On Monday May 22nd students and teachers from Brookwood School came to the Peabody Museum to kick off their “Steep Week.” During Steep Week, students immerse themselves in an intensive program related to an area of interest, in this case archaeology.
When the students arrived they were very proud to announce that archaeologists “DON’T DIG DINOSAURS!” Clearly their two teachers (one of whom is a trained archaeologist) had worked VERY hard to prep them for their visit to the Peabody, as well as for the rest of the week’s activities.
The students began by learning how to “read” modern trash to make a biography about an individual based solely on the objects that the person had thrown away. The clean trash that the students looked through was mine that I had split into three different bags related to different activities that I do: kayaking and running, cooking, quilting and reading. The group that had the container with an old Doritos bag declared that their person (me!) was a guy who was either “failing at adulting” or “had student loans” – very interesting assumptions they were making!!! They were then shocked to learn that the person who had the Doritos was also the same person who had run a half marathon and made quilts. This allowed us to have a great conversation about assumptions that we make and how that can impact our understanding and interpretation of the past.
The next two activities were mock excavations of a prehistoric site as well as a historic one. Both helped the students prepare for the real archaeological dig that they were going to conduct on their school property later in the week, particularly the historic example, since they had already been looking at old maps of the school’s property to see what they could learn about it before putting a shovel into the ground.
Students looking at a mock excvation unit that has evidence of pottery making
Students working in the “lab” to identify artifacts found from the mock Katherine Nanny Naylor site
The rain mostly held off for the group and we were able to conclude the day with a fierce atlatl competition!
“Our introduction to Archaeology at the Peabody Museum at Phillips Academy, Andover successfully prepared our students to investigate archaeological problems at a high level by concentrating on the conceptual basis of archaeological thought and filtering it through readily understandable, local examples. Our students enjoyed themselves while having their minds opened to a different way of investigatory thought that they relied on heavily to ask questions and achieve understanding.” – Mike Wise, Brookwood teacher
In 2017 archaeologists Meg Conkey, Dan Sandweiss, Ryan Wheeler, and Nancy Gonlin founded the Journal of Archaeology and Education. The journal is hosted at the University of Maine’s Digital Commons website.
JAE originated with Peabody Advisory Committee chair Dan Sandweiss during strategic planning work and inspired by the Robert S. Peabody Museum of Archaeology’s long history of using archaeology in the classroom, one which got a boost in 2002 when this focus became our raison d’être. There has been a growing interest in learning around archaeology—from college and university curricula to service learning, as well as archaeology in the high school classroom and initiatives like Project Archaeology. Despite many connections with allies at the Society for American Archaeology and the Archaeological Institute of America, practitioners in this area are diverse and only loosely connected.
An open-access, online journal is one major step to foster a sense of community and create a platform to share everything from practice to theory and research. This format ensures equal access to interested parties, something which we all believe is critical. During the Society for American Archaeology’s 2017 meeting in Vancouver we held the inaugural meeting of the JAE editorial board, which includes members from museums, educational institutions, academia, government, and more. Editorial board members spent some time getting to know one another and brainstormed ways to encourage article submissions to the new journal.
JAE Mission Statement
The Journal of Archaeology and Education is a peer-reviewed, open-access journal dedicated to disseminating research and sharing practices in archaeological education at all levels. We welcome submissions dealing with education in its widest sense, both in and out of the classroom—from early childhood through the graduate level—including public outreach from museums and other institutions, as well as professional development for the anthropologist and archaeologist. The journal’s founders recognize the significant role that archaeology can play in education at all levels and intend for the Journal of Archaeology and Education to provide a home for the growing community of practitioners and scholars interested in sharing their first-hand experiences and research.
Nancy Gonlin—JAE Editor
Nancy Gonlin is a Senior Associate Professor at Bellevue College, Washington. She earned her Ph.D. in Anthropology at The Pennsylvania State University, is a Registered Professional Archaeologist, and a former Dumbarton Oaks Fellow of Harvard University. Her specialization is the Classic Maya civilization of Mexico and Central America. Nancy is on the Editorial Board of Ancient Mesoamerica, published by Cambridge University Press. She has taught for over 25 years and is highly regarded for her pedagogical contributions – she is the 2012 recipient of Bellevue College’s Margin of Excellence. As an active member of the Society for American Archaeology, Nancy serves on the Committee on Curriculum and has been appointed as the upcoming Chair of the Book Award Committee. She co-author Copán: The Rise and Fall of an Ancient Maya Kingdom, and co-edited Commoner Ritual and Ideology in Ancient Mesoamerica, Ancient Households of the Americas, and Human Adaptation in Ancient Mesoamerica. Nancy’s fifth book will be a co-edited volume on a new field of research in archaeology, The Archaeology of the Night.
