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Instructor Helps
If assignments are sought, there are various routes that can be taken.
Essays or reports could be written on the following:
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Background to the final
report - for example, students could research different
Sampling Strategies, and propose which they think is best
(random, systematic…); the pro's and con's of different
sample sizes; what archaeologists hope to get out of samples, and what contexts provide potentially rewarding data. i.e. the different information that
can be gotten out of samples, that range from storage contexts and pits, to hearths, and how these relate to agriculture, diet and animals.
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If students have learned much about faunal studies, they could be pointed towards the use of inter-disciplinary work, i.e. using both faunal and floral analyses when interpreting a site. Start them thinking about how they complement
each other, rather than studying results separately.
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A more in-depth study of agriculture, and in particular, arable crop processing could be done. See G. Jones and G. Hillman in particular for this (their work takes you through the various crop processing stages, what you find, what it means and so on).
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The Internet has many links to sites in the USA on which flotation has been carried out. Students could do a comparison of sites from different regions, or look at changes through time by comparing 2-3 sites from different time periods. This would demonstrate how change can be identified, with reference to development in technology and in culture.
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If the focus is be further afield, there are of course many wonderful sites in the Middle East inc.
including Jordan, and Europe, with the example of Çatal Höyük in Turkey already referenced below. Greece is the focus of many of Jones's studies (complimented by faunal analyses by P. Halstead). Anthropological studies are included in some of these, so their use could also be discussed, as well as how they can hinder correct interpretations.
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