**Hopewell Archeology:**

**The Newsletter of Hopewell Archeology in the Ohio River Valley**

**Volume 2 , Number 1, October 1996**

**1. From the Editor, *Mark J. Lynott***

We apologize for the delay in getting this issue of the Newsletter
together. The government furlough put all of us in the National Park
Service behind, and we are still trying to catch up. Despite the delay,
we hope you will find this issue of interest.

The focus of this issue is on the value of archeology as an education
tool. During the last three summers, the Midwest Archeological Center
has worked with the Milton Hersey School in Hersey, Pennsylvannia to
offer high school students the opportunity to participate in an
archeological project. This valuable experience (both for the studends
and for National Park Service archeologists) has been possible, because
the organizer for the Milton Hersey School is also a former employee of
the Midwest Archeological Center. I met Randy Farmer in 1983 when he
enrolled with fifteen other students in a fieldschool we offered through
the Department of Anthropology, University of Nebraska-Lincoln. The
fieldschool was held at Ozark National Scenic Riverways in southeast
Missouri, and most of the students were enthralled by the scenery and
the thrill of archeology. Following that summer, Randy came to work at
the Midwest Archeological Center on a part-time basis until he finished
his B.A. in Anthropology. He then worked with us as a full-time
employee, until he decided to return to school and fulfill the
requirements for his teaching certificate.

Randy and I kept in touch after he left the Center, and we often talked
about how a summer of fieldwork can better prepare students for the
rigors of life. These talks have become real opportunities for the
students at the Milton Hersey School.

As I prepared this issue, it led me to reconsider a question I have
often asked myself and colleagues: what leads people to become
interested in archeology? Several of my close friends and colleagues
collected artifacts as youths, and this led them to pursue archeology as
a career. For me, the course was less direct. As a child, I had several
books about the great archeological discoveries (e.g. discovery of the
Altamira cave paintings, Howard Carter\'s discovery of Tutankhaman\' s
tomb, and Heinrich Schliemann\'s search for Troy). I was fascinated by
these stories, but unfortunately, there was very little else available
to indulge my boyhood archeological interests.

As I went through high school, my interests shifted to history and I
went to college with the intent of majoring in history and trying to
play basketball. It didn\'t take me long to realize that my basketball
skills weren\'t sufficient to take me very far in life, so I turned my
interests to academics. Giving up competitive sports might have been a
disappointment, except that at the same time I rediscovered my interest
in archeology. An introductory course in archeology and physical
anthropology brought back all of my youthful interests in archeological
discoveries. This time, through the university system, there was
actually an avenue available to pursue my interest.

I still have the childhood books that stimulated my interest in
archeology. I was fortunate that my family encouraged me, and that those
books were available. Unfortunately, until recently, there have been
very few opportunities for young people to learn about archeology. As
archeology continues to mature as a profession, we are seeing the
develpment of school curricula and books aimed at young people. It is
exciting to think that with archeology becoming a part of formal school
curricula, more and more students will enter universities and colleges
with a predisposition to study about the past.

I am really pleased and proud that we have been able to assist Randy
Farmer in his attempts to teach his students about archeology. This
issue includes a statement from Randy Farmer about why he became a
teacher, and why he teaches archeology to high school students. This
issue also includes papers by three students from the Milton Hersey
school, who write about their experience working at archeology on a
Hopewell site in Ross County, Ohio. We won\'t know for several years
whether any of them will pursue archeology as a career. However, if they
do, it will likely be in part, because the Milton Hersey School offered
them the opportunity to cultivate their interests. We hope that
archeology will continue to find new ways to cultivate the interests of
young people, and sew the seeds that result in a lifelong interest in
the study of the past.

**2. The National Park Service and High School Archeology By Randy
Farmer**

I became a social studies teacher for three reasons. One, I believed in
the importance of understanding and appreciating history and prehistory.
Two, I believed in the idea that \"hands on\" and innovative ways of
teaching were critical to the future of our young people. Three, I
wanted to show more people the value of archaeological research in the
world today. This article describes a program I have developed to
satisfy my need to improve public understanding and support for
archeological study and preservation.