As an online only, open access journal, JAE is designed for quick and timely publication of accepted papers. To that end, each year will constitute a volume and each article will be a separate numbered issue. As soon as an article is accepted in final version, copy-edited, and laid out, it can be published instantly.
A quick Google search reveals that Ruth Benedict still looms large in the minds of contemporary anthropologists. Benedict (1887-1948) is known for many things—she was a favorite student of anthropology icon Franz Boas, she conducted multidisciplinary work across anthropology, psychology, and social science, and was close friend and confidant of Margaret Mead. Mead wrote a marvelous biography of her friend that gives her impressions alongside published and unpublished works by Benedict. Biographies continue to appear, including two dual bios of Mead and Benedict. Benedict wrote and talked about the paradigm shift in our field that she witnessed in the twentieth century as Boasian humanism gave way to scientific approaches. She famously argued that anthropology needed both.
Benedict has fared pretty well in the internet age. Blogger Jason Atrosio, writing at Living Anthropologically, pits Benedict against social geographer Jared Diamond, arguing that Benedict did what Diamond does, only better, more eloquently, with at least as much erudition, more personally, and at least seventy-five years before Diamond. Atrosio’s satiric comparison specifically looks at Diamond and Benedict’s take on what traditional societies have to teach the Western world. Likewise, Alex Golub, in his blog Savage Minds, argues that Benedict’s concise prose presages today’s best blog writing. Perhaps not surprisingly, some of Benedict’s more pithy insights appear on internet sites dedicated to quotation. One of these quotes has gotten a lot of attention recently—here it is:
“The purpose of anthropology is to make the world safe for human differences”
Along with a presence on the quotation websites, this quote has made the rounds as an internet meme (framed against a nice photo of Benedict) and, perhaps most famously, was featured in remarks made by President Barack Obama during a press conference with Afghan President Ghani on March 24, 2015. The President referred to his own mother’s training as an anthropologist, as well as Ghani’s background. The remark, however, doesn’t specifically attribute the quote to Benedict. Simon Kuper, writing in The Financial Times, has dubbed Barack Obama the “anthropologist-in-chief” and a number of others have pointed out that President Obama’s interest in anthropology has tracked a growing interest in our discipline.
Specifically too, that quotation has resonated with a lot of people, myself included. I added it to my e-mail signature sometime over the summer—a place that I usually reserve for my contact info alone. I did notice, however, that while the quote appeared on a lot of websites, there was never any specific source cited. Archaeologist Meg Conkey told me recently that she too like the quote, but was unsure of its origins. She asked me if I knew and pointed out a Reddit post about the quote. The Reddit post argues that “Ruth Benedict never said it, not in any of her published writings. It seems to be merely myth. It is never specifically cited, nor does it make historical sense. In her own time, anthropology was a SCIENCE, not a political party.” The post includes a long list of internet memes, blog posts, and other websites that all attributed the quote to Benedict, but with no specific reference to back it up.
The quote aside for a moment, it is pretty clear that Benedict’s work had a strong political element. In many ways, as a cultural relativist, she sought to challenge American exceptionalism with her work. Benedict, along with anthropologist Gene Weltfish, prepared a pamphlet titled “The Races of Mankind” in 1943, intended as a guide for American troops operating overseas. This became an appendix to later editions of her 1940 book Race: Science and Politics, which makes both a humanistic and scientific case for the equality of all races.
During WWII Benedict prepared an “ethnography at a distance” study of Japanese culture for the U.S. Office of War Information, which appeared in 1946 as The Chrysanthemum and the Sword: Patterns of Japanese Culture. Along with her earlier work, Patterns of Culture, Chrysanthemum remains one of Benedict’s iconic projects. And it may provide a clue about that quote. This is what Benedict writes on page 14 of Chrysanthemum:
“The tough-minded are content that differences should exist. They respect differences. Their goal is a world made safe for differences, where the United States may be American to the hilt without threatening the peace of the world, and France may be France, and Japan may be Japan on the same conditions.”
Anthropologists certainly are a tough-minded lot, even if we get a bit loosey-goosey on our quotations. I suppose this is a consequence of progress, as brainyquotes.com replaces Bartlett’s.
A trip to the bookshelf provides another clue. On page 402 of their textbook Anthropology: The Human Challenge (15th edition) William Haviland and his co-authors include a nice profile of Ruth Benedict. There they say:
As Benedict herself once said, the main purpose of anthropology is “to make the world safe for human differences.”
