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xvii | |
| Index of skills |
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xxii | |
| Acknowledgements |
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xxiii | |
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Illustration acknowledgements |
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xxiv | |
| Introduction |
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xxvi | |
| How to use this text |
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xxviii | |
| Key skill: what you have to learn to be successful |
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xxix | |
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PART I UNDERSTANDING ARCHAEOLOGICAL RESOURCES |
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1 | (150) |
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Archaeological Reconnaissance |
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3 | (24) |
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Key skill: successful note-taking |
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4 | (2) |
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6 | (3) |
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6 | (2) |
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8 | (1) |
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9 | (7) |
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Key task: sourcing information |
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9 | (1) |
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Recording standing buildings |
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10 | (1) |
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11 | (1) |
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12 | (4) |
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16 | (1) |
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16 | (6) |
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17 | (1) |
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17 | (3) |
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Caesium Vapour (CV) magnetometers |
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20 | (1) |
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Key task: test your understanding of geophysics |
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20 | (1) |
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20 | (1) |
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Key skill: comparing methods |
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21 | (1) |
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22 | (5) |
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22 | (1) |
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22 | (1) |
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22 | (3) |
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25 | (1) |
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25 | (1) |
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Key skill: short questions test |
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26 | (1) |
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27 | (33) |
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27 | (3) |
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29 | (1) |
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30 | (3) |
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30 | (1) |
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31 | (1) |
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Key site: Empingham, Rutland |
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32 | (1) |
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Excavation strategies and the process of excavation |
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33 | (10) |
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35 | (3) |
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38 | (1) |
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38 | (2) |
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40 | (1) |
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41 | (2) |
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Key task: testing the law of superposition |
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43 | (1) |
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The process of excavation |
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43 | (2) |
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Recovery of environmental material |
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44 | (1) |
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What records do archaeologists create? |
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45 | (6) |
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46 | (1) |
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46 | (1) |
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46 | (4) |
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50 | (1) |
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51 | (6) |
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Archaeology of standing buildings |
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51 | (1) |
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52 | (2) |
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54 | (1) |
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55 | (2) |
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Key task: comparative study of survey and excavation methods |
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57 | (1) |
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57 | (3) |
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Key skill: tackling structured, source-based questions |
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58 | (1) |
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Key task: test your understanding of methods |
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59 | (1) |
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60 | (29) |
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61 | (2) |
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Is archaeology a science? |
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63 | (1) |
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63 | (1) |
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Scientific analysis of artefacts |
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64 | (3) |
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64 | (1) |
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65 | (1) |
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65 | (1) |
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65 | (1) |
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Neutron activation analysis |
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65 | (1) |
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66 | (1) |
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Analysis of particular inorganic materials |
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67 | (5) |
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67 | (1) |
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67 | (1) |
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68 | (1) |
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68 | (4) |
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Key skill: noting methods of analysis |
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72 | (1) |
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Analysis of organic remains |
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72 | (16) |
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72 | (1) |
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73 | (2) |
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75 | (4) |
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Key site: The Amesbury Archer |
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79 | (2) |
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81 | (1) |
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81 | (1) |
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81 | (3) |
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84 | (1) |
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85 | (1) |
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Key study: the decline of the Maya |
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86 | (2) |
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88 | (1) |
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Key skill: reinforcing class learning of methods |
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88 | (1) |
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Understanding Dating in Archaeology |
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89 | (14) |
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89 | (1) |
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90 | (5) |
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90 | (1) |
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91 | (2) |
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93 | (1) |
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94 | (1) |
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95 | (1) |
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Absolute or chronometric dating |
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95 | (8) |
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95 | (1) |
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96 | (3) |
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99 | (1) |
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100 | (2) |
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Other absolute dating techniques |
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102 | (1) |
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Key task: test your grasp of dating methods |
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102 | (1) |
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Archaeological Interpretation |
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103 | (17) |
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105 | (6) |
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105 | (1) |
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Key task: understanding formation processes |
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106 | (1) |
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Post-depositional factors |
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106 | (3) |
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Key task: group activity on transformation processes |
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109 | (1) |
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109 | (1) |
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Analysing spatial patterns |
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110 | (1) |
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111 | (7) |
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Key sites: Danebury and Butser |
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112 | (2) |
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Historical accounts or documents of past societies |
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114 | (1) |
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Ethnography or anthropology |
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114 | (1) |
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Key study: San Jose Mogote |
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115 | (2) |
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117 | (1) |
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Why do archaeologists offer different interpretations of the past? |
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118 | (2) |
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Key skill: applying your understanding to your course |
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119 | (1) |
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120 | (17) |
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Threats to archaeological remains |
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120 | (3) |
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Global threats to archaeology |
