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STUDY GUIDE 3
NORTH AMERICAN ARCHAEOLOGY
TERM LIST/STUDY GUIDE
REVIEW FOR THIRD TAKE-HOME TEST
THE FINAL EXAM
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!). As
you go down the list, check off those you feel you already have a good grasp
of,
or, if you like, maybe check off those that may be most problematic(?). You
make the choice!
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.
* * * * * * * *
- PREHISTORIC PEOPLES OF THE GREAT BASIN:
- Great Basin: Geographically and ecologically defined:
- Great Basin: Postglacial pluvial lakes and archaeology?
- Great Basin: Characteristic subsistence?
- Great Basin: Characteristic artifact inventories:
- Great Basin: Paleo-Indian Culture: Clovis and San Dieguito: characteristics?
significance?
- Great Basin: Fort Rock—significance?
- Great Basin: Danger Cave cultural sequence
- Great Basin: Split-wood mountain goat effigies? significance?
- Great Basin: Hogup cultural and ecological sequence?
- Great Basin: Desert Archaic Tradition—general characteristics?
- Great Basin: Hogup III—significant cultural events?
- Great Basin: Gypsum Cave Site: significance?
- Great Basin: Fremont Culture: main characteristics? significance?
- Great Basin: "Limbless figurines"?
- Great Basin: What might account for the timing of Fremont florescence?
- Great Basin: What might account for the timing of Fremont decline?
- Great Basin: the Shoshone
- Great Basin: Ethnographic and linguistic picture
- THE SOUTHWEST REGION: ARCHAIC:
- The Prehistoric American Southwest: locate geographically and describe
ecologically
- The "Greater Southwest":
geographically includes what?
- "Greater Mesoamerica":
geographically defined by what?
- "Greater Mesoamerica":
cultural implications of terminology?
- Southwest: major river drainages:
- Southwest Archaic: characteristics?
- Tularosa and Bat Cave: significance of sites?
- The "Triad" (sometimes called the "triumvirate"):
meaning? significance?
- Southwest Archaic: significant transformations that mark its end?
- Pithouses: description? when appear? when disappear? significance?
- Transformations into food-producing societies in the American Southwest
- THE SOUTHWEST REGION: THE HOHOKAM:
- Hohokam Culture:
- Hohokam geographical distribution
- Hohokam hydraulics?
- Hohokam cultural sequence: Emile Haury in a Mesoamericanist-dominated
department?
- Hohokam architectural development
- Hohokam residential structural change over time: nature of change and
possible archaeological implications?
- Pithouses through walled compounds
- Hohokam art: technology, style, and iconography
- Hohokam external ("foreign")
contacts
- Hohokam and Mesoamerica: main points arguing for contact?
- Hohokam and Mesoamerica: problems with Haury's interpretations?
- Hohokam: general cultural developmental scheme
- Hohokam: reduction in residence size as possible indicator of what?
- Fundamental shifts from the Sedentary to the Classic Period among the
Hohokam: list and describe
- Copper bells at Hohokam sites during the Sedentary Period: implications?
where from?
- Accounting for Hohokam Classic Period intensification and simultaneous
decline among the Mimbres and Anasazi (?)
- Cerro de las Trincheras (Trincheras Culture): what archaeologically
characterizes this culture?
- Cerro de las Trincheras (Trincheras Culture): implications of this culture
in overall archaeological interpretive scheme?
- The "Neo Atlantic Episode" and
possible implications for Southwestern Prehistory (?)
- Hohokam, Pima, and Papago: possible relationships?
- Hohokam sites:
- Snaketown site: general features
- Casa Grande site: general features
- Casas Grandes site: general features
- THE SOUTHWEST REGION: THE MOGOLLON AND MIMBRES:
- Mogollon Culture:
- The kiva: definition? significance?
- The kiva: possible origins?
- Regional variations of the kiva?
- The "great kiva":
referring to what?
- Mogollon tradition: where? main cultural transformations?
