By Joe Bagley, Boston City Archaeologist
If you have heard of the City Archaeology Program, chances are it is through our Facebook page.
While the Program I lead has been around since 1983, it has only become widely known and visible due to a commitment to social media.
As a government bureaucrat, I’m part of a team of City of Boston employees who manage social media pages, and I actively track (read: compete with) their pages to see who is most successful in building audiences and increasing interactions with users. Our growth, currently at just under 1% a week, far surpasses all other Boston city social media pages. We shouldn’t be surprised as archaeology is interesting, engaging, and fun, but not every archaeology page succeeds. I can personally account for our success for one reason: We are original content producers.
Original content producer means that nearly 100% of my posts are content that I have created and are available nowhere else on the internet. That means, people who follow our pages will be the exclusive real-time consumers of new data, and that is my, and all other archaeologists, primary draw.
Without further ado, here are my overall tips, tricks, and guidance to Social Media and you, my dear fellow archaeologists.
What platform is best for me? Well, all are actually, but we’ll get to that. Here are my pros and cons for the most popular:
Facebook: “Look at what WE did.”
Facebook pages are great for groups, programs, projects, and more-than-one-person pages. They don’t work as well for individuals if your goal is public archaeology as your friends are the only ones who see them. I could have done a Facebook page for me as Joe Bagley, public figure and City Archaeologist, but the third-person Program-title allows for less ego, and also helps if I get hit by a bus and someone else has to take over without re-titling everything. Also, Facebook is friendly to longer posts that allow you to explain who, what, when, where, and why about the topic you are sharing. You also can post events, link easily to other things, etc. It’s my favorite platform.
Biggest con: You can’t post too frequently or your posts will be punished and not shown to as many people.
Twitter: “Look at what I did.”
This can work for programs and individuals, but I find the fast-pace of Twitter quickly buries new content. Great for individuals looking to actively communicate first-person with others, but a bit less effective for programs. The platform is ideal for live-broadcasts and rapid-fire posting, especially as a page as these things are punished in Facebook.
Instagram: “Look at this pretty thing.”
This is great for all types of photos and video, but ONLY photos and video. It also interfaces perfectly with Facebook (who owns Instagram), so you can post to Instagram and have it automatically post to Facebook without weird formatting issues. Instagram is not good if you have nothing to show.
Snapchat: “Look at this short video of someone with a cat face superimposed digging a hole before it auto-deletes.”
Super popular and fun, but as all posts get auto-deleted, I can’t be bothered.
Tumblr: “I’ve got something to say.”
For me Tumblr and Facebook have many of the same qualities that I like, but Tumblr really succeeds in the long-format blog-type posts that really let you dive down deep into a topic. I’m a big fan of the podcast “Stuff You Missed in History Class.” Their Tumblr page, which combines info, images, their radio content, and links, is a perfect model for what a successful archaeology Tumblr page could be with little modification. If I had more time, this would be how I would like to increase our social media presence the most.
Pinterest: “Look at this pretty thing and save it.”
Pinterest is very visual as their user interface shows little text and the wow-factor of your images are really what drives any growth.
Okay, now that you picked your favorite, time for…
SOCIAL MEDIA BEST PRACTICES
- 80% (or more) original content. I don’t need to see your shares of every single archaeology magazine post. I just want to see what you are doing.
- 95% of your content should be photos or video. Everything else is punished with new algorithms being implemented by Facebook, Twitter, and Instagram that only allow your content to “go out” to your followers if it is engaging. I have over 8,000 Facebook followers. If I post a text-only post to my page, Facebook punishes me by only letting 100-200 people see it, max. In other words, don’t live-Facebook the 2017 SHAs.
- Brand yourself. Come up with a short hashtag for all of your posts. Ours is #DigBOS, and we create a new one for each of our new projects. Malcolm X’s house: #DigX. Old North Church: #DigNORTH, etc. Please use/steal the #Dig___ tag idea.
- Make it personal and human. I saw a dramatic increase when I started including my hand holding artifacts in shots instead of stark backgrounds with a scale. Most of our audience is not archaeologists, and other archaeologists will forgive us if we show dirty fingernails. It may require you to avoid using the images you took for publication in your posts, though.
