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Book Details
Abstract
The world’s collective archaeological heritage is threatened by war, development, poverty, climate change, and ignorance. To protect our collective past, archaeologists must involve the general public through interpersonal experiences that develop an interest in the field at a young age and foster that interest throughout a person’s life. Contributors to this volume share effective approaches for engaging and educating learners of all ages about archaeology and how one can encourage them to become stewards of the past. They offer applied examples that are not bound to specific geographies or cultures, but rather, are approaches that can be implemented almost anywhere.
Katherine M. Erdman holds a Ph.D. in Anthropology from the University of Minnesota – Twin Cities and is continuing her research in Iron Age and Gallo-Roman archaeology as a Visiting Scholar at the same institution. She has been working with different organizations across the Minneapolis-St. Paul metro to teach adult and senior learners about archaeology since 2012.
Table of Contents
Section Title | Page | Action | Price |
---|---|---|---|
Public Engagement and Education | iii | ||
Copyright | iv | ||
Contents | v | ||
Tables and Figures | vii | ||
Abbreviations | xi | ||
Introduction — Opening a Dialog. Bringing Archaeology to the Public | 1 | ||
Part I — Inspiring and Developing an Interest in the Past | 19 | ||
Chapter 1 — Schools and Public Archaeology. Igniting a Commitment to Heritage Preservation | 21 | ||
Chapter 2 — Science and Social Studies Adventures. Using an Interdisciplinary Approach to Inspire School-Age Children to Become Knowledge Producers | 45 | ||
Chapter 3 — Strengthening a Place-Based Curriculum through the Integration of Archaeology and Environmental Education | 74 | ||
Appendix: Questionnaire Designed to AssessStudent Understanding of the People and the Land Unitat School of the Wild | 105 | ||
Chapter 4 — Engaging with the Past through Writing Accountable First-Person Creative Fiction. BACAB CAAS | 109 | ||
Appendix. BACAB CAAS Final Draft Evaluation FormUsed in North American Archaeology Class | 131 | ||
Part II — Fostering a Deeper Respect for Archaeological Heritage | 135 | ||
Chapter 5 — Archaeologists and the Pedagogy of Heritage. Preparing Graduate Students for Tomorrow’s Interdisciplinary, Engaged Work in Heritage | 137 | ||
Chapter 6 — Gathering Public Opinions about Archaeology and Heritage in Belize. A Drive toward Better Local Access and Programming | 157 | ||
Chapter 7 — Archaeology for a Lifetime. Reaching Older Generations through Adult Education Programs | 186 | ||
Appendix. Archaeological Heritage Survey 2015 | 207 | ||
Part III — The Future of Archaeology, Education, and Preservation | 213 | ||
Chapter 8 — Best Practices in Archaeology Education. Successes, Shortcomings, and the Future | 215 | ||
Chapter 9 — Navigating Heritage Stewardship in the Digital Age | 237 | ||
Glossary | 255 | ||
Index | 263 |