367, 394, 531, 552.

Some ceramics found by Jefferson students

What we found:

A piece of plastic was found in 2N,6E   Most units has many shreds of pottery. Most of the shreds where orange (DP 537).  A 2/3 complete pot (DP 337) was uncovered in unit 2N,6E. A 10cm piece of rusted metal (bolt?), sea shells and some small glass shards was found 1N,5E.  A statue is being uncovered in 3N,4E.

Features:

The top of ten pillars have been uncovered. Theyare in units rows 2 and 3 north.

Significance:

The site my have been a market or the location of a pottery making business.   The plastic piece means that there have been modern people also at the site, so site has been disturbed.