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STUDY GUIDE 1

NORTH AMERICAN ARCHAEOLOGY:
TERM LIST/STUDY GUIDE
REVIEW FOR FIRST TAKE-HOME TEST

Just like the beginning statement in the syllabus, don't let the length of this list intimidate you. There really is a lot of redundancy built into this. Think of short definitions and creative ways you would cluster some of these. Some terms and concepts "comfortably" fit together, while others don't.

Use the following as a review sheet to test yourself. If you can provide a definition and example of each of the following terms and concepts, you are in good shape. Use this to try to test yourself (before I test you!).

 During review we will definitely disqualify some of these (i.e. they won't be on your test.). I encourage you to work with one another on these terms and the "class telephone book" should help.

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  1. NORTH AMERICAN ARCHAEOLOGY AND NATIVE CULTURE AREAS: A HISTORICAL BACKDROP TO THE DISCIPLINE:
  2. Culture area: concept and history
  3. Otis Mason:
  4. Clark Wissler:
  5. "Food Areas"
  6. Franz Boas
  7. Boazian anthropological tradition and it's influence on American archaeology? - discuss and distinguish cultural anthropological from archaeological implications
  8. Culture area concept: pros and cons?
  9. Culture areas and ecological implications
  10. Culture areas and museology?
  11. The "Age-Area Theory"
  12. "Trait lists"
  13. Major North American archaeological areas: location, characteristics
  14. Arctic Culture Area: location, characteristics
  15. Subarctic Culture Area: location, characteristics
  16. Plateau Culture Area: location, characteristics
  17. Northwest Coast Culture Area: location, characteristics
  18. California Culture Area: location, characteristics
  19. Great Basin Culture Area: location, characteristics
  20. Southwest Culture Area: location, characteristics
  21. Great Plains (or Plains) Culture Area: location, characteristics
  22. Eastern Woodlands Culture Area: location, characteristics
  23. Northeast Culture Area: location, characteristics
  24. Southeast Culture Area: location, characteristics
  25. Mesoamerican Culture Area: location, characteristics
  26. Circum-Caribbean Culture Area: location, characteristics
  27. SETTING THE ENVIRONMENTAL STAGE: THE PLEISTOCENE SCENE:
  28. The "cultural staging area in Asia"
  29. Impact of the Cold War on our understanding of peopling of the Americas: discuss
  30. The concept of a "Cultural filter"
  31. Ecological settings of Northeast Asia and the Americas during the Pleistocene:
  32. When during the major glaciations of the Pleistocene could the Beringia "Gateway" have been open?
  33. Glacial eustatics - what this refers to and relevance to this discussion
  34. Global precipitation budget - define the concept and show relevance to this discussion
  35. Beringia: what is it? where? how extensive?
  36. The "Ice-Free Corridor"
  37. Pleistocene coastal migration — discuss and critique
  38. Circumstantial evidence for water craft in Pleistocene times? _ discuss evidence for this
  39. Pleistocene megafauna - define and provide examples from various parts of the Americas
  40. Probiscidians - what are these?
  41. Cameloids - discuss relevance to ancient Americas
  42. Eohippus - what is this?
  43. The giant sloth - where found? Describe
  44. Pleistocene extinctions - define
  45. The "Paul S. Martin Hypothesis" - define and critique of
  46. Archaeological sites in periglacial areas
  47. Sites of early humans in the New World:
  48. Karst topography - describe and note peculiar characteristics
  49. Lagoa Santa site, Brazil
  50. the "Lagoa Santa Calotte"
  51. Soumidouro Cave site, Brazil
  52. Pedra Farada site - where roughly is it and describe its relevance to this discussion
  53. Calico Hills site, California
  54. Controversies associated with Calico Hills site?
  55. San Diego site, California
  56. Santa Rosa Island site, California
  57. Meadowcroft Rock Shelter site, Pennsylvania
  58. Tlapacoya site, Mexico
  59. the "Bone of Tequixquiac"
  60. Valsequillo site, Puebla
  61. Tepexpan site - location and significance
  62. Lessons to be learned from the Tepexpan excavation! - discuss
  63. Santa Isabel Ixtapan site - location and significance
  64. Old Crow Flats site, Northwest Territories
  65. Pleistocene fauna hunted
  66. Monte Verde site: nature of it and implications?
  67. Tom Dillahay - who is this?
  68. Anaerobic conditions - what is this? Why is it relevant to archaeological questions?
  69. Film: The Early Americans (main content and criticisms of it?)
  70. THEORIES ON THE EARLIEST COLONISTS:
  71. "New World"
  72. the "Age of Discovery"
  73. "Indian": origins and significance of term
  74. Bernal Diaz del Castillo
  75. Encomienda
    76.
  76. Agendas of encomenderos and the Church in Spanish colonial America - compare and contrast
  77. Fray Bartolome de las Casas
  78. The Papal Bull of Pope Paul III - what relevance?
  79. Fray Jose de Acosta
  80. Historia Natural y Moral de las Indias
    81.
  81. Thomas Gage
  82. "Giant Jewish Toltec Vikings" - (?) Refers to what?
  83. Mormonism and the peopling of the New World - discuss their position
  84. THE ARCTIC AND SUBARCTIC: ESKIMOS, ATHABASKANS, AND ALGONQUINS. AND THEIR ANCESTORS:
  85. The Arctic: geographically and ecologically defined
