Landscape archeology addresses the complex issues of the ways that people have consciously and unconsciously shaped the land around them. Human populations have engaged in a variety of processes in organizing space or altering the landscape around them for a diversity of purposes, including subsistence, economic, social, political, and religious undertakings. People often perceive, protect, and shape the land in the course of symbolic processes engaging with their sense of place, memory, history, legends, and the boundaries of realms sacred and profane. Archaeology provides invaluable tools for examining such processes, and we can provide morphological and environmental data on past landscapes that are available from no other sources.

Landscape archaeology thus involves the use of archaeological, documentary, and oral history evidence to study and interpret the ways past peoples shaped their landscapes through the deployment of cultural and social practices, and the ways, in turn, that such people were influenced, motivated, or constrained by their natural surroundings. The archaeological evidence utilized in landscape archaeology ranges across a continuum of methods including the uses of satellite and aerial imagery, ground surface surveys, topographic modeling, stratigraphic excavations, geomorphology assessments, paleoethnobotany analysis, macrofloral and microfloral studies, and ground penetrating prospection technologies. Such techniques have been utilized to study and interpret subjects as diverse as prehistoric roadways in Chaco Canyon, formal gardens of elite Anglo-American houses, spatial configurations of antebellum plantation structures and the domestic sites of enslaved laborers, and the field systems of Mesoamerican civilizations.

This course covers a range of topics within landscape archaeology that relate to core principles of the field of archaeology: methods of investigation, interpretation and modeling of results; archaeological ethics and cooperative project designs working with local and descendant communities concerned with the heritage of the landscapes under study; and strategies for protecting the cultural resources manifest in those landscapes. The course will also provide students with opportunities to learn fundamental archaeological skills such as surveying, sampling strategies, remote sensing, applications of GIS to archaeology, and the creation of interpretive frameworks for a public audience.

By the conclusion of this course, each student should have acquired skills in the following areas: understanding the theoretical and methodological principles utilized in conducting landscape archaeology studies and the interpretations of data produced in such projects; critical reading and assessment of particular landscape archaeology studies and the basic assumptions, theories, and methods utilized in those studies; an enhanced ability to communicate in written and oral form a research design and interpretive framework for an archaeological site; enhanced skills in locating and utilizing sources for landscape archaeology, including those available through libraries, the internet, research groups, and professional organizations.

The course is organized around reading, class presentations, and critical discussions. Responsibilities for leading discussion of the readings will be rotated among class participants. There will be occasional lectures to offer background on theoretical issues and particular methodological topics. The quality of your course experience will depend in large part on your willingness read thoughtfully and participate actively in class discussions. This course will provide you with the opportunity to hone your skills in articulating significant arguments presented within a particular range of archaeological studies. The course also provides a supportive environment in which to practice your skills at written exposition, classroom debate, and public presentations. This is, for the most part, a reading and discussion course intended for advanced undergraduate and graduate students with backgrounds in anthropology, archaeology, and landscape architecture. Previous course work in archaeology or landscape architecture is assumed, along with familiarity with basic archaeological and anthropological concepts.

Graduate students, who receive the equivalent of four credits or one graduate unit, will be expected to produce seminar papers of greater length and depth of analysis than undergraduate participants in this course. Graduate students may also arrange to meet with the instructor for additional discussion times each week. For undergraduate students to enroll in this course, they should have already taken an introductory archaeology course, such as Anth. 220, or an introductory landscape architecture course, and an upper-level course in socio-cultural anthropology or archaeology or an equivalent of experiences in prior course work may be accepted as sufficient. Learn more about the course structure and opportunities in the general syllabus guidelines

Class will meet Wednesdays, 3:00pm to 5:50pm in Room 209A of Davenport Hall. Instructor: Chris Fennell, office in 296 Davenport Hall, email cfennell@illinois.edu. Office hours Tues-Thurs, 1:00pm to 2:00pm; please email me to arrange a time.

I specialize in historical archaeology as a Professor in Anthropology at the University of Illinois at Urbana-Champaign. My empirical research addresses subjects in trans-Atlantic historical archaeology and the dynamics of social group affiliations and lifeways among Europeans, Africans, and various social groups within the Americas. These research initiatives include interpretative frameworks focusing on social group identities, ethnic group dynamics and racialization, diaspora studies, regional systems and commodity chains, stylistic and symbolic elements of material culture, consumption patterns, and analysis of craft and industrial enterprises. I am an affiliate faculty member of the Department of Landscape Architecture, the Center for African Studies and the Department of African American Studies, offering courses addressing African diaspora subjects and issues of racialization. I am also a member of the College of Law faculty and offer interdisciplinary seminars for graduate and law students.