In 1994 I developed a ten student, two week, archeology adventure in the
Ozark National Scenic Riverways of Missouri. The incredible success and
the positive response from everyone involved motivated me to attempt
another project. I believe strongly in extending the classroom beyond
the four traditional walls, and have strong support from a number of
colleagues. Mr. Jim Cudworth, and Ms. Sharon Henry, agreed to accompany
me and 12 students on a one week archeological adventure in Hopewell
National Historic Park, Chillicothe, Ohio during the summer of 1995.
Both projects have been in cooperation with the National Park Service\'s
Midwest Archeological Center. Dr. Mark Lynott has coordinated efforts to
provide our students with exceptional field and life experience, and Mr.
Forest Frost has provided professional crew leadership and guidance. I
could never adequately express my appreciation for the efforts,
cooperation and understanding.

Milton Hershey School is a small, private, K-12, residential, school for
underprivileged children located in Hershey, PA. We have developed a
Summer of Opportunities Program to provide our students with a variety
of educational and recreational activities as an alternative to
\"hanging out\" all summer at home. An archeological field school
provides the perfect opportunity to blend, education, job and life
skills, with adventure. A typical trip involves travel, living together
(either tents or park housing arrangements), a few days of team
building, site seeing, recreation, and then a week to ten days of actual
work on the archeological site. Work involves training which begins with
reading and discussions before arrival, debriefing, discussions, and
lectures, in camp and during meals, and hands- on, \"part of the crew\"
teaching. The students are divided up with professional crew members for
one on one direction and supervision during on-site time. The students
participate in all aspects of the excavation, including mapping,
screening, digging, sampling, filling out forms, and recording notes.
Basically anything the regular crew does, our students are also
involved. It is simply an incredible experience for our students to see
the utility of things they have learned in the classroom and the
dynamics of working with professionals.

The specific educational goals we attempt to achieve are:

1.  An appreciation and understand of the value of archeological
    research. The value of knowledge gained, and respect for, and
    preservation, of cultural resources.

2.  An understanding of the connection between classroom skills and the
    requirements in the working world. Examples: English classes and
    note writing/record keeping, Geometry and mapping, History and
    Geography for site knowledge, Science and Chemistry for geology and
    soils, the list goes on and on.

3.  An understanding of the life skills required to organize and operate
    a trip of this magnitude. Travel planning, meal preparation, group
    organization, housing, etc.

4.  A development of life skills required by group living, group
    dynamics, and the impacts of sometimes stressful living and working
    conditions.

5.  A development of problems solving and resolution skills. The ability
    to analyze situations and surmise the possible solutions, socially,
    academically, and personally.

My adventures with students are organized on the basis of total student
involvement. I tell students at our first meeting: \"I am not your
mother, your policeman, your guide, or your traditional teacher. We will
approach this trip as friends on an adventure. We will utilize each
others talents, skills, and knowledge. We will work together, share the
load, and make decisions as a group.\" When they ask me, \"What\'s for
dinner?\" I answer, \"I don\'t know, what are you making?\"

The success of our adventures cannot be measured by simple assessment
tools. I have had endless conversations about how the archeology field
school changed their understanding of the true working world. I have
also heard repeatedly, how nervous students were to get involved, but
after the first couple days they truly understand the importance of what
they are doing, and (more importantly) how capable and responsible they
can be with important tasks. I have had 100% return by students who are
still eligible.

All of this could not be possible without the cooperation of wonderful
people, giving of their time and their hearts. All of the archeologists
and educators who have supported and encouraged the students. The
administrative support of Milton Hershey School and the National Park
Service. I cannot thank these people enough for providing the students
with a truly life changing experience. Young people truly are our
future, and maybe by providing a window on the past we can also prepare
them for the future.

**Annabel Rosario Pottery**

My name is Annabel Rosario and I\'m a student at Milton Hershey School.
I have recently went on an archeological dig for a week along with
college students and friends. I did three different station there. At
first I screened and shoveled (this is what you don\'t do unless you
have gloves). Then I floated and helped to mark the bags, or measure the
dirt. I also dug on the flood plain, which many years ago was flooded,
so they dug there in order to find pieces of information that floated
down. I thought this was a pretty neat experience. I really enjoyed this
because you were well rewarded when you found anything that the Indians
made. Especially when you think you found a white talc rock but then
when you stuck it on your tongue, it stuck like crazy. Later on, you
teacher tells you that was bone on your tongue!

Many people, when they think of an archeological excavation, they
usually think they\'ll find some nice pebbles, some dirt, and more dirt.
Or for you movie go\'ers, you\'d see Indiana Jones\' doing his death
defying acts in order to get the rich artifacts. But there are many
different things you can fine, like bone or tools, I\'m particularly
interested in the lovely pottery.

