History, Heritage, and Commemoration
Overview
In this module, we discuss the power of the past and the idea that archaeological
and historical sites and artifacts form and define a shared history
(of a community, descendent group, nation, world). As such, these remains
should be protected and preserved for the benefit of the public. We
briefly walk through the procedure for the recording and preservation
of archaeological sites in the U.S. (the Section 106 process) as well
as the ways that a descendant group’s concept of cultural resources
may differ from that defined by national and regional laws. We also
consider how public memories of the past are created or recreated in
different political contexts and the role of archaeology. Finally, we
discuss the destruction of heritage spurred by the antiquities market.
This year, the module coincided with the widespread looting of museums
and sites in Iraq, news that was discussed in length in class. I gave
students the additional assignment to go to sothebys.com, christies.com
or ebay.com to find antiquities for sale in order for them to gain an
appreciation of the size and scope of the market.
Lesson Objectives/Reading Journal Topics
By the end of the lesson, students should be able to:
- Explain the difference between heritage and history (as defined by
McManamon). Discuss the benefits of heritage preservation.
- Describe the Section 106 process in terms of the parties involved,
the steps followed, and its contribution to heritage preservation.
- Discuss how descendant group perceptions of cultural resources may
differ from those of archaeologists.
- Define public memory and discuss how is it created and maintained.
What does Shackel mean by “a more inclusive official history”?
Discuss the role of archaeologists in creating public memory.
Matrix Principles
Stewardship (the preservation of the archaeological record, its destruction
due to the antiquities market), Diverse Interests (different concepts
of cultural resources), and Social Relevance (the political context
of public memory).
Instructional Procedures
Class 1
Readings
McManamon, Francis P.
2002 Heritage, History, and Archaeological Educators. In Public
Benefits of Archaeology, edited by Barbara J. Little, pp. 31-45.
University Press of Florida, Gainesville.
Neumann, Thomas W., and Robert M. Sanford
2001 Cultural Resources Archaeology: An Introduction. AltaMira
Press, Walnut Creek, California.
Read Chapter 2.
Format: Discussion
Using examples from the readings and others provided by the students,
we first explore the concept of heritage and heritage benefits (a sense
of history/identity/pride, a source of potential income) to different
publics (the nation, the world, communities, descendent groups). We
then consider the legal definition of cultural resources provided by
the National Historic Preservation Act, discuss its significance, and
briefly walk through the Section 106 process for recording and preserving
these resources.
Class 2
Readings
Anyon, Roger
1991 Protecting
the Past, Protecting the Present: Cultural Resources and American Indians.
In Protecting the Past, edited by George S. Smith and John
E. Ehrenhard.
Shackel, Paul A.
2003 Remembering
the American Industrial Landscape. Paper presented in the Plenary
Session of the Society for Historical Archaeology Annual Meetings, Providence,
Rhode Island.
Format
Based on the article by Anyon, we evaluate how descendant groups' interpretations
of cultural resources may differ from their legal definition (to include
entire landscapes or natural features with historical or spiritual significance,
or places on what is now private property). We discuss the strategies
that different Indian groups in the U.S. have taken (such as the creation
of tribal archaeology programs) to increase their involvement in the
management of their cultural resources.
Based on the Shackel paper, we explore how the “official history”
of the U.S. is very much subject to dominant political concerns and
how “undesirable” aspects or interpretations of the American
past are downplayed. Shackel cites the example of the absence of laborers
and labor history in depictions of the American industrial past and
suggests that archaeologists should ensure “a more inclusive official
history” as interpreters of the American past. In addition to
discussing Shackel, students are encouraged to come up with their own
examples of how public memory is created or recreated through the interpretation
of objects, buildings, and sites.