nterested in Maritime Archaeology? Looking for a field school or a hands-on experience that takes you up close with historic wrecks and maritime sites?
Be part of the dig! Join us for our 2019 summer field school from Aug 5 – 9th.
SEAMAHP in collaboration with Massachusetts BUAR will be running a hands-on archaeological dig into the past, as an accredited course through Salem State University (SSU). The course will cover methods and practice of archaeological research, survey and documentation of historic shipwreck(s) and maritime site(s) on the shores north of Boston. In addition to methodological training and academic lectures, participants will get valuable experience with all aspects of fieldwork in a dynamic environment on the seashore.
Last year we began investigating a steamship wreck on Little Misery Island near Salem. We'll be delving into the site again this summer, ferrying out to the island each day the tide allows.
Registration is now open! at . Look for HST 305-91 “Topics in Public Archaeology” (class #1760)
For more information: check out our SEAMAHP FAQs page on how to sign up this year.
Contact Dr. Mires or Capt. Seaborn for further info (email@example.com).
Location: Six miles north of Fort Garland, Colorado
Official website: https://www.adams.edu/academics/archaeology-field-school/
Dr. Richard A. Goddard
Department of HAPPSS
Adams State University
Alamosa, CO 81102
$800 total for 6 academic credits, undergraduate or graduate.
Students provide own food and camping gear (tent, trailer or RV)
An optional field trip is offered during the second break. Students split travel costs.
Students as young as 16 will be considered for the field school. Volunteers may attend free and receive the same training as students, but only on a space-available basis. They will not receive academic credit.
The field school focuses primarily on the excavation of an historic site, but includes training in all basic archaeological skills applicable to prehistoric and historic sites. The site is a 19th century frontier military outpost.
The field school offers 6 credits in history or archaeology at the graduate or undergraduate level. Training is provided in a number of areas:
Archaeological excavation techniques
Optical and Electronic survey and mapping
Global Positioning System (GPS)
Geographic Information Systems (GIS)
Field laboratory procedures
Artifact and feature stabilization*
Basic soil analysis *
Remote sensing *
LIDAR scanning *
* As required by the research
In 1848, the Treaty of Guadalupe Hidalgo officially ended the Mexican War and the lands of Southern Colorado, including the San Luis Valley, were ceded to the United States. The San Luis Valley was already the location of several Hispanic settlements that represented the northernmost reaches of the Mexican frontier in this region. Five years later, the United States Government established a military presence in the San Luis Valley with the construction of Fort Massachusetts. This fort was occupied for approximately five years before it was relocated further south and renamed Fort Garland. Those five years represent a period of poorly documented changes for the US military. Many of the details we would like to know about that time are only contained in the archaeological record, a record that is particularly well preserved at the Fort Massachusetts site.
Location of Fort Massachusetts: The layout, and features of Fort Massachusetts have been lost to history. Simply identifying, and mapping the outlines and features of the post would be a significant contribution to local history. It has puzzled modern historians why the Fort was located where it was. The location does not seem to make complete military sense. We hope to gain some insight into the thought process of the Fort planners.
Fort construction: Every fort on the frontier was constructed differently yet conformed, more or less, to general conceptual models used by the Army. Specific details of construction for Fort Massachusetts are sketchy. There is only one official map of the Fort that is known to exist.
Military organization: The 1850s was a time of reorganization and change for the U.S. Military. For instance, the typical mounted troops at the time were either dragoons or mounted rifles, not cavalry. Historical records indicate that both dragoon and mounted rifle units, as well as infantry units made up the Fort garrison. It is unclear how these units were expected to function and what types of uniforms and equipment were being supplied to frontier troops at this time. It is anticipated that the archaeological record present at the fort will supply some of this kind of information.
Lifestyles at a frontier outpost: During the 19th century, little was documented about daily life at military posts, especially those on the frontier. For example, military posts rarely were populated entirely by military personnel. Investigations at Fort Garland revealed the presence of a number of civilians, a considerable number of whom were women and children. However, since Fort Massachusetts was the first post in this area, it is unclear whether the same kinds of non-military personnel would have been present.
Existing studies of women at military posts usually focus on upper middle class and upper class women who were wives of the officers. Working class women have been largely ignored in historical and archaeological studies. Yet, such women were present in the form of “laundresses.” Our studies of this social class at Fort Garland have been particularly revealing . We know that they were present at Fort Massachusetts since the only existing map of the fort identifies laundress quarters.
The program is conducted in three 10-day sessions, all three sessions required. Dates are 6/17 – 6/26; 7/1 – 7/10; 7/15 – 7/24
Participants provide their own tents, trailers, or RVs (No hookups available). They also provide their own food. Stoves and refrigerators will be provided as will bathrooms with flush toilets and showers.
Participants will be in a semi-primitive camping situation in a moderate to cool climate. The location is in a wooded area near the base of a mountain. A mountain stream runs through the site and adjacent to the camping area.
Participants will walk the short distance from the camp to the site. Private vehicles, other than RVs will not be allowed on the site or in the camping area. Cars will be parked in a parking area several miles away. Periodic shuttle trips will be made to the parking area or nearby towns to replenish supplies.
Adams State University is a small, state-supported, four-year liberal arts University with some graduate programs.
Most of the staff (5) are graduate students from institutions across America and Foreign Countries. Additional consultants are brought in as needed.
A wide variety of extracurricular activities are available during the breaks. An optional field trip to a major archaeological site, such as Chaco Canyon, is offered during the second break. The setting is conducive to hiking in off times.