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121 | (1) |
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Key study: the Monuments at Risk Survey of England (MARS), 1995 |
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122 | (1) |
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The protection of archaeological remains |
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123 | (2) |
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Ancient Monuments and Archaeological Areas Act 1979 (AMAA) |
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123 | (1) |
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Other protective legislation for sites |
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124 | (1) |
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Key task: assessing local monuments |
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125 | (1) |
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125 | (1) |
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The Valetta Convention (1992) |
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125 | (1) |
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125 | (1) |
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Protection through the planning process: PPG 16 |
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126 | (3) |
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126 | (2) |
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128 | (1) |
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Other forms of protection |
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129 | (1) |
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Who are the archaeologists? |
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129 | (8) |
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130 | (1) |
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Learned and excavation societies |
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131 | (1) |
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132 | (1) |
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133 | (1) |
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134 | (1) |
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Key site: Castell Henllys |
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135 | (1) |
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Key skill: starting to construct arguments |
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136 | (1) |
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137 | (14) |
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137 | (7) |
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The political use of archaeology |
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137 | (1) |
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Key study: Nazi archaeology |
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138 | (1) |
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Archaeology and land rights |
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138 | (1) |
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138 | (1) |
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Key studies: archaeology and Native Americans |
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139 | (2) |
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Key skill: taking notes from contradictory sources |
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141 | (1) |
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Key study: The Corinium Museum, Cirencester |
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142 | (1) |
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Key studies: new modes of communication |
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143 | (1) |
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Communicating archaeological knowledge |
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144 | (7) |
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Key skill: assessing modes of communication using the 4 As |
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145 | (1) |
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Applying communication issues on your course |
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146 | (1) |
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147 | (1) |
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Key study: the `reconstructed' Anglo-Saxon village of West Stow |
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148 | (2) |
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Key task: outlining a presentation of a site or landscape |
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150 | (1) |
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PART II STUDYING THEMES IN ARCHAEOLOGY |
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151 | (140) |
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153 | (40) |
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154 | (1) |
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What is the function of religion? |
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155 | (1) |
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Key site: the Temple of Karnak at Luxor |
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156 | (2) |
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Detecting evidence of past beliefs and practices |
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158 | (1) |
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What kinds of religion were there? |
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158 | (3) |
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158 | (1) |
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159 | (1) |
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160 | (1) |
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160 | (1) |
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161 | (1) |
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161 | (1) |
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162 | (4) |
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162 | (1) |
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163 | (1) |
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163 | (1) |
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163 | (1) |
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Funerary monuments and grave goods |
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163 | (3) |
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Identifying ritual and ritual sites |
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166 | (3) |
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Key task: identifying ritual sites |
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167 | (2) |
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Landscape, ritual and belief |
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169 | (1) |
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169 | (6) |
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170 | (1) |
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Key study: the Temple of the Inscriptions at Palenque |
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170 | (2) |
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172 | (1) |
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Key studies: Paleolithic cave art |
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173 | (2) |
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Religion and ritual in later British Prehistory 4500BC--55BC: a brief outline |
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175 | (1) |
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175 | (1) |
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The early to middle Neolithic c4500--c3000BC |
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175 | (3) |
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The later Neolithic and early Bronze Age c3000--2000BC |
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178 | (5) |
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Key site: Loughcrew passage graves |
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179 | (4) |
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The middle Bronze Age 2300 (or 1800) to 1200 BC |
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183 | (2) |
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Key study: The Clava Cairns |
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184 | (1) |
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The Late Bronze Age and Iron Age 1200--55BC |
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185 | (2) |
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A brief introduction to Roman religion and ritual to 476AD |
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187 | (6) |
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Key skill: developing an argument in longer pieces of writing |
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192 | (1) |
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The Archaeology of Settlement |
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193 | (29) |
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What does the archaeology of settlement cover? |
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193 | (3) |
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Key study: Nunamuit ethnoarchaeology |
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196 | (1) |
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Reconstructing ancient landscapes |
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196 | (2) |
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196 | (1) |
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196 | (1) |
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196 | (2) |
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198 | (1) |
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Identifying human use of the landscape |
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198 | (9) |
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Key study: Early medieval settlement in the Cotswolds |
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199 | (1) |
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200 | (1) |
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Studying spatial distribution |
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201 | (1) |
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Key study: Mesolithic hunters of the Trentino |
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202 | (3) |
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The social landscape: territory and boundaries |
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205 | (1) |
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Key skill: using case studies effectively |
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206 | (1) |
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Identifying the function(s) of archaeological sites |
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207 | (5) |
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How are different types of activity identified on archaeological sites? |
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208 | (1) |
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Key studies: interpreting Iron Age hill forts |
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209 | (3) |
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The use of space on archaeological sites |
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212 | (2) |
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Key task: linking signatures to sites |
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213 | (1) |
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Key studies: the Mask site and Pincevent |
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213 | (1) |
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214 | (1) |
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214 | (8) |
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215 | (4) |
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Key skill: planning successful archaeological essays |
