Class Meetings: Tuesdays, 2:00-4:50 PM
Instructor: Professor Madonna Moss
Office: 327 Condon Hall Office Hours: Fridays: 2:00-3:00
PM (except for week
2)
Telephone: 346-6076 Email: mmoss@uoregon.edu
This is a course in what it takes to actually do archaeology in
today's world. As many as 80% of the people who find jobs in
archaeology will work in cultural resource management (Newmann &
Sanford 2001), and many archaeologists will work exclusively in CRM
for sustained periods of their careers. In the United States, 85% of
funds spent on archaeology do so in a CRM context (Schuldenrein
1998:33). The over-arching goal of CRM is to design and carry out
scientific studies under applicable preservation and environmental
laws, to conserve cultural resources through avoidance of
destruction, and to recover and preserve information through data
recovery when destruction is unavoidable. This course will introduce
students to the objectives of CRM work and the methods of designing
research in the CRM context that will make contributions to our
knowledge of the past. We will address the myriad considerations
modern archaeologists confront in our efforts to carry out
archaeological research within a complex legal and ethical framework.
We will trace how the legal framework for archaeological work in the
United States has developed, and how contemporary archaeological
research is conducted in compliance with federal and state laws and
regulations. In this seminar, you will gain a working knowledge of
the legal basis for doing public archaeology, and will learn how to
use existing regulations and guidance to design and carry out
research. We will also address research ethics throughout the term in
a variety of ways:
1) accountability: What are our responsibilities to the archaeological record, to fellow professionals, to the public who pays the bills, and to the Native Americans and other descendant communities who are affiliated with the materials we study? How can we more effectively convey the value of archaeology to various stakeholders in the archaeological process? How can we justify archaeology to disinterested groups?
2) looting and commercialization: How widespread is the theft of archaeological materials and vandalism of archaeological sites in the United States? How can we educate the public (including law enforcement personnel, juries, and judges) about the value of archaeological site protection and preservation? How does the situation in the U.S. compare to that elsewhere in the world?
3) the relationship between archaeologists and descendant communities: Why is there antagonism toward archaeologists in some parts of Indian country? How can archaeologists and Native Americans effectively work together to protect archaeological and sacred sites and reduce looting and vandalism? What is the new context for addressing issues of reburial and repatriation of human remains and associated artifacts? How can archaeology itself be transformed and enriched through genuine collaboration with Native Americans? How are Native American archaeologists influencing the direction of CRM and the discipline of archaeology more generally?
This is a seminar in which the responsibility for success is shared equally among us. The field of CRM has grown increasingly complex in recent years. An enormous amount of background information and reading relevant to this class is now available. In previous incarnations of this course, I compiled a massive packet, which we called the "Desk Reference," as it contained the full text of the most important federal and Oregon laws, regulations, and guidelines. These laws, regulations, and guidelines have become accessible on the internet, so in an effort to save expense to students, you can access these authorities through the online syllabus.
Class attendance is mandatory, and because class meetings will be devoted to seminar discussion rather than lecture, it is essential that you keep up with the readings and come to class prepared to engage in lively and critical discussion of the material. If you miss a class, it will detract from your grade.
King, Thomas F. 2004 Cultural Resource Laws & Practice: an Introductory Guide. (2nd ed.) Altamira, Walnut Creek, CA.
Mihesuah, Devon A. (editor) 2000 Repatriation Reader: Who Owns American Indian Remains? University of Nebraska Press, Lincoln.
Additional readings are posted on Blackboard under "Course Documents" in weekly folders. They are listed below in alphabetical order.
Anonymous (1990) The Current Times. Indian-Artifact Magazine vol. 9-1:1.
Anschuetz, Kurt F. Richard H. Wilshusen, and Cherie L. Scheick (2001) An Archaeology of Landscapes: Perspectives and Directions. Journal of Archaeological Research 9(2):157-211.
Bender, Barbara (2002) Time and Landscape. Current Anthropology 43 (supplement):S103-S112.
Feld, Steven and Keith Basso (1997) Wisdom Sits in Places: Notes on a Western Apache Landscape . In Senses of Place, edited by Steven Feld and Keith Basso, pp. 53-90. School of American Research Press, Santa Fe.
Ferguson, T. J. 1996 Native Americans and the Practice of Archaeology. Annual Review of Anthropology 25: 63-79.
Griffin, Dennis and T. E. Churchill (2003) Cultural Resource Management in the Pacific Northwest: Working within the Process. Journal of Northwest Anthropology 37(1):27-42.
National Park Service (2007) NPS Draft Regulations on Culturally Unidentifiable Human Remains, October 16, 2007.
Society for American Archaeology (2007) SAA Statement on the Department of the Interior Proposed Rule for Disposition of Culturally Unidentifiable Human Remain , November 10, 2007.