So, she did say this, or at least something a lot like this. For the precise, we should likely reconsider using those quotes or their exact placement. It’s not surprising, however, that we still have a special place for Benedict in our discipline. Blogger Atrosio makes a nice point that Benedict, however, isn’t perfect, and that she suffers from the same flaws that afflict Jared Diamond:
“This history reveals the major theme missing from both Benedict and Diamond–an anthropology of interconnection. That as Eric Wolf described in Europe and the People Without History. Peoples once called primitive–now perhaps more politely termed tribal or traditional–were part of a co-production with Western colonialism.”
Johannes Fabian, in his 1983 book Time and the Other: How Anthropology Makes Its Object, makes much the same argument. Despite the shortcomings, Benedict has a lot to offer, from ideas about cultural relativism and race, to the direction that anthropology can take in the twenty-first century. As the contemporary scientific paradigm breaks free of its dialectic with humanism, can humanism assert itself in whatever comes next?
Scholars, museum professionals, educators and interested members of the public gathered at Salem State University for a symposium that delved into the history and implications of slavery in New England. Essex Heritage organized this event to be interactive and engaging. In addition to scholars they also invited the participants to explore the topic through breakout sessions and facilitated activities.
Beth Beringer of Essex Heritage invited me to lead one of the activities. During the morning session I lead participants through our History 200 lesson, The Little Spots Allow’d Them. Participants explored how landscapes can and have shaped human behavior using archaeological data from Isaac Royall’s Ten Hills Farm in Medford, Mass. (now the Royall House and Slave Quarters).
The program then shifted to exploration of the difficult discussions that arise when confronting northern slavery. The experts on this panel had a diverse background as historians, professors, and museum professionals. They focused on meaningful strategies that could be used to engage any audience – classroom, museum goers, or the public – in a substantive manner.
Keynote speaker (and ChuBbs Woodrow Randall enthusiast) Dr. Joanne Pope Melish spoke about the often complex relationship that New England had with the institution of slavery. She focused on the impact that this history has had on the region and its legacy today. Melish was also quick to point out that “rich men did not own slaves. Slaves made men rich” and how we need to shift the typical narratives used when engaging with students in any setting.
There also was a group of museum educators who talked about their unique ways of engaging the public in the history of slavery in New England. Maryann Zujewski from Salem Maritime National Park has been working with Dr. Bethany Jay of Salem State University to reframe their interpretive tours so that they are not simply ADDING black people to history, but that they and other minorities are becoming more integrated in a meaningful and natural manner. Olivia Searcy discussed how she has helped to create the educational programming for the Royall House and Slave Quarters Museum in a manner that has focused on the history of the enslaved people at the site. The Caribbean Connections program from the House of the Seven Gables is a duel language program, described by Ana Nuncio as innovative in its outreach to minority groups in a community which might not otherwise feel welcomed in a museum setting.
At the end of the day participants could self-select into a variety of breakout sessions to dive further into a topic of interest.
This symposium was very important and offered me a great deal of new information and ways of thinking. I am already furiously at work on how to integrate all that I learned into the lessons and activities that I teach. I hope that another symposium of this kind will be offered again and I anxiously await word from my friends at Essex Heritage!
Please join us for a special evening with award-winning Pueblo potters Dominique Toya, Maxine Toya, Nancy Youngblood, and Joseph Youngblood Lugo.
Learn about contemporary Pueblo pottery making with these gifted artists while they visit Andover to work with Thayer Zaeder’s studio pottery classes. Dominique and Nancy have collaborated to create pieces that meld their unique approaches to traditional pottery construction, bringing together swirl melon bowls, glistening micaceous slips, carved designs, and blackware firing techniques. Maxine makes delightful figurines that draw on deep Pueblo traditions. Joseph Youngblood Lugo continues the Santa Clara tradition of carved blackware pottery, adding contemporary themes and motifs. These artists are passionate about their work and will share how they have melded traditional and innovative materials and methods to create contemporary works of art.
7-9pm, Wednesday, May 25, 2016
Hors d’oeuvres, beer, and wine
$20.00 per person
Please RSVP – contact Crystal McGuire – Office of Alumni Engagement at firstname.lastname@example.org or 978-749-4282
We are happy to share the Peabody Museum’s draft strategic plan for 2015-2020, which charts the course for significant projects ranging from improvements to the historic museum building to enhanced physical and intellectual control over archive, photographic, and object holdings.
