News

Have you had an opportunity to read the latest chapter in the depressing Carter’s Grove saga?

Carter’s Grove, for those beyond the Mid-Atlantic, is a mid-18^th-century James River plantation house that is also the site of Martin’s Hundred, one of the settlements attacked by the Powhatan in 1622 and discovered and excavated by Ivor Noël Hume. The property was owned by the Colonial Williamsburg Foundation (CW) and operated as one of the Foundation’s ticketed sites until 2003, when poor visitation numbers led to its closure.

In 2006, Carter’s Grove was sold by CW to Halsey Minor, an internet technology entrepreneur, for more than $15 million; CW held the note. Minor has since stopped paying the mortgage and declared bankruptcy to avoid foreclosure. The case is now in United States Bankruptcy Court in Norfolk.

The Washington Post recently ran a story about the situation. The comments are fascinating (as only comments in the digital age can be). Most people mock Halsey Minor, mercilessly so, blaming him for what is happening to Carter’s Grove and looking forward to his pending comeuppance from the bankruptcy court judge.

A fair number, however, blame CW. Jtrice12 wrote that CW “should be ashamed for selling the place to someone with no expertise in historical preservation… They’ll never get another penny of my money.” “Astoundingly poor management,” concurred Doctor_Dru. CW “sold off Carter’s Grove instead of fulfilling [its] core mission,” PBrown448 declared, and so “off with the [CW] trustees[’] heads!”

The Carter’s Grove situation reveals the challenges facing organizations everywhere which manage historic sites. It also reveals how the challenge of sustainability extends beyond historic houses to archaeological properties (like Martin’s Hundred) and to the reconstructions / replicas often built to re-imagine these places on the landscape. Typically, reconstructions and other types of archaeological site interpretation can still require an infrastructure that includes not just visitor amenities but the expertise of archaeologists and educators. These are not inexpensive propositions.

Joan Poor, an environmental economist, has convinced me that cultural economics is an under-utilized tool for informed decision-making about the investment in and sustainability of historic properties. Cultural economics is concerned with the application of economic analysis to, among other things, the heritage and cultural industries (Towse 2010; see also the Journal of Cultural Economics). Poor believes that a public archaeology would not only benefit from a perspective rooted in cultural economics, but demands it.

Poor’s research in southern Maryland focuses on the analysis of historic sites as public goods, and just how much people are willing to pay to support them. Using the methods of cultural and natural resources economics, Poor works to establish values for historic and preservation attributes which cannot be measured in the private market. She has found that most people are indeed willing to support historic sites through tax dollars as well as through visitation (Poor and Smith 2004).

This willingness, however, has its limits. Poor suggests that site managers can find these limits through economic analysis and then develop realistic plans for the management of historic properties, including, if necessary, the conversion of a public good into a private good, such as selling a historic house.

Poor also argues that willingness-to-pay is not some forever fixed number, and that knowing the public’s limits can lead to the development of longer-term strategies for educating the public and, ultimately, increasing willingness-to-pay.

Unlike standing structures, archaeological sites don’t often need new roofs, paint jobs, or insurance. Still, there are real infrastructural costs for their preservation, accessibility, and interpretation. Cultural economics may provide yet another measure for determining the sustainability of various strategies for managing archaeological sites.

I have been thinking about Poor’s comments a lot lately because I am getting the sense that the rotten economy is masking a larger transformation in the public’s attitudes and support of historic preservation, especially archaeological sites. On the one hand, many surveys suggest that the public has never been more aware of and supportive of archaeology (see, for example, Ramos and Duganne 2000); on the other, a number of archaeology programs are on the chopping block, from museums to universities to government (none more draconian than what has been proposed for Parks Canada [read the SHA response to these cuts]). It’s not clear whether these proposed cuts reflect cost-saving measures or something else altogether. An analysis based in cultural economics might help tease out issues of a recession-induced inability to pay versus a declining willingness-to-pay.