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219 | (3) |
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Material Culture and Economics |
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222 | (42) |
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Subsistence: how did people in the past feed themselves? |
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222 | (15) |
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Identifying the nature of exploitation |
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223 | (3) |
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Tracing developments in human exploitation of animals |
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226 | (1) |
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227 | (2) |
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Key studies: Baltic foragers of the late Mesolithic |
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229 | (2) |
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Key site: Tell Abu Hureyra |
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231 | (3) |
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Identifying human exploitation of plants |
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234 | (1) |
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Key task: contextualising the domestication debate |
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235 | (2) |
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237 | (8) |
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Key site: Knossos and the Minoan palaces |
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238 | (3) |
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Key studies: Early writing systems |
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241 | (2) |
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243 | (2) |
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245 | (1) |
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245 | (6) |
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246 | (1) |
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247 | (1) |
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248 | (1) |
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Identifying the signatures of different modes of exchange |
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249 | (1) |
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250 | (1) |
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251 | (5) |
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251 | (1) |
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Key sites: four Mediterranean shipwrecks |
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252 | (3) |
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Key site: the Sweet Track |
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255 | (1) |
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256 | (1) |
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256 | (8) |
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Identifying specialists in the archaeological record |
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257 | (1) |
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Key skill: improve your essay-writing style |
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257 | (1) |
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258 | (1) |
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259 | (1) |
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260 | (2) |
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Key study: the Basse-Yutz flagons |
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262 | (1) |
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Key skill: writing evaluative essays on concepts |
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263 | (1) |
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264 | (27) |
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What is social archaeology? |
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264 | (1) |
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Forms of social and political organisation |
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265 | (5) |
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Key study: the Palette of Narmer |
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269 | (1) |
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270 | (1) |
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The archaeology of rank and status |
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270 | (5) |
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272 | (1) |
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273 | (1) |
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273 | (1) |
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Key task: investigating status and rank in your settlement |
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274 | (1) |
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275 | (1) |
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The archaeology of gender |
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275 | (4) |
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277 | (1) |
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277 | (1) |
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278 | (1) |
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Key study: the Birdlip princess |
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278 | (1) |
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279 | (1) |
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279 | (1) |
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279 | (5) |
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Key sites: Pompeii and Herculaneum |
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281 | (1) |
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Key study: West Heslerton and Lechlade |
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282 | (2) |
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284 | (1) |
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285 | (6) |
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285 | (1) |
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Key study: Nimrud and Nineveh |
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286 | (3) |
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Key skill: evaluation exercises |
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289 | (2) |
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PART III EXAMINATION SUCCESS AND BEYOND |
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291 | (39) |
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Doing an Archaeological Project |
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293 | (19) |
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293 | (3) |
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It must be archaeological |
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293 | (1) |
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You must be able to access your sources |
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294 | (2) |
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Basic research opportunities |
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296 | (8) |
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296 | (1) |
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Example 1: A study of portal tombs |
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297 | (2) |
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299 | (1) |
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300 | (1) |
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Archaeology from the modern period |
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300 | (2) |
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Example 2: Industrial archaeology: a canal |
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302 | (1) |
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303 | (1) |
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Where to get help and advice |
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304 | (3) |
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305 | (1) |
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Example 3: Studying local settlement patterns |
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306 | (1) |
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306 | (1) |
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307 | (1) |
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307 | (1) |
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Planning and managing time and word limits |
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307 | (1) |
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307 | (3) |
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Recording sites or features |
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307 | (2) |
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309 | (1) |
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309 | (1) |
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309 | (1) |
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310 | (2) |
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311 | (1) |
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311 | (1) |
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311 | (1) |
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Preparing for Your Archaeology Examination |
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312 | (11) |
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Cataloguing your portfolio |
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312 | (2) |
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Reducing information onto cards |
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313 | (1) |
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314 | (2) |
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314 | (1) |
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314 | (1) |
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314 | (2) |
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316 | (1) |
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316 | (1) |
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316 | (2) |
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318 | (1) |
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318 | (1) |
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318 | (1) |
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318 | (1) |
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Examples of marked responses to exam questions |
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318 | (5) |
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Key skill: understanding command words |
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319 | (1) |
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320 | (3) |
|
Where to Next? Studying Archaeology in the UK |
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323 | (4) |
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323 | (1) |
|
AS and A Level Archaeology |
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323 | (1) |
|
Access to higher education |
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324 | (1) |
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324 | (2) |
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325 | (1) |
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325 | (1) |
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Stepping up to degree level |
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326 | (1) |
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Finding the Best Information |
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327 | (3) |
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327 | (1) |
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328 | (1) |
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328 | (1) |
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328 | (1) |
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329 | (1) |
| Appendix: Answers and Marks Schemes |
|
330 | (1) |
| Glossary of Terms and Abbreviations |
|
331 | (7) |
| Bibliography |
|
338 | (4) |
| Index |
|
342 | |