Occasional, mandatory, evening lectures will be presented by the field school staff. Occasionally, lectures may be presented by visiting specialists. Local historical reenactors will visit the site and provide hands-on experience with 19th century living.
Free time travel by private vehicle will not be possible during the 10-day sessions but will be possible during the breaks. Local hiking or running will be possible during free time.
Students and volunteers, once accepted into the field school, will be provided access to a restricted website where they will be provided additional information and where they can communicate with other students, volunteers, and staff.
ANTH 498Y/688Y Section XI31
Instructor: Mark P. Leone
Field Instructor: Madeline Laub
The Department of Anthropology at the University of Maryland invites you to be a part of our 2019 archaeological field school!Come be a part of researching the history and preserving the heritage of a 200-year-old African-American community in Easton, Maryland.
The intensive, three-week field school devotes eight hours daily to on-site archaeological excavation, research, and community engagement. This summer, we will be excavating in Easton, Maryland. We will focus this year on an 18th-century free African American home that is part of a 200-year-old community. Students will learn excavation methods, stratigraphy, laboratory skills such as ceramic identification, and will also develop skills in relating the past to diverse audiences as we put together an interpretive public program to conclude the field school. This is a chance to take archaeology out of the classroom and see what it is really like.
TUITION AND FEES:
Students currently enrolled at UMCP can sign up for the program through Testudo. Application
information for non-UMCP students can be found online at www.summer.umd.edu.
We are pleased to offer in-state tuition rates to all students, regardless of their state of
residence. Interested students must register for either ANTH 498Y: Advanced Field Training in
Ethnography; Field Methods in Public Archaeology Sec XI31, (three undergraduate-level academic
credits) or ANTH 688Y:Current Developments in Anthropology; Field Methods in Public Archaeology Sec
XI31, (three undergraduate-level academic credits).
The field school meets daily in the field for approximately eight hours a day, Monday through Friday, for
three weeks. The daily starting time will change slightly over the course of the summer depending on
the weather, so students should be flexible. Students will be expected to be in Easton throughout the
three-week session. Housing is available in Easton, MD, but students may also choose to drive
themselves to the site each day. There will a $50/Week housing fee for housing in Easton arranged by the instructors.
Mark P. Leone (firstname.lastname@example.org)
The excavation of human burials is a sensitive undertaking that must be carried out with utmost professionalism. Specialized bioarchaeological training is essential to ensure that human burials are uncovered, documented, and removed properly, that is, without damaging the remains or destroying precious information. However, unless they have specialized in the excavation of human remains, even professional archaeologists may not always be up to the task.
This field-based program was developed specifically for advanced students and CRM professionals interested in furthering their professional training by acquiring bioarchaeological skills and experience.
By working in small groups, side-by-side with IRLAB’s professional team, participants will have the opportunity to excavate burials from start to finish. Upon completion of the program, participants will have learned how to properly identify, excavate, document, and remove human burials in archaeological context.
LEARNING OBJECTIVES OF THIS PROGRAM
Upon completion of the program, participants will have become familiar with the following major components of human burial excavation, and related learning objectives:
- Stratigraphic interpretation of human burials
- Learn how to identify burial cuts.
- Understand the stratigraphic relations between adjacent contexts.
- Interpret the different components of a burial and the distinct funerary behavioral actions they represent.
- Bioarchaeological excavation techniques
- Become familiar with the proper methods, tools, and techniques for excavating the different components of human burials, with a focus on exposing skeletal remains while minimizing bone destruction and information loss.
- Learn how to interpret taphonomic processes from the examination of the skeletal elements in the field.
- Learn how to conduct basic analyses of the remains in situ to develop a preliminary biological profile in the field;
- Learn how to efficiently remove skeletal elements and maximize their preservation for study.
- State-of-the-art documentation of human burials
- Learn how to collect spatial information on human burials using a total station and GIS.
- Learn the proper documentation protocols through the use of IRLAB’s dedicated Stratigraphic Unit and Skeletal Context sheets.
- Become familiar with the criteria for properly photographing skeletal contexts and the methods for developing 3D reconstructions of human burials using photogrammetry.
- Theoretical approaches and ethical considerations related to the excavation of human remains
- Become familiar with the different theoretical approaches in bioarchaeology, and understand how they influence the excavation of burial grounds.
- Understand the different circumstances and reasons for excavating human remains, to inform the excavation strategy and research approaches.
SITE & EXCAVATION SCHEDULE
Excavations will take place at the Harrison Township Cholera Cemetery (HTCC), located just 20 minutes away from downtown Columbus, OH. The site is the object of an ongoing project with the aim of excavating, studying, and restoring an abandoned historic cemetery. Learn more…
Excavation will take place daily, Monday through Friday, between 9:00 am and 5:00 pm, with a short lunch break. All participants will be required to attend a general orientation at the beginning of the program, and daily briefings in the morning prior to starting fieldwork. IRLAB does not provide meals, lodging or transportation as part of this program, and participants are expected to make their own arrangements.
Participants who would require to make lodging arrangements may benefit from IRLAB’s negotiated group rates at the Woodspring Suites Columbus Urbancrest in Grove City, OH. Simply indicate your interest in the online application or contact David Hubin, Project Manager, anytime upon admission.
