When Mounds for the Dead was first published in 19063, it was the definitive study of the Adena culture, a burial-cult manifestation in the middle and upper Ohio Valley dating from about 1000 B.C. to 100 B.C. The work built upon hundreds of earlier articles as well as two major syntheses, The Adena People by Webb and Snow (1945) and The Adena People Number Two by Webb and Baby (1957). Now in its third printing Mounds for the Dead has become a classic; it is a must for anyone interested in the Adena people. Dragoo's analysis of the Adena culture opens with a site report of the Cresap Mound, Marshall County, West Virginia, which he excavated in 1958. This virtually intact prehistoric structure represented two periods of interment and contained artifacts associated with 54 burials. Following his description of the Cresap Mound excavations, Dragoo examines manifestations of the Adena burial-mound culture and discusses the origins of the Adena people, the development of their culture, and its relationship to other groups.
Student access to arts education and the quality of such instruction in the nation's public schools continue to be of concern to policymakers, educators, and families. Specifically, research has focused on questions such as: To what extent do students receive instruction in the arts? Under what conditions is this instruction provided? What is the profile of arts education instructors? (Ruppert and Nelson 2006). This study is the third of its kind to be conducted by the National Center for Education Statistics (nces) in the Institute of Education Sciences (ies), U.S. Department of Education, to provide national data that inform these issues. The first study was conducted in the 1994-95 school year to provide baseline data on public schools' approaches to arts education. The second study was conducted during the 1999-2000 school year to provide broader coverage of arts education issues by collecting the first national data on educational backgrounds, professional development activities, teaching loads, and instructional practices of elementary school teachers--self-contained classroom teachers, music specialists, and visual arts specialists. To update the information from a decade ago, Congress requested that the U.S. Department of Education's Office of Innovation and Improvement (oii) and nces conduct a new study that would borrow from and build on the previous studies. This study examines many of the issues from the previous studies, including the extent to which students received instruction in the arts; the facilities and resources available for arts education instruction; and the preparation, work environments, and instructional practices of music and visual arts specialists and non-arts classroom teachers. This study also addresses emerging issues such as the availability of curriculum-based arts education activities outside of regular school hours and the presence of school-community partnerships in the arts. In addition, the current study provides broader coverage of arts education instructors by including two new surveys for secondary music and visual arts specialists. Selected indicators on arts education in public elementary and secondary schools are organized into four sections, one for each arts education subject area--music, visual arts, dance, and drama/theatre. Using its Fast Response Survey System (frss), nces conducted the surveys during the 2009-10 school year, with the two school surveys and the collection of sampling lists for the teacher surveys starting in fall 2009. frss is a survey system designed to collect small amounts of issue-oriented data from a nationally representative sample of districts, schools, or teachers with minimal burden on respondents and within a relatively short period of time. The findings in this report have been chosen to demonstrate the range of information available from the frss study rather than to discuss all of the observed differences; they are not meant to emphasize any particular issue. The findings are based on self-reported data from public school principals and teachers. Where relevant, national findings are broken out by the poverty concentration at the school, measured as the percent of students eligible for free or reduced-price lunch. Appended are: (1) Technical Notes; and (2) Standard Errors for Text Tables and Figures. (Contains 63 tables, 27 figures and 16 footnotes.) [For "Supplemental Tables to the nces Report. Arts Education in Public Elementary and Secondary Schools: 1999-2000 and 2009-10 (nces 2012-014)," see ed530716.].
"This is an important new reference work for the professional archaeologist as well as the student and collector." --Central States Archaeological Journal "Justice... admirably synthesizes the scientific information integrating it with the popular approach. The result is a publication that readers on both sides of the spectrum should enjoy as well as comprehend." --Choice "... an indispensable guide to the literature. Attractive layout, design, and printing accent the useful text.... it should remain the standard reference on point typology of the midwest and eastern United States for many years to come." --Pennsylvania Archaeologist Archaeologists and amateur collectors alike will rejoice at this important reference work that surveys, describes, and categorizes the projectile points and cutting tools used in prehistory by the Indians in what are now the middle and eastern sections of the United States, from 12,000 B.C. to the beginning of the historic period. Mr. Justice describes over 120 separate types of stone arrowheads and spear points according to period, culture, and region. His detailed drawings show how Native Americans shaped their tools, what styles were peculiar to which regions, and how the various types can best be identified. There are over 485 drawings organized by type cluster and other identifying characteristics. The work also includes distribution maps and 111 examples in color.
Organized into four sections, the twelve chapters of Rivers of Change are concerned with prehistoric Native American societies in eastern North America and their transition from a hunting and gathering way of life to a reliance on food production. Written at different times over a decade, the chapters vary both in length and topical focus. They are joined together, however, by a number of shared “rivers of change.”