Are there lessons we can take away from the Carter’s Grove debacle? Are we entering a new phase in the public support of archaeology? How can archaeological projects (a term used here broadly) be sustainable projects?

I am grateful to Dr. Joan Poor, Provost, Truman State University, for introducing me to the importance of cultural economics and inviting my participation in her project at Point Lookout State Park near Scotland, Maryland.

• Ramos, Maria, and David Duganne
  • 2000  Exploring Public Perceptions and Attitudes about Archaeology.  Washington, DC, Society for American Archaeology; http://www.saa.org/Portals/0/SAA/pubedu/nrptdraft4.pdf; accessed June 13, 2012.
• Poor, P. Joan, and Jamie Smith
  • 2004  Travel Cost Analysis of a Cultural Heritage Site: The Case of Historic St. Mary’s City.  Journal of Cultural Economics 28:217-229.
• Towse, Ruth
  • 2010   A Textbook of Cultural Economics. Cambridge University Press.

[Image courtesy of Flickr user roger4336 via Creative Commons License]

As a professional organization, the Society for Historical Archaeology promotes the participation of student members and supports the advancement of their careers. Students, in turn, may see the SHA as a resource in their professional development. One way the SHA encourages student participation in the annual meeting is through the Ed and Judy Jelks Student Travel Award, discussed on the SHA blog by both Paul Mullins and Charlie Ewen. Graduate students may apply for the $500 award to defray the cost of travel when presenting research at the annual conference.

What kind of students and research win the award? Mullins concisely described the work of last year’s two recipients and we were curious to learn a little more about Corey McQuinn and Adrian Myers as students. We interviewed McQuinn and Myers and the following is a summary of their responses.

Corey McQuinn, a master’s student concentrating in Historical Archaeology at the University of Albany, researches enslavement in the Northeast, an understudied topic. He examines the Mabee Farm in Rotterdam, New York, and how different archaeological models of enslavement and racialization apply to the Northern context. Through another project focused on the Underground Railroad in Albany, New York, he studies how the construction of a community that supported the Underground Railroad relates to New York’s earlier history as a slave state and its continued economic dependence on enslaved labor corps.

In addition to this academic research, as a project manager for the cultural resource management firm Hartgen Archaeological Associates, Inc., McQuinn says he must be flexible and cover a broad range of time periods and historic contexts. He has worked in a variety of historical contexts, including cemetery excavations, tavern sites, Shaker village sites, farmsteads and industrial contexts. He has also helped to run Hartgren’s youth archaeological field school summer programs, getting students involved in community archaeology.

The Ed and Judy Jelks Travel Award helped McQuinn attend his first SHA conference, where he presented a paper, met other professionals in his field, including authors of papers and books he has read. A highlight of the conference was getting to know people and learning about work in progress. He finds both the annual conference and quarterly newsletter valuable resources for identifying potential partnerships and opportunities in the future.

Though his three kids, Remember, Beatrix, and Jasper, are his greatest successes, McQuinn also received the New York Archaeological Association’s William Beauchamp Student Award in 1998 and the 1997-1998 Dana Student Internship Grant from Ithaca College. He is looking forward to completing his master’s thesis next semester and his PhD in the future.

A PhD candidate at Stanford, Adrian Myers, learned of the Ed and Judy Jelks Travel Award through attending the SHA conference, SHA business meetings, and from the HISTARCH email listserv. The award enabled him to present a paper, “Dominant Narratives, Popular, Assumptions, and Radical Reversals in the Archaeology of German Prisoners of War in a Canadian National Park” in the session chaired by Michael Roller and Paul Shackel, “Reversing the Narrative.” The paper was about all the surprising and counterintuitive things he encountered while studying the history of Nazi soldiers in a prison camp in Canada during World War II. Long interested in the history of the Second World War, his dissertation research is a historical archaeological study of a prison camp in Manitoba, Canada. Over three seasons of work he and colleagues surveyed, mapped, and excavated portions of the camp. Myers also travelled to Germany and met with three men who had been prisoners of the camp.