- Don’t cross-post content between pages. Facebook links in cut-off Twitter posts look terrible and nobody clicks them. Your images, especially with Twitter, must be “native,” meaning posted from the app/website in order for them to not appear as links. See below.
- Use the IFTTT app. I love this app. I hate posting the same damn thing multiple times to a laundry list of apps on my phone. This fixes it and is free. It connects your various platforms, but makes your content “native” so that it appears to have been posted directly from the program/app making images always appear in full. I have it setup so that I post to Instagram and IFTTT automatically posts to my Facebook, Twitter, Tumblr, and Pinterest pages. It has massively increased my interactions and followers on Twitter as I post mostly to Facebook, but now I can easily post to everything at once. Total game-changer for me. Bonus: If you aren’t interested in babysitting a ton of social media platforms, get IFTTT, create pages for all of the above platforms, and use it to auto-populate posts and updates and increase the social visibility of your program, project, school, etc.
- It really doesn’t take that long to post, 1-2 minutes per post, max. If I can posts 5+ times a day while managing a field crew of 10+ volunteers, many with no experience, all while providing impromptu interpretive tours to hundreds of visitors a day, you can too.
- Don’t give up! I’ve been at this for four years, but it took me almost two years for my first 1,000 followers.
Happy to follow up with any questions you may have and good luck!
by Eden Burgess
A bill that exempts Georgia Department of Transportation projects that cost up to $100 million from the Georgia Environmental Policy Act (GEPA), has been signed into law, despite strong opposition from archaeologists and tribal interests. Governor Nathan Deal signed the bill into law on April 26; it goes into effect on July 1, 2016 (SB 346; Act 339). Georgia’s archaeological community, led by the Georgia Council of Professional Archaeologists and the Society for Georgia Archaeology, however, were successful in amending the bill to remove cultural resources from the exemption.
In 2015, the Georgia Legislature passed a 10-year, $10 billion transportation funding bill. This new bill allows the state to fund major construction initiatives strictly with state funding, removing the need for federal support. State funded projects must comply with GEPA, which insures that state agencies take environmental effects into account during government undertakings. In order to lessen the environmental review on state funded projects, the Legislature passed SB347 exempting projects costing less than $100 million from the GEPA process. The Georgia archaeological community’s ability to amend the final bill to exclude cultural resources from the GEPA exemption is a great accomplishment that the SHA supported. But, the lessening of state environmental review is a concern, as is the movement to shift new transportation construction to state funding while using federal funds for maintenance and other non-ground disturbing work.
SHA is concerned that the Georgia bill may be the start of a national trend. Several states have increased transportation funding by raising local gas taxes and registration fees, and through other funding mechanisms. Consequently, states may be able to advance stalled transportation projects by using state-only funds, thus avoiding compliance with federal requirements in most cases. Instead, the legal protections for historic and archaeological sites affected by state-funded projects will be limited to state laws, such as Georgia’s GEPA and state versions of the National Historic Preservation Act. As the Georgia situation demonstrates, legislators that have passed gas tax and fee increases are anxious to see construction underway, and are willing to bypass state-level environmental and historic preservation reviews to make that happen.
The SHA Governmental Affairs Committee will be monitoring states considering the passage of laws similar to Georgia’s, and urges SHA members to notify Terry Klein or Marion Werkheiser with any information on these types of efforts in their states.
Kevin Gidusko, Florida Public Archaeology Network
Image 1 The FPAN drone, Boas I, gets ready for flight. Photo credit: Kevin Gidusko
At some point in the near future you or someone you know is going to want to get a drone and use it somehow, someway in whatever research or outreach you are conducting. Perhaps this thought has already crossed your mind. For the most part I think this is an amazing idea, but not without its own set of serious issues to consider first. Drones, more properly referred to as unmanned aerial vehicles (UAVs), are rapidly changing the ways in which we collect data at archaeological sites, and offer us fantastic new ways to visualize that data. Those visualizations, those flashy aerials and three-dimensional models that drones help us to produce, are what inevitably intrigues the public; not to mention the hint of science fiction futurism that still clings to drones. Those of us working in public outreach are keen to take advantage of these shifts in public interest and so it is inevitable that some of us will want to procure a drone to use in outreach efforts. However, drones have also been a hot-button issue these last several years. Issues of privacy and public safety intermittently make the global media circuit, often doing a better job of spreading how best not to use a drone rather than discussing how they are being put to use by a bevy of well-meaning enthusiasts and scientists. It is imperative we demonstrate best practices to the public so that we can assist in bolstering the positive public image of these powerful tools. The first, best thing you can do when using a drone is to stay informed about the topic!