Watkins, Joe E. (2003) Beyond the Margin: American Indians, First Nations, and Archaeology in North America. American Antiquity 68:273-285.
Watkins, Joe E. (2004 ) Becoming American or Becoming Indian? NAGPRA, Kennewick, and Cultural Affiliation. Journal of Social Archaeology 4(1):60-80.
Westfall, Tom (2004) A Lifetime of Memories.
Indian-Artifact Magazine 23-4.
Please see that the class schedule includes references to required reading on the Web. In most cases, these are comprised of pertinent federal laws, regulations, and guidelines. Be sure to budget adequate time for this reading; some documents are rather long. The assigned web reading for this class is approximately 800 conventional pages, but some portions of the regulations and guidelines you can just peruse.
Craib, Donald Forsyth (ed.) 2000 Topics in Cultural Resource Law. Society for American Archaeology, Washington, D.C.
Derry, Linda and Maureen Malloy (eds.) 2003 Archaeologists and Local Communities: Partners in Exploring the Past. Society for American Archaeology, Washington, D.C.
Dongoske, Kurt E., Mark Aldenderfer, and Karen Doebner (eds.) 2000 Working Togeether: Native Americans and Archaeologists. Society for American Archaeology, Washington, D.C.
Kerber, Jordan E. (ed.) 1994 Cultural Resource Management: Archaeological Research, Preservation Planning, and Public Education in the Northeastern United States. Bergin & Garvey, Westport, CN.
King, Thomas F. 2000 Federal Planning and Historic Places: the Section 106 Process. Altamira, Walnut Creek, CA.
King, Thomas F. 2002 Thinking about Cultural Resource Management: Essays from the Edge. Altamira, Walnut Creek, CA.
King, Thomas F. 2003 Places that Count: Traditional Cultural Properties in Cultural Resource Management. Altamira Press, Walnut Creek, CA.
Lynott, Mark J. and Alison Wylie 1995 Ethics in American Archaeology: Challenges for the 1990s. Society for American Archaeology, Washington, D.C.
Messenger, Phyllis Mauch (editor) 1999 Whose Property Whose Culture? The Ethics of Collecting Cultural Property. University of New Mexico Press, Albuquerque.
Neumann, Thomas W. and Robert M. Sanford 2001 Cultural Resources Archaeology: An Introduction. Altamira, Walnut Creek, CA.
Renfrew, Colin 2000 Loot, Legitimacy and Ownership. Duckworth, London.
Skaetes, Robin 2000 Debating the Archaeological Heritage. Duckworth, London.
Swidler, N. , K. E. Dongoske, R. Anyon, and A. S. Downer (eds) 1997 Native Americans and Archaeologists: Stepping Stones to Common Ground. Altamira, Walnut Creek, CA.
Vitelli, Karen (editor) 1996 Archaeological Ethics. Altamira, Walnut Creek, CA.
Watkins, Joe 2000 Indigenous Archaeology: American Indian Values and Scientific Practice. Altamira, Walnut Creek, CA.
Grading for undergraduates will be based on a percentage of 200 points:
|
Attendance |
20 |
|
|
Participation |
40 |
|
|
Monday Assignments |
Due 4/7, 4/14, 4/21, 5/5, 5/12, 5/19, 5/26, 6/2; each student does six of eight, 20 points each |
120 |
|
National Register Criteria Paper |
Due April 4/29 |
20 |
These short assignments are due by 5:00 pm on the Monday preceding the Tuesday class during which they will be discussed. This will require you to have accomplished all the reading a few days before our class meeting, so plan accordingly. Having these assignments due on Mondays will allow me to think about them in preparation for class. These are short assignments (2-3 typewritten pages) and can take any of the following formats depending on your interest:
There are seven weeks on which Monday assignments are due. Undergraduates must hand in these writing assignments on six of the seven weeks, graduate students on five of seven weeks. Send these assignments to Professor Moss by email no later than 5 pm on Mondays. No late assignments can be accepted.
Grading for graduate students will be based on a percentage of 250 points:
|
Attendance |
20 |
|
|
Participation |
40 |
|
|
Monday Assignments |
Due 4/7, 4/14, 4/21, 5/5, 5/12, 5/19, 5/26, 6/2; each student does five of eight, 20 points each |
100 |
|
National Register Criteria Paper |
Due April 29 |
20 |
|
Final Project Abstract |
Due May 13 |
10 |
|
Final Project |
Due 5:00 pm, June 10 |
60 |
Graduate students are required to write a final paper or complete a portion of a larger project on which you may be working. This can take the form of a research paper or it can be a research design for work you propose to do. I would like you to accomplish something practical that integrates the CRM content of this course. In the past, ANTH 549 students have done the following:
Submit a one-page abstract of your project and list of references, no later than May 13th. The final project is due June 10th.
