1

JUNIOR 

 RANGER 

ARCHEOLOGY

PROGRAM

MWAC

Midwest Archeological Center

National Park Service

U.S. Department of the Interior

Midwest Archeological Center

Lincoln NE

www.nps.gov/history/mwac
DEAR JUNIOR RANGER CANDIDATE:

The Junior Ranger Archeology Program is a way for you to EXPLORE archeology 

and the Midwest Archeological Center. LEARN to think like an archeologist. Think of 

ways you can help PROTECT cultural resources. Look at the age groups on the next 

page and see how many activities you should complete to earn a Junior Ranger Badge. 

Complete as much of each activity as you can.

How to become a Junior Ranger

•	 Fill in your name, address and age below.

•	 Complete the number of activities in this 

booklet listed for your age.

•	 Mail entire booklet to:

Education Coordinator

Midwest Archeological Center

Federal Building Room 474

100 Centennial Mall North 

Lincoln, NE 68508-3803

(Your booklet will be returned to you, along with 

a Junior Ranger badge and certificate.)

Explore, Learn, Protect

Name:____________________________________________________

Address:__________________________________________________

_________________________________________________________

Age:______________________________________________________

Junior Ranger Pledge: As a Junior Ranger, I will share what I have learned with 

others. I promise to continue to explore the archeological and cultural heritage sites in 

our National Parks and within my city, state and nation, and help protect them so future 

generations can enjoy them. 

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MIDWEST ARCHEOLOGICAL CENTER:

JUNIOR RANGER ARCHEOLOGY PROGRAM

Pioneer Wagon Wheel Ages 6-8

In the 1840s, early settlers crossing the Great Plains used 

wagons to carry supplies and their belongings to their new 

homesteads in the West. Complete at least 6 activities in this 

booklet that have this symbol. 

Hopewell Ceramic Pot Ages 9-11

About 3,000 years ago, Native Americans made ceramic 

pots to store and cook food. They formed and decorated 

their pots in many different ways. Complete at least 8 

activities in this booklet that have this symbol, plus one 

“Dig Deeper” challenge.

Paleo-Indian Spear Point Ages 12 and up

About 13,000 years ago, Native Americans made spear points 

to help them hunt very large game like mammoths. Other 

stone tools were made and used for thousands of years. 

Complete at least 9 activities in this booklet that have this 

symbol, plus any 2 “Dig Deeper” challenges.

Extra Challenge:

Use a green crayon or color pencil and put a line on the Timeline (on page 11), 

showing when each of the above artifacts was used. Don’t forget to put the name of the 

artifact next to the line.
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Find your state and color it in. If you have been to a National Park, put a ♦ to show where you have been and write in the name of 

the park. Explore a few of the parks you would like to visit online using the park’s four letter acronym (listed on the back cover). Go to http://www.nps.gov/_ _ _ _. For example, to visit the Midwest Archeological Center’s web page, go to http://ww.nps.gov/mwac.

THE MIDWEST ARCHEOLOGICAL CENTER

Archeologists at the Midwest Archeological Center preserve, protect, study, and interpret cultural resources at more than 

50 national parks throughout the Midwest. They help the parks figure out the best way to protect and preserve our heritage. By studying and interpreting archeology within the parks, we can better understand the past. 
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MWAC WORD SEARCH

Read the paragraph and find the underlined words in the word search below.

The Midwest Archeological Center (MWAC) is an office of the National Park 

Service. Archeologists at MWAC study, interpret, and preserve archeological sites in 

national parks throughout the Midwest. 

Archeologists study artifacts left behind by people in the past. An artifact is 

anything that has been made or used by someone. The artifacts are clues to help the 

archeologists imagine how people in the past lived. Archeologists need all the clues 

from a site to understand what happened there. Looters are people that illegally dig up 

artifacts or destroy other clues at archeological sites. You can help archeologists preserve 

sites by leaving artifacts where you find them.

Some artifacts are 10,000 years old, and others can be just one hundred years 

old. Some archeologists study projectile points and others study pottery. They can also 

study historic sites such as homesteads or other historic settlements.

Archeologists use shovels and trowels to carefully excavate sites. They record

detailed information about sites by mapping all artifacts using a tape measure and other 

tools. A screen is used to sift through the soil to find small artifacts like buttons or beads.