Participation in the program will provide participants with exposure to all of the elements of human burial excavation outlined in the Learning Objectives of the program. In order to accommodate the needs of professional schedules, this program is organized in two distinct, additive modules. Each module may be taken as a stand-alone program, although both modules combined provide the best training and experience. Individuals interested in acquiring bioarchaeological experience to serve in leading roles in the recovery of human remains should participate in both modules.
Stratigraphy and Taphonomy
September 17 – 30
This module is focused on the general setup of a bioarchaeological excavation, with emphasis on understanding the general context and stratigraphy of the site or excavation area. The first few days will be spent detecting all relevant features within the excavation area, identifying grave cuts, and determining the stratigraphic relations between contexts. Thereafter, the most superficial layers of the area will be removed mechanically to allow for easier access to the burials. Burials will then be exposed, documented, and removed. Participants in this module will also be required to complete select readings on stratigraphy and taphonomy prior to the program.
Theory and Ethical Practice of Bioarchaeology
October 1 – 13
This module is effectively the prosecution of the previous one, and is focused primarily on the excavation of human remains once all burial cuts have been identified. In groups of 2-3 people, participants will learn the methods and techniques necessary for the proper excavation, documentation, and recovery of human remains in archaeological context. Participants in this module will also be required to complete select readings on the theory of bioarchaeology and participate in group discussions concerning the ethical implications of excavating human remains.
ELIGIBILITY & PREREQUISITES
The program accepts a limited number of participants and welcomes applications from professional archaeologists, as well as advanced undergraduate and graduate students in archaeology, anthropology or allied disciplines from any country and institution. Current enrollment in a university is not a requirement. All applications are evaluated equally and acceptance decisions are primarily based on merit.
The only prerequisite of the program is prior archaeological excavation experience. Human osteological knowledge (typically through the completion of an Osteology course) is not required, but extremely advantageous.
Individuals interested in applying for the field experience must fill out and submit the online Application Form.
The application deadline is September 2, 2018. However, applications are reviewed as soon as they are received and applicants accepted on a first come, first served basis.
Curriculum vitae and/or reference letters (e-mails) may be requested. The staff reserves the right to verify any of the information reported in the application form and request supporting documentation (e.g., advising reports; references) in its sole discretion. Staff will make final decisions regarding enrollment. Acceptance will be communicated by e-mail.
Indiana University of Pennsylvania is offering two concurrent historical archaeology field schools at the site of Newport (36IN188), Pennsylvania.
Newport, located near Blairsville, Pennsylvania, was founded circa 1780 and served as an important river town until the early 19th century. The town included several businesses, a hotel, a post office, and a wharf. The site is now completely abandoned. This year’s archaeological investigations will include shovel test pits, excavation units, geophysics, metal detecting, and artifact analysis to identify the site boundaries and gauge its archaeological integrity. Students will be exposed to both traditional and high-tech techniques with the goal of preparing them for cultural resource management and academic careers.
ANTH 320/520 Archaeological Field School (6 credits)
An introduction to archaeological survey, field excavation, and laboratory processing.
ANTH 740 Advanced Archaeological Field Methods (4 credits)
Advanced instruction in survey and excavation field methods and technology, with an emphasis on the application of research designs to field settings, and the logistics of supervising field projects.
Cost Variable depending on credits and undergrad or grad level. The cost can be estimated using the IUP Tuition and Fee Cost Estimator (https://www.iup.edu/bursar/tuitionfees/). Housing may be available through the IUP Office of Housing and Residence Life (https://www.iup.edu/housing/) or can be obtained individually.
Registration Visit the Summer Sessions website (https://www.iup.edu/summer/).
For additional information, contact Professor Ben Ford at email@example.com.
The University of Connecticut will offer a field school in Contact Period & Battlefield Archaeology focused on sites associated with the Pequot War of 1636-1637. The Battle of Mistick Fort: English Withdrawal & Pequot Counterattack took place on May 26, 1637 immediately following the English & allied Native attack on the Pequot fortified village at Mistick. Fieldwork will focus on documenting the intense fighting along the four mile route of the English withdrawal and on excavating the Calluna Hill site, a Pequot village burned by the English during their withdrawal. This domestic site has remained undisturbed since it was abandoned and provides a unique opportunity to examine Pequot domestic architecture and space, foodways, and material culture. The battlefield project is funded by grants from the National Park Service American Battlefield Protection Program and is part of a long-term effort to document the Battlefields of the Pequot War (visit www.pequotwar.org for additional information).
The 2019 UConn field school will be based at the UConn Storrs campus with fieldwork taking place at Mystic (Groton), Connecticut. The 6-week, 6-credit field school will include training in standard archaeological field survey and excavation, artifact conservation, cataloguing, identification and analysis of 17th Century material culture, archaeobotany, radiography (X-ray), and analysis of primary sources. Training will also be provided in research and field methods specific to battlefield archaeology including use of military terrain models, metal detecting survey, and GPS/GIS applications. The field school provides a unique opportunity for students to work on a nationally significant collaborative research project alongside tribal members, archaeologists and military historians. In addition to the fieldwork, students will participate in training workshops in laboratory and research methods, attend guest lectures, complete assigned readings and maintain a daily field journal.