Texts

Readings on Electronic Reserve

The other readings listed below under each week's discussion topic, consisting of articles and excerpts from other texts, will be available on electronic reserve in the course web site available through the University's Canvas program.

Enrolled students can access the course web page by logging onto the Compass system, which will display all existing web pages for your courses. Choose Anth. 453 or LA 454 from the display list and you can access the course syllabus, assignments, lecture notes and illustrations, and other online class resources for Landscape Archaeology.

Additional Resources

I have provided below, following the "Class Schedule" section of the syllabus, a bibliography of additional print sources and a list of internet resources related to the subjects of landscape archaeology. These source lists should be helpful for students in choosing topics for their seminar papers and conducting research related to the course.

Your grade in this course will be based on your performance in completing the following assignments:

1. Lead Discussants (10 percent of course grade).  Seminar participants will be responsible for leading discussion on the assigned readings for selected class meetings. Such lead discussants should not simply summarize reading assignments one by one, but rather highlight significant theoretical and methodological themes that emerge in the articles, the manner in which they relate to one another and to previous topics discussed in the course, and their implications for archaeological and landscape analysis. For example, one should address questions such as: Do the authors' positions agree?  Do you find their arguments persuasive? How do they fit (or fail to fit) with other anthropological and archaeological ideas you find helpful or attractive? A key focus of your presentation should be the manner in which abstract theoretical models can actually be implemented in studying the archaeological record. If particular patterns in the landscape and archaeological record are discussed and explained in an assigned reading, can you think of other ways to account for them? Your presentations should also include a series of questions for discussion by other participants in the class. A sign-up sheet will be distributed for you to choose those weeks in which to be a lead discussant.

2. Class Discussion (10 percent of course grade). Those students who are not a lead discussant in a given week should still come to class prepared to discuss critically the week's readings. I also reserve the right to lower the course grade (by one letter grade) of any student who fails to regularly attend class during the semester.

3. Short Essay (20 percent of course grade). In the eighth week of the course, participants will complete a 5-6 page (double spaced text) introductory essay entitled "What is Landscape Archaeology?" and present a short oral synopsis (5-10 minutes) in class. In writing the essay, you should draw on the assigned reading, class presentations, discussion, and your own insights. This is a first opportunity for you to outline your vision of just how landscape archaeology is a distinctive enterprise in the theoretical, methodological, and empirical realms. The short essay and the oral presentation based on it are due in class at the beginning of Week 8 (Oct. 11). After revision, this short paper can become the introductory section of a longer seminar paper (see below). The grade for the short essay or final seminar paper will be reduced if a student submits the completed assignment late (by one letter grade for each day it is late).

4. Seminar Paper (50 percent of course grade). During the last two to three weeks of the course, participants will complete drafts of their seminar paper, which should be 15-20 pages (double spaced text) in length for undergraduates or 20-25 pages (double spaced text) in length for graduate students. In the seminar paper, you will explore a particular aspect of landscape analysis that interests you. Your paper can have a theoretical (e.g., landscape and the "new ecology"), methodological (e.g., landscape and GIS), or substantive focus (e.g., colonial gardens or symbolic landscapes). This is your opportunity to explore in greater detail a subset of the theoretical and methodological ideas encompassed by landscape analysis. A revised version of your short essay ("What is Landscape Archaeology?") can serve as the conceptual foundation for this effort and as the introductory section of your seminar paper.  The focus of the rest of the paper is up to you, but it needs to be cleared in advance with the instructor.  An abstract or preliminary statement, with key bibliographic references, is due in class at the beginning of Week 11 (Nov. 1). The final seminar paper is due by 4:00pm on Dec. 15, the last day of the University's exam period.

5. Seminar Paper Presentation and Discussion (10 percent of course grade). During the last two to three weeks of the course, each participant will present in class a 15-minute synopsis of the seminar paper.  This will be followed by 10-minute evaluation and comment by a designated discussant. Following a response by the author, the floor will be opened to general discussion.  Drafts of the seminar paper will be distributed one week before this presentation to all class members, including the designated discussant.