Archeologists only excavate a site if it might be destroyed by construction or by 

natural causes, like erosion. Archeologists protect and preserve archeological sites so 

that people in the future can learn from and enjoy them.

S R D F G V L O O T E R S B A

V E B H E R Y J K Y U T F G R

P C A K E X C A V A T E J K T

Q O J R D F P R E S E R V E I

W R E R C G B H J F H L Y I F

I D U G B H M E E O T L U G A

P E O I N T E R P R E T L K C

O B T W E R Q O G I U H J M T

I J I P U H B T L F C E S I S

N N U Y O J M I L O R E Q D Z

T E D C R T F V R G G B T W H

S W S A F T T J K R E I H E L

P K I T R O W E L S R T S S Z

K L H Y L F O I R F H I F T G

P S I T E S L Y D Y K U K H S
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TOOL MATCH-UP

Match the tool with how it is used by archeologists. Read the MWAC Word 

Search text on page 4 for clues.

to clean dirt off artifacts during excavation

to carefully excavate (dig) small areas around 

artifacts

to sift through soil to find small artifacts

to take notes and record information

to help measure and record the location of artifacts

to carefully excavate larger areas
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WHAT DO ARCHEOLOGISTS STUDY?

Circle the things that archeologists study. Put an X through the things that 

archeologists do not study. Read the MWAC Word Search text on page 4 for clues.

Explain why archeologists don’t study the things you drew an X through.
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LANDMARKS 

Beginning in the early 1830s, settlers used Scotts 

Bluff as a landmark during their journey through 

Nebraska on their way westward. In 1919, President 

Woodrow Wilson officially preserved this natural 

landform and the surrounding area as a national 

monument to commemorate the Oregon Trail. Scotts 

Bluff was not only used by those on the Oregon Trail. 

Several passes around the monument were also used by 

those traveling on the California, Mormon, and Pony 

Express Trails.

Archeologists have found evidence of Native 

Americans living near Scotts Bluff 8,000 years before 

these travelers journeyed west through Nebraska. 

They left behind stone tools and other artifacts that 

give archeologists clues about their lives. Stone tools, 

burned animal bones, and fire pits tell us that Native 

Americans hunted and ate meals here. The nearby 

North Platte River supplied them with water.

Scotts Bluff was named for Hiram Scott, an early fur trader who often traveled 

between St. Louis, Missouri and Salt Lake City, Utah. Like many early travelers, Hiram 

Scott used this bluff as a landmark to help guide his way. It is believed that he died in 

1828 near the landmark while traveling through the area. 

Why do you think Scotts Bluff was used as a landmark? Do you use landmarks 

when you travel?

‘Mitchell Pass’ painted by William Henry Jackson (Courtesy 

of Scotts Bluff National Monument, National Park Service).

Scotts Bluff in 1932 (Courtesy 

of National Park Service Historic 

Photograph Collection). Go to 

http://www.nps.gov/scbl to read 

more about this landmark.

A landmark is a man made or 

natural feature that is used by 

explorers and travelers to help 

find their way through an area.
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Landmark Map

Use the space below to draw a map from your house to your school, or some other 

place you know the way to. Use landmarks such as signs, churches, stores, buildings, 

roads, parks, trees and rivers to help show the way. Be sure to label the landmarks.

When making a map, it is important to include a key or legend to explain the symbols or

pictures drawn on the map. It is also important to draw a compass rose, or arrows showing the 

directions (north, south, east, west) on the map to make sure others using the map travel in the 

correct direction.
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ARTIFACT ANALYSIS

Archeologists study artifacts from hundreds or even thousands of years ago. The 

artifacts they discover are often broken. Archeologists must examine the artifacts to 

discover who made them and how they may have been used. Look at the pictures of the 

artifacts below. Pick one artifact and circle it. Answer the questions to help you analyze 

the artifact.

What material do you think it is made of (stone, wood, bone, metal, glass, plastic, clay, 

paper, leather, cotton)?

Describe the artifact. What shape is it? What color is it? What texture does it have (what 

does it feel like)? 

Is the artifact whole, or is it a piece that broke off something larger?

How might it have been made?

When do you think it was made?

Who do you think made it?

What do you think it was used for? Was it used as a tool to help with a task or was it used 

for decoration?