It should be noted that this post has a definite shelf-life. I give it a year tops. The drone industry and laws surrounding drone use in the U.S. and abroad are constantly changing as the technology advances and agencies charged with regulating their use play catch-up. Please be aware that any discussion below of applicable laws or rules to consider when using a drone are only good for the time being. These laws can, and probably will, change often in the next few years. This post is designed to lay out the bare-bones basic overview of purchasing a drone and using it safely around the public. I will cover a few key points, but this should not be considered an exhaustive discussion of utilizing drones in public outreach or research. The goal for this post is to create a quick, easy outline of important issues, resources, and best practices for drone use.
Who Governs the Skies?
One of the first things to consider before purchasing or using a drone is to find out who manages the airspace in your country. Many of these agencies are actively attempting to engage drone users, so finding them online should not be a problem. These are the best places to find out what kind of regulations are in place for drone use. In the U.S., the Federal Aviation Administration (FAA) manages the nation’s airspace. For drone use in the U.S. some things to remember are to:
- Register a drone with the FAA and mark it with the registration number.
- Keep drones below 400 feet and within your line of site.
- Have a basic knowledge of where drones can and cannot be used. For example, the National Park System airspace, airports, sporting events, and most airspace around military installations are no drone zones.
Every country has their own set of regulations, always be sure to find out what those may be before attempting to fly a drone. Always remember that in the U.S. drones should not be flown within 5 miles of an airport without first contacting the control tower. Many of the drones currently on the market are nearly impossible to spot by airplanes descending for a landing; it is the responsibility of the drone operator to ensure that no mishaps occur.
Image 2 Registration ID for the Boas I. Design Credit: Nicole Grinnan
What Kind of Drone?
The drone industry has an ever-increasing selection of multi-purpose or task-specific drones to choose from. How best to find the right one for you? For the most part two major considerations come into play when choosing a drone: Cost and purpose. Both of these should be carefully weighed before purchasing a drone and all of the assorted equipment inevitably needed to keep it running.
Cost: Drones range anywhere from a few hundred dollars to thousands of dollars. Naturally, cost may be the largest constraint you encounter; you only have so much to spend. More expensive drones tend to be larger, have better camera and video equipment, and can remain airborne longer. Remember also that the cost of the drone itself is only one aspect of the total cost. Extra batteries, carrying cases, replacement rotors, and standard repairs to the drone potentially add hundreds of dollars to the cost. Deciding how much to spend on a drone also has a great deal to do with its intended purpose.
Purpose: Generally speaking, more expensive drones allow for higher quality data collection and offer greater variation in use. Many less expensive drones still have great cameras, though they are not usually able to be switched out. If your goal is to use a drone to do demonstrations, take a few neat pics, and possibly collect data for 3D modeling, then one of the lower end drones on the market now (< $1000) should definitely meet your needs. If a primary purpose of the drone to be purchased is research, investing in better equipment pays off exponentially. This is especially true when you factor in the increased airtime these drones offer and the ability to, for example, switch out cameras, attach thermal imaging cameras, attach LiDAR sensors, etc.
There are several types of drones on the market that are increasingly being manufactured to suit specific needs. There is no point in purchasing a drone that is rigged for cinematography or large-scale mapping, for example, when what is needed is a small demonstration drone to be used intermittently. Think about how a drone will be used before purchasing it and decide if all the features you may want are really necessary.
How to Ensure Safety?
Drones, like many other tools we regularly use, can be dangerous. The rotors on drones spin fast and hard enough to cause serious wounds to a person. When using a drone around the public it is important to consider a few safety measures:
- Never fly the drone at or directly above a person or group. Drones can, and have, fallen from the sky or have just flown off. While not an everyday occurrence, it is nevertheless important that when operating a drone you take every precaution to ensure the safety of those around you.
- If the drone loses contact with the remote control and flies off then immediately alert nearby air traffic control towers.