Myers has participated in a variety of other projects, including the “Van Project” at the University of Bristol, the Stanford Gymnasium Dig, and Bonnie Clark’s field school at the Granada Relocation Center, a World War II Japanese internment camp in Colorado. He also used free Google Earth imagery to map the US military prison at Guantanamo Bay, assembled and co-edited a book on archaeology and internment camps, did a study on 20th century porcelain electrical insulatorsand also manages to work part-time in CRM archaeology.

Also a recipient of the National Geographic Society Waitt Grant (2009), Myers suggests undergraduate students pursue ideas for projects, even if it seems impossible and incredibly far off, especially if they are passionate about the subject. He suggests finding a supportive graduate program and, with effort the research can probably be done. He also says having an awesome adviser helps.

Both McQuinn and Myers sound passionate about their research and actively pursue opportunities to participate in projects and make connections with their peers in historical archaeology. They recognize the SHA as a resource for students and advise them to participate in the organization by speaking or corresponding with other archaeologists and presenting at conferences. The Academic and Professional Training Student Subcommittee (SSC) is starting a group discussion on student professionalism and the Society for Historical Archaeology. Please become a member of the conversation by joining the SSC Yahoo! group. Email your request to JCoplin@gc.cuny.edu and include your email to join.

We look forward to hearing from you!

In February historian William Cronon admitted his deeply rooted skepticism about Wikipedia as a scholarly resource.  Cronon, the President of the American Historical Association, acknowledged he had originally had misgivings about an online resource penned by the masses, and he recognized that he and many other scholars were hard-pressed to see Wikipedia as much more than a shallow and often flawed introduction to a modest range of topics.

Yet this year Cronon was compelled to confess that Wikipedia is now one of the single most comprehensive research sources on the face of the planet, and as I write today it has 3,961,053 articles traversing literally every possible subject from musicians’ biographies to historical events.  The pages are updated almost instantly; current events are updated in nearly real time, and each time an elder musician or movie star draws their last breath their Wikipedia entry appears to be edited before the body has cooled.  Wikipedia includes thoughtful if brief entries on astoundingly specialized topics, including entries on the simulated Nazi invasion of Winnipeg, the Bredon Hill Hoard, or the traditional Icelandic dish of Svio.  Wikipedia’s History Portal is systematically organized by period and culture groups for those seeking broader entry points, and many entries have links to peer-reviewed scholarship.  Nearly any search engine will identify a Wikipedia entry as the very first possibility out of scores of other web pages, and it is among the single most visited web pages in the world.  Strong Wikipedia entries provide a succinct introduction to a subject, reliable background on it, and links to resources containing more detail.  Some subjects are not completely amenable to Wikipedia-style linear outlines, but many of the subjects scholars examine can be very thoughtfully introduced in a Wikipedia entry.

What Cronon recognized is that it is foolish for scholars to ignore such a rich resource, because many people wade into scholarly topics and perspectives through their introductions in Wikipedia pages, and many times we need only a reliable overview of a topic.  When he wrote in February, the American Historical Association—the largest and oldest professional historians organization in the US—had a superficial Wikipedia entry, but now it has a thorough entry that includes an astounding set of links to Wikipedia entries for nearly every single AHA President since 1884, which has included George Bancroft, Woodrow Wilson, C. Vann Woodward, and Laurel Thatcher Ulrich among its number.

In February the Society for Historical Archaeology did not even have a Wikipedia page, and we now have a brief entry on which we can build a more thorough introduction to the SHA and historical archaeology.  The historical archaeology entry is likewise exceptionally lackluster from a discipline that has produced so much insight into a half-millennium, and an enormous number of Wikipedia entries could be strengthened by contributions from historical archaeologists and material culture scholars.