Can you answer all these questions with the artifact’s picture alone? Which ones need 

more information? What other information would you need to answer these questions? 
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PUTTING THE PIECES TOGETHER

Looking at only one artifact is like looking at one puzzle piece and trying 

to imagine the entire picture. Archeologists study artifacts to learn about the past. 

Archeologists also look at groups of artifacts, called assemblages, that are found close 

together to help learn about activities that may have occurred in an area. Think of 

different activities that you do everyday. Now think of the objects you use with those 

activities. If an archeologist in the future found those objects, they would be able to 

figure out what activities you did.

Look at the pictures of assemblages below and try to figure out what happened in 

the past.

Some people collect artifacts from archeological sites, which makes it difficult for 

archeologists to figure out what happened in the past. How would your interpretation 

change if someone took all the stone tools from Assemblage #3 above? Would you still 

see the whole picture?

Here are some things that you can do to help archeologists preserve 

archeological sites:

•	 Take only pictures, leave only footprints.

•	 Look at artifacts where you find them and leave them behind for others to see.

•	 Tell your family and friends about preservation.

•	 Tell a park ranger if you see someone taking artifacts from a park.

Can you think of other things you can do to help?

What do you think happened 

here in the past?

What do you think 

happened here in the past?

What do you think happened 

here in the past?

Assemblage #1 Assemblage #2 Assemblage #3
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 TIMELINE

Timelines are a good way to show the order of events in the past. Put the events below in order on the timeline. Place the 

letter by the event in the correct spot on the timeline.A. When you were bornB. Columbus’ Voyage 1492C. Daniel Freeman became the first homesteader 1863D. The bow and arrow was used by Native Americans, starting 1,000 years agoE. Pottery became widely used by Native Americans living in Nebraska, starting 2,000 years agoF. Native Americans were living near Scotts Bluff, starting around 8,000 years agoG. Hopewell Culture people began making earthworks in Ohio, starting about 2,200 years agoWhat does the timeline show us?

The letters B.C. and A.D. are 

used to divide time into two 

periods. The letters B.C. (or 

“before Christ”) are used for 

the time before Christ was born. 

The letters A.D. are Latin for 

Anno Domini (which means “in 

the year of our Lord”) and are 

used to show the years since 

Christ’s birth. We can also use 

the term years ago to count 

years backwards, starting from 

today. The year 2,000 B.C. was 

about 4,000 years ago, and the 

year A.D. 500 was about 1,500 

years ago.
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MAKE YOUR OWN SITE

Have an adult help you find a special place 

in your yard, a park, at school or some other place 

that will be safe to use and will not cause hazards 

for others. Collect 20 sticks or rocks and put them 

in this place. Be sure to ask an adult for help.

Arrange the rocks and sticks any way you 

want. Then draw a map on this page showing 

where they are and how they are arranged. Don’t 

forget to include landmarks like trees and fences 

in your map to help you find this place later. Use 

a compass to draw arrows showing the cardinal 

directions (north, south, east, west). Go to page 8 

for more information about making maps.

Go back to this place in two weeks and look at your site. Has anything changed?

How did it change? What might have 

caused this?

Archeologists investigate sites that 

are thousands of years old. Do you 

think all the artifacts are in the same 

place they were left thousands of 

years ago? Why or why not?

Draw Your Map Here

(From ‘Archaeology for Kids: Uncovering the Mysteries of Our Past’ by Richard 

Panchyk, Chicago Review Press, 2001.) 

Examples of rock formations in Wyoming
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STRATIGRAPHY: READING BETWEEN THE LINES

The original location of each artifact is a very important clue to help determine 

who made the artifact, when they made it and how it was used. When an archeologist 

records an artifact’s location, they also record how deep the artifact was and the type of 

soil it was found in. Each layer of soil and artifacts is called a stratum. A stratum might 

be made of trash that someone left behind or 

from digging a hole and filling it in. A stratum 

might also be a layer of bricks from an old 

building that got destroyed. Multiple layers, 

called strata, give archeologists clues about 

the age of the site and the order in which 

things happened in the past. Stratigraphy is 

the study of the layers of earth and everything 

found in those layers, including the artifacts.

Archeologists can determine what 

activities happened in an area by investigating 

stratigraphy. As you read the story below, 

look at the stratigraphy and try to match the 

activities with the correct strata.