- Karst Geology, June 3-9, Dr. Art Palmer
- Exploration of Mammoth Cave, June 18-22, Mr. Bruce Hatcher and Mr. David Kem
- Karst Resources of Grand Canyon National Park, June 18-24, Dr. Ben Tobin and Dr. Abe Springer
- Visualization of Karst Field Data, June 11-16, Dr. Pat Kambesis and Mr. Howard Kalnitz
- Field Cave Ecology, anticipated July (official dates not yet determined), Dr. Julian Lewis
- Show Cave Interpretation and Education, August 5-10, Dr. Leslie North
Courses may be taken for graduate, undergraduate, or continuing education credit. Courses may also be taken as non-credit workshops.
For more information about the program, courses, how to register, and instructor bios, please visit www.karstfieldstudies.com.
If you have any questions please contact the Karst Field Studies Director, Dr. Leslie North, at firstname.lastname@example.org.
Please sign-up for our mailing list through our website or follow us through our social media accounts at Instagram @karstfieldstudies, Twitter @KFSWKU, Facebook @WKUKarstfieldstudies
Please help us spread the word about the program by forwarding this message to your colleagues, grotto members, staff, students, friends, and any other parties you feel may be interested in this year’s courses!
Hope to see you this summer!
This two-week, three credit intensive historical archaeology field institute offers hands-on experience in excavation and laboratory study of an archaeological site just across the Potomac River in Old Town Alexandria, Virginia. The city has several historic districts and developed the first community archaeology program in America. It is the perfect place to investigate the Shuter’s Hill plantation site and to learn about artifact identification and analysis at the Alexandria Archaeology Museum.
This summer’s institute focuses on the excavation and study of the plantation landscape and the work environment of enslaved African Americans. Working with the City of Alexandria’s Archaeologists, students will also discuss public heritage values and issues resulting in a public interpretive tour. For more information: https://summer.gwu.edu/archaeology.
The 2019 summer field school in historical archaeology will be held at 44NB11 (known as Coan Hall) near Heathsville in Northumberland County, Virginia. The site is located on a tributary to the Potomac River on Virginia’s Northern Neck. The project explores the landscape of colonial encounters by documenting and interpreting cultural and environmental changes, and
studying them in the context of broader regional changes and the wider Atlantic world.
In 2019, excavations will continue to explore the 17th -century landscape and investigate a deposit that contains numerous white ball clay tobacco pipes, animal bones, and other domestic artifacts located some distance from the manor house. It may be associated with a plantation store run by Mr. Hawkins in the mid-17th century
The Monticello-UVA Field School is an intensive six-week course in archaeological field and laboratory methods, offering six undergraduate or graduate credits through UVA's College of Arts and Sciences.
The Field School offers unique opportunities to:
- Participate in the entire archaeological research process, including survey, excavation, field recording, artifact processing, and analysis.
- Interact with and learn from collaborating scholars in a variety of fields including digital archaeology, archaeological data analysis, palynology, paleoethnobotany, zooarchaeology, geoarchaeology, dendrochronology, forest ecology, and history.
- Contribute to cutting-edge interdisciplinary research into the lost world of Thomas Jefferson's Monticello Plantation
Western Michigan University will host its 44th annual archaeological field school in partnership with the City of Niles under the auspices of the Fort St. Joseph Archaeological Project, an award-winning, community-based research program aimed at investigating and interpreting the 18th century French trading post of Fort St. Joseph. Discovered in 1998, the site has yielded significant evidence of colonial life on the frontier of New France in the form of domestic, commercial, and religious artifacts; architectural remains and other features; and a well-preserved assemblage of plant and animal remains. Students receive training in site survey, excavation, data recovery, recordation, artifact identification, curation, community outreach, and public interpretation. In addition, enrolled students have the opportunity to assist in training middle/high school students and lifelong learners in archaeological techniques, thereby reinforcing their own learning. They also benefit from attending a public lecture series and participating in preparations for an archaeology open house in which they present their findings to a public audience of all ages. The 2019 field school will work to identify further architectural evidence at the Fort and search for the southern boundaries of the site and other archaeological remains associated with fur trade activities in the region.
Registration in the field school is open to all University students in good standing. Students can earn 6 college credits for the cost of WMU tuition and a $500 course fee that covers transportation, equipment, and housing. Applications are available through Western Michigan University after February 1, 2019 at: https://wmich.edu/fortstjoseph/
For further information, please contact Michael S. Nassaney, email@example.com
The first half of the 2018 SIUC archaeology field school will be held at two historic period fort sites—Ft. Kaskaskia, a French colonial (1734-1765) fort and the Garrison Hill site, which represents the remains of a short-lived American (1802-1807) fort of the same name that played a crucial role in the formation of the Lewis and Clark Expedition. Both fort sites (especially Garrison Hill, which was only discovered in 2017) are almost completely unknown from an archaeological perspective. Consequently, the 2019 field investigations will concentrate on delimiting the boundaries of and locating structures, cellars, and other features at both sites through a combination of remote sensing technologies and hand excavations. Students will receive “hands on” instruction in the use of ground penetrating radar (GPR), gradiometers, drones, and GPS mapping equipment to search for subsurface features and create detailed maps of the two forts. Hand excavations will concentrate on investigating French and American colonial period features discovered outside the walls of Ft. Kaskaskia last summer as well as further investigation of the French barracks. Investigations at the Garrison Hill site have as their goal the recovery of artefactual and food remains associated with the US Army garrison at that site, from which Lewis and Clark recruited 12 of their expedition members.