- Keep a log of each flight. Record airtime, conditions, purpose, location, and note if you had to request permission to fly the drone as well as who granted it. Note every issue that occurs with the drone.
- Do not lose sight of the drone and consider flying with a spotter when using it around the public. The spotter’s job should be to make sure that the drone is within sight and not a danger to anything. This is especially helpful if the drone operator is busy speaking to a group and paying attention to live-streaming feeds from the drone.
- Consider purchasing propeller guards. These help ensure the safety of others as well as the drone itself should it bump into an object.
Image 3 Teaching a volunteer how drones operate. The author is acting as the drone spotter. Photo credit: Kevin Gidusko
The future of archaeology is sure to see the inclusion of the drone as a standard addition to the archaeologist’s toolkit. Their use in archaeology has already captured the imagination of the public; including drones in public outreach and better educating the public about their potential applications is an easy sell. Drones can be used in teaching about aerial survey techniques, 3D photogrammetry of sites or structures, making informational videos, or even just taking pictures that offer a unique perspective.
Image 4 There are plenty of software options available for use with drones. Here, a 3D model has been created with the use of Agisoft Photoscan, a 3D photogrammetry software package. Photo credit: Kevin Gidusko
The sections above have covered, incredibly briefly, a few of the issues to consider before purchasing or using a drone for your public outreach or research. The most important things to remember are to stay informed about current regulations concerning drones and to always ensure the safety of others while flying a drone. The basic points in the sections above should help guide your initial foray into the world of drones. However, a quick search online will quickly convey the depth and breadth of this topic thus far. There is a massive amount of information to wade through and even more coming around the corner. We’ve only just begun.
Christopher N. Matthews, Alexis Alemy, and Sophia Hudzik
During the Spring 2016 semester, Montclair State University Professor Christopher N. Matthews worked with undergraduate students Alexis Alemy and Sophia Hudzik together to create an online, interactive document that tells the story of the Native and African American community of Setauket, New York, a community that has been the focus of a historical and archaeological study since 2009. Click the link above to view the full document.
This document illustrates some of the results of this study on the ArcGIS ‘Story Map’ platform created by ESRI: https://storymaps.arcgis.com/en/. As our project is driven to address a significant problem in the way local history is told in Setauket, we call our story map ‘A Counter-Map of Setauket, New York.’ In the following we explain a little more about the theory of counter mapping, describe the local context, and detail what was involved in creating our map. Story maps can be of vital use to archaeologists and other researchers by providing a low cost, relatively easy way to make scholarship available to the public in an accessible and exciting online format.
What is a Counter-Map?
In Rethinking the Power of Maps, Dennis Wood explains that a counter-map is a reality presented as a “counter” to that which has already been constructed through supposedly “factual” mainstream stories and maps. He explains that we unconsciously rely on maps to provide a set of unquestioned facts about the spatial world. He reminds us, however, that even the highest quality maps are carefully constructed versions of reality that represent the interests and perspectives of those who are empowered to create maps.
Maps highlight and draw our attention to what mapmakers want us to see and thus push other aspects of our spatial realities to the background or erase them altogether, and, oftentimes, it is marginal people and communities that are left out. Counter-mapping is an ideal strategy for presenting alternative narratives of the past because it literally places communities that have been neglected back on the map. Moreover, because we see and experience so much of our world through the lens of maps, we think this is an incredibly effective way to transform the dominant historical narratives by revealing the physical presence of minority groups erased by traditional maps.
Why a Counter-Map of is Setauket?
A good example of the influence that maps have over the way we perceive reality can be found in Setauket, NY. Here the Native and African American community fights to be recognized for their contribution to the historical record, despite the fact that Setauket cultivates an identity as a historic town dating to the colonial era. In fact, histories of Setauket are flush with mainstream narratives about the Revolutionary-era Culper Spy Ring (the story behind the AMC series Turn), the 19th century paintings of William Sidney Mount, and a 20th century historic preservation effort that has fostered a bucolic and increasingly white upper-middle class suburban village. In other words, white leaders in Setauket have emphasized a certain version of American history that privileges Revolutionary heroes, prominent white artists, and an elite heritage. Missing from this history are the lives and contributions of Setauket’s minority community, which predated the arrival of the first European colonists and continues through the present day.