10,000 years ago: A Native 

American family butchered bison here, and 

left behind most of the bones. Two stone 

spear points were accidentally left behind.

8,000 years ago: A large flood 

washed in a layer of sand over the bison 

bones and spear point.

3,000 years ago: Several Native 

American families lived here during the 

summer. While they stayed here, they 

collected seeds and used large stones to 

grind the seeds.

500 years ago: A large storm blew 

in a layer of soil that covered the whole area.

160 years ago: A pioneer wagon stopped here overnight on the way to California. 

Someone broke a plate and left it behind. They also had to repair a broken wagon wheel.
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Now pretend that someone took the pieces of broken plate because they thought 

they were neat. If an archeologist investigated this area, how would this change the story 

of what happened here?

 Draw Your Stratigraphy

Think of some of the activities you and your family do, like meals, parties and 

homework. Now think of the artifacts, or trash, left behind after each activity. Use the 

space below to draw your own stratigraphy. Write a story to tell us what you and your 

family did. Don’t forget to label your artifacts.

Will the oldest layer be on top or on the bottom? Why?

Where will the most recent artifacts be found? Why?

If someone mixed up your layers would we still get the same story? What would happen 

if someone stole some of the pieces of trash? Would we still get the same story?

My Stratigraphy My Story
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HOMESTEAD 

NATIONAL 

MONUMENT

On January 1, 1863, Daniel 

Freeman became the first person to 

claim land under the Homestead Act. 

The Homestead Act gave land to US 

citizens for free. In 1865, Daniel moved 

to Nebraska with his wife Agnes. They 

had eight children while living on 

their homestead.

According to written records, the Freemans lived in a squatter’s cabin from 

1865 through 1867 that was already on their land. A squatter is someone who does 

not own the land, but lives there anyway. There are no records about who the original 

occupants of the squatter’s cabin were. The Freeman’s first daughter was born in that 

cabin. In 1867, they built a log cabin and lived in it for nine years. Other houses and 

farm buildings were built on the land, some were made of brick and others were made 

of wood. Most of the buildings have been torn down or destroyed.

Even though the buildings have been destroyed and today you can no longer 

see them, archeology can be used to find the original location of the houses and farm 

buildings. Archeologists carefully search for artifacts that are left behind after buildings 

are gone. The archeologists record the different kinds of artifacts and where they were 

found. The artifacts give the archeologists clues about where the buildings were and 

about the people who lived in them. 

What are some artifacts that you would find where a house was? How would they be 

different from artifacts you would find where a barn used to be?

DIG DEEPER: 

THINK LIKE AN 

ARCHEOLOGIST

Archeologists wanted to investigate parts of the park to find the original location of the squatter’s cabin that 

the Freemans lived in for three years, 1948 Excavations at the Freeman Cabin Site

The Freeman Family and their brick house
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and they also wanted to find the 

original location of the Freeman 

cabin the family built in 1867. 

In 1948, long after the buildings had been destroyed, two of 

Daniel and Agnes’ children told 

archeologists where they thought 

the squatter’s cabin had been 

located. They said it was in 

in an area near a stream that 

floods often. 

The archeologists investigated this area by digging a long 

trench through the area to try 

to find evidence of the cabin. A 

small buckle and a piece of china 

were found on the surface of the 

ground. No other artifacts were 

found in the trench.

A second location was investigated about 70 feet away from the first area. 

Archeologists found large stones that might have been used for a foundation of a 

building, but no building had been recorded here on old maps. Nearby, they also 

found an area that had been burned, and had pieces of an iron pot, shattered glass 

and a handle of a fork or spoon. The archeologists could not determine if either of 

these areas was indeed the original location of the squatter’s cabin. The exact location 

of the squatter’s cabin still remains a mystery.

If the squatter’s cabin had been destroyed long ago, what evidence do you think the 

archeologists were looking for to help them locate where the cabin was?

Why do you think archeologists could not find evidence of the squatter’s cabin?

How else could you use archeology to find the real location of the squatter’s cabin? 

To learn more about Homestead National Monument and the Freemans, go to http://www.

nps.gov/home.