  86. The Arctic: potentially exploitable resources (for early humans)
  87. The Arctic: early cultural traditions:
  88. The Arctic: Paleoarctic tradition
  89. The Arctic: Microblade or Small Tool Tradition: characteristic artifacts
  90. The Arctic: Onion Portage Site: significance
  91. The Arctic: Ipiutak Site: characteristics
  92. The Arctic: Thule Culture or Tradition characteristics and impact (growth of and movements) of them
  93. Dorset (800 B.C.) to now
  94. Thule came in too
  95. Don't forget the Norse in Greenland!
  96. The Arctic: Bering Sea Culture
  97. The Arctic: Artistic crafts and creativity of: Ipiutak; Old Bering Sea
  98. The Subarctic: geographically and ecologically defined
  99. The Subarctic: Potentially exploitable resources (for humans):
  100. The Subarctic: early cultural traditions for the east versus the west:
  101. The Subarctic: Athabascan versus Algonquin
  102. The Western Subarctic: "Athabascan Prehistory": is it appropriate? why?
  103. The Western Subarctic: Basic cultural (technological) developmental sequence: Microblades to: polished stone to: ethnographic record
  104. The Western Subarctic: General boreal adaptive pattern and culture: (subsistence, social organization, material culture, etc.)
  105. The Eastern Subarctic: some characteristics of the distribution patterns of Athabascan versus Algonquin: implications?
  106. The Eastern Subarctic: instances of regional specializations: The Eastern Subarctic: 3 branches or traditions that emerged out of the Paleoindian peoples (earliest ones):
  107. Shield Archaic:
  108. Boreal Archaic:
  109. Maritime Archaic:
  110. The Eastern Subarctic: Port aux Chois Site: inventory and cultural implications
  111. The Eastern Subarctic: cultural tree (general):
  112. Paleoindian to:
  113. Archaic (with subsequent regional specializations) to:
  114. Ethnographic Algonquin Indians (Beothuk, Cree, Ojibwa, etc.)
  115. THE PACIFIC NORTHWEST AND THE PLATEAU:
  116. The Plateau: Geographically and ecologically defined:
  117. The Plateau: Major rivers and their drainage systems:
  118. The Plateau: Geological history and possible implications for archaeology?
  119. The Plateau: the Scablands: significance?
  120. The Plateau: Columbia River versus the Fraser River Canyon versus the Snake River (as cultural tradition dividers?)
  121. The Plateau: "Northwest Riverine Tradition" - meaning?
  122. The Plateau: Chronological cultural sequencing:
  123. The Plateau: Paleoplateau = "Old Cordilleran"
  124. The Plateau: Characteristics of fully developed Plateau culture (archaeologically):
  125. The Plateau: Characteristic subsistence?
  126. Harder Phase in the Inland Plateau
  127. Congden Phase (the Dalles)
  128. The Plateau: Ground-stone objects: types, characteristics, significance?
  129. The Plateau: Steatite and slate sculptures (e.g., zoomorphs): significance?
  130. The Plateau: Salmon: importance of? locations of?
  131. The Plateau: Importance of discussions of "boreal traits":
  132. Salish-speaking peoples: possible archaeological significance?
  133. Northwest Coast: Geographically and ecologically defined:
  134. The Strait of Georgia Tradition chronology
  135. Characterization of Marpole Phase lifestyle and artifact inventory
  136. Northwest Coast: characteristic subsistence patterns and resource bases
  137. Northwest Coast: the Ozette Site: description? significance?
  138. Northwest Coast: the Ozette Site: anything unique about the kinds of excavations done there?
  139. Northwest Coast: Characteristic artifacts and general material culture:
  140. Northwest Coast: Ethnohistorical considerations
  141. Northwest Coast: Metals in prehistory and possible ways of accounting for their presence?
  142. Northwest Coast: Possible cultural "debt" to - adjacent Alaskan and Plateau cultures?
  143. Commonalities of ground-stone slate technologies: Don Dumand versus Dean Snow - the argument?
  144. Kodiak Island, Salish, and ground-stone technological transfer in ancient times - elaborate on
  145. Be able to discuss why it makes sense to discuss both the Inland Plateau and the Northwest Coast as a related unit
  146. Be able to provide a comparative cultural description of lifestyles of the Harder Phase (Inland Plateau), Congden II (the Columbia River Dalles), and Marpole Phase (Strait of Georgia)
  147. A prehistoric Northern Pacific "Community"? evidence? pros and cons?
  148. Film: Northwest Coast Indians
  149. PREHISTORIC PEOPLES OF CALIFORNIA:
  150. California: "the Land of Fruits and Nuts"- a cliché? or more to this?
  151. California: Geographically and ecologically defined:
  152. California: Characteristic subsistence for northwest California?
  153. California: Characteristic subsistence for central California?
  154. California: Acorns - the related systems of this food source
  155. California: Prehistoric characteristic artifacts:
  156. California: Prehistoric "external relationships"?
  157. California: as providing example of "optimum habitats"?
  158. California: Main languages spoken?
  159. California: Linguistic diversity as reflection of what?
  160. California: Hokan languages - significance?
  161. California: Windmiller Culture
  162. California: Canalièo Culture
  163. California: Ethnohistoric and ethnographic peoples as descendants of prehistoric peoples?
  164. California: Characteristic artifact inventories?
  165. California: Ethnographic and linguistic picture

