THEN has initiated an annotated bibliography project. The Annotated Bibliography is a searchable database of heritage education references for professionals as well as a listing of resources for educators and the general public. The Annotated Bibliography contains books, journals, magazines, newsletters, classroom materials, videos, blogs, and websites.
While accessible and usable by members and nonmembers, only members of THEN may contribute to the Annotated Bibliography. If you would like to contribute, please join THEN under the appropriate membership category. The resource entry form is located in the Members Only section of the website. If you find an error on any of the entries, please contact us.
(Hover over entries to get more information)
Search Annotated Bibliography
Type: Newsletter, Program
Higgins, Patricia, Moses, Yolanda J.
1982 Teachers at AAA. AnthroNotes, 4(1): 10-11, Smithsonian Institution, National Museum of Natural History Department of Anthropology
This article recounts the American Anthropological Association meeting in Los Angeles which was attended by more than 100 educators and anthropologists. The authors discuss the all-day workshop on multicultural education. Multiple sessions in the workshop involved the discussion of ethnocentrism, while others discussed collaboration between teachers and anthropologists. The article mentions that specific suggestions for integrating anthropology into the classroom were provided at this workshop.
Language: English
Region: North America
URL: https://repository.si.edu/handle/10088/22232
DOI: https://doi.org/10.5479/10088/22232
Higgins, Patricia, Moses, Yolanda J.
1982 Teachers at AAA. AnthroNotes, 4(1): 10-11, Smithsonian Institution, National Museum of Natural History Department of Anthropology
This article recounts the American Anthropological Association meeting in Los Angeles which was attended by more than 100 educators and anthropologists. The authors discuss the all-day workshop on multicultural education. Multiple sessions in the workshop involved the discussion of ethnocentrism, while others discussed collaboration between teachers and anthropologists. The article mentions that specific suggestions for integrating anthropology into the classroom were provided at this workshop.
Language: English
Region: North America
URL: https://repository.si.edu/handle/10088/22232
DOI: https://doi.org/10.5479/10088/22232
Type: Newsletter, Lesson Plan
Garcia, Mikel Hogan
1994 Teachers Corner: Simulations. AnthroNotes, 16(1): 7-9, 15, Smithsonian Institution, National Museum of Natural History Department of Anthropology
In this article Garcia lists fourteen competencies that are essential to understanding different levels of culture. These competencies enhance cross-cultural communication and lead to the formation of relationships. Garcia describes two activities that develop these competencies: simulations and debriefing. During these activities students are given the opportunity for self-reflection, they discuss different forms of communication, and they offer suggestions for applying what they have learned in a practical way.
Language: English
Region: North America
Grade Level, if for classroom: High School
URL: https://repository.si.edu/handle/10088/22334
DOI: https://doi.org/10.5479/10088/22334
Garcia, Mikel Hogan
1994 Teachers Corner: Simulations. AnthroNotes, 16(1): 7-9, 15, Smithsonian Institution, National Museum of Natural History Department of Anthropology
In this article Garcia lists fourteen competencies that are essential to understanding different levels of culture. These competencies enhance cross-cultural communication and lead to the formation of relationships. Garcia describes two activities that develop these competencies: simulations and debriefing. During these activities students are given the opportunity for self-reflection, they discuss different forms of communication, and they offer suggestions for applying what they have learned in a practical way.
Language: English
Region: North America
Grade Level, if for classroom: High School
URL: https://repository.si.edu/handle/10088/22334
DOI: https://doi.org/10.5479/10088/22334
Type: Newsletter, Lesson Plan
Williams, Martha
1981 Teachers’ Corner: Fieldwork in the Classroom. AnthroNotes, 3(1): 4-5, Smithsonian Institution, National Museum of Natural History Department of Anthropology
This interview activity, successfully implemented at Marshall High School in Fairfax County, provided a way for anthropology students to meet people from other cultures and conduct fieldwork without leaving the school building. The author explains how she prepared her students to gather data through interviews with the English as a Second Language (ESL) students from seven different cultures. This opportunity allowed both the anthropology students and the ESL students a chance to learn about other cultures and learn how anthropological fieldwork is conducted.
Language: English
Region: North America
Grade Level, if for classroom: High School
URL: https://repository.si.edu/handle/10088/22226
DOI: https://doi.org/10.5479/10088/22226
Williams, Martha
1981 Teachers’ Corner: Fieldwork in the Classroom. AnthroNotes, 3(1): 4-5, Smithsonian Institution, National Museum of Natural History Department of Anthropology
This interview activity, successfully implemented at Marshall High School in Fairfax County, provided a way for anthropology students to meet people from other cultures and conduct fieldwork without leaving the school building. The author explains how she prepared her students to gather data through interviews with the English as a Second Language (ESL) students from seven different cultures. This opportunity allowed both the anthropology students and the ESL students a chance to learn about other cultures and learn how anthropological fieldwork is conducted.
