Digital tools are widely used in archaeology for excavation, research, and communication of results. Recently, due in large part to the COVID-19 pandemic, there has been a significant increase in the use of these resources in the classroom. The use of digital games for teaching undergraduate archaeology courses has been explored by a number of educators, but the majority of instructors continue to see this medium as lacking any particular educational merit. To combat this conclusion, in this article, the author explores some of the ways that unmodified digital games can be integrated into undergraduate archaeology courses to inspire critical discussions. She discusses two main types of games—conceptual simulations and realist simulations—to show how these can help students better understand theoretical approaches to archaeological interpretation and to consider the most effective form of archaeological reconstructions for different audiences. The author highlights her own experiences teaching with Assassin's Creed: Origins to show the benefits and challenges of working with this medium, and she includes student responses to the use of digital games in discussions. An example of a student assignment and an example of a project prompt are provided as supplemental materials to further encourage the use of digital games in the classroom.
In the Twenty-first Dynasty, ancient Egypt was facing a number of economic, political, and religious challenges and transformations. To compensate for a lack of imported resources and subsidized incomes, the Egyptian people were robbing and reusing the tombs of their predecessors. Royal coffins and mummies were collected by priests and placed in tomb caches, supposedly for their protection. In this article, the authors show how a detailed material analysis of the coffins in these caches can help reveal the social history of Egypt at this time. The coffins of Queen Henuttawy prove to be a combination of Eighteenth and Twenty-First Dynasty construction and decoration, and may provide insight into the actions of Third Intermediate Period priests. Following these pieces through to their modern excavation and display in the Egyptian Museum, Cairo, it is evident that these objects continue to impact lives, acquiring additional layers of history and social significance.
In an age of “Big Data” the study of the history and archaeology of religion faces an exponentially increasing quantity and range of data and scholarly interpretation. For the student and scholar alike, new tools that allow for efficient and accurate inquiry are a necessity. Here, the open-access and digital Database of Religious History (DRH) is presented as one such tool that addresses this need and is well suited for use in the classroom. In this article, we present the basic structure of the database along with a demonstration of its potential use. Following a thematic inquiry into questions concerning “high gods”, individual disciplinary-specific case studies examine applications to particular contexts across time and space. These case studies demonstrate the ways in which the DRH can test and disrupt ontologies through its ability to efficiently cross traditional disciplinary boundaries.
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