When preparing these assignments, be careful that you do not plagiarize the works of another; that is, do not present the work or words of another author in a verbatim manner as your own. Consult the UIUC regulations for more information on the hazards of plagiarism, at http://studentcode.illinois.edu/. Assignments handed in late will lose 10% of the possible credit after the class in which they are due, and 10% more for each subsequent day late. No make-ups are provided for missed assignments in the absence of documented and legitimate medical or family emergencies.

Overview of course, spectrum of landscape archaeology subjects, and potential research topics.
Readings include the following:
Meinig, D. W. (1979). The Beholding Eye: Ten Versions of the Same Scene, In The Interpretation of Ordinary Landscapes: Geographical Essays, edited by D. W. Meinig and John Brinckerhoff Jackson (New York: Oxford University Press) (on electronic reserve as 'Meinig' in Compass).
Film: In the Light of Reverence: Protecting America's Sacred Lands (2002), exploring competing perspectives of particular landscapes for use and conservation as sacred sites, recreation, natural resources, and research subjects.

Readings include the following:
(a) Bender, Barbara (1998). Stonehenge, Making Space (Oxford: Berg).
    Introduction: time, place and people, pp. 1-23 (Article 1a and Article 1b in Compass).
    Thinking about landscapes, pp. 25-35 (Article 1b in Compass).
(b) Dunnell, Robert C. (1992). The Notion Site, in Space, Time, and Archaeological Landscapes, ed. by Jacqueline Rossignol and LuAnn Wandsnider, pp. 21-41 (New York: Plenum Press) (Article 2 in Compass).
(c) Deetz, James (1990). Landscapes as Cultural Statements, in Earth Patterns: Essays in Landscape Archaeology, ed. by William M. Kelso and Rachel Most, pp. 1-4 (Charlottesville: University Press of Virginia) (Article 3 in Compass).
(d) Crumley, Carole, and William H. Marquardt (1990). Landscape: A Unifying Concept in Regional Analysis, in Interpreting Space: GIS and Archaeology, ed. by Kathleen Allen, Stanton Green, and Ezra Zubrow, pp. 73-79 (London: Taylor and Francis) (Article 4 in Compass).

Readings include the following:
(a) Balle, William (1998). Historical Ecology: Premises and Postulates, in Advances in Historical Ecology, ed. by William Balle, pp. 13-29 (New York: Columbia University Press) (Article 5 in Compass).
(b) Whitehead, N. (1998). Ecological History and Historical Ecology: Diachronic Modeling vs. Historical Explanation, in Advances in Historical Ecology, ed. by William Balle, pp. 43-66 (New York: Columbia University Press) (Article 6 in Compass).
(c) Ingerson, Alice E. (1994). Tracking and Testing the Nature-Culture Dichotomy, in Historical Ecology: Cultural Knowledge and Changing Landscapes, ed. by Carole Crumley, pp. 30-41 (Santa Fe, NM: School of American Research) (Article 7 in Compass).

Readings include the following:
(a) Zimmerer, Karl S. (1994). Human Geography and the "New Ecology": The Prospect and Promise of Integration. Annals of the Association of American Geographers 84(1):108-125 (Article 8 in Compass).
(b) Lansing, J. Stephen, and James N. Kremer (1993). Emergent Properties of Balinese Water Temple Networks: Coadaptation on a Rugged Fitness Landscape, American Anthropologist 95:97-114 (Article 9a and Article 9b in Compass).
(c) Erickson, Clark L. (1999). Neo-environmental Determinism and Agrarian "Collapse," Antiquity 73:634-42 (Article 10 in Compass).

Readings include the following:
(a) Johnson, Mathew (2012). Phenomenological Approaches in Landscape Archaeology. Annual Reviews of Anthropology DOI 10.1146/annurev-anthro-092611-145840 (June 29) (Johnson 2012 in Compass).
(b) Tilley, Christopher (1994). A Phenomenology of Landscape: Places, Paths and Monuments (Oxford: Berg).
    Space, Place, Landscape, and Perception: Phenomenological Perspectives, pp. 7-34.
    The Social Construction of Landscapes in Small-scale Societies: Structures of Meaning, Structures of Power, pp. 35-69.
    An Affinity with the Coast: Places and Monuments in South-west Wales, pp. 76-110.