Each pottery piece is placed in a category so an archeologist can have
references. In order to have references, you need information. There are
three different series of pottery Scioto, Hopewellian, and Southern.
Once you get the pottery in a series there is a type you place it under.
Example from a book: Miami Series, type stamped denate. You also record
the information about how it was made, width, texture, hardness, color,
decorations, rim shape, lip, body, bottom, thickness, rim shreds (range
and mean), geographical range, chronological location, and probable
relationships (where it might have originated). Jarred Buck, who was a
teacher\'s assistant, told me that pottery has similar designs which
helped the Indians to communicate. Like Illinois and Ohio had similar
pottery designs which was most likely caused by trading. So Indians did
not just communicate with signals, they used the designs in the pottery
also. I went on two archeological digs in the past two years and I
learned a whole lot of interesting information. Maybe next time I go
digging I\'ll see you there!

**Victoria L. Bond \"Grandma, I\'m Home.\"**

\" Victoria, what did you find,\" my grandmother asked. When she spoke
those words something happened to me. I wished I could tell her about
the big dinosaur bone or the ancient hunk calendar with a prehistoric
Brad Pitt etched in stone, but I couldn\'t. Nobody found anything like
that. I, however, explained to her what fire cracked rock was while I
fostered the spirit of adventure and excitement. I was trying to be
Indiana Jones. My grandmother, however, had a great knowledge of
archeology, greater than my own, before I had been on my first dig. She
asked me rather hesitatingly, \"Vick, didn\'t you sift dirt through wire
screens\... didn\'t you do basic things.\"../index.html\"Did I do basic
things \... I did the most basic and important of things,\" I thought. I
replied to my grandmother, however, a solemn and respectful, \"Yes.\"
Once my grandmother cracked the surface I was genuinely excited to recap
my experience for her.

I told her how hot it was. Her eyes opened with amazement when she
examined my clean, but brown stained clothes. Her nose opened a great
deal when she smelled the sneakers I worked in. Her mind was at my
disposal as I explained the Hopewell people and their enchanting burial
mounds. She asked question after question about the site of Chillicothe,
Ohio, and the college students that were on their first field school. It
seemed that she found a certain satisfaction in knowing that her
granddaughter, a junior in high school, had not had the same academic
experience as the college students, but was able to do the same work. I
was able to apply basic skills that I have been learning all my life.

Among those skills was teamwork. While at the site I made an absolute
effort to be of any help. I tried to help others and do all that I
could. As I sifted, I acted as though there was no job more important. I
realized that for one week it was my duty to take history out of the
ground. If I made a mistake or acted foolish a piece of history was gone
forever. It possibly could never be regained. That was something that I
could not bare to have on my conscience.

I appreciate the history in the ground. I now see that every time a new
road or mini-mall is built some of that history is lost. While taking a
break on the site, my advisor on the dig, Randy Farmer, asked me to turn
around. It was beautiful. I could see forever. There was tall green
grass being moved by the gentle wind, followed by hill after hill
covered with trees. It seemed as though the trees could reach the sky.
As I stood in awe, Mr. Farmer said, \"This is the cool part of the
world.\"

My grandmother seemed to be moved by his words. She approached the
center window in the living room as we completed the question - answer
session and said, \"You don\'t know just how right he is.\"

**Vernon Edwards Jurassic Park and Search for the Body of King Tut, This
Was Not!**

The summer of \'95 had new meaning for Vernon Edwards. While most of my
friends were enjoying air-conditioning back at home in Harrisburg, PA, I
was somewhere called Chillicothe, Ohio in the sweltering heat digging
dirt. \"Digging dirt? For what?\" some might ask. It I wasn\'t paying a
whole lot of attention, or in a very wisenheimer mood, I might reply
something to the effect of \"I was digging my own early grave as I was
sure I\'d die from that heat.\" What I was actually doing was
participating in the excavation of an archaeological site that had been
worked on by some college students for a \"month and some\" prior to my
party\'s arrival. This field school was a required course for the
college students, but I was privileged to be there because, for me and
most of those that had come with me, this was \"something new\".