The second half of the field school will involve the use of the same technologies and methods to investigate the Miller Grove site, a freed slave African-American settlement established in the 1840s comprised of over 20 households, a church/school, and a cemetery that now exists entirely as an archaeological site on the Shawnee National Forest of southern Illinois. Oral histories collected from community descendants indicate that the community played a pivotal role in helping runaway slaves on their dangerous journey through southern Illinois, an area occupied by white settlers who were largely pro-southern and pro-slavery in their outlook. The field school will investigate one or more households to recover faunal remains and artifacts that can provide information on the daily lives of this largely “silenced” community as well as possibly conducting GPR and gradiometer investigations of the church/school and cemetery.
Videos of the 2017 and 2018 field schools at Ft. Kaskaskia including interviews with students and instructors can be found at: https://www.youtube.com/watch?time_continue=10&v=d2BEgoZ4Ps0 and https://www.youtube.com/watch?v=B60JDvUMgtI
About the Field School
Southern Illinois University (SIU) is located in Carbondale, Illinois, a town of approximately 25,000 people. Students will travel from the Center for Archaeological Investigations (CAI) curation center each day in university provided vans to the two sites, both of which are located approximately an hour from Carbondale. During the field school, we will take field trips to both historic and prehistoric period sites and events located in the vicinities of Ft. Kaskaskia and Miller Grove including the annual Ft. de Chartres “Rendezvous” of period re-enactors that is held the first week in June every year. Field school students will be involved in public outreach activities at both sites including working with Native American and African-American youth and members of the general public. Field school students should have completed at least one year of college but no previous field experience is required.
Housing is available at the dormitories on the SIUC campus ($20 a night) or at Touch of Nature ($9-11 a night) an environmental facility with cabins operated by SIUC. Touch of Nature (TON) is similar in appearance to a summer camp with woods, lake, deer, and other animals. Meals are available at TON for an additional charge. Students who stay at TON also will need to have their own car as it is located about a 15-minute drive from the main SIUC campus.
Credits: 6 (Anthropology) at SIU Carbondale
Costs: $2,441.80, which includes all required fees.
For more information including how to apply, please visit the SIUC archaeology field school web page at http://cola.siu.edu/anthro/undergraduate/field-school/. Additional information regarding the Center for Archaeological Investigations (CAI) at SIUC including photos and information regarding last year’s field school can be found on the SIU-CAI Facebook page at https://www.facebook.com/centerforarchaeologicalinvestigations.
You can also contact the field school Director (Dr. Mark Wagner) directly for information at firstname.lastname@example.org, telephone: 618-453-5031.
Archaeological Field School, ANTH 225
Mark Kostro, Instructor
In 2019 the Colonial Williamsburg Foundation will conduct its 35th annual archaeological field school in conjunction with the College of William & Mary.
Students registered in the 2019 Archaeological Field School will learn excavation techniques and recording, as well as the identification of common eighteenth-century artifacts. They will be introduced to archaeology's specialties, including Conservation, Public Archaeology, and Zooarchaeology, through lectures and required reading.
Registration and More Information:
Participants can register for the program through the College of William and Mary website. For more program details, please email Mark Kostro at email@example.com.
Link to W&M’s summer school registration page: https://www.wm.edu/offices/registrar/studentsandalumni/registration/whentoregister/summer/index.php
English settlers colonized Providence Island in 1629 one year after the founding of the Massachusetts Bay Colony in what was to become the United States, but the two colonies ultimately had very different historical trajectories. From 1629-1630, colonists, under the direction of the Providence Island Company, constructed a town, New Westminster, and several forts. Before the Spanish captured the colony in 1641, Providence Island was home to English indentured servants, African slaves sold or taken from Dutch and Spanish ships, Miskito Indians from the Spanish Main, Pequot Indians from Massachusetts, and English and Dutch pirates. Many of the original inhabitants stayed on the Island and their descendants continue to live and work on Providence to this day.
Around 1836, it became clear that the Island would not have enough agricultural productivity to sustain the population. Thus, as an economic supplement, the London-based directors of the Providence Island Company approved the conduct of piracy against Spanish ships and mainland settlements. In the 1670s (after the Spanish left), Providence became a base for English pirates, including the infamous Henry Morgan. Shortly after Colombian independence (1810), Colombia and Nicaragua both attempted claims on the Island territory. The issue was settled by treaty in 1928, officially ceding Providence, and its neighbor Island, San Andrés, to Colombia.
Providence Island’s Puritan original settlement –and subsequent population movement from flat coastal areas into the mountainous interior over the past 490 years– is completely unknown archaeologically, though extensive historical and documentary records exist. The 2019 field season centers on the first-ever archaeological research on Providence Island with the goal of investigating the material, temporal, historical, and spatial aspects of the interactions on this small, yet highly multicultural, western Caribbean island.
This field school is a four-week adventure in a rugged environment that will provide students with a crash course in Arctic Archaeology. Participants will learn how to identify sites and features through landscape survey, perform “keyhole” excavations, and learn how to document their observations quickly and efficiently. Students will not only learn about archaeological field methods but will also have the chance to interact with the local community and gain insight into emerging issues regarding the impact of global climate change on cultural resources in the Arctic. Due to the ongoing issues surrounding the loss of organic deposits in South Greenland, emphasis will be placed on rapid and efficient intervention techniques in the field. This program is RPA certified (Register of Professional Archaeologists) and will benefit students who plan to pursue cultural resource management work in the future.
