References and Sources

Satumbaga, D. (2019). Lectures on Archaeo 2: Archaeological Heritage.

Archaeological Studies Program. University of the Philippines Diliman.

Renfrew, C. and Bahn, P. (2016). Archaeology: Theories, Methods and Prac-

tice. NY, NY: Thames and Hudson Inc.

Archaeology Icons made by Smashicons from www.flaticon.com

Archaeology Vectors made by macrovectors from www.freepik.com

What is ARCHAEOLOGY?
Archaeology is the study of human behavior and cultural patterns through
material remains. “Material remains” encompasses tangible objects includ-
ing structures, objects, and plant and animal remains.

Archaeology is involved in the study of Pre-history and History. Pre-history

includes all parts of human history wherein no form of writing, imagery or
any form of documentation has been used yet. Documentation already
exists in the period of time within History but archaeological studies are still
considered important because aside from providing information that has
not been recorded, it can also serve as counter or supportive evidence to
what was recorded.

Why study Archaeology?

To get to know ourselves better (as a species, as a nation etc)
To understand the dynamics of change across time and space
To reecognize the achievements of our ancestors and their relevance to
current issues and problems

The Archaeological Practice

Prospection and Survey Excavation and Domentation

Analysis, Interpretation
Cleaning and Accession
and Reporting
 WORKSHEET

Left: The Giza Plateau Mapping Project excavation site. Photo from Archaeology: Theories, Methods
and Practice (Renfrew and Bahn, 2016). Right: Excavation directed by Ian Hodder. Photo from
Archaeology: Theories, Methods and Practice (Renfrew and Bahn, 2016)

Artifacts – material remains that were used, modified and made by humans

Ecofacts – natural remains that help us understand the environment and in

some cases provide additional information about artifacts

Features – non-portable remains of human activity

Excavation Techniques and Recording

1. Set datum points and grid systems
2. Mapping the site
3. Setting up trenches
4. Excavation
5. Recording Coordinates
6. Recording stratigraphic layers
7. Documentation
Archaeological Context – the place where an artifact is found, including the
soil, the site type, the layer where it came from and what else what is that
layer. These things often provide additional information about the artifact
and its origins.

Formation Processes - cultural and natural processes that affect the

archaeological record

Cultural – deliberate or accidental activities of human beings (e.g. build-

ing, plowing fields, burials)
Natural – natural events (e.g. volcanic eruption, animal activity)
 CASE STUDY 2: THE KITCHEN Principles of Relative Time
Original Horizontality – deposition follows a horizontal manner
Sample set-ups:
Lateral Continuity – sediments form into continuous layers unless it
encounters a block or thins out

Superposition – a layer is younger that the one below it unless modified by

a succeeding event (construction, burials, geological events)

Cross-cutting relationship – if rock or deposit is cut, the rock or deposit is

older than the event of the cut

Inclusion – inclusions are older than its matrix

Faunal Succession – deposits with fossils of the same animals are correlated
and roughly the same age

OLDEST TO YOUNGEST
C -> E -> F -> D -> A -> B
1. F is older than D by inclusion,
2. A is younger than D, E, C by cross-cutting
Aditional Information relationship.
This area is part of an excavation site located 1 km away from coast. Other 3. B is the youngest by superposition.
features of the site suggests that a shelter for a small once stood in the site.

QUESTIONS

1. What materials did you find in the site?

2. What information can you get from the location of the site?
3. From the artifacts in the site, what can you conclude about the diet of the
people who lived in the site? How did they obtain their food?
4. According to other artifacts found near the site under study, what part of OLDEST TO YOUNGEST
the household once stood in your area of the site? E -> B -> C -> D -> A
1. B is younger than E by cross-cutting
relationship
2. A is youngest, followed by D then C by
superposition.
 INSTRUCTIONS CASE STUDY 1: BURIAL SITE
(FOR THE STUDENT)
Treat this box as an area in an archaeological site that you are in charge of
excavating. Use the tools provided to you to find material remains or artifacts Sample set-ups:
in the box. Be careful not to damage or move the artifacts. Do not take
them out or reposition them unless you have to inspect them closer. If the
need arises, make sure you have documented its original state and return it
to that afterwards.

After the excavation, record the coordinates, stratigraphic layers and other
information asked for in the worksheet. Make sure to read the additional
information provided in order to get a better understanding of the archeo-
logical context.

After analysis, answer your teacher’s questions/ make a report according to

the information you have gathered.

(FOR THE TEACHER)

This kit includes: 2 bags of sand, 1 bag containing metals and precious stones, 1 bag
containing a partial human skeleton model, 1 bag containing wood pieces, 1 bag contain-
ing pottery, 1 bag containing shells and stones, and 1 paintbrush.

Before proceeding with the activity, the students should have basic under- Aditional Information
standing of archaeology and the archaeological practice. The brochure This area is part of an excavation site in a place where a great civilization
includes some basic information that the students should know. Feel free to once stood. Areas with the same characteristics as this area under study are
supplement the information in your lecture/discussion. also found in and near the site.

Fill up the box with half of the sand and then put the artifacts on top of it.
Arrange the artifacts according to the story you want your students to
analyze. Cover the artifacts with the remaining sand. Sample case studies
are included in this kit. Feel free to edit and/or adjust the difficulty as you
deem fit.
Note: Skeleton model is not accurate. Replace model with a more accurate
one if possible, especially for analyses with higher difficulty.
QUESTIONS

Instruct the students to treat this box as an area in an archaeological site
that they are in charge of excavating. They should use the tools provided to
to find material remains or artifacts in the box. Provide them with the work-
sheet to fill up as they excavate. To maximize interaction, a small group of
3-4 members is recommended to work on the box. After excavation, ask
them to make a report or answer questions to gauge what they’ve learned
in the excavation. Sample questions have been provided along with the
case studies.
1. What materials did you find in the site?
2. Who is the person buried the site? What is his role in the community?
3. From the artifacts in the site, what can you conclude about the character-
istics of the community the person in burial belonged to when he was
living?