Language: English
Region: North America
Grade Level, if for classroom: High School
URL: https://repository.si.edu/handle/10088/22226
DOI: https://doi.org/10.5479/10088/22226
Type: Newsletter, Lesson Plan
Pinkert, Melanie
2003 Teachers’ Corner: Mali – From the Mall to the Classroom. AnthroNotes, 24(2): 11-14, Smithsonian Institution, National Museum of Natural History Department of Anthropology
This article is a combination of resources on Mali and project suggestions that can be adapted for elementary through high school classes. These project ideas were developed from seminar presentations given specifically for educators at the 2003 Folklife Festival in Washington, D.C.
Language: English
Region: North America, Africa
Grade Level, if for classroom: Elementary, Middle, High School
URL: https://repository.si.edu/handle/10088/22402
DOI: https://doi.org/10.5479/10088/22402
Pinkert, Melanie
2003 Teachers’ Corner: Mali – From the Mall to the Classroom. AnthroNotes, 24(2): 11-14, Smithsonian Institution, National Museum of Natural History Department of Anthropology
This article is a combination of resources on Mali and project suggestions that can be adapted for elementary through high school classes. These project ideas were developed from seminar presentations given specifically for educators at the 2003 Folklife Festival in Washington, D.C.
Language: English
Region: North America, Africa
Grade Level, if for classroom: Elementary, Middle, High School
URL: https://repository.si.edu/handle/10088/22402
DOI: https://doi.org/10.5479/10088/22402
Type: Newsletter, Lesson Plan
Kleppner, Beatrice S.
1981 Teachers’ Corner: Student Ethnography. AnthroNotes, 3(2): 6-8, Smithsonian Institution, National Museum of Natural History Department of Anthropology
This is a lesson plan for teaching high school students how to conduct anthropological field research and produce an ethnography. Kleppner begins the lesson by informing students of the ethical responsibilities that must be considered before entering the field. Then she goes on to describe seven things that should be recorded in a field notebook and six main components of an ethnography.
Language: English
Region: North America
Grade Level, if for classroom: High School
URL: https://repository.si.edu/handle/10088/22228
DOI: https://doi.org/10.5479/10088/22228
Kleppner, Beatrice S.
1981 Teachers’ Corner: Student Ethnography. AnthroNotes, 3(2): 6-8, Smithsonian Institution, National Museum of Natural History Department of Anthropology
This is a lesson plan for teaching high school students how to conduct anthropological field research and produce an ethnography. Kleppner begins the lesson by informing students of the ethical responsibilities that must be considered before entering the field. Then she goes on to describe seven things that should be recorded in a field notebook and six main components of an ethnography.
Language: English
Region: North America
Grade Level, if for classroom: High School
URL: https://repository.si.edu/handle/10088/22228
DOI: https://doi.org/10.5479/10088/22228
Type: Newsletter, Lesson Plan
Selig, Ruth O.
1979 Teachers’ Corner: Using Creation Myths,The. AnthroNotes, 1(2): 2, Smithsonian Institution, National Museum of Natural History Department of Anthropology
Beginning this article with three creation myths, Selig shows that stories of human origin are essential to anthropology as they hold important information about various cultures. Selig explains that creation myths are like 'artifacts' that can be used by students to study aspects of society- such as people's beliefs, hopes, and fears- that often leave no tangible or recognizable trace. By comparing several stories, the students will be able to notice common themes that revolve around the universal questions of origin, relationships to the earth and other beings, and the existence of divine beings. Through this activity, students gain understanding of world cultures as well as the discipline of anthropology.
Language: English
Region: North America, Africa, Australia
Grade Level, if for classroom: Elementary, Middle, High School
URL: https://repository.si.edu/handle/10088/22222
DOI: https://doi.org/10.5479/10088/22222
Selig, Ruth O.
1979 Teachers’ Corner: Using Creation Myths,The. AnthroNotes, 1(2): 2, Smithsonian Institution, National Museum of Natural History Department of Anthropology
Beginning this article with three creation myths, Selig shows that stories of human origin are essential to anthropology as they hold important information about various cultures. Selig explains that creation myths are like 'artifacts' that can be used by students to study aspects of society- such as people's beliefs, hopes, and fears- that often leave no tangible or recognizable trace. By comparing several stories, the students will be able to notice common themes that revolve around the universal questions of origin, relationships to the earth and other beings, and the existence of divine beings. Through this activity, students gain understanding of world cultures as well as the discipline of anthropology.
Language: English
Region: North America, Africa, Australia
Grade Level, if for classroom: Elementary, Middle, High School
URL: https://repository.si.edu/handle/10088/22222
DOI: https://doi.org/10.5479/10088/22222
Type: Journal
Gillespie, Susan D.
2003 Teaching Archaeology as Anthropology. American Papers of the American Anthropological Association, 13(1): 87- 97, Wiley
The article discusses an anthropological approach to teaching archaeology in the collegiate setting. It analyzes how archaeology is currently taught and how to adapt the program to be equal to other universities. Although this is focused on the university level education, this approach to teaching archaeology can be applied in the formal pre-collegiate setting, or in informal education.
Language: English
Region: North America
DOI: 10.1525/ap3a.2003.13.1.87
Gillespie, Susan D.