Many of the scholars who founded our discipline remain largely invisible on Wikipedia, as well, which is especially disappointing since many of them are still active in SHA, many have former students who could very ably represent the discipline’s first practitioners, and we have some fabulous oral histories with some of the SHA’s founding figures.  There are now entries for a handful of these figures, including Ed Jelks, John Cotter, and J.C. “Pinky” Harrington among others, but certainly many more influential scholars could be introduced to a broader audience through relatively brief Wikipedia entries that would lead students, avocationalists, and even some professionals to the work of these earliest historical archaeologists.  Developing wikipedia entries for all the Harrington Award winners would be a fabulous class project for somebody out there.  Of the 27 winners, virtually none has a respectable wikipedia entry directing readers to each scholar’s work and scholarly importance.

Some archaeological sites have thorough Wikipedia entries, with 36 entries for archaeological sites in Virginia alone, including the sites we would expect like Mount Vernon and Jamestown, but also a few lesser-known but fascinating places like the Falling Creek Ironworks.  Many more entries for historical sites could productively incorporate archaeological analysis of those spaces to balance out the conventional historical pictures or architectural histories that dominant Wikipedia.  Indeed, a vast range of Wikipedia subjects have material culture if not concrete archaeological implications that remain largely unaddressed.

It would not be that hard to make historical archaeological insight a central feature of many more Wikipedia entries.  SHA probably does not need to be intent on coordinating a host of archaeological wiki contributors, but there is good reason for us to take Wikipedia seriously and recognize all the potential it has for historical archaeology and the SHA.

Are you involved in a local, national, or international archaeology society? Are you the publisher of an archaeological magazine or journal? Do you work for a national heritage body, commercial archaeology unit or consultancy?

One way that your organization can get involved in the Society for Historical Archaeology’s annual conference at the University of Leicester on 9th – 12th January 2013, is by exhibiting your products, services and publications at the conference’s Archaeology Market Place. Formerly known as the Book Room, the Archaeology Market Place will include exhibits of products, services and organizations in the archaeological community. This is both an opportunity to support the conference, and to advertise your services to a new, receptive audience.

The 46th Annual Conference on Historical and Underwater Archaeology will include an estimated 500 scholarly presentations on all aspects of historical archaeology, and many more delegates, representing organizations from across the world. The conference theme is Globalisation, Immigration, Transformation – reflecting both the vibrant multicultural history and contemporary character of the city of Leicester, but also acknowledging the transformation of historical archaeology into a global discipline. Centrally located in the heart of the English midlands, Leicester is well connected by air, rail, and motorway links, and an international audience is assured.

Information about exhibiting at the SHA conference Archaeology Market Place can be found in the Exhibitor Prospectus, here. Manned tables for companies, publishers and for profit organizations (includes one full conference registration and one exhibitor staff registration) cost $500, and only $300 for University presses, sister organizations, museums, government agencies and non-profit organizations. Un-manned browsing tables are also available.

We hope that you will join us in Leicester, England 9th – 12th January 2013, at the University of Leicester.

It’s Tech Week on the Blog and the Technology Committee has something special in store. We have brought together three innovators in the field of online databases and data sharing, and have asked each author to answer a question:

Where do you see online databases and data sharing in five to ten years? What role do you see your respective organization playing in the larger field of archaeological data sharing and online databases? What major hurdles do you think stand in the way of wide scale acceptance and use of online databases in the archaeological community?

Our contributors:

Mark Freeman from Stories Past

• Mark has worked with the National Park Service and a range of other groups to develop online databases for everything from data driven research databases to interactive education modules. Primarily working with museums and governmental agencies, Mark represents the cutting edge in online databases and data sharing.

Jillian Galle from the Digital Archaeological Archive of Comparative Slavery (DAACS)

• DAACS, which is based in Monticello’s archaeology department, is one of the largest and most respected online databases for Historical Archaeology. Starting in 2000, when many archaeologists hadn’t even thought of online databases, DAACS was working hard to provide researchers information that would normally take years to get. Jillian has been the DAACS project manager for twelve years and is a pioneer in online databases and data sharing.