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Hopefully, this will be more than enough short IDs for this first test! Given that this study guide is being created on Thursday, February 14, 2002 we'll see how far we get by the 27th.

This take-home test will involve 2 sections: essay and short identification. Your term list may be consulted to complete this test. You may use virtually any source to answer your questions except any other students in this class once the final question choices have been made.

Consider the following to be the full range of possible essay questions for this exam. Use this to prepare for the test in any way you see fit. If you have digested the term/concept list you received last week, you are already ahead _ In your essays and short identifications remember that I have no way of knowing what you have in your head about a particular subject. The questions are designed to be as straightforward as possible and do not contain any intentional tricks. I want to know what you know. Your job is to convince me (by writing a brief; concise essay) that you have digested the material and can use it.

You will be required to answer two of the following essays. You will not know which ones until I announce them following our review. I will choose one of them and you will choose the other (each essay worth 25 points). You will be given 5 short answer questions. Each ID will be worth 10 points and will be taken directly from your term list. They should amount to nothing more than one or two line definitions. For the take-home portion of the exam, I will choose three and you will choose the remaining two of your choice.

 

One word to the wise!

You will be given quite a lot of time to complete this take-home examination. This means that you should approach answering these questions in a substantial manner. Length of responses to individual essays clearly varies depending upon the question and your ability at being concise. Frankly, it is not uncommon for me to get back take-homes such as these that may be at least 5 to 6 pages in length (often word processed!). Word processing or typing is up to you, but your returned exams should be neat, legible, well organized, and should be strengthened with examples to strengthen your case. Remember, I can only grade what you give me to read! I am not clairvoyant and you should not expect me to "read in" what you don't actually tell me.

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PART 1: ESSAYS (25 points possible for each)

  1. Consider the traditional cultural area approach to North American prehistory. Culture areas are the primary organizational headings. Consider what we have used thus far: the Arctic, the Subarctic, the Plateau, the Northwest Coast, and California. Are such headings appropriate? If not, offer an alternative or reworking of the existent approach that would more appropriately suggest significant cultural dynamic headings. Provide compelling examples. (Note!, this may not seem as easy at it appears on the surface.)

