Day Twenty-One in Chaco

Tara Beresh

November 2, 2016

There are many approaches to observing and interpreting the archaeological past. Techniques such as excavation, ground penetrating radar, and survey are all common methods for contributing new data to the record. Another method for obtaining information about prehistoric cultural activity and the environmental factors that predicated them, is the study of geoarchaeology.  Geoarchaeology uses geomorphology, or the study of landform origins and changes over time to interpret the sediments and soils at archaeological sites. In a nutshell, geoarchaeology incorporates geology and the earth sciences to tell us more about what the natural setting was like for past cultures. Knowing this information can help us to determine what the climate might have been like, what the water resources might have been and how environments have changed over time, affecting the subsistence strategies and inhabitants of that area.

Today I was assigned the task of accompanying two fellow crew members and a teaching assistant into the Chaco Wash to analyze the sediment layers in a segment of an alluvial fan. The arroyo wall was approximately 5 meters high and 2.25 meters wide. The feature we were most particularly interested in was a layer of flattened stones from the Bonito Phase (AD 1000-1100) that had a sherd in them located two meters below the surface. Our objective was to determine the context of this layer by facing (using a trowel to scrape and flatten) the vertical surface of the wash, exposing different layers from past water flow patterns and sediment deposits such as clay, silt, and sand. Some archaeologists have studied this horizontal layer of flattened stones and believe it to be the remnants of a path across the channel. Archaeologists can tell from the amounts of iron and other mineral buildup where water has previously flowed or collected for long periods of time. If there are stone structures present in an arroyo wall it might suggest that there was a water management system put in place by prehistoric communities. Curtaining is a term that refers to the dappled appearance on the surface of a sandy arroyo wall that has been visibly altered by rain and wind, much like a piece of paper that has been wet and dried.

Creating a sediment profile involves mapping the layers of varied sediments on graph paper and identifying the sediment types. We take measurements of the width and length of each sediment layer using various measuring devices and ladders to reach the highest layers in the wall. In addition, we use a Munsell Soil Color Chart to record the color shade of each sediment layer and then determine the textures of these sediments by mixing about a tablespoon of each sediment type with water and attempt to create a ribbon of soil between a thumb and forefinger. Depending on the grittiness and cohesiveness, a category is assigned to the soil type and recorded for future reference.

Working outside in a wash filled with cottonwood trees in bright hues of yellow and orange is one of the greatest advantages of working in the field of archaeology; however, doing archaeology also demands a heavy dose of teamwork and focus to accrue accurate data in hot climates, often covered in crumbling dirt and sweat. Living and working day in and day out with a crew of 10-15 people in a small space, both in the field and at camp can be a challenge, but the dynamic of support and compassion that can develop among colleagues in a long term, shared environment is immensely rewarding. You quickly find yourself learning from people you might have never imagined having anything in common with. I strongly believe that field school is an excellent way to expand one’s perspectives about people and human relationships, test endurance levels, and become prepared for demanding schedules and sometimes strenuous physical endeavors.

Day Twenty-two in Chaco Canyon

Heidi Pierce

November 3, 2016

            As we wrap up our excavation here at the Wetherill site, it is exciting to be able to step back and get a look at the bigger picture.  Each of us has been focused on our own small excavation unit, like studying individual pieces of a puzzle.  We have been careful to notice and record changes in the sediment color and texture, changes in the kinds of artifacts that we are finding, and any signs that what we see has been moved or disturbed from its original location.  We take detailed notes every day about our units, because excavation is destructive.  Any place where we dig will never be the same!  After five weeks of digging at the Wetherill site, this week we have backfilled most of our excavation units.  That means that all of the dirt that we have carefully dug out has been put back into those holes, so it is very important to record information that will be useful to answer our questions, as well as questions that other people might have in the future.  At the site today, several students used aerial photographs, historic documents, our current excavation units, and the previously excavated sections of wall to begin putting the Wetherill puzzle together.  Now we are able to see more clearly where their buildings were, and how they were related to other buildings in Chaco Canyon.

            Learning to do the work that archaeologists do was a huge part of this field school experience.  Setting up excavation units, maintaining straight walls and floors, recording information, identifying artifacts, using and drawing maps, taking good photographs, and knowing how to use the tools and equipment in the field are all very important skills for a professional archaeologist.  We use all of these methods to answer questions about the people who lived in the past.  When archaeologists dig, many people ask, “What did you find?”, but a better question might be “What did you find out?”

            Next week, when this whole field school experience is over and my friends and family ask me what I learned, I don’t know where I will start.  I certainly learned a lot about the daily work that archaeologists do.  There are so many different ways to study the people of the past, and many archaeologists develop a specialty.  Some archaeologists become experts in the ceramics that people made and used.  Some study the tools of the past.  There are also experts in geology, animal bones, and plants and seeds.  All of these people are able to learn about people in the past by looking at the archaeological record from their own unique research perspectives.  But one of the great things about field school is that so many different people with different specialties and interests get the chance to work together on the same project.  By bringing all of us together, we are able to learn from each other and bounce ideas off of each other in order to do better research.  I am so thankful to have had the chance to collaborate with this group of professionals and other students.  We all learned to capitalize on each other’s strengths, and to help each other learn the sometimes-challenging skills that are still new to all of us.  Five weeks ago, we hardly knew each other, but we have grown together into an awesome team.  There were days when the sun seemed too hot, the work too hard, and the days too long; but thankfully, we were always in this together.  Living and working so close to other people can be hard, but this group of people managed to find some fun in the work every single day.  Even though archaeology can be pretty tough on your back and knees, most days it was my cheeks that were sore from laughing.  I am so thankful for the opportunity to be a part of this incredible experience!