Suggested additional readings:
Chappell, Sally (2002). Cahokia: Mirror of the Cosmos (Chicago: University of Chicago Press). An illustrated chapter excerpt of this text is available online from the UC Press at http://www.press.uchicago.edu/Misc/Chicago/101363.html.

Readings include the following:
(a) Tilley, Christopher (1994). A Phenomenology of Landscape: Places, Paths and Monuments (Oxford: Berg).
    Escarpments and Spurs: Places and Monuments in the Black Mountains, pp. 111-42.
    Ridges, Valleys and Monuments on the Chalk Downland, pp. 143-201.
    Conclusion: Ideology and Place: Restructuring the Connections, pp. 202-208.

Readings include the following:
(a) Rapp, George, Jr., and Christopher L. Hill (1998). Geoarchaeology: The Earth Science Approach to Archaeological Interpretation (New Haven, CT: Yale University Press) (this is a suggested reading only; copies of the book are available on reserve at the Undergraduate Library).
    Sediments and soils and creation of the archaeological record, pp. 18-49.
    Contexts of archaeological record formation, pp. 50-85.
    Paleoenvironmental reconstructions: humans, climates and ancient landscapes, pp. 86-111.

Deadline: Introductory essay due today.
Classroom presentations on subjects of introductory essay.

Readings include the following:
(a) Rapp, George, Jr., and Christopher L. Hill (1998). Geoarchaeology: The Earth Science Approach to Archaeological Interpretation (New Haven, CT: Yale University Press) (this is a suggested reading only; copies of the book are available on reserve at the Undergraduate Library).
    Estimating age in the archaeological record, pp. 153-74.
    Geologic mapping, remote sensing and surveying, pp. 175-97.
(b) Trumpler, Charlotte (2003). Aerial Photography in Archaeology and Its Pioneers. In The Past From Above: Aerial Photographs of Archaeological Sites, by Georg Gerster, edited by Charlotte Trumpler, pp. 9-23 (Los Angeles: J. Paul Getty Museum) (Article 11 in Compass).
(c) Hailey, Tommy Ike (2005). The Powered Parachute as an Archaeological Aerial Reconnaissance Vehicle. Archaeological Prospection 12: 69-78 (Article 12 in Compass).
(d) Kantner, John (1997). Ancient Roads, Modern Mapping: Evaluating Chaco Anasazi Roadways using GIS Technology. Expedition 39(3): 49-62 (Article 13 in Compass).

Readings include the following:
(a) Earle, Carville (1975). The Evolution of a Tidewater Settlement System: All Hallowes Parish, Maryland, 1650-1783. University of Chicago, Department of Geography Research Paper No. 170 (Articles 14a and 14b in Compass).
    Introduction, pp. 1-4.
    Settlement systems, area, and agenda, pp. 5-13.
    Parameters of the settlement system, pp. 15-37.
(b) Upton, Dell (1985). White and Black Landscapes in Eighteenth-century Virginia. Places 2(2): 59-72 (Article 15 in Compass).

Readings include the following:
(a) Leone, Mark P. (1984). Interpreting Ideology in Historical Archaeology: Using the Rules of Perspective in the William Paca Garden in Annapolis, Maryland, in Ideology, Representation and Power in Prehistory, ed. by Christopher Tilley and Daniel Miller, pp. 25-35 (Cambridge: Cambridge University Press) (Article 16 in Compass).
(b) Pogue, Dennis (1996). Giant in the Earth: George Washington, Landscape Designer, in Landscape Archaeology, ed. by Rebecca Yamin and Karen B. Metheny,  pp. 52-69. (Knoxville: University of Tennessee Press) (Article 17a and 17b in Compass).
(c) Kryder-Reid, Elizabeth (1994). The Archaeology of Vision in Eighteenth-Century Chesapeake Gardens. Journal of Garden History 1: 42-53 (Article 18 in Compass).

Deadline: Seminar paper abstract with key bibliographic references due today.