Archaeological investigations in 2019 will be conducted in the small hamlet of Igaliku in South Greenland. During the Norse period, Igaliku was the site of the episcopal manor farm of Garðar, established in AD 1124. Garðar was a geographical nexus between the most populous parts of the Eastern Settlement and possessed a large cathedral dedicated to St. Nicolaus. As the largest church in Norse Greenland, this cathedral reflected the manor’s great wealth and political importance. Although there are theories explaining why the Norse eventually abandoned Greenland in the mid-1400’s, many questions still remain unanswered. In the 1700s, colonial era Inuit farmers resettled Garðar and created a way of life very similar to the Norse – one that continues to this day. This area was nominated as UNESCO World Heritage property in July 2017 and bears witness to a rich and vibrant history of farming and pastoralism in the South Greenland.
This project looks at a well-known religious community in a less-clearly-understood time: the century and a half during which the descendants of those called “the Pilgrims” radically altered the landscape of Lower Cape Cod, Massachusetts. The outer cape was settled by Europeans starting in 1644 with the founding of Nauset (later Eastham). This settlement was motivated in part by profit, but it was still a religious community, and they carried with them a view of the natural environment as a gift from God to be mastered, “improved,” and used. The settlement at Nauset quickly began to consume the resources of the Lower Cape, and over time this required economic and social adaptations. How did their religious relation to nature change when the environment began to fail them? To answer this question, we will excavate one of the earliest European sites on Cape Cod to see how they adapted both economically and culturally to deforestation and soil erosion that occurred between 1644 and 1800.
Participants in this field school will stay at Cape Cod National Seashore, living in an 1870s Coast Guard Station adjacent to the beach. Activities will include excavation, mapping, and lab work, as well as interaction with site visitors, local historical sites, and museums. Not only will we gain a better understanding of this period, we will also discuss how to best present the information to the public, as stories of the Pilgrims often incorporate narratives of colonial dispossession and environmental change.
The Mohegan field school studies colonial-era sites on the Mohegan Reservation in an innovative collaborative setting. The study of reservation households sheds new light on the rhythms and materiality of everyday life during tumultuous times while providing valuable perspectives on the long-term outcomes of colonial repression, survivance, interaction, and exchange. The field school brings together students and staff of diverse backgrounds to learn about colonial history, the history of North American archaeology, and—most importantly—the often-troubled relationship between archaeologists and indigenous communities. The field school runs as an equal partnership between the Tribe and an academic archaeologist.https://ifrglobal.org/program/us-ct-mohegan/
Field Schools in Asia
Historical archaeology studies material culture with the aid of historical records. Written records contextualize materiality but may or may not corroborate archaeological evidence. Kullu valley lies in the heart of the Himalayas in the hill state of Himachal Pradesh and is rich in archaeological sites and historical records relating to the sites. The valley is a focal point for many ancient myths in the Himalayas. As texts were frequently revised and chronologically problematic, an assessment of myths and their reality cannot be done on the basis of textual sources alone. There is an absence of early historic excavated sites in the valley, therefore, a historical archaeology and applied anthropological approach is useful for the study of religious art, architecture, oral traditions within the context of the landscape. Such an approach aids in evaluating the manifestation of myths and their reality in the Kullu valley.
The research goals aim at understanding the role of myths in the Kullu valley and how they influence architecture, rituals and use of space. The project will also help understand the interaction of contemporary people with sacred sites in the Himalayas where such myths are depicted and form a part of their daily life.
Field Schools in Australia/New Zealand
Join us to discover more about the Chinese miners who once lived and worked in the 19th century Harrietville Chinese Mining Village. For around thirty years from the early 1860s Harrietville was home to many of the thousands of Victoria’s Chinese gold miners. This will be the second season of archaeological excavation at the Chinese Mining Village, following the successful first season in October 2017. The largely undisturbed site includes mine workings, water races, building foundations, and gardens: a rare survivor of the heyday of Chinese gold mining in Victoria. The foundations of at least 19 buildings were discovered during a survey undertaken during Season One fieldwork in 2017. Huge quantities of food, liquor, medicines, utensils, ceramics and even coins were imported from China for the Chinese mining communities. Many fragments of these were discovered during the first excavation in 2017, along with fragments of European tableware ceramics and glass bottles. Season Two research objectives will be to undertake more extensive excavations on a variety of building sites and gain a greater understanding of the lifestyle of the Chinese miners.
Visit : https://www.uncoveredpast.org.au/harrietville-chinese-mining-village-dig-with-us-2019 for more information
Spend your summer in Tasmania's Southern Midlands on an archaeological excavation and earn 12.5 points/6 units towards your degree.
2nd and 3rd year university students across Australia and internationally will learn online about Tasmania's rich record of convict's lives in captivity and work onsite using the latest techniques in excavating historic convict sites. We'll also visit UNESCO World-Heritage listed convict sites at Ross and Port Arthur.
With around 76,000 convicts transported to Tasmania from Britain, and other parts of the then British Empire in the 19th century, our island has a rich archaeological record of their lives in captivity. Now is the perfect time to take part in an archaeological field school investigating the site of a former convict probation station. You’ll be introduced to the latest techniques in excavating historic convict sites to reveal stories from the past.
Archaeology has the potential to provide unique insights into our past.
Expressions of Interest close 31 October.
First two weeks of December 2018 (online),
Last two weeks in January 2019 (onsite)
Intake: Nov 2018 – Feb 2019
T: +61 3 6226 6365
- Two weeks of online learning.
- A two-week field school.
- Team work.
- Excavating objects.
- Learn to understand the found objects in context, then how to clean, categorise, and store them.