The site was believed to be one where some prehistoric American Indians
sometimes called the Mound Builders had possibly been. Many mysteries
still surround these peoples, but it is known that they built large
burial mounds and enclosures, and they also were skilled artists and
weapon makers. A theory surrounding them is that they may have been at
least semi-nomadic over a relatively small area. That is why we were
checking out the particular area we were in. Directly next to a river
and partially in the river\'s old flood plain (a dam upstream now keeps
the area from flooding), these prehistoric peoples could have spent some
time there on a seasonal basis based upon flood cycles.

This is where I became interested. I wanted to know how the climate and
topography of the area affected these Mound Builders\' activities.
Taking into consideration all the changes that have occurred to the area
over many years, I was able to come up with some thoughts of my own
using some of the information we found in the dig, and some of our own
reactions to the weather. For one, I was quickly able to establish why
this may have been a prime spot for people to live: water. Being right
near a river, these people needed and took advantage of water,
especially during the weather like we were having. Even we tried to take
advantage of the water. This was noticed as everyone wanted to go down
by the river where we were \"floating\" dirt in river water to find any
hidden charcoal or seeds that would have given us information about
these people. (As one may assume, mud is the by-product of dirt and
water. The reason people were so cool was, well, mud wars on a massive
scale occurred daily. Flotation was the \"coolest\" job, but not
necessarily the cleanest).

Another way this area could have been important was again based upon the
river being near. We kept finding these snail shells in the dirt samples
we took up. Now on the flood plain area, this may have been normal, but
on the area that would have been dry (usually) there was a high
concentration of these shells. It was figured that these snails were a
food source, and when they were eaten, large masses would be piled up in
the same place, like a garbage area. As far as the weather is concerned,
it is possible that the semi-nomadic nature of the Mound Builders was an
actual fact. With the flood plain having a cycle of dryness then
submersion, the Mound Builders may have only been on this area during
times of dryness for whatever reasons, then, of course, moved on to
somewhere else. A final thing about the Mound Builders that I am sure of
is that they worked hard, even in hot, humid weather. Even though those
in field school didn\'t actually \"have to\" work through the heat, we
did. Since it was a matter of life and death for these prehistoric
Indians, they \"had to\". So while we had the comforts of bug repellent
for those unrelenting \"sweat bees\" and \"biting flies\", the Mound
Builders just endured all of the negatives of their environment to
survive. (All of that without any bug repellent. That\'s amazing because
I know I wanted to go home the first time I found my water bottle empty
and a \"sweat bee\" bit me).

That experience gave me a lot to go home (where there was
air-conditioning) with. For one, I got to \"play\" in dirt for a week,
and wasn\'t looked upon like some loony who never grew up. Another thing
is I came back with a renewed appreciation for the history and peoples
that preceded me and my time. I\'m sure that some presumptions based
upon previous knowledge (television and movies like \"Raiders of the
Lost Ark\") had some of us newcomers to archaeology believing we\'d find
some skeletons of people and valuable treasures that would have tempted
one of these \"pot-humters\" to smuggle it away in order to make a
profit. That wasn\'t the case, however, as the only bone we found was of
some animal\'s shoulder, and the only treasures we found were more
information towards understanding an ancient people (not saying that is
a bad thing, but it just doesn\'t make for as good a movie.)

**3.Toolesboro Mounds, Iowa, National Historic Landmark Study**

A recent study by the Office of the State Archaeologist of Iowa with the
support of the State Historical Society of Iowa and funds provided by
the National Park Service, has resulted in a new report on the Middle
Woodland mounds at Toolesboro, Louisa County, Iowa. This report includes
a history of the mound investigations conducted primarily by the
Davenport Academy of Natural Sciences in 1875 and 1886, an analysis of
the 89 extant artifacts from the mounds currently curated by the Putnam
Museum in Davenport (successor to the Davenport Academy), and
interpretations regarding mortuary behavior and related activities based
on surviving archival evidence.

Documentary data suggest that at least 18 conical mounds, comprising two
separate groups, plus a geometric earthwork or enclosure, were reported
at Toolesboro as early as 1841. By the end of the 19th century, surface
indications of the earthwork and many of the mounds had been destroyed,
and most of the remaining features had been dug into. Only seven mounds
exist currently. Consideration of mound content and structure, as
reported in published and unpublished sources, along with artifact
analysis verify interpretations that the Toolesboro mounds represent
Hopewellian mortuary structures. Mortuary features consisted of prepared
subfloor pits containing multiple primary interments, and secondary
mound-fill or intrusive burials of disarticulated elements. Extant
artifacts include hammered copper celts, gouges, and pins; both plain
and effigy platform pipes of aragonite and northern Illinois Elkhorn
Creek pipestone; Hopewell Zoned dentate stamped ceramics; and freshwater
pearl and marine shell items. Almost all of the artifacts can be
classified as Hopewellian Interaction Sphere types, indicating a likely
date for mound construction and site use around 100 B.C.- A.D. 200.