Course overview, orientation to federal laws,
regulations, and guidance on the internet.
Read Anschuetz et al. (2001), Feld and Basso (1997), Bender (2002).
Discuss readings, view film: In the Light of
Reverence; discuss film in context of readings.
April 15 - The Legal Framework for CRM in the United States
Read King (2004) pp. 1-80; on internet:
Antiquities Act of 1906, Historic Sites Act of 1935, NHPA of 1966,
AHPA of 1974, http://www.nps.gov/archeology/tools/laws/index.htm;
Historic Sites Act at http://www.nps.gov/history/local-law/FHPL_HistSites.pdf
Read King (2004) pp. 81-190; on internet: NHPA of 1966, 36 CFR 800, 36 CFR 60, 36 CFR 63: http://www.nps.gov/archeology/tools/laws/index.htm and for the CFRs http://www.nps.gov/history/nr/regulations.htm and http://www.access.gpo.gov/nara/cfr/waisidx_02/36cfr63_02.html and http://www.achp.gov/regs-rev04.pdf ; browse contact information on SHPOs and THPOs, http://www.achp.gov/shpo.html, click on "National Conference of State Historic Preservation Officer's SHPO list", and http://www.achp.gov/thpo.html and click on "National Park Service's THPO list."
See also: Recommended Approach for Consultation on Recovery of Significant Information from Archaeological Sites, http://www.achp.gov/archguide/html
I will pass out Rosemont Lake Case Study -
Assignment for April 29.
April 29 - National Register of Historic Places
WWW reading: http://www.cr.nps.gov/nr/ background on National Register and multiple property submissions, also National Register Bulletins 15, 16A, 16B, 38 at http://www.cr.nps.gov/nr/publications/ Click on "Bulletins and Brochures" on the left to see Bulletins.
Rosemont Lake Case Study Assignment
Use the National Register criteria to determine the eligibility of
properties located within the Rosemont Lake area.
Accept the fact that The Rosemont Case Study provides limited
information. Evaluate the significance of the identified properties.
Which properties are eligible to the National Register of Historic
Places? In your discussion, make explicit reference to the National
Register criteria. In addition to using definitions and
understandings outlined in King (1998), be sure to use the guidance
in National Register Bulletins 15 and 38. In some cases, you may also
have to consider how integrity and the criteria considerations come
into play. Papers should be 4-6 pages. We will discuss these
evaluations in class.
After this discussion, we will view Through the
Generations: Identifying and Protecting Traditional Cultural
Places, to reinforce how National Register Bulletin #38 expanded
the criteria used to determine eligibility of traditional cultural
properties.
Read Ferguson (1996); Watkins (2003).
Internet reading: American Indian Religious
Freedom Act and 1994 amendments http://www.nps.gov/history/local-law/FHPL_IndianRelFreAct.pdf;
National Register Bulletin #38, NAGPRA of 1990, National Museum of
the American Indian Act of 1989 http://www.cr.nps.gov/nr/publications/
and see also http://www.anthropology.si.edu/repatriation/index.htm
; see also and click on NMAI Act.
WWW reading: ARPA of 1979, 43 CFR 7, http://www.cr.nps.gov/linklaws.htm#LAW.
Read: Anonymous (1990); Westfall (2004); From
Mihesuah (2000), read her Introduction and chapters by Mallouf,
Mihesuah, Hinsley
Read King (2004) pp. 191-209 and text of NAGRPA http://www.nps.gov/history/nagpra/MANDATES/25USC3001etseq.htm.
Read: From Mihesuah (2000), read papers by Bieder, Riding-In, Trope & Echo-Hawk, Klesart & Powell.
Peruse NAGPRA database: http://www.nps.gov/history/nagpra/ONLINEDB/INDEX.HTM
Read papers in Mihesuah (2000) by Ferguson et al.,
Jacknis, Dongoske, Zimmerman; also National Park Service (2007) and
Society for American Archaeology (2007), Watkins (2004)
Read: Griffin and Churchill (2003); internet
reading: review 36 CFR 800, Archaeology and Historic Preservation,
see http://www.achp.gov/regs-rev04.pdf;
Secretary of Interior's Professional Qualifications Standards, see
http://www.nps.gov/history/local-law/arch_stnds_9.htm.
For Oregon laws and administrative rules (listed below) see
http://egov.oregon.gov/OPRD/HCD/SHPO/programs_laws.shtml
and links to:
Peruse King (2004) pp. 209-339
If you have a documented disability and anticipate needing
accommodation in this course, please contact me soon. Please also
request that the Counselor for Students with Disabilities send a
letter verifying your disability.
See http://egov.oregon.gov/OPRD/HCD/SHPO/programs_laws.shtml