ANTH 189: ARCHAEOLOGICAL FIELD METHODS UNIVERSITY OF CALIFORNIA, SANTA CRUZ APRIL 3 JUNE 15, 2017 Instructor: Sarah Peelo Email: speelo@albionenvironmental.com Phone: 831.469.1774 Teaching Assistant: Danielle DaDiego Email: ddadiego@ucsc.edu Class Location and Times: Field Work occurs at the Castro Adobe in Watsonville every Saturday, April 8 June 10, 8am 4:00pm Lab Work occurs weekly at UCSC, Social Sciences 1, Room 461 Students must sign up for 3 lab sessions each week (4.5hrs/week total). Lab sessions are as follows: Session 1. Tuesday 1:30 3:05pm Session 2. Tuesday 3:20 4:55pm Session 3. Tuesday 5:20 6:55pm Session 4. Thursday 11:40 1:15pm Session 5. Thursday 1:30 3:05pm
The Partnership: This field school represents a partnership between the University of California Santa Cruz (UCSC), Friends of Santa Cruz State Parks (Friends), California State Parks (Parks), and Albion Environmental, Inc (Albion). Together, we hope to identify the buried resources within the Castro Adobe State Park property so that Parks and Friends can plan for future park development while still preserving the archaeological record. In addition, we hope to work together towards the restoration of this historical resource and its interpretation for the public through the use of ethnographic, historic, ethnohistoric, and archaeological resources to understand the history of the Castro Adobe. The Site: The Rancho San Andrés Castro Adobe is on the National Register of Historic Places, and is also a California Historical Landmark (Number 998). Between 1833 and 1846, Mexican governors awarded approximately 700 land grants in California, several of these to naturalized citizens (Cleland 1975). One of these recipients was Jose Joaquin Castro, a soldier recruit from Sonora, one among the many that can be counted as a founding settler of Alta California. Castro, along with his family, was a member of the Anza expedition of 1775. Historical records indicate that Jose Joaquin Castro began cultivating land in the Pajaro Valley in 1803 under the direction of the Villa de Branciforte. In 1823, Spanish Governor Arguello granted Castro conditional possession of Rancho San Andrés although the Castro family did not move onto the property of the rancho until 1836. Historical records indicate the Pajaro Valley was deserted in 1848, and it is assumed that the Castro family as well as others were participating in Gold Rush ventures at this time. Juan José Castro, son of Jose Joaquin, used primarily indigenous labor to build the Castro Adobe between 1848-1849. The Castro Adobe was considered the largest and finest adobe in the area, host to frequent fiestas, and fandangos in the sala on the second floor. A corral was built to host bull and bear fights in the front yard. The Castros raised grain and ran cattle on the land and several varieties of fruit trees were also under cultivation. By 1860, they were growing corn, beans, and pear according to agricultural census. Members of the Castro Family held public office in the County of Santa Cruz, and considered themselves fundadores, founding members of the State of California (Kimbro, et al. 2003). While some is known about Juan José Castro, his family, and their accomplishments (see Kimbro et al. 2003), very little is known about the Indian laborers who participated in daily life at the Castro Adobe. Archival materials that mention native peoples are rare and only discuss Native peoples in very broad strokes (Silliman 2004:xiii, 31). California Indians lived on and off rancho land and performed much of the manual labor for the Castro Family. Information about the indigenous peoples living at Rancho San Andrés is available in the Padron accounts of 1840, 1841, and 1843 1. For example, the Padron from 1840 provides the names of Indian servants living and laboring at Rancho San Andrés. The individuals identified in the Padron are also historically documented in the Mission baptismal, death, and marriage records (Hackel 2006; R. Milliken 2009). A couple of patterns emerge from this data. First, not surprisingly, indigenous laborers were working at Rancho San Andrés prior to the construction of the Castro Adobe. As discussed above, the Castro family moved to Rancho San Andrés in 1836, but did not construct the Castro Adobe until 1848/1849, possibly using the labor of those listed in the 1840 Padron, as well as laborers from other ranchos. Second, with one exception, the indigenous laborers at Rancho San Andrés were not ex-neophytes from Mission Santa Cruz. Instead, they traveled to this region from missions farther south, namely Soledad, San Juan Bautista, and San Luis Rey. These findings support the notion that secularization and emancipation were followed by a time of relative mobility, where indigenous families followed work opportunities on ranchos. Third, one individual, Ybon, may represent a pattern whereby orphaned children were adopted by rancho communities, hired to work as laborers, but redefined the structure of family during this colonial moment. While this initial study provides the names of the indigenous laborers, as well as a sense of their background and lives, more research is required to identify additional patterns, and document these families after 1843. In order to pay debts accrued during several lawsuits with his neighbor Jose Amesti over contested land ownership, Juan José Castro sold off his portion of Ranch San Andrés on June 24, 1874 to cover court costs. The 39 acres of Lot #3, the land where the extant Castro Adobe now sits, was sold to the highest bidder in front of the Santa Cruz County Courthouse for $2000. On January 30, 1877, Juan José Castro died. Juan José s son stayed on at the adobe as a tenant of the new owners, who lived in San Francisco, until 1883. The Castro family (Manuel Castro and his sons Epifano and Pacifico) continued as tenants at Rancho San Andrés until 1883, when the Hansen Family purchased the Castro Adobe. Following Juan José s sale of the Castro Adobe, the building and lands changed hands fifteen times, the last time being the acquisition of the one-acre parcel by California State Parks in 2002 this report. 1 This discussion is based on unpublished research conducted by Martin Rizzo 2016, and generously provided to us for use in