Adam Brin and Frank McManamon from the Center for Digital Antiquity

• When you think of online databases and data sharing, the Digital Archaeological Record (tDAR) is probably one of the first things that come to mind. Adam and Frank work with a wide range of database professionals and archaeologists, and have created an extensive database for everything from digital documents to data sets to GIS files. tDAR represents a digital repository for archaeological data from all over the world. Perhaps the largest archaeological database, tDAR is constantly working to bring more information to researchers and to expand our understanding of the history and prehistory of the world.

Each author has provided us with an interesting view point from their own personal experience and organization. By looking at each post, it should be possible to get a good understanding of where data sharing has come from, where it is going, and what is on the horizon. We encourage you to read the posts and join in the conversation in the comment section or on Twitter, using the #SHAtechWk hashtag.

• The Posts:
• Mark Freeman: Primary Archaeology data for non-archaeologists?
• Jillian Gale: Will Today’s Historical Archaeology Training Predict the Future of Digital Research Archives?
• Adam Brin and Frank McManamon: Sustainable Archaeological Databases – A View from Digital Antiquity

Click on the banner at the bottom of each post to return to this page! Thanks for reading, and enjoy Tech Week!

This post is part of the May 2012 Technology Week, a quarterly topical discussion about technology and historical archaeology, presented by the SHA Technology Committee. This week’s topic examines the use and application of digital data in historical archaeology. Visit this link to view the other posts.

Is there value in exposing archaeological primary data to non-professional audiences? Can online archaeology databases serve broader goals? Can they both inform and serve as a tool for advocacy at time when the practice of archaeology is again being challenged in popular culture?

The National Park Service website, museum.nps.gov, is the online face of ICMS, the database tool that the Department of the Interior uses to manage its collections. In pre-launch testing the most common reaction was surprise that the parks actually had collections. Individual parks decide what to present on the website and it currently includes nearly 450,000 records, representing over four million objects, half of which are archaeological. Some information is removed before it reaches the web. Crucially for archaeology, this includes site name, site location, within-site provenience and UTM data; excluded to protect sites from the very real threat of looting, and at the request of Native American groups.

But stripping the artifacts of physical context before they reach the web is problematic at best for archaeology, so an attempt has been made to restore some contextual information. Collection highlights were developed to be used by the park staff to allow the grouping of objects, creating a virtual context that can represent a physical space – a site or an archaeological feature – or a thematic context, or a virtual exhibit. Fort Vancouver National Historic Site has created several highlights, including The Fort Vancouver Village. The highlight includes narrative text to explain the complex cultural landscape and is supported by 32 selected artifacts. Those artifacts are hyper-linked to the over two hundred thousand records which are part of Fort Vancouver’s online collection. I’d argue that even if most visitors never look at those records. they need to know that they are there. The National Park Service doesn’t just have great scenery, they have curated over forty million cataloged objects.

At Mount Vernon, George Washington’s Virginia plantation along the Potomac River, The South Grove midden excavation uncovered more than 60,000 artifacts. These represent almost 400 ceramic and glass vessels, hundreds of pounds of brick, mortar, and plaster fragments from renovating buildings, buckles, buttons, tobacco pipes, and more than 30,000 animal bones. A new website (in progress at www.mountvernonmidden.com) focuses on 400 objects, but the full database is there (and available on the Digital Archaeological Archive of Comparative Slavery site) and items are presented in the context of the wider collection. Additionally, the website includes a timeline, a map of the site in relation to the broader plantation landscape, historical notes and related published papers, and a database of the Washington family Invoices and Orders – all part of the larger data set that comprises the project.

So site databases, like the truth, need to be out there. Showing artifacts to the public, without this data-rich environment, suggests that just a few objects have primacy, elevating the qualitative over the quantitative. And if archaeologists want support for the process of archaeology and for digital preservation, then showing the volume of data makes sense.

The problem of exposing the soft underbelly of archaeological data is that at least some members of the public might start to question what’s presented. Why is it so hard to compare one site with another? Why are different methodologies used at different sites? Why does every project record different information? Why does the terminology differ between sites? There is a slow move forward in addressing all these issues (Kansa et al. 2011), but if archaeologists want to hammer home the point that pot hunting and looting are bad, then they should be willing to present and rationalize the datasets that professional archaeologists creates.