The mounds at Toolesboro comprise perhaps the most widely recognized
Hopewell site in Iowa, and yet a comprehensive report detailing the
history of their investigations and the nature of their internal
structure and contents had never been prepared. The current report goes
a long way to remedy this situation, and provides a basic data set upon
which future research and on-site interpretation can build. Proposed
research including source analysis of existing artifacts, scrutiny of
aerial photographs, remote sensing of subsurface features, as well as
comparable studies of related sites in eastern Iowa, is expected to
contribute vital data on the relationship between Toolesboro and the
rest of the Hopewell world.

**Reference Cited**

Alex, Lynn M. and William Green\
1995 *The Toolesboro Mounds National Historic Landmark: Archaeological
Analysis and Report*. Research Papers Volume 20 (4). Office of the State
Archaeologist, The University of Iowa, Iowa City.

**4. Current Research on the Goodall Focus**

On August 23, 1996, Mark Schurr hosted an informal workshop on the
Goodall focus at the Archaeology Laboratory, University of Notre Dame.
The meeting was held in the recently remodeled laboratories and
classrooms assigned to the archaeology program at the University of
Notre Dame.

Mark Schurr (University of Notre Dame) reported on recent Notre Dame
fieldschools held at the Bellinger and Goodall sites in northwest
Indiana. Schurr reported that habitation materials were found in
association with the badly plowed mound at Bellinger. Although
pothunters have disturbed the Bellinger mound, the central tomb is still
intact. The tomb lacked evidence of logs, but there were empty trenches
flanking the central tomb. The tomb contained secondary burials (two
adults and one child), but no associated artifacts. Excavation in an
associated habitation area revealed the presence of a midden with
ceramics, expanding and contracting stemmed projectile points, and two
obsidian flakes. Research at the Goodall site began in 1996, and Schurr
will continue in 1997 with a University of Notre Dame fieldschool.

William Mangold (Indiana Department of Natural Resources) reported on
his research in the Galien River basin, which drains into Lake Michigan
at New Buffalo, Michigan. Mangold noted that only three site with Middle
Woodland ceramics are known, but there is one mound site near the mouth
of the Galien River.

Elizabeth Garland (Western Michigan University) reported on-going
excavations at a site in the middle Kalamazoo River drainage. Of
particular interest is the apparent horizontal separation of different
Middle Woodland ceramic assemblages. Four different ceramic components
have been identified thus far, and each is horizontally separated. The
site is located on a slumping bank of the Kalamazoo River and several
features are present.

Janet Brashler (Grand Valley State University) reported recent research
at a site in the central Grand River basin. The site has been
extensively collected since 1961, and a large and diverse range of
material culture has been recorded. Testing in 1996 yielded evidence of
a dense and possibly stratified Middle Woodland midden with good faunal
preservation. Brashler reported an AMS date of 60 B.C. on a Hopewell
rimsherd from the 1996 test excavations. Further research is planned in
1997.

Mark Lynott (National Park Service) described recent research with the
Missouri University Research Reactor to develop a reference collection
of geological clays for northwest Indiana to be used in sourcing
prehistoric ceramics from the region. Lynott proposed that ceramic
compositional studies might help to resolve qustions about the source of
Goodall ceramics and the origins of the Goodall focus.

**5. Reviews By Bret J. Ruby, National Park Service, Hopewell Culture
National Historical Park.**

***Exploring Prehistoric Mounds on the Rix Mills-High Hill Divide: The
Archaeology of the Wilds and Vicinity, Southeastern Muskingum County,
Ohio.*** Jeff Carskadden, Jeff Brown and Gary Felumlee. Published by The
Muskingum Valley Archaeological Survey, Zanesville, Ohio, in cooperation
with The International Center for the Preservation of Wild Animals,
1995; 102 pp., 49 photographs, 10 maps, 4 tables, references; \$20.00
(paper).

