Teacher Training in Archaeology: A Success Story
The American public has long held an often misguided fascination with the field of archaeology. These misunderstandings stem from many factors, most notably, Hollywood’s glamorization of the discipline through cult classics. Indiana Jones and the Temple of Doom glamorously portray archeologists excavating priceless treasures in exotic lands while saving the heroine from certain doom. On the other hand, archaeologists investigating obscure sites and presenting papers filled with theory as dry as the Sahara Desert serve as a better sedative than most over-the-counter medication. While these characterizations and perceptions are interesting and somewhat reality-based, the field remains theoretically grounded and goal-oriented. For most of us working in archaeology today, the field is intellectually stimulating and exciting even though we seldom lead lives as dramatic as the characters in Raiders of the Lost Ark.
In very general terms, archaeology is the study of past cultures- historic, prehistoric, underwater, or terrestrial. Archaeologists investigating a past culture may study the physical remains of a site or group of sites. By studying a site’s material remains- whether the remains are artifacts, land formations, or structural features- archaeologists can gather clues about settlement patterns, diet, occupational and technological specializations, and beliefs- what people valued, honored, and feared. For example, a small scatter of stone flakes near a stream may be an indication of a prehistoric campsite that was used for seasonal hunting and tool manufacture, whereas a more permanent site may have many more types of artifacts, structural foundations, protective palisade walls, or ceremonial mounds. In either case, sites include remains from past human activity, and it is the archaeologist’s responsibility to make sense of it all.
Obviously, an archaeologist cannot walk aimlessly onto a site that has been unoccupied for years and expect the site to reveal itself. A revelation cannot occur because artifacts cannot speak. An artifact cannot explain who used it and how it was used. So how is this information derived?
Archaeologists must approach an investigation in a way similar to other scientists. Archaeologists develop hypotheses about the site and test these hypotheses on any remains collected and recorded. The result will prove or disprove the original hypothesis.
Archaeology Depends on Many Methods of Scientific Inquiry
Scientific inquiry methods in archaeology are not limited to just excavating artifacts. Before a fieldwork assignment, an archaeologist will collect historical data, interview local residents, or even review previous archaeological work that may have occurred in the area. The data supplied from these methods of inquiry will provide the investigation with a cultural and historical background to formulate questions and help predict what might be uncovered in the area before excavations begin. For example, if the background research discovered that a brick factory existed on the property 100 years ago, the archaeologist may expect to find evidence of structural remains from the factory, vast amounts of brick, and other indicators that this was once an industrial complex. Beyond the fieldwork, archaeologists examine and identify recovered artifacts, classify the artifacts, and effectively conserve them for future analysis. The information is then synthesized and interpreted in the form of a report. A successful archaeological investigation will provide new data on the past or reshape previous theories of how people once lived and interacted with their environment.
Archaeology is an exacting science that requires a high level of project control for successful completion. Archaeologists who do not maintain this control can find themselves with a variety of problems. Artifacts can be misidentified, documents can be overlooked, individuals responsible for locating sites may provide inaccurate information, and even the archaeologist can misinterpret the data he or she has collected. There is only one chance to conduct an investigation of a site, and it must be precise. Once the site has been excavated, it in essence has been destroyed and is gone forever.
Protecting Archaeological Sites
We as archaeologists consider ourselves to be stewards of cultural resources: protecting archaeological sites for the benefit of all people-past, present, and future. Although we agree on our role as stewards, differences on the best way to protect sites exist. Some archaeologists argue that they are the only individuals with the credentials to conduct investigations. These archaeologists believe that public outreach equips archaeological enthusiasts with only a limited amount of knowledge that can lead to site destruction. Indeed, there have been situations where some enthusiasts, with good intentions, have damaged potentially significant artifacts when digging and removing them from sites.
Despite these concerns, a growing number of archaeological professionals are acknowledging the impact public education has in the protection of our limited cultural resources. Effective public education helps ensure the continual protection of archaeological sites and other historic properties by providing programs that not only foster better working relationships between the general public, archaeological community, and Native American groups, but also by strengthening the connection each group has with archaeological sites.
When archaeologists take an active role in properly educating the public, the results are a better-informed, more responsible public. An example is the city of Pensacola, Florida. Pensacola’s public projects have been running successfully since the early 1980s. The city embraces its colonial past by not only supporting public archaeological digs and historical tourism, but also by helping to insure that the sites are not impacted by careless construction or vandalism. Archaeological sites are considered an irreplaceable feature of Pensacola’s past and one that the community actively protects.
Archaeologists and Teachers Working Together
In addition to working with public groups, archaeologists are beginning to recognize the benefits of using educational professionals to “spread the word.” My opportunity to work with teachers proved to be a very rewarding experience. I was fortunate enough to receive an educational assistantship during graduate school, where I directed a local high school archaeology program and advised teachers how to conduct their own archaeological investigations. This particular program was unique because the school not only took part in university-run archaeological field schools, but also managed to conduct their own investigations. Vital to the program’s success was establishing partnerships with community sponsors and coordinating all archaeological efforts with the archaeology institute at the nearby university. As a direct result of these partnerships, my assistantship, and other positions were funded to provide leadership and expertise.