- Mimbres: where? when? significance?
- Mimbres pottery: description? significance? possible functions?
- Mogollon geographical distribution
- Mogollon architectural development
- Pit houses—as prototype for kivas?
- Sipapu: described and meaning
- Mogollon art: technology, style, and iconography
- Mimbres culture
- Mimbres: general location
- Mimbres art: technology, style, and iconography
- Mimbres and the turquoise trade?
- The "Trade Hypothesis"—how
is this discussed with regard to the Mimbres cultural florescence?
- Mimbres rise and eventual collapse: possible dynamic explanations?
- Mogollon and Mimbres external
("foreign") contacts
- Mogollon Mountains and their abandonment?—reflect on this
- Modern-day pueblos of the Mogollon area?
- THE SOUTHWEST REGION: THE MOGOLLON AND MIMBRES
- Anasazi culture
- Alfred Vincent Kidder: who is he?
- The Pecos Conference: what was this all about?
- Anasazi geographical distribution
- Anasazi architectural development
- Anasazi art: technology, style, and iconography
- Anasazi external ("foreign")
contacts
- The "Chaco Phenomena"
- Anasazi: meaning? location? general characteristics of cultural
developmental sequence?
- Anasazi: what transforms from Basketmaker to Pueblo times?
- Anasazi: Pueblo II and
the "Chaco Phenomenon": meaning?
significance?
- Why didn't the "Chaco Phenomenon" occur
everywhere?
- Chaco Canyon: characteristics during Pueblo II times?
- Anasazi kiva and construction elements:
- Film (video?): The Chaco Legacy: represents what?
- Chacoans and turquoise: another Mesoamerican connection? describe
- The Cerillos Mine: significance?
- Pueblo Bonito: exemplifies what?
- Reasons for settlement relocation during Pueblo III
- Kachina
- The "kachina cult":
significance?
- Kokopelli: who is this guy? possible implications of him?
- Pueblo "Cliff Dwellers":
- Pueblo V: reasons for population shifts and decline?
- Casas Grandes site (state of Chihuahua, Mexico)
- Anasazi sites:
- Chaco Canyon sites
- Chacoan outliers
- Pueblo Bonito site
- "Cliff dwellings"
- Mesa Verde sites
- Kayenta site
- The "Little Ice Age" and
its possible multi-faceted impacts upon prehistoric Southwestern cultural
developments (?)
- "System enrichment" as
a device for understanding prehistoric cultural change-the Southwestern
scenarios (?)
- The "Trade Hypothesis"—general
definition
- The "Trade Hypothesis"—how is this discussed with regard to the
"Chaco Phenomena?"
- The "Trade Hypothesis"—Why
might this be suspect?
- EMICS, ETICS, AND ETHICAL DILEMMAS IN NORTH AMERICAN ARCHAEOLOGY: THE
DEPLETION OF NON-RENEWABLE CULTURAL RESOURCES
- Where are archaeological resources are threatened?
- What are the basic ethical considerations archaeologists in general must
address?
- What ethical questions are most relevant to archaeologists working
specifically in North America?
- In terms of the material
culture of the American "First Nations,"
who are the concerned parties and what are their concerns (i.e. "vested
interests")
- Why should we be concerned
with studying the "Culture of
anthropologists and archaeologists"?
- Why should we be concerned
with studying the "Culture of
Educators"?
- Why should we be concerned
with studying the "Culture of
Museologists"?
- Why should we be concerned
with studying the "Culture of Private
Collectors"?
- Why should we be concerned
with studying the "Emics of Indigenous
Material Culture"?
- CRM: stands for? meaning and issues?
- "Contract Archaeology":
meaning? as response to what?
- "Salvage Archaeology":
meaning?
- Archaeological "Mitigation":
meaning
- "Repatriation": meaning
and implications
- Reburial: meaning and implications
* * * * * * *
Hopefully, this will
be more than enough short IDs for this first test! We'll see how far we
get by the end.