For more than 200 years, interest in the mounds and earthworks of the
Ohio Valley has been focused on the more spectacular and often
monumental constructions found along the main valley trench and its
major tributaries, especially the central Scioto Valley. Carskadden and
his colleagues offer some useful points of comparison and contrast in
this consideration of a poorly known hinterland region. The work focuses
on the prehistory of an upland divide along the central Muskingum Valley
in the unglaciated Appalachian Plateau of east-central Ohio. The data
presented here offer an opportunity to compare hinterland trajectories
of Woodland period cultural change with those documented in the main
valleys, and to explore relationships between main valley and hinterland
regions.

The Rix Mills-High Hill divide is a moderately steep and narrow ridge
rising some 600 feet above and running parallel to the central Muskingum
River for about 13 miles in eastern Muskingum County. The study focuses
on a 97 square mile area (Union, Rich Hill and Meigs Townships)
encompassing the divide and the upper reaches of three creeks (Salt,
Wills and Meigs Creeks) that eventually drain into the central Muskingum
River some 6 to 12 miles west of the divide.

Part I, \"The Divide and its Early Occupants,\" provides an overview of
the environmental setting and prehistory of the divide. The local
environment was rich in nuts and deer, but poor in aquatic and chert
resources. Paleoindian and Archaic occupations are briefly described
before turning to a more in-depth discussion of the Woodland and Late
Prehistoric period occupations. The prevalence of Early Archaic and
especially Late Archaic bifaces illustrated, if reflective of real
patterns of prehistoric land use on the divide, ought to be of interest
to those exploring models of Archaic period settlement and subsistence.

Woodland period habitations on the divide are treated in more detail,
including quantitative estimates of site densities through the Early and
Middle Woodland periods. Contrary to some models of Woodland period land
use which predict an abandonment of upland settings during the Middle
Woodland, the data presented here indicate that site densities along the
divide actually increase at a modest rate into the Middle Woodland
period. The divide apparently witnessed a population nucleation during
the early Late Woodland, with the establishment of a small village
surrounded by an earthen ramp art and exterior ditch. After ca. AD 650,
there is little or no evidence of human habitation on the divide, with
the exception of a single, small Late Prehistoric occupation. The ebb
and flow of human occupation documented here should stimulate the
development of more refined models of prehistoric land use and
demography in the Ohio Valley area.

Part II, \"Exploring and Recording Mounds on the Divide\", provides an
historical overview of archaeological explorations on the divide.
Historians of Ohio archaeology will be interested to learn that Warren
K. Moorehead, who went on to become the first Curator of Archaeology at
the Ohio Archaeological and Historical Society, had his first experience
with mound exploration as a young man visiting relatives on the divide
in 1882. The other accounts presented here of early explorations,
private collections and more recent investigations are of particular
value because of the relative lack of professional interest in the
region, and the loss of many mounds and habitation sites to surface
mining.

Part III, \"A Checklist of Mounds Along the Divide\", provides brief
site-by-site summaries of the history and current condition of each of
the known mounds and earthworks on the divide.

The publication itself meets high technical standards. The book is
printed with paper cover in 8 ½ x 11\" format on glossy paper with sewn
bindings. The maps and tables follow a clear consistent format
throughout. The 49 black and white photographs are reproduced at high
resolution, if a bit low in contrast on occasion, and most of the
artifacts pictured are accompanied by metric scales. The book is
available through \"The Wilds\", 14000 International Road, Cumberland,
Ohio 43732. Cost is \$20.00 per copy plus \$3.00 postage and handling.
Ohio residents please add 6.5% sales tax. Proceeds from the book benefit
The International Center for the Preservation of Wild Animals (the
Wilds), a 9000 acre wild animal preserve and research center in
Muskingum County, Ohio.

***The Hopewell Mound Group: Its People and Their Legacy.*** Presented
by the Ohio Historical Society, 1995. CD-ROM. \$49.99.

This offering from the Ohio Historical Society represents the first
attempt to exploit emerging CD-ROM and multimedia technologies in the
study of Hopewell archaeology.

The main menu is organized around three parts. The first part is \"The
Hopewell Culture in Ohio\", an original research paper interspersed with
links to illustrative photos, maps and diagrams. The second part is the
\"Photo Album\", which collects a series of images into topically
organized thumbnail views linked to full screen views of each of the
images. The third section is the \"Research Catalog\", presenting the
full text, figures and plates from four classic works in Hopewell
archaeology: Squier and Davis\'s (1848) \"Ancient Monuments of the
Mississippi Valley\"; Charles Willoughby\'s (1916) \"The Art of the
Great Earthwork Builders of Ohio\"; Henry C. Shetrone\'s (1926)
\"Exploration of the Hopewell Group of Prehistoric Earthworks\"; and
Warren K. Moorehead\'s (1922) \"The Hopewell Mound Group of Ohio\".