While this may be an accidental omission by those with a preference for patriotic American stories, it has created dire consequences for the nonwhite community. Historically restricted to laboring and domestic work, people of color did not accumulate the wealth now required to afford to live in “historic” Setauket. As such, many have left their ancestral home and others are being forced out by extraordinarily high costs of living. Since the predominantly Native and African American neighborhood was not included in any of Setauket’s three historic districts, houses there were not protected by any preservation statutes. As Setauket gentrified in the late 20th and early 21st centuries, developers have bought out these homes, razed them, and built expensive, out-of scale structures in their place. Erased from historical memory and excluded from the historic preservation measures that protect other old sites in town, Setauket’s minority community shrinks with each passing year.
After a recognized historic house was demolished in the neighborhood in 2005, the minority community fought to establish the Bethel-Christian Avenue-Laurel Hill Historic District. This new designation recognized the long history and contributions of Native and African Americans to Setauket and offered a measure of protection to homes in their neighborhood. Seeking to strengthen the narrative of their past and to help to secure their future in the village, the community invited archaeologists and historians to dig deeper into the historical and material record. Results of this research are the focus of the counter-map we created.
How to make a counter-map?
A counter-map is a map with a purpose. The Counter-Map of Setauket, New York is structured as a ‘story map’, meaning that it tells the story of a specific community created through collaboration between scholars, students, and descendants. Our story map is a collection of the Native and African American community’s memories and memorabilia culminating in a visual and written experience designed to not only recount this story, but to place it physically on the map of Setauket.
We began with a list of sites and stories, collected through interviews, excavations, and historical documentation. We then decided which of these places would be the most effective story tellers in our map. Each site is a page in the story map. These pages describe the sites and explain their significance, reveal their locations, and include pertinent and compelling images. The historical data came from research done by community members, team researchers, and students of Montclair State and Hofstra Universities.
Next, we uploaded a spreadsheet of coordinates and other information about the sites onto the ArcGIS Story Map site. The coordinates are then embedded in a Google Earth map. Each site showed up initially as a pin point, which we customized with our own designs. We chose to highlight, for example, whether a site had been excavated or whether a structure was still standing. These attributes enrich the story of both the preservation and neglect of Setauket’s Native and African American community heritage.
Story maps are especially effective because they include images, and we used a lot! We housed each picture on a Flikr account because the story map platform does not store the images, but imports them to the map with a url. Images illustrate our sites, stories, and the base map we composed on ArcGIS. To pull the reader further into the story we also used other methods for visuals including interactive platforms like Juxtapose and Google Street View.
Once complete the story map arranges lots of small pieces and stories in a coherent, interactive frame. Together they create a new and larger story that challenges the dominant historical narrative of Setauket and establishes the long presence of the Native and African American community across Setauket’s landscape.
 This effort is led by a collaborative team known as ‘A Long Time Coming’ (ALTC), who have been supported by descendant community members, researchers, and students associated with Higher Ground Intercultural and Heritage Association, Inc., Montclair State University, Hofstra University, and Education Works. ALTC principals are Robert Lewis (Higher Ground), Chris Matthews (MSU), and Judith Burgess (Education Works).
About a year and a half ago, at the end of my first week as the new Cultural Preservation Specialist at Delaware State Parks, my new boss said to me, “Er, John, did I tell you about Time Travelers?” Warily, I replied, “No, Jim, what’s that?” “It’s the volunteer program we used to have. You’ll need to revive it.” “Oh,” I said, “I think you neglected to mention that during the interview.”
I was initially daunted by the thought of having to run a volunteer program. I had been a volunteer myself early in my career and had worked with volunteers in some of my positions since then. I had considerable respect for volunteers. However, I also had a certain disdain for the idea that archaeology was something my agency could think that they did not have to pay to have performed on its behalf. After all, Parks did not engage “volunteer” engineers to design new restrooms or parking lots.
While I saw a role for the interested public, under professional supervision, to assist with some of the small scale compliance projects that my office engages in, from the outset I considered Time Travelers to be a program of enrichment, not of free labor. Volunteer labor is never completely free. Volunteers need training, supervision, and the knowledge that their contributions of time and energy are recognized and valued. The volunteer should get as much out of the experience as the agency gets in labor value.