1948 Second trench through possible squatter’s cabin area, 

with a burned area (pile of rocks in the trench). Can you find 

the piece of a cast iron pot that is sticking out of the right 

trench wall?
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THE FREEMAN 

SCHOOL

The Freeman School at 

Homestead National Monument 

was used from 1872 to 1967. The 

school only had one room. All the 

students from every grade met in 

the same room and were taught by 

the same teacher. The school was 

also used for church meetings and 

community events.

Sometimes archeologists use old photographs to learn about the past. Look 

at the photographs of the Freeman School. Compare these photographs to your 

classroom and school. 

List three things that are different from your school.

1)

2)

3)

List three things that are the same as your school.

1)

2)

3)

Teacher and students at the Freeman School in 

1917.
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HOPEWELL CULTURE 

NATIONAL HISTORICAL PARK

The Hopewell Culture was a group of Native Americans that lived between 200 

B.C. and A.D. 500, and shared common beliefs and ways of life. They often built 

large earth walls, called earthworks, that formed circles, squares, and other shapes. 

The Hopewell also constructed large mounds of earth. Some of these mounds were 

used to bury the dead and others were used for ceremonies. The Hopewell people traded 

with other Native American 

groups from all over North 

America. The center of the 

Hopewell world was in Ohio, 

but they had contacts as far 

away as Michigan, North 

Carolina, Wyoming, and 

Florida. At Hopewell sites, 

archeologists have found 

artifacts made from raw 

materials like copper, mica, 

obsidian, and shells from 

these distant places.

These people did not 

call themselves Hopewell. 

They were named after Mordecai Hopewell, who owned the land where one of the large 

archeological sites was found. 

The Hopewell did not leave behind a written record of their lives. Archeologists 

study the artifacts they left behind to learn about them. Most of the research has 

been on Hopewell ceremonies and the large 

earthworks, but these earthworks do not 

contain much information about the everyday 

activities of the Hopewell. Recent studies 

have focused on habitation sites (places where 

people lived) to learn more about the daily lives 

of the Hopewell people. (To learn more about 

current research, read the Hopewell Newsletter 

at http://www.nps.gov/history/mwac/hopewell/

index.html.)

In archeology, “culture” is 

a term used for a group of 

people that used the same 

artifacts and lived similar 

lifestyles in the same time 

period and region.

Computer recreation of what the Hopewell 

site earthworks would have looked like 

from the air. Courtesy of University of 

Cincinnati/CERHAS.
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DIG DEEPER: THINK LIKE AN ARCHEOLOGIST

The Hopewell site, located in Ohio, contains a large earth wall that surrounds 

about 111 acres (an area big enough to hold over 80 football fields). There are other 

earthworks and mounds within the outer walls of this site. Look at the picture on page 18 

to see the shapes of these earthworks. By looking at the types of artifacts, archeologists 

know the Hopewell conducted ceremonies and buried their dead here. Archeologists 

have determined that this site was used for hundreds of years by the Hopewell people. 

Just as clothing styles are different today than they were in the past, the decorations used 

on pottery changed throughout time. 

Solving the Mystery

Like most large earthwork sites in Ohio, the Hopewell site has puzzled 

archeologists for almost one hundred years. The mystery behind the Hopewell site is 

that it does not contain much evidence of the daily activities of the Hopewell people. If 

thousands of Hopewell people came to the earthworks over hundreds of years, where 

did these people live while they visited this special place? The Riverbank site may help 

answer this question. It is located just outside the Hopewell earthworks (find the star 

on the aerial view on page 18) and was excavated by archeologists who wanted to find 

out more about the daily lives of the Hopewell people. How could you use archeology 

to figure out if the Hopewell people made camp at the Riverbank site while they visited 

the earthworks? 

What activities would the Hopewell people do everyday? (Hint: What are some things 

that you do everyday?)

What evidence or artifacts would be left behind from those activities?

If the Hopewell people lived at 

the Riverbank site while they 

visited the earthworks, what 

evidence of their daily lives would 

archeologists find? 

Use a blue crayon or color pencil 

and draw a circle around the 

years that the Hopewell Culture 

lived on the Timeline on page 11.
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HOPEWELL POTTERY

Pottery was widely used by Native Americans starting about 3,000 years ago. It 

was mainly used for cooking and storing food. They collected clay sometimes found 

near rivers and streams. Sand, crushed shell or rock was mixed with the clay to prevent 

the pot from cracking when it was later fired. Next, they formed the clay into the shape 

of a pot. Once the pot was formed, they used sticks, shells, paddles wrapped with string 

or fabric, and other objects to make designs and decorations. The pots were hardened in 

a large fire so they would not break easily.