Readings include the following:
(a) Archibald, Robert R. (1999). Facing the Past, in A Place to Remember: Using History to Build Community, pp. 9-25 (Walnut Creek: Alta Mira Press) (Article 19 in Compass).
(b) Davis, Karen Lee (1997). Sites without Sights: Interpreting Closed Excavations, in Presenting Archaeology to the Public: Digging for Truths, ed. by John Jameson, Jr., pp. 84-98 (Walnut Creek: Alta Mira Press) (Article 20 in Compass).
(c) Derry, Linda (2000). Southern Town Plans, Story Telling, and Historical Archaeology, in Archaeology of Southern Urban Landscapes, ed. by Amy L. Young, pp. 14-29 (Tuscaloosa: University of Alabama Press) (Article 21 in Compass).

Readings include the following:
(a) Lavine, Steven D. (1992). Audience, Ownership, and Authority: Designing Relations between Museums and Communities, in Museums and Communities: The Politics of Public Culture, ed. by Ivan Karp, Christine Mullen Kreamer, and Steven D. Lavine, 137-57 (Washington, D.C.: Smithsonian Institution Press) (Article 22 in Compass).
(b) Mullins, Paul R. (2004). African-American Heritage in a Multicultural Community: An Archaeology of Race, Culture and Consumption, in Places in Mind: Public Archaeology as Applied Anthropology, ed. by Paul A Shackel and Erve J. Chambers, pp. 57-70 (London: Routledge) (Article 23 in Compass).
(c) Horning, Audrey (2001). Of Saints and Sinners: Mythic Landscapes of the Old and New South, in Myth, Memory, and the Making of the American Landscape, ed. by Paul A. Shackel, pp. 21-46. (Gainesville: University Press of Florida) (Article 24 in Compass).

Classroom presentations and discussion of seminar papers.

Classroom presentations and discussion of seminar papers.

Classroom presentations and discussion of seminar papers.

Deadline: Final seminar papers are due by 4:00pm on Dec. 15, the last day of the University's exam period.

(Chapel Hill: University of North Carolina Press).

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Jackson, John B. (1984). Discovering the Vernacular Landscape (New Haven, CT: Yale University Press).

Jackson, John B. (1994). A Sense of Place, A Sense of Time (New Haven, CT: Yale University Press).

Jackson, John B., and Ervin H. Zube (1970). Landscapes: Selected Writings of J. B. Jackson (Amherst: University of Massachusetts Press).

Jackson, Peter (1989). Maps of Meaning: An Introduction to Cultural Geography (London and Boston: Unwin Hyman).

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Johnson, Mathew (2007). Ideas of Landscape (Oxford: Blackwell).

Jones, R., and M. Page (2003). Characterising Rural Settlement and Landscape: Whittlewood Forest in the Middle Ages. Medieval Archaeology 47:53-84.

Kantner, John (1997). Ancient Roads, Modern Mapping: Evaluating Chaco Anasazi Roadways using GIS Technology. Expedition 39(3): 49-62.

Kantner, John (2008). The Archaeology of Regions: From Discrete Analytical Toolkit to Ubiquitous Spatial Perspective. Journal of Archaeological Research 16: 37-81.

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Kluiving, S. J., and E.B. Guttmann-Bond (eds.) (2012). Landscape Archaeology between Art and Science: From a Multi- to an Interdisciplinary Approach (New York: Springer).

Kolen, Jan, Hans Renes, and Rita Hermans, eds. (2015). Landscape Biographies: Geographical, Historical, and Archaeological Perspectives on the Production and Transmission of Landscapes (Amsterdam: Amsterdam University Press).

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Internet Resources related to Landscape Archaeology Subjects

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http://home.bawue.de/~wmwerner/english/braasch.html

Aerial Archaeology in Northern France:
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Aerial Archaeology Research Group:
https://a-a-r-g.eu/

Aerial Panoramas (AirPano):
http://www.airpano.com/google_map.php

American Geosciences Institute:
https://www.americangeosciences.org/

American Memory Project, Map Collections:
https://www.loc.gov/collections

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https://aseh.org/

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http://proof.nationalgeographic.com/

Anthropocene Studies and Debates (Perlego):
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Archaeology of Craft and Industry:
http://faculty.las.illinois.edu/cfennell/IndustrialArchaeologyBook.html

Association for Environmental Archaeology:
http://www.envarch.net/

Atlantic Monthly's CitiLab:
https://www.citylab.com/

Atlas of Historical Georgraphy of the United States (U. Richmond):
http://dsl.richmond.edu/historicalatlas/