I eventually found some documentation for the Time Traveler program as it had existed from the mid 1990s to the early 2000s. It was billed as a “hands-on heritage experience for the public.” There was a hierarchy of Recruits, Apprentices, Regular Time Travelers, Warrant Officers, Mission Leaders, and Mission Specialists, and I thought, “Ack! They expect me to recreate Star Fleet!”
What I came up with was a two-pronged approach. While Time Travelers would be reestablished as a volunteer program for hands-on archaeology and other cultural heritage-related activities, it would also be a branding effort for cultural heritage-themed programs and events in the parks. This would give cultural heritage programs a unified identity and connect those programs to hands-on, participatory opportunities.
I was also lucky that the Archaeological Society of Delaware (ASD) had on-going archaeological research projects and a bevy of experienced volunteers that I could cross-recruit to be Time Traveler volunteers. In our first field projects ASD members made up the bulk of the teams, but not exclusively so. Experienced veterans guided those with little to no experience. Fieldwork entailed detailed briefings of goals, objectives, methods, and anticipated results of these small (four- to six-person) teams that I closely supervised. Field days are kept short and even mildly adverse weather postpones the work.
I also developed a Basic Archaeology Class for Time Travelers. The class covers preservation ethics, key archaeological concepts and terms, and a review of the methods we use and why we use them. Those who survive about three hours of my lectures and who then demonstrate the ability to excavate a shovel test were awarded a newly designed embroidered Time Traveler logo patch and a certificate signed by both myself and the Director of State Parks. The class has been offered twice now and the cadre of Time Travelers has grown to nearly 50 and includes high school students to retired seniors.
While Time Travelers do some compliance-related work, the bulk of the activity is research-oriented and often non-destructive, such as a recent metal-detector survey of the late 19th-century Quarantine Station at Cape Henlopen State Park where “hits” were flagged, ground-truthing was limited, and nothing was collected. The major result was confirmation that the facilities had not been burned or bull-dozed when abandoned, but apparently carefully salvaged since the debris signatures were very faint.
Time Traveler volunteers have so far assisted with over a dozen small projects and three larger on-going projects.
As the program matures, opportunities for specialized training will be developed, such as historic and prehistoric artifact identification, artifact processing and laboratory practices, and geophysical remote sensing. And I have so many ideas for research projects that the public will find exciting to be a part of.
Landscapes surround and interact with us; they constrain and inspire our actions. Delving into the study of past landscapes provides one of the most exciting and dynamic avenues for archaeological research. The forthcoming thematic issue of Historical Archaeology, edited by Eric Proebsting and Jack Gary, includes a collection of 12 articles that are dedicated to exploring “Current Research into the Archaeology of American Landscapes.” These contributions share a common desire to uncover how people, places, and environments have related with each other over time. In doing so, the authors carefully examine the historical and archaeological materials that have been left behind to build on previous scholarship and blaze new trails as they contribute to topics of lasting significance for our discipline.
The geographic scope of the collection ranges across urban and rural areas of North America. Articles touch on important research themes, including the African diaspora, the colonial encounters between Native Americans and Europeans, and the ecological changes associated with the growth of the modern world. Other areas of research include the landscapes of industrial labor; conflict and confinement; agricultural plantations; ornamental grounds; and historical myth and memory.
