Sayre School Historic Archaeology Project
Sponsored by Cultural Resource Analysts, Inc.
1999 - 2000 School Year
The third year program at Waterwild began with a presentation on a review of the goals and methodology of historical archaeology, and a slide show depicting the types of archaeological features that might be encountered at Waterwild. A review of the kinds of artifacts that were recovered during the previous years excavations was included in the discussion as well as what was expected of the students for this year's fieldwork. The first year's investigations identified the backlot as the most likely area for outbuildings. Artifact concentrations and remote sensing readings had suggested the presence of structures in this area. The second year excavations provided evidence for the presence of structures, which included nails, window glass and limestone rubble. As the previous year's students had recommended at the end of their field season, additional excavations were needed at the back of the houselot to identify the location and function of outbuildings. The third year's fieldwork concentrated on four units at the back of the houselot, continuing the attempt to identify and delineate outbuildings.
The units from the previous year's investigations were relocated and prepared for continuing the excavation by CRA personnel. Tools and paperwork were prepared in advance as well. The time investment in the third year of fieldwork changed from one field day to three. The fourth grade class was divided into three groups, and each group participated in the excavation of units for one day. Four students were allotted to each unit each day, and individuals were assigned the responsibility of screening, excavating and note taking. |
Excavation in the backyard |
Upon arrival to the site, the students in each of the three groups were given a tour of the site area. The architecture of the house, changes in the landscape and the previous years investigations and findings were all topics for discussion. A discussion preceded the excavation. Included in the discussion was the correct way to trowel and shovel skim, and the importance of note taking. Inspecting floor plans and profile walls for soil changes denoting archeological features were topics of the discussion as well. |
Tour of the site |
The results of the third year of fieldwork were positive to say the least. Each group saw the excavations gradually unfold, and saw the pieces of the archaeological puzzle slowly emerge with information on possible outbuildings. Two of the four units yielded limestone rubble above shallow deposits of ashy soil. At the base of the ash was hardened subsoil which appeared to have been slightly burned in places. Two units placed in depressions encountered two features. The first designated feature contained late nineteenth century fill, including parts of a toilet, general domestic debris and coals and cinders. Feature 2 was a deep feature filled with ashy soil, providing abundant faunal remains and domestic artifacts of the early nineteenth century. The excavation was expanded, attempting to find the edges of Feature 1 with additional units. Another unit was placed on a high topographic rise west of the opened units. This area yielded limestone rubble as well, with architectural debris dating to the early nineteenth century. |
Features observed during the excavation |
Each student group witnessed and participated in the discussions about the possible interpretations for what was uncovered archeologically. Students from each unit discussed their areas and presented their findings to the group as a whole, proving new information and suggestions for future work. The archaeological investigations have identified what appear to be the wall or chimney remnants of one or more structures. Feature 2 appears to be an early nineteenth century root cellar, filled with fireplace ash and domestic debris. Feature 1 is a large deep depression filled with later nineteenth century debris. This feature is currently posited to be a large cellar. As the kids are fully aware, these interpretations are only possible answers, that can be accurately answered with more more field work. Of critical importance for this field season, was the student's exposure to intrusive features. These archaeological examples provided CRA employees the opportunity to discuss the concepts of stratigraphy and site formation processes to the Sayre kids. Valuable lessons were learned again. The site was closed each day with the Sayre Science High Five, and the students left each day with an understanding of how the three years of investigations had, through gradual but diliberate steps, had accomplished many of the goals defined three years earlier. The next step awaiting these students is the washing and analysis of the artifacts, and another discussion of the new information these artifacts provide. |
Chuck gets dirty with the students click to enlarge 
Sayre Science High Five! |
Cultural Resource Analysts, Inc. plans to continue working with future Sayre 4th grade classes. We also hope to work with the upper classes at some point in the future. We plan to work with our historian to investigate archival records in order to determine what we can about the history of Waterwild. It is our hope that this experience will encourage other CRM firms to devote some of their time and resources to similar projects and that our experiences will help them in planning their own projects. The public's participation in archaeology increases their understanding and support of archaeological projects. Opportunities such as Waterwild are beneficial for all involved and we look forward to many more such educational experiences.
Additional images from the excavation - click on a thumbnail to see a larger image:
Student holds stadia rod |
Discussion at the unit |
Student finds animal bone in unit |
View of the excavation |