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.
* * * * * * *
PART 1: ESSAYS (25 points possible for each essay):
-
What do we geographically and
ecologically define as the Great Basin? Briefly characterize the ecological
factors present in the Great Basin environment that impacted on cultural
developments there. In your discussion of ecological factors take into
consideration climatic change from the Pleistocene to the present.
-
What characterizes the
prehistoric Fremont Culture? Where are Fremont sites located? What
particular facets of Fremont Culture are characteristic of other local
traditions? What facets suggest cultural interchange with what other more
distant cultural traditions?
-
Locate and ecologically
characterize what we mean by the Desert Southwest. Provide a general
cultural developmental scheme for this area beginning with the Paleoindian
Period and extending through the cultural florescence of the Mogollon,
Hohokam, and Anasazi peoples. What were the major cultural transformations
that occurred there? Why did such cultural transformations occur there?
-
Some archaeologists
narrowly define the American Southwest, while some prefer to amplify
the definition
to talk about the "Greater Southwest." Describe both the American
Southwest (narrowly defined)—-and the, "Greater Southwest." The
two geographical terms reflect meaningful archaeological notions. In your
comparison of both terms be sure to indicate the logical perspective of each
term (i.e. why each one can be viewed as meaningful more than just
semantic).
-
Consider the cultural
developmental trends characteristic of the Desert Southwest. A number of
authors have suggested that this area did not develop in a cultural vacuum,
rather that there were examples of cultural development that were stimulated
from the south in Mesoamerica. For
this essay, argue from the position that throughout the southwestern
developmental sequence there does exist evidence that Mesoamerica played
some part. This does not imply that the Southwest was some kind of "outpost" of Mesoamerican culture, rather, what are examples that
have been given of prehistoric Mexican "influences" affecting
southwestern cultural development?
-
What archaeologically
characterizes the Hohokam? Briefly describe their cultural development. What
was their adaptive strategy? What sets them apart from the other remaining
cultures of the Desert Southwest? What most probably accounts for their
decline?
-
What archaeologically
characterizes the Mogollon? Briefly describe their cultural development.
What was their adaptive strategy? What sets them apart from the other
remaining cultures of the Desert Southwest? What most probably accounts for
their decline?
-
What archaeologically
characterizes the Anasazi sequence? Briefly describe their cultural
development. What was their adaptive strategy? What sets them apart from the
other remaining cultures of the Desert Southwest?
-
One characteristic
element, or "trait," of developed southwestern cultures was the kiva.
What is a kiva? Architecturally what is it? What kinds of details are
always present
to indicate that it is a kiva (and not something else)? Is it universally
found in all prehistoric southwestern archaeological sites? What most
probably did it evolve from?
-
When one speaks of
the "Chaco Phenomenon" what is implied? If you were able to take a
time machine back to Pueblo II times (ca. AD 900-1100), what would you
describe as going on in Chaco Canyon and the adjacent countryside?
-
Who were the Mimbres? Where
were they located? What did the Mimbres produce that has made them so famous
today (what use might they have made of it/them)? What sets them apart from
the other prehistoric peoples of the Desert Southwest?
-
Archaeologically, what
do we mean by the "Classic Mimbres Collapse?" Various theories have been
put forth to account for this phenomenon. List and describe at least 2
distinct theories explaining the Mimbres decline.
-
We have mentioned the possible
significance of activities related to the ancient site of Casas Grandes in
Chihuahua State in northern Mexico. Describe Casas Grandes as a place and
roughly what time period we are talking about. Then, discuss what part(s)
cultural activities at that site may have played in terms of prehistoric
American Southwestern peoples.
-
There have been a number of
scenarios suggested that account for the relocation and decline of the
prehistoric Anasazi peoples. List and describe a few and evaluate their
effectiveness as means of explaining the cultural decline in the Desert
Southwest. Can you provide an alternate (or synthetic) explanation?
