Archaeology and Young Students: Making the Environmental Education Connection (original) (raw)
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Archaeology: Window on the Past. A Guide for Teachers and Students. Revised
1994
This guide, a revision of the 1985 manual, Archeology Is More than a Dig, is designed to help teachers use archaeology in the classroom and can be used with several disciplines to integrate learning in the elementary classroom. Designed for fifth-grade students, the lessons can be adapted to fit the appropriate skill level of students. Divided into eight sections, section 1, "Archaeology and Archaeologists," discusses the
1992
This document is extracted from a larger work that is a component of Utah's archaeology education program. The goal of the project is educating students to take responsible and thoughtful actions with respect to our archaeological heritage. The document consists of eight lessons on the following topics: (1) why is the past important?; (2) culture everywhere; (3) observation and inference; (4) context; (5) chronology: the time of my life; (6) classification and attributes; (7) scientific inquiry; and (8) "it's in the garbage." Each identifies the subjects in which the lesson could be included such as science, social studies, and language arts. Each lesson lists the skills that will be learned in the lesson including knowledge, comprehension, analysis, application, synthesis, and evaluation. Learning strategies include brainstorming, observation, classification, comparing and contrasting, research skills, categorizing, discussion, scientific inquiry, decision making, problem solving, writing, games, analogy, and forecasting. Each lesson lists its approximate duration and recommended class size. The lessons are illustrated and include activity sheets that can be copied to be handed out to the students, answer keys for the sheets, lists of materials needed for that lesson, and a vocabulary list. The first lesson helps students to begin to discover why people study the past. The other lessons explore how to study the past. Background information, instructions for setting the stage for the lesson, the procedure to be followed in the lesson, closure, evaluation, and each lesson's links to other lessons are included.
Using Archaeology in the History Classroom
Each week we will explore a particular class of archaeological evidence in a particular time period. We will spend the first half of each class discussing in detail the week's readings and determining the ways in which archaeological evidence changes the historical narrative. In the second half of each week's seminar, students will present teaching material they have developed out of the previous week's readings and discussion (in the form of lesson plans; short PowerPoint, Keynote or Prezi presentations; class handouts, worksheets, plans for group-work and assignments); and, as a group, we will critique, make suggestions and help improve this material.
Scientific literacy at the school. An inquiry about Archaeology in the classroom
2018
1.2. Fossils versus artefacts or historic time 2. Buried archives: the concept of the archaeological record 2.1. How an archaeological site is formed 2.2. The passage of time: stratigraphic sequences 2.3. Working with stratigraphies: the time box 3. The importance of context 3.1. The context game. Introduction 3.2. Playing the game 3.3. Some observations about dating archaeological sites 4. The surface archaeological record: looking at the ground 4.1. Archaeological data (the archaeological record) 4.2. Archaeological surveys 4.3. Looking at the ground… A survey of our surroundings 5. The value of the past 5.1. Why is the past important? 5.2. The trunk of memories SECOND PART. FROM TRAINING TO THE CLASSROOM: PRACTICAL APPLICATION 1. Introduction 10 10 2. Template to be used in all documents describing classroom activities 3. Results and conclusions from the classroom experiences 4. Research carried out by partners 4.1. San Francisco Public School (Pamplona, Spain). 'In search of the lost archaeology' 4.2. 'Asunduse Lasteaed' Preschool (Tallin, Estonia). 'Working with archaeology' 4.3. Kedainiu Lopselis-Darzelis 'Zilvitis' (Kėdainiai, Lithuania). 'Archaeology in Preschool' 4.4. 'Little Explorers' Preschool P34 (Bydgoszcz, Poland). 'Archaeology is for kids too' 4.5. Teacher and Resources Center of Gijón-Oriente (Gijón, Spain). 'This is about archaeology' 4.6. Teacher and Resources Center of Gijón-Oriente (Gijón, Spain). 'Archaeology in the classroom' References (works cited and resources used) 14 14 B. Research into learning processes that allows us to analyse the ways in which kindergarten and primary school students carry out conceptual processes and create mental representations of the world. Teaching science in these early stages of education requires a highly precise understanding of the sequence of cognitive stages. C. This guide is the result of the training and research process, designed to be a tool for teachers in the partner countries. In it science is represented as a problem solving method, facilitating the global development of the students while also being a building block in the scientific literacy of population. Description of the Archaeology in the Classroom project This guide presents a proposal directed at preschool and primary education teachers to use archaeology to introduce science in the classroom. The objectives of our proposal are: Various studies have been published examining the application of archaeology in classrooms, which have highlighted its pedagogical value from different perspectives. One Spanish language work that stands out is Professor Gonzalo Ruiz Zapatero's, 'The educational values of prehistory in compulsory education', published in the journal MARQ Archaeology and Scientific knowledge for teachers With these ideas in mind, this guide is presented as a training unit for early education teachers
Archaeology in the classroom: An intra-university continuing education workshop for K-12 teachers
1992
In this article the authors describean innovative program in continuing education for teachers at the University of Georgia. The program, developed by the Museum of Natural History, the Georgia Center for Continuing Education, and the Department of Anthropology within the university and an independent research institute, offered teachers an opportunity to do archaeological field work as they learned about new discoveries in archaeology and Native American history and culture. The workshop design incorporated principles of adult and experiential learning. With the help of the workshop leaders, teachers developed their own materials for presenting integrated thematic units in their classrooms. Teachers responded enthusiastically to the workshops in a two-stage evaluation process. The authors conclude that intrauniversity cooperation is necessary if teachers are to benefit from all the resources of the university. Every child who has handled an artifact may have wondered about its history: who made it, when was it used, and what was it intended for. Has not this child also wondered about the lives of the Native Americans who produced these artifacts? Did they live in houses, tipis, or out in the open? What did the family eat? What games did the children play? Did the children go to schools? This type of wonderment can be turned into a powerful teaching tool by creative teachers who know about the archaeology and ways of the Native Americans. Often, however, a child's curiosity dissipates because a teacher does not know enough about the subject to channel that curiosity. In this article, the authors describe and evaluate an innovative program that brought together anthropologists and school teachers in Georgia to learn about archaeology and Native American history. The Jacqueline J. Saindon obtained her M.A. in Anthropology at Hunter College, CUNY.
Archaeology in the classroom: Thinking and learning from things
Proceedings of the Society of Philippine Archaeologists, 2018
This paper aims to demonstrate how archaeological inquiry can be a classroom strategy in teaching and learning pre-colonial period in the history of the Philippines. It tries to reconcile the theoretical background of material culture studies in archaeology and educational theories in encouraging the learners to engage in higher-order cognition. Knowledge and skills from the discipline of archaeology can provide learners a strategic and important foundation in critical and historical thinking. This paper argues that archaeology, its principles and methods, can help the curriculum achieve its goals of developing 21st-century learners, who are functionally literate and who value lifelong learning. The K-12 Enhanced Basic Education Curriculum of the Philippines has given enough emphasis on the importance of pre-colonial culture in the archipelago. Archaeology as an investigation is, therefore, increasingly becoming a necessity, especially in explaining not only the appearance of artifacts in the archipelago, but also in relating the development of our culture thousands of years ago. Co-curricular activities exploring archaeology are being offered in many schools, but day-today classroom interaction in the light of archaeological investigation, employing artifact-based inquiry and object literacy, is more important.