Following the introductory essay, “Contributing to the Archaeology of American Landscapes,” by Eric Proebsting and Jack Gary, articles in the forthcoming issue of Historical Archaeology 50(1) include:
- “What Towne Belong You To?” Landscape, Colonialism, and Mobility in the Potomac River Valley—Julia A. King, Mary Kate Mansius, and Scott M. Strickland
- Dynamic Landscapes: The Emergence of Formal Spaces in Colonial Virginia—Barbara J. Heath
- “As It Was Originally Laid Out by the General”: George Washington and His Upper Garden—Esther C. White
- The Multiple Landscapes of Thomas Jefferson’s Poplar Forest—Jack Gary and Eric Proebsting
- Urbanization and Landscape Change in Early-Eighteenth-Century Boston: The Environmental Archaeology of Town Dock—David Landon, Heather Trigg, Allison Bain, and Edward Morin
- Meeting at Market: The Intersection of African American Culture, Craft, and Economy and the Landscape of Charleston, South Carolina—J. W. Joseph
- Plowing Prairies and Raising Stock: Historical Ecology and Community Life on the Cotton Frontier of Southwest Arkansas—Eric Proebsting
- Intersecting Landscapes: A Palynological Study of Pueblo, Spanish, and Anglo-American Land Use in New Mexico—Kyle W. Edwards and Heather B. Trigg
- The Archaeology of Underground Mining Landscapes—Paul J. White
- Landscapes of Japanese American Internment—Stacey Lynn Camp
- The Practice and Theory of New Heritage for Historical Archaeology—Edward González-Tennant and Diana González-Tennant
A Note from the SHA President: New Philadelphia as a Possible National Park Site
Historical archaeology has built part of its identity on the study of the disenfranchised, those who history didn’t bother to record. From early work by James Deetz at Parting Ways to the archaeology of Black Lucy’s Garden to Leland Ferguson’s recognition of the “Afro” in Colono-Indian Ware, archaeologists have led the effort to bring Africa and Africans into the lens of American history. That emphasis has resonated in cultural resource management, where consultants have realized that African sites are places that are little known and hence deserving of study, and as a result we have seen on a long lineage of African American CRM sites and studies ranging from Yaughan and Curiboo plantations to the African Burial Ground.
While we have done a good job of recognizing African American history and sites, we have been less successful in connecting those resources to their descendant communities, in serving and promoting public outreach. As a discipline engaged in digging the earth, we realize that all of our nation’s significant sites are not extant, were not built of brick and stone, and were not cherished by communities with the resources and legal position to protect and promote places of note. As a result, historic archaeological sites of the politically disconnected are too seldom celebrated and saved.
As archaeologists, we know these sites can speak since they have spoken to us. What we have forgotten is our responsibility to be storytellers and spokespersons.
Now we have a chance to have our voices heard. The National Park Service (NPS) is considering adding the New Philadelphia town as a unit and National Park.
New Philadelphia was formed by Frank McWorter, an African American who purchased his own freedom and that of at least fifteen family members, who moved to Illinois – a free state – where he was able to purchase land, and who then formed and registered the town of New Philadelphia in 1836. McWorter was the first African American to legally register a town in America; New Philadelphia was that town. It is an important place in American history, it is important to its community, and its story needs to be heard. It is a story that speaks to African America’s struggle with slavery and racism, as well as African Americans’ efforts to challenge social constructs by creating a racially diverse town.
New Philadelphia was discovered, uncovered, and explored by a team of historical archaeologists including Anna Agbe-Davies, Joy Beasley, Chris Fennell, Tom Gwaltney, Tommy Hailey, Bryan Haley, Michael Hargrave, Cheryl LaRoche, Terrance Martin, and Paul Shackel. It is a testament of the power of historical archaeology to connect descendant communities to a past that history forgot.
From now until June 11, the NPS is soliciting comments on the addition of New Philadelphia as a National Park unit. You can support the inclusion of New Philadelphia by commenting on the NPS site.
The NPS has already signified the historical significance of New Philadelphia by adding it the National Register of Historic Places in 2005, by designating it a National Historic Landmark in 2009, and by including it in the Underground Railroad Network to Freedom program in 2013. However, only 6% of the NPS 410 units are directly associated with African American history. We have an opportunity to help right past wrongs, by including sites such as New Philadelphia among the places our nation celebrates and supports. Please join me in letting the NPS know that we believe New Philadelphia deserves to be added to the NPS as a park, which will protect its heritage and promote its legacy.
JW Joseph, PhD, RPA
By Jeanne M. Moe, BLM Project Archaeology Lead
Launched in 1990, Project Archaeology is a growing national education program jointly sponsored by the Bureau of Land Management (BLM) and Montana State University. The program is distributed through a national network of 38 state and regional programs. More than 15,000 educators have received Project Archaeology curricular materials and professional development. We estimate that these teachers reach almost 300,000 learners in both classroom and informal settings. The program grows each year, and in 2015 alone, we served almost 3,000 teachers.
While we are proud of our past successes and steady annual growth, we would like to reach many more educators with archaeology education. To extend our network, we began offering the annual Project Archaeology Leadership Academy in 2010 for classroom teachers. A total of 94 new Project Archaeology Master Teachers have graduated from the Leadership Academy to date. These teachers are expected to offer at least one professional development event to their peers over the next four years after completing the Academy. The 7th Annual Leadership Academy will be held June 27 – July 1, 2016 and we are currently accepting applications.