Decorative styles and container shapes 

changed throughout time. Archeologists can use 

these shapes and styles to help determine how old 

an archeological site is. Usually, pottery vessels are 

found broken. If they find enough pieces of the same 

pot, an archeologist might be able to put the pot back 

together to see the whole shape of the pot.

This pot came from the Riverbank site (see 

page 19). This pot has four feet on the bottom to hold 

it up. 

What do you think this pot may have been used for?

When archeologists find pottery, what does it tell us about the people who made it?

Design your own pot

Draw a pot below with your own design. What could 

the pot have been used for? What does the decoration 

mean? What would archeologists in the future learn 

about you if they found this pot?

It’s easy to make your own pot. All 

you need is air-dry clay (from any 

craft store) and twigs, shells or any 

other “tools” found in your yard or 

neighborhood. Be sure to ask an 

adult for help. Roll the clay into long 

snake-like strips. Coil the strips into 

the shape of a bowl or pot. Smooth 

out the sides with your hands. Rub 

a little water on your pot to help 

mold the clay if it cracks or dries too 

quickly. Create designs on your pot 

with the things you have gathered. 

You can also use your fingers to 

create designs. Let your pot dry for 

a few days. Don’t forget to cover 

your table or work surface with old 

newspapers so it doesn’t get dirty.
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HOT SPRINGS NATIONAL PARK

Hot Springs National Park, located in Arkansas, was set aside by President 

Andrew Jackson in 1832 to protect the springs and to make them available for everyone 

to enjoy. The hot springs have been used as healing baths to treat many illnesses and for 

relaxation. Many bathhouses were built and rebuilt over the years. Since the beginning, 

the park and the bathhouses have changed a lot.

Below are pictures of the how the entrance to the park looked in the 1890s (top 

image) and how it looks today (bottom image). 

List three things that have changed since this picture was drawn.

1)

2)

3)

List three things that are still the same.

1)

2)

3)
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SAVING THE BATHHOUSES

Hot Springs National Park’s land was used long before it became a park. 

Archeologists have found evidence that Native Americans used this area for at least the 

last 3,000 years. Native Americans came to Hot Springs to gather stone to make into 

tools and to use the hot springs. European travelers passed through this area as early as 

1541. The first settlers came to live in Hot Springs in 1807.

Early bathhouses were simple and most were made of wood. Several fires 

destroyed many of the bathhouses. Once a building was destroyed, a new bathhouse was 

often built in the same spot. Later, brick, iron, concrete, and marble were used when 

building the bathhouses. After the bathhouses stopped being used, the buildings started 

to deteriorate. The park wanted to restore, or stabilize, and preserve the old bathhouses.

Stabilizing the bathhouses would mean disturbing the ground outside the 

buildings and inside the basements of the bathhouses. Any artifacts or old sections of 

previous structures built in these locations would be destroyed. Before they could repair 

the bathhouses, archeologists had to investigate the areas in and around the buildings. 

Using records and old photographs, maps were made to show the location of the 

bathhouses. The maps also showed the location of the old bathhouses and buildings that 

no longer existed. Archeologists used these maps to help find areas where part of old 

buildings might be hiding under the current bathhouses.

Investigations at the Ozark Bathhouse

Before the Ozark Bathhouse could be restored, archeologists needed to 

investigate the areas in and around the bathhouse to record any important archeological 

information that might be lost during the stabilization project. 

In the 1870s, before the Ozark Bathhouse existed, the Weir and George’s Iron and 

Magnesia Bathhouse was built. Not much is known about this bathhouse. In 1878, a fire 

destroyed nearly all the bathhouses, including 

the Weir and George’s Iron and Magnesia 

Bathhouse. The first Ozark Bathhouse was built 

two years later in this same spot. The bathhouse 

was rebuilt in 1922.

During the archeological investigation in 

the basement of the Ozark Bathhouse, burned 

areas were discovered from the 1878 fire. Pieces 

of floor tiles from the first Ozark Bathhouse 

were also found. Archeologists also found old 

walls and doorways of buildings that had been 

built in the same location long ago. 