The plan emphasizes elements of Phillips Academy’s 2014 strategic plan, especially around the pillars of Creativity and Innovation and Equity and Inclusion. Many of the most requested class units at the Peabody explicitly deal with issues of race, ethnicity, and gender, often in the context of Native American history. The new plan underscores the importance of anthropological perspectives in teaching in these areas and encourages continued good partnerships with Native American communities. The pedagogy of collaborative learning is central to the Peabody’s strategic plan, which stresses hands on learning, project- and problem-based learning, experiential learning, and informed discussion in all of the Museum’s student focused programs. Plans to significantly improve collections storage will increase accessibility and ensure that collections are available for use well into the future. Centralized storage of collections within the Peabody building will set the stage for expanded classroom space in the future and allow us to better care for our significant collections.
The Peabody Museum has begun the collaborative process of reexamining our relationship with the Pueblo of Jemez. The Peabody’s involvement with the Jemez dates back 100 years—to the period from 1915 through 1929 when Alfred V. Kidder and his colleagues conducted excavations and ethnographic studies of the Pecos and Jemez pueblos. Consultations under the Native American Graves Protection and Repatriation Act (NAGPRA) in the 1990s rekindled the relationship and launched the Pecos Pathways expeditionary learning program at Phillips Academy. Pecos Pathways has been the centerpiece of the Andover-Jemez relationship since 1998, but we’ve seen a host of other collaborative efforts since then, including the recent visits by potters Dominique and Maxine Toya and their friends.
Dominique Toya works with PA students in Mr. S. Thayer Zaeder’s ceramics class.
The goal of this critical assessment is to ensure that the partnership is maintained in a coherent and consistent manner, despite the changing needs and desires of the partners through time. We want to focus on sustaining and growing the relationship and enhancing its impact through the exchange of knowledge, resources, and individuals from each community. Initially we are working with the Education Department at Jemez, but we will expand the conversations to include other members of the tribe, such as those in the Department of Natural Resources who oversee all tribal archaeological work.
We recently began conversations with Janice Tosa, research associate and student program outreach manager for Jemez Pueblo, and Leander Loretto, student outreach coordinator for Jemez Pueblo, about how we might modify and expand our joint educational offering. A main focus in the conversations has been on creating programming that supports and advances our learning objectives in a more tangible manner, while also being sustainable. Looking at unique and creative ways in which adult members of each community can be engaged and utilized is another area that we are exploring.
We look forward to working with our friends at Jemez Pueblo on this exciting project!
Above Clockwise: Janice Tosa shows off her love of the Boston Red Sox’s; Leander Loretto screens for artifacts on the Mashentucket Pequot Reservation; A Pecos Pathways group prepares to hike up San Diego Mesa.
Drop in for a fun-filled morning of archaeology activities at the Peabody!
Build a LEGO model of your favorite ancient ruin, examine stone tools close up, play Native American musical instruments, and make your own Hohokam style etched shell. All families are welcome to join us; there’s something for every age!
Friday, February 19 from 9:00am to 12:00 noon and Friday, March 25 from 9:00am to 12:00 noon.
Robert S. Peabody Museum of Archaeology, corner of Main and Phillips streets, Andover, Mass.
On October 15, more than 100 sixth-grade students and teachers from West Middle School in Andover visited the Peabody as a way to kick off the beginning of their lesson in ancient history. The teachers thought it would be useful for their students to have a better understanding of how archaeologists come up with their explanations of sites, particularly sites that are very old. Using the museum’s Shattuck Farm mock excavation lesson as an example, curator of education Lindsay Randall taught the students how to read objects as primary sources. This allowed them to begin making inferences and complex connections regarding what they were viewing.
On October 20, Emerson “Tad” Baker, PhD ’76, delighted a packed Peabody Museum with his lecture, “Witchcraft, Counter Magic, and Archaeology in Salem and New England.” Drawing on details from his new book, A Storm of Witchcraft: The Salem Trials and the American Experience, Baker demonstrated that the practice of counter magic to ward off witches and demons in colonial New England persisted through the 19th century and continues today.
Join the Massachusetts Archaeological Society (MAS) Gene Winter Chapter for their fall lecture series. Each month features a presentation by an expert about a variety of topics. All lectures take place at the Peabody Museum at 7 p.m. and are free and open to the public.
Tuesday, November 17—Jameson Harwood (Massachusetts Department of Transportation): “Battlefield Archaeology”
Tuesday, December 15—Christa Beranek (University of Massachusetts Boston): “The Tyng Mansion Site: A Project in Three Vignettes”