  2. We have discussed the concept of "Culture Area" in terms of its historical origins (the term) and also from a methodological angle (e.g., what does the term mean and of what use is it as an explanatory concept - tool - to us?).
    Write an essay that:

    (A) Defines the concept of "culture area
    (B) Discusses the history of the term
    (C) Discusses how the concept has been reflected in the development of archaeological approaches in North America.

  3. On various occasions we spent some time discussing generalities about the cultural transformations that occurred as a result of changes following the Pleistocene. In Europe the general term that chronologically and culturally ties into this is "Mesolithic" and in North America the preferred term is "Archaic."
    Write an essay discussing the nature of such cultural transformations and suggest what dynamics contributed to such changes.

  4. While we can point to various forms of evidence, derived primarily from archaeology, that address the origins of the earliest Native Americans (or, following the Canadian preferential terminology, the "First Nations"). Prior to the emergence of anthropological archaeology other sources of evidence were put forth. It was suggested that the initial (i.e. 16th century Renaissance European) understandings of what and who Native American peoples were must be understood within the particular cultural context of the times.
            Write an essay outlining the nature of the earliest European perceptions of what and who these people were. How did their definition by Europeans reflect the agendas of the times? What were these agendas? What were the issues? What were the controversies engendered? How were they resolved?

  5. We spent a considerable amount of time discussing the issues surrounding the earliest peopling of the New World. This involved setting both the cultural and ecological (e.g., climatological, biological, geographical) "stage" for the areas of east and northeast Asia and for the northwestern portion of North America.
    Write an essay describing:

    (A) What were the cultural factors present in east and northeast Asia leading up to the initial migration to the New World and,
    (B) What were the significant ecological variables that were emphasized in this process

  6. Describe in general terms what was the impact on global climatic patterns of the Pleistocene cooling period. Go beyond the obvious fact that there were glacial masses that spread in much of the northern hemisphere. In your discussion use the illustration provided by our discussion of "normal" versus Pleistocene global moisture/precipitation budgets to look at areas beyond those that were directly under glaciation. What kinds of implications can you derive that would be of interest to archaeologists?

  7. What were the factors that made some of the earliest sites controversial (e.g., Old Crow Flats, Lagoa Santa [and/or Soumidouro], Calico Hills)? In your essay consider issues such as stratigraphy, deposition, dating, relative "survivability" of data, etc. Note, that in some respects this essay involves more general archaeological theory than just specifics on a single site.

  8. Discuss the prehistory of Arctic archaeological culture area by addressing the following:

    (A) Briefly describing the ecological variables posed by the Arctic environment
    (B) What is the nature of archaeological preservation and research there
    (C) What is the impact such environmental conditions had on human cultural developments there
    (D) What were some of the environmental pros and cons posed to the prehistoric peoples of the Arctic?

  9. Discuss the prehistory of Subarctic archaeological culture area by addressing the following:

    10. (A) Briefly describing the ecological variables posed by the Subarctic environment,
    (B) What is the nature of archaeological preservation and research there
    (C) What is the impact such environmental conditions had on human cultural developments there
    (D) What were some of the environmental pros and cons posed to the prehistoric peoples of the Arctic?

  10. While one may generalize about the Arctic environment, it is nonetheless true that there arose a series of cultural traditions there. Generally, trace the cultural developments of the Arctic area by making reference to technology types and how these changed over time. Provide speculation on how such changing technologies reflected changes in resource orientation.

  11. Briefly describe the Subarctic culture area and how it has been defined. Defend the rationale for subdividing this area into the Eastern versus the Western Subarctic. What distinguishes the two Subarctic subareas?

  12. Roughly, where and what is the Port aux Chois site? What is its significance for our understanding of Subarctic prehistory? This asks you to be familiar with the kinds of things recovered from the site and the interpretive implications that can be drawn from them. What about this site can be related to issues of the "Red-Paint People?"

  13. Consider the Thule Tradition. What part did it play in the prehistoric picture of the Arctic, the Subarctic, and Alaska? What was their history and with whom (e.g., with what groups) did they come in contact in these areas? In other words, demonstrate why our understanding of the prehistoric cultural dynamics of those areas would be incomplete without making reference to them.