I’m not suggesting that advocacy is the only reason to show data. As text books and other electronic publications slowly transition from electronic copies of physical books into fully interactive media, perhaps they’ll also start to include accessible databases, and not just as appendices. Database could support graphs and result sets, allowing data to be manipulated, examined and even challenged. Perhaps eventually these datasets could be more than just one-way presentations of data. On websites, by recording the questions asked of the data, by tracking the datasets produced, these databases might come to be a part of research as well as publication.

References Cited

• Eric C. Kansa, Sarah Whitcher Kansa, & Ethan Watrall
• 2011 ARCHAEOLOGY 2.0 New Approaches to Communication and Collaboration, Cotsen Digital Archaeology.

This post is part of the May 2012 Technology Week, a quarterly topical discussion about technology and historical archaeology, presented by the SHA Technology Committee. This week’s topic examines the use and application of digital data in historical archaeology. Visit this link to view the other posts.

The Digital Archaeological Archive of Comparative Slavery (http://www.daacs.org/) provides standardized artifact, contextual, spatial, and image data from excavated sites of slavery throughout the early modern Atlantic World. Currently, DAACS is the largest archive, paper or digital, of standardized archaeological data related to slavery and slave societies. We have built it, with grant funds, generous data sharing, and intellectual input of more than 50 collaborating archaeologists and historians. For over ten years, these scholars and many others have contributed to DAACS’ overarching goal: to facilitate the comparative archaeological study of the spatial and temporal variation in slavery and the archaeological record by providing standardized archaeological data from multiple archaeological sites that were once homes to enslaved Africans.

DAACS strives to achieve this goal by giving researchers access to detailed standardized archaeological data in a format that allows the assemblages to be seamlessly compared quantitatively without any additional processing by the researcher.  We do so by physically reanalyzing the assemblages, and their associated contexts, to the same classification and measurement protocols that were established with the help of the DAACS Steering Committee in 2000. This is the critical aspect of the DAACS program—providing the standardized data that are essential to any comparative archaeological study.

DAACS data are stored in a massive relational Structured Query Language (SQL) database and are delivered over the internet via the DAACS website. The website debuted in 2004 with complete data sets from 15 domestic slave sites in Virginia. They were made available then, as they are today, through an easy-to-use, point-and-click query interface. By the end of 2012, DAACS will contain complete archaeological datasets, including data on over 2 million artifacts, from sixty sites of slavery in Maryland, Virginia, South Carolina, Jamaica, Nevis, and St. Kitts.

During the past year, over 10,000 unique visitors have landed on the DAACS website. Many DAACS users go straight for the Archive’s meta-data: the section of the website that contains information on the DAACS data structures and authority terms, DAACS cataloging manuals and stylistic element guides, and research papers and posters.  Others spend time browsing and reading through the archaeological sites pages, the text-heavy portion of the DAACS website that provides extensive background data on each site, site chronologies, access to images and maps, and bibliographies. We consider these pages essential to anyone using the archaeological data accessible through the DAACS Query Module.

Visitors often move from the background pages to the DAACS Query Module, which provides access to standardized data on hundreds-of-thousands of artifacts and archaeological contexts. The query interface masks a complex set of queries to the relational database that contains the raw archaeological data from all sites in the Archive. Queried data are returned and made available to users through the web browser and through downloadable ASCII files that can easily be imported into the user’s favorite statistical package.

DAACS is explicitly and clearly designed for large-scale comparative archaeological research. The website features—the Query Module, Archaeological Sites Pages, and corresponding meta-data—are critical to meeting the goals of the project.

In the evolving ecology of accessible digital data, digital archives vary in the extent to which they are designed to facilitate comparative research versus the extent to which they facilitate and make possible the preservation of archaeological data. These elements of online archives and databases are not mutually exclusive; many research archives preserve data and preservation archives encourage research. Projects such as tDAR (The Digital Archaeological Record) and ADS (Archaeological Data Service) are essential to the preservation of born-digital data generated by individual researchers. These critical resources preserve and make searchable data from any type of archaeological project, regardless of region or time period. Data from projects range from digital reports and basic finds lists to full-blown archaeological databases. However, there are comparability problems, to the extent that the contributing researchers use different classification and measurement protocols.

