Borders, boundaries, frontiers, and borderlands are complex things and processes which have become important foci in social sciences over the last two decades. Using archaeological border theory, grounded in anthropological border theory, which focuses on the cultural dimensions of borders, the nature and function of borders and boundaries in the archaeological record of societies indigenous to the Lower Great Lakes can be explored. An archaeological border theory examines how notions of identity, ethnicity, and material culture interplay with borders, allowing for more complex interpretations of archaeological materials and sites. Applying this theory to archaeological evidence from the interaction zones, or borderlands, between archaeologically defined Late Woodland traditions illustrates how these concepts can lead to more complete understandings of the way people lived in the past. Examining borders in the past allows social scientists to recognize their historically situated, fluid nature and will lead to greater consideration of the socially constructed nature of borders in the present.
High collared pottery rim sherds from sites designated as Huron-Wendat and St. Lawrence Iroquoian are analysed using a community of practice approach. Using several analytical methods on the same ceramic sherds, we aimed to determine the technological choices made by potters. We focused specifically on clay selection, temper selection and processing, preparation of the clay body and formation of the rim. Our findings demonstrate that for each step in the production process there are a range of practices represented within the study region. However, comparison with adjacent areas and earlier periods shows that there is consistency in technological choices that are specific to our study area. We argue that this is consistent with connections between the pottery making traditions in the Simcoe Uplands in Ontario and the St. Lawrence Valley areas. As traditions were maintained by people, so we envision connected communities across the study area.
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