Our Master Teachers have broken the mold and gone above and beyond the call of duty to bring archaeology education to their peers and to learners of all ages. Several Academy graduates have either revived existing Project Archaeology programs or started new statewide or regional programs. For example, Sam Kirkley formed a partnership with Utah BLM and Southern Utah University to re-establish the Utah program. Additionally, she formed a partnership with Girl Scouts of America to offer an archaeology merit badge. Dani Hoefer revived the Colorado program through a partnership with the Colorado Council of Professional Archaeologists, thus involving the archaeological profession in public education. Mel Harvey, established a new state program in Arkansas. Moriah Grooms-Garcia and Carol Ng He, both from the Oriental Institute at the University of Chicago, established an Illinois state program, helped us finish Project Archaeology: Investigating Nutrition, and have offered several workshops and two online courses to distribute the new guide. In partnership with the local BLM office, Paulette LeBlanc, a retired teacher in Safford, Arizona, has been offering workshops for local teachers every year since 2010. Freda Miller and Ryan Boettcher, teachers in Cowley, Wyoming, offer an archaeology-based summer school for middle school students and arranged for the students to volunteer at an archaeological excavation in Montana. Nathan McAlistair, winner of the Gilda Lehrman Preserve America History Teacher of the Year Award, offers Project Archaeology professional development in Kansas whenever his busy schedule allows it.
While we designed the Leadership Academy for classroom teachers, many archaeologists and museum educators have used the training and materials to expand their knowledge of archaeology education and to establish new Project Archaeology programs. Interested in expanding your public archaeology credentials? Apply for the Leadership Academy today.
by Megan Sirak, East Carolina University
In January 2016 Washington D.C. hosted the 49th Annual Conference on Historical and Underwater Archaeology. I was encouraged by one of my professors to attend as he thought it would benefit me. He could not have been more correct.
While attending a professional conference as an undergraduate student may seem daunting, it is entirely worthwhile. As an undergraduate you are not always expected to present a paper or poster as most graduate students and professionals do in this forum. This allows younger students to sit back and observe conference proceedings. If you as a student are anticipating attending graduate school you will be expected to present your research one day. The best way to overcome the initial nerves and misgivings that come with professional presentations is to first observe them as a bystander. We have all had to do presentations in our undergraduate careers, but the types of presentations and talks given at the professional level, such as at the SHA’s annual meeting, is a completely different animal. Having the opportunity to observe numerous presentations not only gives undergraduate students an idea of what will be expected of them in the future, but it also opens their eyes to the broad spectrum of research being conducted in archaeology today. I personally began studying anthropology and archaeology late in my undergraduate career. Attending numerous symposiums on a number of topics at this conference educated me on how diverse archaeology is.
Although observation is a luxury for many undergraduates, I do not believe younger conference attendees should be passive in their conference experience. Attending professional conferences is a fantastic way to network, ask questions, and practice professionalism. The workshops offered are an excellent way to expand your knowledge on a particular topic. Volunteering at the conference is also a great way to make introductions. By volunteering, you get the opportunity to meet other students in your field and you are given a ready-made excuse to interact with the professionals attending. There are also a number of other great events for students to attend and be involved in such as the Ethics Bowl, the Past Presidents Reception, and the Student Subcommittee to the Academic and Professional Training Committee.
So yes, attending a professional conference with some of the biggest names in archaeology can be extremely daunting, but the benefits of attending should far outweigh any fears undergraduate students might have. I would encourage all students to attend a professional conference, such as the Society for Historical Archaeology’s annual meeting, while they are still undergraduates. Attending in 2016 was completely worth giving up a few days of my winter break to further my passion for historical archaeology and my career. There is nothing more rewarding than being in a room of people who share your passion. Having the opportunity to meet students of archaeology from across the country was equaling rewarding. The students of today will be the professionals of tomorrow. We should relish the opportunity to meet our future colleagues and interact with them. So the next time a professor or fellow student suggests you should attend a conference, jump on it. Conferences are occasions for learning, so as students we should seize every opportunity.