The Ozark Bathhouse in 1880. Go to 

http://www.nps.gov/hosp to see how the 

bathhouse looks today.
23

What other artifacts might the archeologists find in their investigations?

Use a red crayon or color pencil and put an X on the Timeline (page 11) when the fire 

burned down the bathhouses at Hot Springs.

DIG DEEPER: THINK LIKE AN ARCHEOLOGIST

Use the space below to draw the 

stratigraphy below the Ozark Bathhouse. 

Don’t forget to label each layer (Look back 

at page 13 for help). Be sure to include the 

following layers in your drawing: 

•	 The Weir and George’s Iron and 

Magnesia Bathhouse foundation

•	 Burned rubble from the fire of 1878

•	 Foundation from the first Ozark 

Bathhouse

•	 The second Ozark Bathhouse

Basement investigations at the Ozark Bathhouse.
24

CONGRATULATIONS!

You have now completed the Midwest Archeological Center’s Junior Ranger 

Archeology Book! By completing the activities in this book, you have:

•	 EXPLORED archeological resources in the National Park Service 

•	 LEARNED how to think like an archeologist

•	 Discovered why it is important to PROTECT archeological sites

What I have learned...

Use the space below to complete each statement

One thing I learned about archeology is...

One activity that was the most fun or interesting was... (Include why you thought it was 

fun.)

One thing I still want to learn about archeology is...

To receive your Junior Ranger badge and certificate, mail this entire booklet to 

the address on the first page. Don’t forget to fill in your name, age and address.
25

Agate Fossil Beds National Monument (AGFO) 

Apostle Islands National Lakeshore (APIS)

Arkansas Post National Memorial (ARPO)

Badlands National Park (BADL) 

Brown v. Board of Education National Historic Site (BVRB) 

Buffalo National River (BUFF)

Cuyahoga Valley National Park (CUVA)

Dayton Aviation Heritage National Historical Park (DAAV)

Effigy Mounds National Monument (EFMO) 

First Ladies National Historic Site (FILA)

Fort Larned National Historic Site (FOLS)

Fort Scott National Historic Site (FOSC)

Fort Smith National Historic Site (FOSM)

Fort Union Trading Post National Historic Site (FOUS)

George Rogers Clark National Historical Park (GERO)

George Washington Carver National Monument (GWCA) 

Grand Portage National Monument (GRPO)

Harry S. Truman National Historic Site (HSTR) 

Herbert Hoover National Historic Site (HEHO) 

Homestead National Monument of America (HOME) 

Hopewell Culture National Historical Park (HOCU)

Hot Springs National Park (HOSP)

Ice Age National Scenic Trail (IATR) 

Indiana Dunes National Lakeshore (INDU) 

Isle Royale National Park (ISRO) 

James A. Garfield National Historic Site (JAGA) 

Jefferson National Expansion Memorial (JEFF)

Jewel Cave National Monument (JECA)

Keweenaw National Historical Park (KEWE)

Knife River Indian Villages National Historic Site (KNRI)

Lincoln Boyhood National Memorial (LIBO)

Lincoln Home National Historic Site (LIHO)

Little Rock Central High School National Historic Site (CHSC)

Minuteman Missile National Historic Site (MIMI)

Mississippi National River and Recreation Area (MISS)

Missouri National Recreational River (MNRR)

Mount Rushmore National Memorial (MORU)

Nicodemus National Historic Site (NICO)

Niobrara National Scenic River (NIOB)

Ozark National Scenic Riverways (OZAR)

Pea Ridge National Military Park (PERI) 

Perry’s Victory and International Peace Memorial (PEVI)

Pictured Rocks National Lakeshore (PIRO)

Pipestone National Monument (PIPE)

Saint Croix National Scenic Riverway (SACN)

Scotts Bluff National Monument (SCBL)

Sleeping Bear Dunes National Lakeshore (SLBE)

Tallgrass Prairie National Preserve (TAPR)

Theodore Roosevelt National Park (THRO)

Ulysses S. Grant National Historic Site (ULSG)

Voyageurs National Park (VOYA)

William Howard Taft National Historic Site (WIHO)

Wilson’s Creek National Battlefield (WICR)

Wind Cave National Park (WICA)