Teachers Adapt Archaeological Elements to Their Own Subject Matter
I discovered that high school students, once trained in fieldwork and basic archaeological research, could conduct small investigations. What I did not expect was the enthusiasm of teachers interested in learning about archaeology and in creating archaeological lesson plans that involved their subject matter. I not only received training requests from this high school, but from other area high schools as well. I soon found my time split between directing field projects and working on teacher training. Teachers received training and gained access to archaeological resources that provided the groundwork for further archaeologically-influenced lesson plans and activities.
Archaeology can easily be used in a variety of lesson plans because it is multi-disciplinary in its very nature. Geology teachers may choose to examine the types of soil that are best suited for occupation and develop predictive models as to where unrecorded sites might exist. Biology teachers might create a similar model to indicate a potential site for excavation by analyzing the best environs for human occupation in a given area. In my institute’s example, chemistry teachers used some artifacts from archaeological sites in their lab classes. Geometry teachers generated mapping projects directly from archaeological sites. History teachers developed research projects from archival projects in archaeology. Others even took advantage of archaeological field schools in the area that welcomed high school students.
I soon discovered that the training I helped provide paid surprising dividends. The teachers were creating unique, nontraditional lesson plans that not only highlighted correct archaeological procedures, but, more important, taught a new respect for cultural sites. Teachers and students alike learned that archaeological sites provide valuable information about the past and that these sites are nonrenewable resources-they can be easily lost forever. In the end, more people were impacted by our combined efforts than by any number of typical archaeological lectures. The teachers and students walked away with a new perspective on the Indiana Jones movies: they are fun-filled adventures, but ones that are not especially accurate.
The high school program I was involved with was \unique, but the success we generated is not beyond the reach of other high schools with interested and dedicated teachers. Partnerships with local universities or private cultural resource firms can be great resources for introductory programs and can lead to more intensive projects. For teachers interested in becoming more involved in archaeology, there are several resources that provide valuable information on teacher training. I have included the following resources for you to explore:
Workshops: Workshops are probably the most effective tool for teacher training. Workshops can be designed by a number of professionals and can include simulated digs, laboratory exercises, and research projects. Your state historic preservation office, created as part of the National Historic Preservation Act of 1966, can serve as a point of contact. However, public archaeologists are employed in a variety of environments and are willing to assist you.
Field Schools: Each summer, universities offer archaeological field schools for college credit. Field schools around the United States cover both prehistoric and historic sites. This is the experience all archaeology students must gain to become professional archeologists. In some cases, volunteers are welcomed and receive the same training as undergraduate students.
Professional Assistance: Several professional societies provide training information to the public as part of their outreach and can help direct teachers in creating lesson plans. These societies are probably the most efficient way to locate public archaeologists in your area.
Conclusion
The public misrepresentations of archaeology are wonderful for entertainment purposes, but do little justice to the profession. Real-world archaeology focuses less on adventure and more on the scientific method. Because of this, archaeology is a wonderful tool for use in school, especially high school. Teachers can apply archaeology to nearly every lesson plan in almost every subject matter. Everyday, educators are creating new and exciting lesson plans around archaeological fundamentals, such as developing research skills, problem solving skills, or even reinforcing writing and communication skills. In addition, teachers and public archaeologists are educating a new generation on the cultural resources that we all share. Training educators in archaeology has proven to be a positive experience for all involved parties. I encourage you to take an active role in using archaeology to teach.
Helpful Resources:
* State Historic Preservation Offices (http://www.sso.org/ncshpo/ shpolist.htm)-This office has historians, archaeologists, architect historians, and a number of professionals that can help set up workshops or provide subject materials (displays, books, maps, etc.) teachers may need for creating lesson plans.
* Society of American Archaeology (http://www.saa.org/)-This is the professional society devoted to prehistoric, historical, underwater, and terrestrial archaeology. The public committee focuses on distributing archaeological information to the public. Most of the materials are free of charge.
* Society of Historical Archaeology (http://www.sha.org/)-This is the professional society devoted to historical archaeology. The site provides technical information on archaeology, supplies some archaeological outreach information, and has research tools available.
* Center for American Archaeology (http://www.caa- archaeology.org)-This is a public outreach program in archaeology that specializes in prehistoric research on the upper Mississippi River.
* Archaeological Fieldwork Opportunities Bulletin (http:// www.archaeological.org)-This is an annual bulletin that provides information on upcoming field schools and other investigations provided by the Archaeological Institute of America.
* National Park Service (http://cr.nps.gov/aad)-This site provides extensive information on archaeology around the United States and has links to several national park service sites.
Teacher Resources:
Davis, G. M., and G. M. Renacker. 2000. Summer field school 2000: Final report. On file at the B. T. Washington High School Archaeology Institute, Pensacola, Florida.
Knudson, R. 1995. The public trust and archaeological stewardship. The Public Trust and the First Americans. Edited by R. Knudson and B. C. Keel. Corvallis: Oregon State University Press.
Thomas, D. H. 1989. Archaeology. Fort Worth, Texas: Holt, Rinehart, and Winston, Inc.
G. MICHAEL RENACKER, a historical archaeologist with the United States Army Corps of Engineers, Vicksburg District, has been a high school teacher and served as resident archaeologist with the Washington High School Archaeology Institute in Pensacola, Florida. He serves as the Society of American Archaeology public outreach network coordinator for the state of Mississippi and actively participates in public archaeology events in Arkansas, Louisiana, and Mississippi. His research interests include public archaeology, high school archaeology, and Southeastern U.S. history.
Copyright HELDREF PUBLICATIONS Fall 2003