Atlas of Pan-Inuit Trails:
http://www.paninuittrails.org/index.html

Atlas of Urban Expansion (Lincoln Inst. Land Policy):
http://www.lincolninst.edu/subcenters/atlas-urban-expansion/

Biomapping Projects by Christian Nold:
http://biomapping.net/

Building Blog and Landscape Futures by Geoff Manaugh:
http://bldgblog.blogspot.com/

Cadastral Surveying:
http://www.cadastral.com/

Center for Advanced Spatial Technologies (U. Arkansas):
https://cast.uark.edu/

Center for Land Use Interpretation:
https://clui.org/

Center for Remote Sensing and Spatial Analysis (Rutgers U.):
http://www.crssa.rutgers.edu/

Center for Urban History (U. Leicester):
http://www.le.ac.uk/urbanhist/

Center for World Environmental History (U. Sussex):
http://www.sussex.ac.uk/cweh/

Climate Change Response research films (NPS):
https://www.youtube.com/channel/UCAeQ9FnOCPjG-KLXf47Xj9Q

Cultural Landscape Foundation:
http://www.tclf.org/

Directions Magazine:
https://www.directionsmag.com/

Earth Explorer (U.S.G.S.):
http://earthexplorer.usgs.gov/

Earth Magazine (Amer. Geosciences Inst.):
https://www.earthmagazine.org/

Earth Maps, Imagery, and Publications (U.S.G.S.):
http://www.usgs.gov/pubprod/aerial.html

Earth Now Landsat Images (U.S.G.S.):
http://earthnow.usgs.gov/earthnow_app.html

Earth Resources Observation and Science (EROS) Center:
https://www.usgs.gov/centers/eros

ESRI: Geoinquiries Science:
http://www.esri.com/en-us/industries/education/schools/geoinquiries-collections

European Boundary Stones Into a World Heritage Site (Atlas Obscura):
https://www.atlasobscura.com/

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https://vimeo.com/802540

Geological Digressions (B. Ricketts):
http://www.geological-digressions.com/

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http://www.uvm.edu/~geomorph/textbook/

Geophysics at New Philadelphia, Illinois (CERL):
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Geospatial Analysis Guide:
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Geospatial Historian:
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GIS for Historians (J.B. Owens):
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Ground Penetrating Radar in Archaeology (U. Denver):
http://www.gpr-archaeology.com/

Hidden Worlds of U.S. National Parks (Google Earth):
https://artsandculture.withgoogle.com/en-us/national-parks-service/

Historic Philadelphia Burial Places Map (Phila. Arch'l Forum):
http://www.phillyarchaeology.net/

Historical Archaeology Course and Bibliography (U. Illinois):
http://faculty.las.illinois.edu/cfennell/syllabus/anth106/HAsyllabus.htm

Historical Geography Research Group:
http://hgrg.org.uk/

Historical Landscapes of New Philadelphia (U. Illinois):
http://faculty.las.illinois.edu/cfennell/NP/

Historical Maps and ArcGIS Blog (ESRI):
http://blogs.esri.com/esri/arcgis/2014/06/11/175000-historical-maps-now-online/

History of Cartography (U. Chicago Press):
http://www.press.uchicago.edu/books/HOC/index.html

How America Uses Its Land (Bloomberg):
https://www.bloomberg.com/graphics/2018-us-land-use/

Indigenous Homelands in the United States:
http://invasionofamerica.ehistory.org/

Indigenous Use Map Surveys (EcoTrust Canada):
http://ecotrust.ca/services/mapping/

Integrated Landscape Analysis Online Course (Terra Nova):
https://mooc.terranova-itn.eu/courses/landscape-management

Interactive Geology Project (U. Colorado):
http://igp.colorado.edu/

Kuriositas Landscape Photo Essays (Kuriostas.com):

Ani, Ghost City of Churches:
http://www.kuriositas.com/2011/01/ani-ghost-city-of-1001-churches.html
Belogradchik Rocks of the Balkans:
http://www.kuriositas.com/2010/12/bizarre-belogradchik-rocks.html
Ischigualasto, Argentina Landscape:
http://www.kuriositas.com/2010/11/ischigualasto-valley-of-moon.html
Land of the Dogon:
http://www.kuriositas.com/2010/08/in-land-of-dogon.html
Karlu Karlu Landscape, Australia:
http://www.kuriositas.com/2011/04/karlu-karlu-devils-marbles.html
Longsheng Rice Terraces, Guanxi, China:
http://www.kuriositas.com/2011/07/amazing-longsheng-rice-terraces.html
Other Amazing Landscapes:
http://www.kuriositas.com/p/places.html