Course Description: This class introduces cultural resource management, archaeological field techniques, and outlines a critical understanding of the methods and approaches by which archaeology and heritage are interpreted. During the course, students will be involved in all phases of field trained in lab processing, and encouraged to critically examine how knowledge about the past is constructed and expressed. The course focuses on material culture produced during the Mexican Period of California as well as issues related to the construction of race, ethnicity, and identity during moments of colonial contact. Through discussions and practical applications, students will develop a thorough understanding of how their work relates to the overall research design of the Rancho San Andrés Castro Adobe Project. Learning Objectives: 1. Obtain a working understanding of a variety of survey techniques including compass and pace, transect survey, optical transit set up and use, total station (EDM) set up and use, EDM software and mapping, handheld Trimble set up and use, site gridding, triangulation techniques, ground penetrating radar (GPR), post-hole survey, survey form completion, and artifact identification in the field. 2. Obtain a working knowledge of archaeological excavation techniques including site clearing, triangulation, test pit plan mapping, profile mapping,, and artifact identification in the field. 3. Obtain a working knowledge of artifact identification, processing, analysis, and computer database development including collection and processing of soil samples and flotation samples; artifact inventory, cataloging, and classification; database development and entry. 4. Obtain experience writing a CRM Report of Findings. 5. Obtain an understanding of what it means to conduct a community archaeology project. Skills regarding this objective include having conversations with interested stakeholders, conducting more formal interviews giving site tours, etc. In this hands-on learning environment, the above learning objectives will be taught as the instructors and students work to contribute to the project s larger research goals: Project Research Goals: 1. To better understand the architectural and feature landscape at Rancho San Andrés Castro Adobe. investigations at this Adobe have concentrated on the standing and obviously visible adobe architectural features. It is our goal to examine the spaces in between those visible adobe walls. It is within those spaces that we anticipate identifying midden features, features represented daily activities such as craft manufacturing or food processing, and other architectural features. Once identified, the archaeological materials found on the landscape can inform other research themes such as environmental change, economic practices, and identity formation. a. Conduct pedestrian survey of the entire property b. Conduct GPR study of select areas of the property, identified during the pedestrian survey c. Conduct post-hole survey of select areas of the property, identified during the pedestrian and resistivity survey d. Systematically conduct test pit excavations in accordance to the results of pedestrian, resistivity, and posthole surveys e. Open up test-pits that reveal, but not excavate, interesting features f. Identify and catalogue all artifacts recovered from survey and excavation activities 2. Develop a Community Archaeology project where our purpose is to engage diverse stakeholders in archaeological research at the Adobe. a. Have informal conversations with diverse stakeholder communities b. Conduct more formal interviews c. Give tours of our excavations and findings to interested tourists d. Organize an Archaeology Outreach day where we give tours of our excavations and findings, and present workshops/exhibits/displays of our methods and findings 3. Conduct detailed analysis of the artifacts recovered. a. Construct a research design for artifact analysis based on proposed research themes and consultation with stakeholder communities. b. Follow an analysis program for specific material classes, provided by the course instructor. 4. Complete a CRM Report of Findings for the field school work.
Required Texts: 1. Readings and Lab Handouts will be available on ECommons Evaluation and Grades: Participation: 40% Students must actively participate as responsible, self-starting members of a research team. This means being on the site every required field day and conducting all required lab work. Public Archaeology Day Project: 10% With the goals of teaching the public about the process of archaeology and about the history of Rancho San Andrés Castro Adobe, students will put together a public archaeology event on SATURDAY June 10. Students will design, organize, and manage different stations/activities for children and tourists that address these learning goals. Final Report: 30% Students will author the Methods, Results, and Interpretations sections of the Report of Findings. Final Report Due June 15 th, 5pm Field and Lab Note Books: 20% Students will keep a notebook to document their field and lab work. Field and Lab Notebooks Due June 15 th, 5pm SCHEDULE Topic Lab Work Field Work Assigned Reading Week 1, April 3 8 The Castro Adobe NO LAB THIS WEEK Week 2, April 10 15 Survey Working with old collections Introduction and tour of site; Meet the stakeholders Pedestrian Survey None Beasley and Gwalthey 2010 Week 3, April 17 22 Survey Working with old collections Recording Survey Data: Total Station set up and use; Handheld Trimble set up and use; Ground Penetrating Radar (GPR) Conyers 2009 Week 4, April 24 29 Processing, Mapping, and Interpreting Survey Data Barker 1977:100-139 Week 5, May 1 6 Wheeler 2000
Week 6, May 8 13 Kimbro et al. 2003 Week 7, May 15 20 Kimbro et al. 2003 Week 8, May 22 27 Recording ; Artifact Database Entry and Management; Artifact Photography Plan and Profile Mapping and Photography Barker 1977:159-192 Week 9, May 29 June 3 Interpretation and Reporting ; Artifact Database Entry and Management; Artifact Photography Preparation for Public Archaeology Day and Unit Wrap Up Pope et al. 2011 Week 10, June 5 June 10 Interpretation and Reporting Report Preparation Public Archaeology Day and Site Clean Up NONE Finals Week Final Report and Field/Lab Notebooks Due June 15 th, 5pm