Casual users will probably spend most of their time in the Photo Album.
Here they will find dozens of color images of artifacts derived from
Warren K. Moorehead\'s 1891-92 exploration for the World\'s Columbian
Exposition (now curated at the Field Museum, Chicago), and Henry C.
Shetrone\'s 1922-25 explorations for the Ohio Historical Society (now
curated at the Ohio Historical Center, Columbus). The objects selected
successfully portray the remarkable range of media and forms that set
the Hopewell site collections apart from all others. The images
presented here are certain to foster an appreciation of the outstanding
level of technical mastery and artistic expression attained by Hopewell
artisans. Many of these objects have not been previously illustrated.
The resolution of the images is adequate, however a few appeared a bit
dark on the system used for this review. Images and text throughout the
application may be sent to a printer.

Users who delve into \"The Hopewell Culture in Ohio\" will find an
original research paper that considers the cultural context of the
objects featured in the Photo Album. The essay is accessible,
comprehensive and up-to-date in its interpretations. Icons scattered
throughout the text provide links to images which may be viewed
alongside the text or in full screen mode. The CD-ROM format lets users
explore and interact with the material in a unique and nonlinear fashion
that many will find more engaging than traditional publications. The
ability to jump between topics, images and text according to individual
interest fosters a sense of personal exploration and discovery that is
lacking in more traditional presentations.

Scholars will be most interested in the Research Catalog. Here,
collected in a single volume, are the four most important primary
sources relating to the Hopewell site. The collection provides ready and
affordable access to four works that were previously beyond the reach of
most private scholarly libraries.

No technical problems were encountered with either the installation or
operation of the application on the modest 486/66 platform used for this
review (minimum system requirements are listed below). Technical support
is available by phone or e-mail. Navigation proved to be simple and
intuitive.

Some users may be disappointed that this offering does not include the
audio and video clips, animations and opportunities for interactivity
that abound in some other CD-ROMs marketed as \"edutainment\". The
emphasis here is clearly more on education than entertainment. Scholars
may wish that a search tool had been included in the application. In all
though, this work is a unique and welcome offering that will appeal to
and benefit both popular and scholarly audiences.

The CD-ROM is available from the Sales Office, Ohio Historical Society,
1982 Velma Avenue, Columbus, Ohio 43211-2497, or call 614-297- 2414. The
cost of the CD-ROM is \$49.95. Ohio residents add 5.75% sales tax. Add
\$5.00 shipping and handling. Payment may be made by check or money
order payable to the Ohio Historical Society, or by VISA, MasterCard,
Discover or American Express with account number, expiration date and
signature.

Minimum system requirements: 386SX 16 MHz or better (486 or better
recommended). Microsoft Windows 3.1 or later. MSCDEX version 2.2 or
later. MS-DOS 3.1 or later. 4 MB RAM (8 MB recommended). MPC-compatible
CD-ROM drive (150 KB/s sustained transfer rate). SVGA graphics card
(640x480 with 256 colors- 65,000 colors recommended) with compatible
monitor. 5 MB free disk space.

**6. Meeting Calendar**

Midwest Archaeological Conference, Beloit College, Beloit, Wisconsin,
October 9-12, 1996, contact Robert J. Salzer, Beloit College, (608)
363-2616.

Southeastern Archaeological Conference, Sheraton Civic Center,
Birmingham, AL, November 6-9, 1996, contact Ian Brown, (205) 348-9742.

Society for Historical Archaeology Conference, Corpus Christi, Texas,
January 8-12, 1997, contact David Carlson and Shawn Carlson, Texas A&M
University, (409) 847-9248.

Society for American Archaeology, Annual Meeting, Nashville, Tennessee,
April 2-6, 1997, contact Society for American Archaeology, (202)
789-8200.

Ohio Archaeological Council, Fall Meeting, Ohio Historical Center,
Columbus, OH, November 15, 1996.

Ohio Archaeological Council, Spring Meeting, Symposium on Adena,
Chillicothe Comfort Inn, May 9-10, 1997.