REFUTING THE SENSATIONAL CLAIM OF A HOPEWELL‑ENDING COSMIC AIRBURST: IMPLICATIONS FOR PEDAGOGY AND PUBLIC OUTREACH

In February 2022, Nature Scientific Reports (volume 12) published an article by Tankersley et al. titled: “The Hopewell airburst event, 1699–1567 years ago (252–383 CE).” The Washington Post covered the article shortly thereafter with the headline: “Did an exploding comet help end an ancient Native American culture? Experts think the violent blast incinerated Hopewell settlements in what is now Ohio.” This was the latest example of a popular pseudoarchaeology trend that claims comet airbursts are responsible for destroying ancient cultures. Since it is difficult to prove or disprove an airburst at any given time in the past, proponents cherry-pick data to stitch together so-called “cosmic catastrophism” click-bait. The Tankersley et al. paper was no exception; media coverage of a Hopewell-ending airburst resulted in public misunderstanding concerning the fate of Indigenous people who lived in the Middle Ohio River Valley between 1,600 and 2,000 years ago. In July 2022, Neuhäuser and Neuhäuser sounded the alarm with a “Matters Arising” contribution in Scientific Reports highlighting the uncertainties for a comet in the place and time proposed by Tankersley et al. In August 2023, our team, Nolan et al., published an archaeological and geological critique also as a “Matters Arising” contribution, which ultimately led the editors of Scientific Reports to retract the Tankersley et al. paper on August 30, 2023. Here, we present an overview of our team effort to provide the data and evidence-based interpretations that led to the Tankersley et al. retraction. We show how the Hopewell archaeological record demonstrates continued habitation with gradual sociopolitical and economic reorganization (e.g., a cessation in large ceremonial earthwork construction) and changes in settlement patterns. We will demonstrate how we have used this case study to boost scientific literacy while highlighting the harms of pseudoarchaeological beliefs through pedagogy in our classrooms and public outreach in community lectures, social media, and podcasts.