-
Mesoamerica has been suggested
as an important source of cultural stimulation for both the Southeast and
the Southwest. Defend this position by making reference to prehistoric
developments in the Southwest. Employ 3 examples in your essay.
-
Write an essay providing
a textual sketch of what a time traveler would expect to see if they
traveled
back in time to 1491 in the North American "Greater Southwest"
(i.e. "creative literature" but based on substantial examples!).
Assume that you have seen the area as it is today. What might they note as
being consistent with today's "scene?" What would they see that
would be different from today?
-
Briefly define the "Trade
Hypothesis" as it is often applied to archaeological questions. For
examples you might want to address this with reference to the florescence
during the Mimbres Phase of the Mogollon and/or the "Chaco
Phenomena." What is the underpinning rationale of the "Trade
Hypothesis" and what are its pros and cons? Come up with your own
perspective on the utility, or lack of it, for using the "Trade
Hypothesis" to explain ancient cultural developments in the Greater
Southwest Note, this question has not been specifically addressed in class
lecture, but you should have some opinions by now. I will not be grading
this based on your opinions, but on how well you engage the question
with detailed responses backed up by examples.
-
In terms of the material
culture of the American "First Nations," who are the concerned
parties and what are their concerns (i.e. "vested interests")? In
other words, pick 3 of the following, define what they refer to, and
write an essay discussing why should we be concerned with studying the:
(A) "Culture of
anthropologists and archaeologists"
(B) "Culture of
Educators"
(C) "Culture of
Museologists"
(D) "Culture of Private
Collectors"
(E) "Emics of Indigenous
Material Culture"
* * * * * * *
Note that in this essay there is room for your subjectivity. Creativity will
be rewarded, but not if you do not substantiate your case.
-
Write an essay reflecting
on the possible implications of two alternate mind-sets in archeology
today: (1)
that utilizes "pre-" and "post-contact" terminology, and
the other (2) that prefers to talk in terms of "global systems."
Why might it be preferable to utilize "global systems" terminology
to discuss ancient cultural developments in the Americas?
* * * * * * *
Note that
in the following there is potential for individual subjectivity. The questions
below should nonetheless be viewed as serious. Read
the question carefully and be sure to answer the one you choose thoughtfully
and
clearly show me your thinking and logical progression in your essay.
- In this question choose either
(A) or (B).
A. Especially if you perceive of yourself as
a cultural anthropologist: — Specifically, what do you find
in the archaeology of ancient North America that has had the greatest impact
on the discipline of anthropology as a whole? What about North American
Archaeology do you feel strongly should be integrated in the research of the
rest of the anthropological discipline? (What important messages can North
American archaeology tell the rest of our discipline?)
B. Especially if you are coming out of another
discipline: — Specifically, what have you
found in North American Archaeology that is applicable to you in your non-anthropological
discipline? (Another way of thinking about this would be to ask yourself,
why people in your discipline, or career direction, should be familiar with
North American archaeology?
Remember, I cannot grade your opinions, but I will make a grade
determination based upon the thoroughness and sensitivity of your answer..
* * * * * * *
PART 2: SHORT IDENTIFICATIONS: (10 points possible each)
(ID#1) —————————————————————————-
(ID#2) —————————————————————————-
(ID#3) —————————————————————————-
(ID#4) —————————————————————————-
(ID#5) —————————————————————————-
* * * * * * *
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 3" as
well as GRADUATING SENIOR if this applies.
* * * * * * *
Another thing to take note of!
I will be going on
sabbatical leave for one year starting at the end of this semester.
This means that I
will not be on campus from June 2002 through, realistically, the end of August
2003. Someone else will be using my office. Therefore, if you leave
something for me there, it probably won't get to me.
Probably of greatest
concern to some is that I will not be available to do incomplete makeups!
That means that no one in this class should expect to be able to get an
incomplete from me.
NO INCOMPLETES!
SEE YOU AT COMMENCEMENT!!
and have a
GREAT SUMMER!
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