  14. The Eskimos (the IŻuit) are generally considered relative late-corners. Describe what you would archaeologically expect that would indicate their having been at a site you are excavating. This should involve both characteristic artifacts and some references to physical anthropological characteristics.

  15. Defend or refute the idea that our understanding of the prehistoric cultural dynamics of the interior Plateau and the Northwest Coast cannot be complete without understanding the archaeological record of the southwest and south coast of Alaska.
    In your discussion make reference to specific archaeological data and specific cultural traditions.

  16. Briefly characterize the ecological factors present in the interior Plateau environment. This area is drained by the Columbia and Fraser rivers. How did the riverine drainage system affect the trajectory of human cultural developments in the Plateau area? What aspects of the Columbia River system should be considered by archaeologists interested in the earliest peoples of the area?

  17. The prehistoric cultures of the Northwest Coast are considered to have cultural "debts" to peoples in adjoining regions—namely the peoples of the Kodiak Tradition and the peoples of the Plateau. Compare and contrast the archaeological information on the Kodiak and Plateau peoples and defend or refute the suggestion that they were instrumental in the development of the Northwest Coast cultural tradition.

  18. Consider the development of the characteristic Northwest Coast ground-stone technology (and art). Suggest routes and points of origin for this tradition and possible cultural dynamic factors that might have been involved (Do it this way to avoid just saying, "It diffused from point X to point X.").

  19. Compare and contrast the nature of what we know about Northwest Coast culture from the archaeological (e.g. Ozette - note this was discussed in the film) versus the ethnographic record. Are there environmental factors that are unique to the Northwest Coast that have anything to do with this question? If so, how so?
        Reflect, digest, synthesize, and perhaps "deconstruct"(?) some of what we have as a legacy of Columbus' voyage. One area in particular involves the idea that the Americas are somewhat of a laboratory example of the emergence of cultures completely in isolation from the rest of the world.

  20. Write an essay that questions this idea; that emphasizes the idea that it might be more appropriate to look at the far northern Pacific rim as having been an area more of "community" rather than as having been absolutely separated. Furthermore, in your essay attempt to go beyond the obvious connection of the ancestral peoples having originally migrated across the Bering Land Bridge some time during the Pleistocene. Employ specific examples in your essay.

  21. California prehistory may best be appreciated by considering what we know about the ethnohistoric and ethnographic aboriginal populations there. Discuss what archaeological data would best be explained by using California ethnohistoric, ethnographic, and linguistic information.

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PART 2: SHORT IDENTIFICATIONS: (10 points possible each)
MY (Skip's) choices:
(ID#1) ___________________________________________________
(ID#2) ___________________________________________________
(ID#3) ___________________________________________________
YOUR choices:
(ID#4) ___________________________________________________
(ID#5) ___________________________________________________

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BE SURE AND REMEMBER THE FOLLOWING:

  • A general rule for taking Skip's tests - rely on your notes from class and do not depend on being able to find sufficient answers on the Web! While the InterNet often has great information - often useful in part of your responses - chances are that a different "spin" was given during class that will be expected in your test write-ups.
  • PLAGIARISM - This means "cheating" and cheating can mean getting information from others in the class. It is also considered cheating if you cut and paste directly from the Web. What I want to know is what YOU know, not how well you can make a collage! Cheating will not be tolerated!
  • Given that this exam is a take-home test, you will have sufficient time to organize your essays and short ID. and write them clearly! Don't assume that I know what is in your head. Don't be vague. I can only know what you've written for me in the essays I read.
  • Handing in a test that is rapidly hand-written on just 2 sheets of paper will probably not be sufficient. At the same time, I am not expecting lengthy "term papers" for your answers.
  • You are at liberty to use your notes and any other readings you have done to assist you in your write-ups, but, if you do use them be sure to indicate credit due!
  • This means that you should include appropriate referencing in your answers (if you are clearly borrowing ideas or information).
  • If you just sit down and write up your essays and IDs from memory you should not feel you have to reference.
  • Once you begin your test DO NOT ASK OTHER STUDENTS ABOUT TEST QUESTIONS.
  • Finally - Be sure to put your name on your test and clearly label it "TEST 1."

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© 2003 MATRIX
Project Director: Anne Pyburn
Indiana University Bloomington