To date, research archives have focused on specific regions and time periods in order to provide datasets that enable researchers to address synthetic research questions. Examples include the Chaco Research Archive, A Comparative Archaeological Study of Colonial Chesapeake Culture, and DAACS. These projects provide a venue in which protocols that work well in particular times and places encourage individual researchers to think seriously about how to ensure their data plays well with others’ data, making it easier to researchers to glimpse the fruits of comparative analysis that shared protocols make possible.

But each archive type requires specific tradeoffs. For research archives making comparative quantitative research easy requires standardization.  However, it is not clear how, over the long-term, the requisite standardization will emerge. Sites like DAACS may be one way forward. No matter where one sits on the continuum, a firm commitment to open and transparent data sharing underpins all digital archiving projects.

The demand for archives that specialize in digital data preservation and accessibility will continue to grow as individuals, museums, universities, and the government grapple with archiving and making the large quantities of archaeological data they curate accessible. The success and growth of research archives that generate detailed comparable digital data accessible for the explicit research purposes will depend on how we meet the analytical needs of inquisitive archaeological researchers.

Over the past six years, we’ve seen a marked increase in the number of graduate students who approach us with the desire to pursue data-driven comparative research.  Their questions and needs may be a bellwether for the development, use and longevity of research archives.

Our experience at DAACS is that undergraduate and graduate students are eager to engage in archaeological data analysis, both on the single site and comparative levels.  They come to DAACS asking questions that require serious archaeological data analysis however many are missing two critical skills: the ability to link arguments about what happened in the past to archaeological variation and the skills in data analysis that allow them to summarize patterns in the data that speak to the arguments.

A concrete example is one related to chronology. Chronological control is the critical first analytical step in doing any archaeological study, whether at a single site or comparative analysis – you do not want to mistake temporal change for synchronic variation. Yet we have discovered that graduate students who have completed their coursework in Historical Archaeology do not know how to get started. From framing an argument to executing data retrieval, discovering patterns in the results, and linking those patterns back to the original argument we have discovered that most historical archaeology students come to us seeking advice on where and how to begin working with their data and the data in DAACS. An informal survey suggests that one reason is that only a handful of graduate programs that provide advanced degrees with specializations in historical archaeology require students to take even a single course in statistical methods.

But it is clear that students (and our colleagues) want more resources for learning how to work with these data. We receive regular requests to provide training in statistical analysis and to teach the more arcane analytical methods that we occasionally use but which are necessary to fully engage with the quantity of fine-grained data available through DAACS.

As the promise of using online databases for research has become increasingly obvious over the past five years, the demand for data has risen. It is how we meet the demand not only for the data but also for the analytical skills to make sense of the data that will determine the trajectory of online databases in the next 5 to 10 years.

While I worry about the trajectory of archaeological training, I remain sanguine about the promise of research archives in large part because I am lucky enough to work with graduate and undergraduate students engaging with DAACS’s online database, students who work doggedly to learn methods they were never taught, and who have come to realize that the data in DAACS are so rich that the hard work it takes to learn analytical approaches to their data provides big payoffs and exciting answers to previously unanswerable questions.

Many SHA members realize that Parks Canada has recently been subjected to absolutely draconian cuts that risk crippling one of the world’s most influential stewards for cultural and natural heritage and historical archaeological research.  Very few historical archaeology labs are not outfitted with a host of essential Parks Canada publications like Olive Jones and Catherine Sullivan’s Parks Canada Glass Glossary, Lynne Sussman’s The Wheat Pattern, its Archaeological Recording Manual, and many of the technical publications available on the SHA web page.  In January, 2014 the SHA will hold its conference in Quebec City, so it is especially demoralizing to know that by the time we arrive most of Parks Canada’s archaeology staff will have been released.  At the Quebec center, a team of 12 archaeologists was reduced to one; in Cornwall six of seven staff members were eliminated; and just one archaeologist will be responsible for the whole 120,000 km² of the Canadian Arctic.