- Learn how to consider maps, plans, and other historical records to understand the site’s convict past.
- Current enrolled student at a university in Australia or internationally. Find out more about cross institutional enrolment.
- Minimum 25% at 100 level (two x first year units) and have space to fit our 200 or 300 level unit into your degree.
- All students will be required to have a current tetanus vaccination (last five years) and be fit enough to engage in fieldwork on remote location.
- Along with the normal unit cost an additional field school cost will apply.
- Tuition fees, and a AUD$1200 per student.
- AUD$300 deposit paid in full to secure your place.
- Option to pay $300 instalments by 30 November 2018.
- Students travel expenses from interstate or internationally will be your own cost.
Field Schools in Canada
Field Schools in Central America
The role of the Pacific Ocean is taking on increasing importance in Pre-Columbian, Colonial, and Contemporary studies of the Indigenous peoples of the Americas. Our project focuses on a key region within this vast system— the southern Mexican state of Oaxaca and its adjacent Pacific Coast— one of the most ethnically and linguistically complex and biologically diverse regions in the world. For over two millennia Oaxacan Indigenous cultures constructed here monumental sites; ruled over vast city-states; invented complex writing systems and iconography; and crafted among the finest artistic traditions in the world, some of which are still perpetuated to this day. The clash of the Indigenous and the European worlds in the 16th century created unique cultures; the legacy of which underlies the modern nation of Mexico. By traveling from the bustling Oaxaca City through the valleys, mountains, and down to the Pacific Coast, students will be introduced to a dynamic arena where long-term colonial interests were negotiated between Indigenous and European powers such as the Zapotecs, Mixtecs, Aztecs, Pochutecs, Chontal, Huaves, Spanish and, even English, Dutch, and French Pirates! Students will conduct interactive exercises in ceremonial centers and off-the-beaten track archaeological sites and museums, learn to decipher and employ Indigenous pictorial documents and European maps, experience urban and rural lifestyles in various geographical zones, visit sacred sites where rituals are still being performed today, conduct basic language documentation and investigate local language revitalization projects, and actively participate in local festivities. Finally, through the study of long-term colonial processes in southern Mexico, students will gain a better understanding of this fascinating modern nation-state and its direct impact on contemporary debates.
Please note that in compliance with Mexican policies, this field school does not involve an active participation in an archaeological excavation. All data resulting from this project are historical, ethnographic, and linguistic in nature, intended to be integrated with published and observed archaeological records.
Field Schools in Europe
Albania’s magnificent archaeological site at Butrint National Park is one of two primary locations for Utica College’s 16th annual Forensic Anthropology/Bioarchaeology Field School course, which also includes six days in Bucharest, Romania and two days in Corfu, Greece. A truly unique international experience, ours is the only anthropology field school where participants live in three different countries and explore three fascinating UNESCO World Heritage Sites. No previous experience with human skeletal remains is required and participants are not required to enroll in the course to join the program. Undergraduates and graduate students may choose to enroll at the reduced tuition of $900 for the six-credit course (ANT 347/547).
Taught both at Butrint and at the University of Bucharest using the skeletal collections from the Francisc I. Rainer Anthropology Institute, this program emphasizes practical techniques of forensic analyses from the field to the laboratory, bioarchaeology, and paleopathological diagnosis using a wide range of adult and immature human remains from numerous sites and collections. Our program faculty members encourage and guide student research during the trip with the goal of preparing participants to make presentations at professional conferences. See the range of previous student presentations at:
Unlike other field schools, the program fee includes virtually all of your meals during the entire trip and airfare between Greece and Romania. We stay only in full-service hotels located in the hearts of Tirana, Corfu, and Bucharest and at the main gate of Butrint. More than 150 students from over 80 US and international colleges and universities have participated in Utica College’s program since 2004, many of whom later returned to conduct their own graduate research.
Co-taught by a forensic anthropologist and bioarchaeologist (Thomas A. Crist, Ph.D., FAAFS), a historical archaeologist (Kathleen L. Wheeler, Ph.D.), and a medical anthropologist (John H. Johnsen, Ph.D.), course topics also include forensic archaeology; cross-cultural health and healing; Roman and Balkan history; mortuary archaeology; human anatomy, mass fatality incident planning; cultural resources management; public outreach; and heritage tourism. Albanian archaeologists and the physical anthropologists at the Rainer Anthropology Institute join us to present specialized lectures, demonstrations, and site tours.
For more details and videos about the program, we invite you to visit our web page at www.utica.edu/butrint or contact Thomas A. Crist, Harold T. Clark, Jr. Professor of Anthropology and Anatomy, at Tcrist@utica.edu/315-792-3390.
Built in 1,169 CE, Ferrycarrig is crucial to our understanding of the earliest stages of the Anglo-Norman invasion of Ireland. Probably one of the first permanent Norman fortifications to be built in Ireland, the site comprised a ringwork castle placed on a natural promontory overlooking the River Slaney and Wexford town. Today, the bank and ditch are all that remain above the ground but archaeological excavations in the 1980’s uncovered significant evidence of the fortifications preserved below ground.
Ferrycarrig is located within the Irish National Heritage Park, an open-air museum which recreates the key stages in Ireland’s past, providing a stunning backdrop to the archaeological research site. Students will be exposed not only to archaeological investigation at the site but also to the many and myriad ways by which the public is presented, view and interpret the archaeological record.