2003 Teaching Archaeology as Anthropology. American Papers of the American Anthropological Association, 13(1): 87- 97, Wiley
The article discusses an anthropological approach to teaching archaeology in the collegiate setting. It analyzes how archaeology is currently taught and how to adapt the program to be equal to other universities. Although this is focused on the university level education, this approach to teaching archaeology can be applied in the formal pre-collegiate setting, or in informal education.
Language: English
Region: North America
DOI: 10.1525/ap3a.2003.13.1.87
Type: Magazine
Lynott, Mark J. , Anderson, David G. , Doran, Glen H. , etc.
1999 Teaching Archaeology in the 21st Century: Thoughts on Graduate Education. SAA Bulletin, 17(1): 21-22 (Available on-line. Page number in citation relate to print copy.), Society for American Archaeology
This article contains recommendations for graduate education in historical and prehistoric archaeology. In addition to independent research and writing, the authors state that graduate students must receive training in ethics and professionalism. The authors state that students should be made aware of looting and illegal trade of resources, the nonrenewable nature of archaeological resources, and the impact of development on archaeological sites. The authors list the basic qualifications of undergraduate and graduate degrees in archaeology.
Language: English
Region: North America
URL: http://www.saa.org/Portals/0/SAA/publications/SAAbulletin/17-1/SAA17.html
Lynott, Mark J. , Anderson, David G. , Doran, Glen H. , etc.
1999 Teaching Archaeology in the 21st Century: Thoughts on Graduate Education. SAA Bulletin, 17(1): 21-22 (Available on-line. Page number in citation relate to print copy.), Society for American Archaeology
This article contains recommendations for graduate education in historical and prehistoric archaeology. In addition to independent research and writing, the authors state that graduate students must receive training in ethics and professionalism. The authors state that students should be made aware of looting and illegal trade of resources, the nonrenewable nature of archaeological resources, and the impact of development on archaeological sites. The authors list the basic qualifications of undergraduate and graduate degrees in archaeology.
Language: English
Region: North America
URL: http://www.saa.org/Portals/0/SAA/publications/SAAbulletin/17-1/SAA17.html
Type: Magazine
Messenger, Phyllis E. , Blanton, Dennis B., Brimsek, Tobi A. , etc.
1999 Teaching Archaeology in the 21st Century: Thoughts on Postgraduate Education/Professional Development. SAA Bulletin, 17(2): 13-14, Society for American Archaeology
This article discusses the need for continuing education opportunities for professionals that will keep them updated on ethics and "best practices." The authors state that the goal of the Postgraduate Education/Professional Development Work Group is to target "teaching faculty, cultural resource managers, contract archaeologists, archaeological technicians, public interpreters, and archaeology educators, as well as professionals in related fields of research, teaching, decision making, and resource management."
Language: English
Region: North America
URL: http://www.saa.org/Portals/0/SAA/publications/SAAbulletin/17-2/SAA11.html
Messenger, Phyllis E. , Blanton, Dennis B., Brimsek, Tobi A. , etc.
1999 Teaching Archaeology in the 21st Century: Thoughts on Postgraduate Education/Professional Development. SAA Bulletin, 17(2): 13-14, Society for American Archaeology
This article discusses the need for continuing education opportunities for professionals that will keep them updated on ethics and "best practices." The authors state that the goal of the Postgraduate Education/Professional Development Work Group is to target "teaching faculty, cultural resource managers, contract archaeologists, archaeological technicians, public interpreters, and archaeology educators, as well as professionals in related fields of research, teaching, decision making, and resource management."
Language: English
Region: North America
URL: http://www.saa.org/Portals/0/SAA/publications/SAAbulletin/17-2/SAA11.html
Type: Magazine
Davis, Hester A. , Altschul, Jeffrey H. , Bense, Judith, etc.
1999 Teaching Archaeology in the 21st Century: Thoughts on Undergraduate Education. SAA Bulletin, 17(1): 18-20 (Available on-line. Page number in citation relate to print copy.), Society for American Archaeology
This article contains principles that should be included in a new archaeology curriculum for undergraduate students. Ethics and values, stewardship, diverse interests, social relevance, communication, basic archaeological skills, and real-world problem solving are all discussed as aspects of the new curriculum. Several topics are suggested for classroom discussion within each of these overarching subjects.
Language: English
Region: North America
URL: http://www.saa.org/Portals/0/SAA/publications/SAAbulletin/17-1/SAA16.html
Davis, Hester A. , Altschul, Jeffrey H. , Bense, Judith, etc.
1999 Teaching Archaeology in the 21st Century: Thoughts on Undergraduate Education. SAA Bulletin, 17(1): 18-20 (Available on-line. Page number in citation relate to print copy.), Society for American Archaeology
This article contains principles that should be included in a new archaeology curriculum for undergraduate students. Ethics and values, stewardship, diverse interests, social relevance, communication, basic archaeological skills, and real-world problem solving are all discussed as aspects of the new curriculum. Several topics are suggested for classroom discussion within each of these overarching subjects.
Language: English
Region: North America
URL: http://www.saa.org/Portals/0/SAA/publications/SAAbulletin/17-1/SAA16.html