The SHA has written a letter to the Canadian Prime Minister joining our international colleagues including the Society for American Archaeology who have appealed to the Canadian government to reconsider the scope of these transformations in one of the world’s models for historic preservation, cultural heritage, and historic archaeology.  Let’s hope that by the time we meet in Quebec in January, 2014 the Canadian government will reconsider the breadth and sweep of these changes.

 

Arcadia Mill Archaeological Site in Milton, Florida provides a multi-disciplinary educational experience for people of all ages. Arcadia Mill represents the first and largest water-powered industrial complex in northwest Florida. Between 1828 and 1855, the industrial complex developed into a multi-faceted operation that included two water-powered sawmills, a railroad, bucket factory, shingle mill, textile mill, and an experimental silk cocoonery. In addition to the industrial facilities, Arcadia had an ethnically diverse community populated by enslaved African American laborers, Anglo American workers, and an elite Anglo American management class. In the late 1980s, local awareness and efforts made by the Santa Rosa Historical Society and the University of West Florida helped to save a portion of the Arcadia Mill site from residential development.

Today, Arcadia Mill functions as an archaeological site that is open to the public. Our facilities include an elevated boardwalk with interpretive signage, a newly renovated visitor’s center and museum, and an outdoor pavilion with working replicas. Arcadia hosts thousands of visitors annually including a large number of students on scheduled field trips. Our educational programming at Arcadia has made great strides over the last few years, but we are always looking for new ways to reach our younger audience.

During the summer months when field trips have tapered off, Arcadia hosts a portion of the University of West Florida archaeological field school. This gives our visitors a chance to see an active archaeological dig; however we are missing part of our audience and the opportunity to use the dig as an educational tool for school children. With a little brainstorming, we came up with the first of several steps to take in order to beat the summer time slump.

A year ago we launched a pilot summer camp, Explore Arcadia Mill, as a new way to provide educational programming when school is out of session. The weeklong camp features a multi-disciplinary approach that is designed for upcoming 4^th through 6^th graders. Campers learn about geography, history, archaeology, and historic preservation through lessons that feature hands-on educational crafts, group projects, and outdoor activities. Arcadia Mill is a case study for many of the lessons such as understanding the landscape, how to use historical documents, and how historic preservation has helped to save the site.

The archaeology portion of the camp involves lessons and activities focused on principles and ethics. The campers learn about fundamental concepts such as the Law of Superposition and then test their knowledge on our stratigraphy canvas. We also teach them about the different tools that archaeologists use followed by a seek-and-find exercise using real photographs from our field school. Once we have completed the introduction to archaeology, the campers are taken to the field school excavations where they can visualize everything they’ve learned. The campers do not participate in the actual field work, but they observe and document the visit in their field books.

The campers really enjoy the archaeology lessons and activities in the classroom, but the crowning achievement is the ability to incorporate an active archaeological dig. Aside from being an excellent visual aid, the ability to visit the field school helps us to educate the campers on ethics, stewardship, and professionalism. At the end of the week the campers combine everything they’ve learned and create a primary document, but for fun sake it is really a scrapbook! The parents or guardians of each camper are invited to come view the scrapbooks and learn about what went on throughout the week. Therefore, the campers become the teachers and the camp directors stand by with pride.

With one successful camp season behind us and another just around the corner, the possibilities for activities and lessons have become endless. The camp was giant lesson for us as professionals since we quickly learned what worked and what didn’t work. It will get much easier with time, but now we are ready to implement additional programming. Where do we go from here? The camp was such a great experience that we are now looking at large scale or year round programming. The idea of an after school program came into question, but is that too much? There’s a fine line between educational programming and babysitting. It would be a large undertaking, but it could be very rewarding and worthwhile. Have you tried an after school program or a similar concept?