Landscape and Environment (U. Nottingham):
http://www.landscape.ac.uk/

Landscape Change in Vermont History (U. Vermont):
http://www.uvm.edu/landscape/

Landscape Performance Series (Land. Arch. Found.):
http://landscapeperformance.org/

Landscape Research Center of East Yorkshire:
http://www.landscaperesearchcentre.org/

Landscape Research Group:
http://www.landscaperesearch.org/

Landscapes Journal (Int'l Center for Landscapes, Cowan Univ.):
http://ro.ecu.edu.au/landscapes/

Landscapes Unlocked (BBC):
http://www.bbc.co.uk/northernireland/landscapes/

Live Winds Map:
http://hint.fm/wind/

Living Landscapes: Culture, Climate Science
and Education in Tribal and Native Communities:
https://www.skclivinglandscapes.org/

Making North America (PBS):
https://www.pbs.org/wgbh/nova/series/making-north-america/

NASA's Visible Earth:
http://visibleearth.nasa.gov/

National Center for Airborne Laser Mapping (U. Houston):
http://ncalm.cive.uh.edu/

National Geographic Printable USGS Quad Maps:
https://www.natgeomaps.com/trail-maps/pdf-quads

National Museum of Surveying:
http://www.surveyhistory.org/

National Preservation Institute:
http://www.npi.org/

National Register of Historic Places:
https://www.nps.gov/subjects/nationalregister/index.htm

National Trust for Historic Preservation:
http://www.preservationnation.org/

Nine Mile Canyon Galleries:
https://psyche.co/films

Nova's Remote Sensing Imagery:
http://www.pbs.org/wgbh/nova/ubar/tools/

NRCS Soil Surveys:
http://websoilsurvey.sc.egov.usda.gov/App/HomePage.htm

Old Maps Online Search Engine:
http://www.oldmapsonline.org/

One Geology Project:
http://www.onegeology.org/

Open Topography:
https://opentopography.org/

Pan Inuit Trails (Parks Canada):
http://www.paninuittrails.org/index.html

Philadelphia Cityscape & Stories (Pa. Hist. Soc'y):
http://www.philaplace.org/

Rock Cycles (Geological Society of London):
https://www.geolsoc.org.uk/ks3/gsl/education/resources/rockcycle.html

Rumsey Cartography Collections:
http://www.davidrumsey.com/collections/cartography.html

Sacred Lands Film Project:
http://www.sacredland.org/

Satellite Images from Commercial Services:
http://www.digitalglobe.com/ (DigitalGlobe)
http://www.satimagingcorp.com/satellite-sensors/geoeye-2/

South Yorkshire Historic Environment Characterisation:
http://sytimescapes.org.uk/

Stonehenge Investigations, 2008 (Smithsonian Mag.):
http://www.smithsonianmag.com/history-archaeology/light-on-stonehenge.html

Stonehenge Landscape Interactive Map (Heriatge Daily):
https://www.heritagedaily.com/2018/09/the-stonehenge-landscape-interactive-map

Surveyors of Virginia (Library of Virginia):
http://www.lva.virginia.gov/exhibits/mapping/surveyors/

Symphony of the Soil (Lily Films):
https://vimeo.com/124586525

UNESCO Cultural Heritage Preservation:
https://whc.unesco.org/en/

U.S. Geological Survey:
http://www.usgs.gov/

U.S. Historical Declinations:
http://www.ngdc.noaa.gov/geomag/declination.shtml

Virtual Tour of Petra (Google Maps):
https://www.google.co.uk/maps/about/behind-the-scenes/streetview/treks/petra/

Virtual Tours of U.S. National Parks (Google Earth):
https://earth.google.com link

Walking in Place:
http://walkinginplace.org/

Walking with No Purpose (BBC):
http://www.bbc.com/news/magazine-27186709

When Land Surveys Were a Modern Marvel (Atlas Obscura):
https://www.atlasobscura.com/articles/ohio-public-land-survey

Within Two Worlds Video by Goldpaint Photography:
http://goldpaintphotography.com/2012/07/18/within-two-worlds/

Faculty

Archaeology

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Last updated: December 6, 2023