The Annotated Bibliography

This article is the response to the article by William B. Lees and Julia King, "What Are We Really Learning through Publicly Funded Historical Archaeology (and Is It Worth the Considerable Expense?)." The author comments on key issues raised in the Lees and King article, specifically the lack of a coherent theoretical approach for assessing significance and cultural resource management (CRM) reports with little usable value.
Language: English
Region: North America
URL: https://link.springer.com/article/10.1007/BF03377008
DOI: 10.1007/BF03377008

The activities within this website include a virtual tour of an archaeological site, interactive games, a quiz to test your knowledge about archaeology, interviews with professionals, and more. This resource can be used in the classroom or by interested members of the public.
Language: English
Region: Africa, Asia, North America, South America
Grade Level, if for classroom: Elementary, Middle, High School
URL: https://www.amnh.org/explore/ology/archaeology/?fid=29456

This article provides a brief summary of sessions that focused on archaeology education at the 1998 meeting in Seattle, Washington. The Public Education Committee sponsored many sessions, including two symposia, two workshops, a public session and a poster contest. The descriptions of the sessions show that while the public session was focused on specific underwater archaeological findings that would interest the public, the workshops and symposia were intended to help educators develop programs that would increase public awareness of archaeology.
Language: English
Region: North America
URL: http://www.saa.org/Portals/0/SAA/publications/SAAbulletin/16-1/SAA15.html

This website provides a list of archaeology and history events, searchable by type and period, that are available to the public. Information on lectures, re-enactments, exhibitions, tours, festivals, and more can be found here.
Language: English
Region: Europe
URL: http://www.archaeologyfestival.org.uk/whatson

This article discusses the misrepresentation of history in popular culture, particularly the idea of a "Wild West." The article presents the case study of the nineteenth-century Boston Saloon, an African-American owned saloon in Nevada, to show how archaeology can change perceptions of the American West by informing people about the cultural diversity that actually existed. The author explains several public outreach activities that arose from this Boston Saloon Project.
Language: English
Region: North America
URL: http://saa.org/Portals/0/SAA/Publications/thesaaarchrec/may07.pdf

The author describes an experience in Brazil that involved students who were studying cultural resource management stealing artifacts from archaeological sites. She uses this experience to re-evaluate how archaeology is taught. The author discusses the need to understand the worldview of the students, as you would any other public, and teach them the importance of archaeology without assuming they understand the significance of patrimony. The author explains Brazilian dialogue and how students respond to authoritarian discourse, concluding that educators should not impose on the student, but allow them to self-reflect and appropriate patrimony.
Language: English
Region: South America
URL: http://digital.ipcprintservices.com/publication/?i=39291&page=1

This article describes the English Heritage education and outreach programs, the visitor center, and national archaeology days at Whitby Abbey in England. Educational activities at the site were designed for children age 5 years old to post-16 years old, including the community and school groups. The author uses the review of this site's programs to create a list of aspects of education and outreach that should be part of archaeological excavations.
Language: English
Region: Europe
Grade Level, if for classroom: Elementary, Middle, High School
URL: http://intarch.ac.uk/journal/issue12/reviews/ward.html
DOI: https://doi.org/10.11141/ia.12.16

The answers to scientific questions depend on who's asking, because the questions asked and the answers sought reflect the cultural values and orientations of the questioner. These values and orientations are most often those of Western science. In Who's Asking?, Douglas Medin and Megan Bang argue that despite the widely held view that science is objective, value-neutral, and acultural, scientists do not shed their cultures at the laboratory or classroom door; their practices reflect their values, belief systems, and worldviews. Medin and Bang argue further that scientist diversity—the participation of researchers and educators with different cultural orientations—provides new perspectives and leads to more effective science and better science education.
Language: English
Region: United States
Grade Level, if for classroom:
URL:
DOI:

The main focus of this article is the themes of Florida archaeology. The article includes a discussion of the 12,000 years of human history, but ends with an analysis of modern historical archaeology and the public benefits of archaeological research. The section on public benefits discusses inter-agency cooperation for public outreach and archaeological education, the founding of the Florida Museum of Natural History's Randell Research Center, and a series of archaeological trails and publicly-interpreted sites.
Language: English
Region: North America
URL: http://www.jstor.org/stable/40713288

The website provides information on the Wisconsin Historic Preservation and Archaeology Month. The page contains forms for submitting events, ideas for local events, sponsors and, a link to the events calendar.
Language: English
Region: North America
URL: https://www.wisconsinhistory.org/Records/Article/CS4131