"There may be archeoastronomy, but there are no archeoastronomers," says Dr. Edwin C. Krupp of the Griffith Observatory in Los Angeles and author of several books on archeoastronomy. What he meant was that this subject is truly multidisciplinary in that it attracts specialists from art, astronomy, archeology, architecture, cosmology and mythology, agriculture, climatology, ecology, etc. For example, the discoverer of the sun calendar at Fajada Butte near Chaco Canyon was an artist interested in petroglyphs. Because of her background knowledge of the motion of the sun she suspected an intentional alignment as she noticed a dagger of light move across a spiral petroglyph. It took a geologist to investigate the origin of the rock slabs and how they could be shaped by humans. An architect showed how the position and shape of the slabs could produce the light patterns. An astronomer determined the accuracy of the calendar. The investigation was truly interdisciplinary.

When studying Stonehenge or the petroglyphs of the Chumash Indians, it is important to ask why ancient people observed the sun and the stars. Skywatchers of the past were usually the astronomer-priests of the community. They studied the heavens in order to time rituals and festivals, predict the future, and determine the beginning of agricultural cycles. Astrology often developed along with astronomy as ancient people looked to the sky in search of clues concerning the course of events on earth. The celestial world seemed a more accurate representation of the spiritual world. They searched for patterns and cycles in the heavens which might provide insights on how to live life on earth.

The following lessons build on this background and the problem early people faced in needing to know the seasons, when the rains would come or the rivers would flood, and therefore when to plant crops. Patterns in movement of the sun and stars provided information on the changing seasons. Due to their importance to the crops and the survival of the people, the seasons, the changing lengths of daylight, the sun, moon and stars themselves became part of myth, legends, and cultures. From the observatories of the Zapotec people of ancient Mexico to the Christmas trees we place in our home during winter solstice, the sun's importance to agriculture has been ingrained in human culture.

This unit will introduce secondary students to the sun and archeoastronomy's relation to farming. The students will need access to a garden area. If one is not available, the class will be able to complete Lessons 4 and 5, but only part of Lesson 6.