The Multidisciplinary Science of Archaeology

One might think that archaeology reveals information only about past cultures. In fact, it is an exciting vehicle for teaching a wide variety of subjects at all grade levels. The lesson in this section shows how the multidisciplinary application of archaeology can be used to teach subjects ranging from the arts to the sciences at both elementary and secondary levels.

The "Avery Island" lesson teaches geology and geography at the middle and high school levels. Although the information is relevant to Louisiana, it is clear that the model for such a lesson is applicable to any location.

Overview
Students will examine the interaction of people with geologic formations through interpretation of a topographic map and two stratigraphic profiles.

Age Level
Grades 8 - 12

Materials
group handouts or overheads
paper and pencils

Archaeology Concepts
	basic human needs span time.
	archaeologists use careful methods to record and excavate sites.
	stratigraphy helps to establish relative chronology.
	material remains that people leave behind reflect their culture.
	the Americas have been home to hundreds of cultures for at least 12,000 years.

Vocabulary
topography, soil profile, uplift, superposition, fossils

Activity
Ask the class to list the basic nutritional needs of all people. One mineral which all humans need, but which may have been overlooked, is salt. Once the discussion is focused on salt, divide the class into small groups. Give the groups about five minutes to list ways that salt can be acquired. Next, have the groups share their ideas. Encourage discussion of ways humans interact with their environment and geographic location to get salt. (Even going to a local supermarket relates to a person's geographic location.

Ask students to list ways in which prehistoric Native Americans could have gotten their salt. Then tell them about the observations of members of the Hernando de Soto expedition, which traveled in the southeastern United States from 1539 to 1543. The travelers recorded four ways that Native Americans were extracting salt: from the ashes of plants, from salt-impregnated sand, from brine water at salines, and as rock salt. Additionally, some coastal Indians boiled seawater to obtain salt. Indian merchants traded salt to other Indian groups and to European explorers.

Discuss the distribution of the principal saline areas in the eastern part of the United States. In this region, Indians obtained most of their salt from brine springs. An extensive rock salt deposit, called the Salina Basin, underlies states bordering the Great Lakes. Salines emerge in Illinois, Missouri, Kentucky, Ohio, New York, West Virginia, Tennessee, and Virginia.

Another rock salt deposit, called the Gulf Coast Basin, lies deeply buried beneath the Gulf Coast states. Rich brine has come to the surface in many salines in Louisiana, Alabama, Texas, and Arkansas. An important saline, in terms of the history of the salt industry in the United States, is on the Avery Island salt dome in south-central Louisiana.

Have student groups interpret the topographic map of Avery Island (Figure 1), using the following suggested questions:

1. What is the contour interval (5 feet)

2. What is the highest point on the island? (155 feet, near the "WT" in the northeast part of the island)

3. What is the elevation of the surrounding marsh? (less than 5 feet)

4. What are some of the natural features? (ponds, hills)

5. What are some of the human-made features? (gas wells, schools, roads)

6. Why do you think this salt dome is referred to as an "island"? (it stands out from the surrounding area)

Explain that Avery Island is higher than the surrounding marsh because sediments have been uplifted by the salt plug. Uplift has occurred since the late Pleistocene and probably is still active at present. Future periods of geomorphic and tectonic instability are possible. Point out the two clusters of buildings along the north/south road. The northern group is the McIlhenny Company, producer of the famous TABASCO brand pepper sauce; the southern group is Akzo Salt, Incorporated.

In the process of searching for salt on the island, people have found fossilized bones of extinct vertebrate animals. The bones came from mammoth, mastodon, saber-tooth tiger, ancient horse, and giant bison. These plant-eating animals probably came to the area to get the salt they needed.

Indians also visited the area over thousands of years. Archaeologists studying Avery Island have even found that prehistoric Indians produced salt there. They heated brine in shallow ceramic bowls. After the water evaporated, they scraped out the salt and packed it into small ceramic cups. They took the salt to other areas for trade.

Have the students examine Figures 2 and 3. Figure 2 shows the stratigraphy of one area of the island where archaeologists removed three soil cores. Figure 3 shows what was found in one core, referred to as Bore Hole B. Ask the students to answer and discuss the following questions:

1. What is the oldest (deepest) deposit? (salt)

2. Where were the fossil bones from extinct animals found? (in Bore Hole B, just above the salt)

3. Where was Indian pottery found? (between 5 and 10 feet above MGL; level 7 in Figure 2)

4. Where were historical artifacts found? (near the top)

5. Assuming this is an undisturbed area, were people using pottery at the site at the same time the extinct animals lived there? (no; the extinct animals were there first)

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Maps and diagrams used in this activity
Figure 1 Topographic map of Avery Island	Figure 2 Cross section showing stratigraphy of fill in Salt Mine Valley on Avery Island	Figure 3 Details of stratigraphy in Bore Hole "B" and excavated trench
Click on each diagram for a full-size copy.

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Further study

1. Why do herbivorous animals and vegetarian people need more salt than meat-eaters? Whenever in history or prehistory there was a reliance on agricultural products (rather than animal foods), there was a need for salt to supplement the diet. What happens to a person who does not get enough salt? What happens when a person gets too much salt?

2. Research the historical use of salt as payment. For example, the word "salary" comes from a Latin term meaning salt money; it was payment to Roman soldiers so they could buy salt. Several countries once taxed salt. Discuss the meaning of the saying, "He's not worth his salt."

3. Identify natural sources of salt in your area.

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	Copyright © 1996 Society for American Archaeology