Archaeology Education Handbook

Karolyn Smardz is currently doing her doctorate at the University of Waterloo on the history of race and slavery. She has devoted her career to public and educational archaeology, most often working on historic sites. In 1985, she and her colleague, Peter Hamalanien, founded the Archaeological Resource Center in Toronto, and she later developed public programs for the Institute for Minnesota Archaeology. Internationally noted as a public heritage consultant, speaker, and writer, Karolyn is especially concerned with the role archaeology education can play in developing intercultural tolerance and understanding in today's global village. She conducts research in underground railroad history. Shelley J. Smith has a B.A. from Pennsylvania State and an M.A. from Washington State University, both in anthropology. She is chief of the Environmental and Planning Branch in the Bureau of Land Management, Utah State office. Shelley directed the development of the Intrigue of the Past Archaeology Education program and has written numerous articles and papers on archaeology and environmental education. She is vice-chair of the Society for American Archaeology's Public Education Committee.

• Chapter 1 Preface Chapter 2 Foreword: Public Education: A Part of Archaeological Professionalism Chapter 3 Introduction Part 4 The Culture of Teaching: The Educational System and Educational Theory Chapter 5 Accessing Educational Systems in Canada and the United States Chapter 6 Governmental Education Standards and K-12 Archaeology Programs Chapter 7 Cognitive and Moral Development of Children: Implications for Archaeological Education Chapter 8 Learning and Teaching Styles: Reaching All Students Chapter 9 Heritage Education for Special Students Chapter 10 Developing Lessons about Archaeology: From a Teacher's Journal Part 11 The Interface: Archaeologists Working with Educators Chapter 12 National Geographic and Time Magazine as Textbooks: How Teachers Learn about Archaeology Chapter 13 Including Archaeology in K-12 Teacher Education Chapter 14 Brokering Cultures: Archaeologists Reach Out to Teachers Chapter 15 From Context to Content: Instructional Media for Precollegiate Audiences Chapter 16 Teaching Archaeology with Educational Technology Chapter 17 Against the Clock: Introducing Archaeology in Time-Limited Situations Chapter 18 Assessing Archaeology Education: Five Guiding Questions Part 19 The Danger Zones: Issues in Teaching Archaeology Chapter 20 Teaching Archaeology Without the Dig: What's Left Chapter 21 Simulated Excavations and Critical Thinking Skills Chapter 22 Digging with Kids: Teaching Students to Touch the Past Chapter 23 Archaeology and Values: Respect and Responsibility for Our Heritage Chapter 24 Who Paints the Past? Teaching Archaeology in a Multicultural World Chapter 25 Gatekeeping, Housekeeping, Peacekeeping: Goals for Teaching Archaeology in the Public Schools Part 26 The Provenience: Archaeology Education in the Real World Chapter 27 Applying the Message to the Medium Chapter 28 Politics, Publicity, and the Public: Urban Archaeology in the Public Eye Chapter 29 Crow Canyon Archaeological Center: Why An Independent, Nonprofit Center Makes Sense Chapter 30 Teaching the Past in Museums Chapter 31 Teaching Archaeologists to Teach Archaeology Chapter 32 On Site and Open to the Public: Education at Archaeological Parks Chapter 33 Archaeology Education Programs: A Long-Term Regional Approach Part 34 Conclusions and Perspectives Chapter 35 Environmental Education: Perspectives for Archaeology Chapter 36 Retrospective: Personal Thoughts on the Maturation of Archaeological Education

I have done my share of guest lecturing to K-12 students.... If I had had access to the Handbook, I would have been far more effective. Any archaeologist who wants to be involved in such ventures can discover how to get started and what to do along the way, whether it be for a single lecture or a year-long course....For those archaeologists already convinced that public archaeology is a vital part of the discipline (regardless of nonrewards), this is a valuable book. If you are not convinced, read Sabloff first and then read the relevant parts of the Handbook to find out How To Do It.