Disert is a ritual pilgrim landscape in Co. Donegal that includes a series of early ecclesiastical enclosures, penitential cairns, a holy well dedicated to St Colmcille (also known as St Columba), a post-medieval altar and a cillín (children’s graveyard). It may date to as early as the sixth century AD when it was reputedly founded by St Colmcille or may even extend back into prehistory. Disert is still important today for religious devotion and for pilgrims seeking miraculous cures for medical conditions.
This spectacular area lies at the foothills of the Bluestack Mountains, some 10km from Donegal Town and the Wild Atlantic Way. Rural sites such as this are poorly understood and the excavation will offer the opportunity to examine the role of Disert in both early and more recent Irish Christianity.
2019 will be the first year of excavation so the focus will be on understanding the dating and origin of the site as well as the nature of features previously identified by fieldwalking, drone survey and geophysics. Students will be working closely with members of the local community and with Irish students to begin to unpick this fascinating story. They will gain experience of excavating, recording and surveying sites and in the evenings will be introduced to Irish culture, society and hospitality.
The trial and subsequent execution of ten alleged witches in 1612 is the most famous witchcraft event in English history. Scholars have long wrestled with issues surrounding witchcraft and magic, with the Pendle Hill story featuring prominently. Investigations have focused on multiple aspects of the social, economic, and political conditions of the early 17th century, but this is the first concerted effort to use anthropological archaeology to examine the material basis of witchcraft, the integration of traditional healers in society, and the material conditions of everyday life in Lancashire in the late 16th and early 17th centuries. In 2018, excavations revealed the possible remains of a house at Malkin Tower Farm, the long-assumed homesite of the famous family of witches. The excavation of this house site will continue in 2019 and hopefully reveal even more about the daily lives of England’s Early Modern healers.
The Achill Archaeological Field School is Ireland’s oldest field school and has over 25 years of experience in training archaeology and anthropology students. Located on Achill Island on Ireland’s stunning Wild Atlantic Way, the field school combines top quality education with unforgettable experiences. We offer twelve-, eight-, six-, four-, and two-week courses between May and September. Our courses come with up to 9 Semester Credits/ 18 ECTS provided by the National University of Ireland Galway. The school provides hands-on training in excavation and surveying for archaeology and anthropology students. Courses cover a full range of excavation methods, recording techniques, and lab work. Field-based learning is supplemented by weekly field trips to local sites and monuments, and provides a series of evening lectures and workshops on topics of historical and archaeological interest.
In summer 2019 our training excavation will be at Caraun Point, a multi-period archaeological complex located on a sand-covered promontory on Achill’s north-east coast. The settlement complex includes an early medieval enclosure, multiple shell middens, a children’s burial ground, and a deserted early modern village. During initial work in 2018 we excavated one of the houses from the village and part of a shell midden. The dig yielded fascinating evidence for life in 18th century Achill, but many questions remain. In 2019 we will return to Caraun Point for the full season. Work will comprise thorough instrument survey, surface survey and excavation at the site, focusing on the early modern village. Students will also have a chance to participate in our public archaeology programme.
For more information email: firstname.lastname@example.org
Lobor is a sacred archaeological site that has been active since prehistoric times. It played an important role in Late Antiquity when various barbarian groups (Germanic and others) crossed the borders into the Western Roman Empire. In the period between the 4th and 7th centuries, settlements were relocated to hilltops so that they could provide better protection for the inhabitants and make visual communication between such elevated spots easier. At that time, a large early Christian basilica was built in Lobor. It was probably erected on the site of a former temple dedicated to Diana. After the early Christian church was destroyed, first a pre-Romanesque church and then a Romanesque church were built. These churches marked another important period in Lobor’s history, the Carolingian period. The remains of the only wooden church known so far in northwestern Croatia have been discovered at the site. The wooden church is likely to have served as a temporary shrine between the respective periods of activity of the pre-Romanesque church and the Romanesque church. Since the very beginnings, the Lobor site has been associated with female cults, first the goddess Diana and later the Virgin Mary. It has remained so until today.
The churches are surrounded by a cemetery with burials dating back to prehistoric times and up to the 19th century. Every year, research into one part of the cemetery is conducted. Students learn the process of determining the area of a burial, cleaning the skeletons in the soil, drawing, photography, dealing with in situ finds, removing and packing the bones, and laboratory analysis of skeletons. The Bioarchaeological School at Lobor began is 2016 as the Croatian Science Foundation project. The projects aims to reconstruct the profile of communities that lived in the area, from trauma analysis to DNA and facial reconstruction of individual skeletons.
This summer's Applied Field Program will explore the material history of the Irish Diaspora in County Cork. The location of the study is the area around Skibbereen, County Cork. Skibbereen is located 51 miles (82 km) southwest of Cork City. It became infamous as a metaphor for the impacts and horrific sufferings of the Great Starvation. Skibbereen is ideal due to its commitment to collecting Ireland's rich heritage. The Skibbereen Heritage Centre is a natural conduit between the archaeologist and the local community.
This research is an important move forward in modeling the diversity of material identities in Ireland and creating a database that will be significant not only to Ireland, but also to understanding material and social continuity and change in Irish diasporic communities worldwide.
Students will earn 6 credits for participating. Students will be in the field daily and no experience necessary. It is a excellent way to learn about Irish history, culture, and heritage.
For more information or to apply, visit UMD Education abroad. For photos of past field schools, see the project's Facebook page. If you have any questions, please contact Dr. Stephen Brighton at email@example.com