Archaeology: Surveys, Testing, and Excavation - Field Work (Lesson Plan 5 of 5)

Description

This lesson plan is part five of a five-part series (or unit) on ‘Archaeology in the Maritime Provinces’ (Prince Edward Island, New Brunswick, and Nova Scotia) that introduces students to archaeological work and gives them hands-on skills in archaeology. This lesson provides students the opportunity to apply the theory and skills they learned in previous lessons.

For an overview, please read the Teachers’ Guide, then download the documents provided in the ‘Lesson Plan’ section of this webpage.

The lessons in this unit are meant to be taught successively but can be used individually as well. They are designed to be flexible and to give lots of resources to accommodate many different classroom situations, capabilities, resources, and student mixes. Timeframes, materials, and so on are meant only as guidelines; extend or shorten as necessary or as circumstances will allow.

The first part of this lesson on a history of Indigenous Peoples in the Maritimes involves discussions on three different topics:

i) Regulation in Archaeology

ii) Cultural Resource Management

iii) Archaeological Impact Assessments (AIA) and Development

After the discussions are held, providing a foundation of knowledge, these three activities follow:

i) Individual Project: Archaeological Survey – Land Learning

ii) Apprenticeship Project: Working with an Archaeologist – Knowledge Keepers

iii) Book Report: Archaeological Impact Assessment Final Report – Mental Power

Note: This lesson plan is not intended to replace archaeological education or give students or teachers the skills to conduct archaeology. The authors and NCCIE in no way endorse seeking out Indigenous artifacts, withholding archaeological information from regulatory bodies, looking for archaeological sites, or digging with the intention to find artifacts or sites. Conducting archaeology, including excavation, testing, surveying, and monitoring, is only to be undertaken by an archaeologist or under the direction of an archaeologist who meets the criteria to be permitted by the provincial regulatory body of the province in question. The authors and NCCIE strongly condemn any activity that endangers the archaeological record, treats artifacts in a disrespectful way (such as selling or destroying artifacts), or impedes the ability of regulatory bodies to protect cultural resources.

Origin

Subject: Archaeology

Also: History, Science, Indigenous Ways of Knowing & Being, Social Studies

Learning Level/Grade:
6

Also: 7, 8, 11, 10, 9, 12

Related Resources

'What Is Archaeology?' (Lesson Plan 1 of 5)

'Time and History in Archaeology' (Lesson Plan 2 of 5)

'A History of Indigenous People in the Maritimes' (Lesson Plan 3 of 5)

'Seeing and Knowing in Archaeology' (Lesson Plan 4 of 5)

Learning from the Ancestors: Archaeology and Indigenous History in the Maritime Provinces of Canada

Acknowledgement Protocol

Please read this Acknowledgement before the start of this lesson to respect the knowledge that is being shared and the Land of the People where the knowledge originates:

The authors gratefully acknowledge that the unceded territories of the Mi’kmaq, Wolastoqiyik, and Peskotomuhkadi, and all First Peoples of these territories made this lesson plan possible. The rich cultural history of these Peoples established the sites that we study.

Note: As long as the 'Acknowledgement Protocol' is followed to honour the Land and the People where a lesson plan originates, lesson plans appearing on NCCIE.CA may be adapted to different places and different ages of learners. What is the Land Acknowledgement where you live? Read More

Contributors

Name	Role/Job Title	Place
Cora Woolsey	Postdoctoral Fellow	The University of New Brunswick
Patsy McKinney	Executive Director	Under One Sky Friendship Centre

Learning Outcomes

Upon successful completion of this lesson plan, students will be able to:

1. understand how Archaeological Impact Assessments (AIAs) work and apply this understanding to developing written reports;

2. perform archaeological work and contribute to an archaeological project in a lab or in the field;

3. identify archaeological evidence and determine why and how evidence is significant.

Teachers' Guide

Background/Foundational Information

This Lesson Plan has documents attached for guidance and instruction on how to use this lesson plan, for discussion ideas and activities, extensive foundational knowledge on the content specific to this lesson, and a list of terms for students to learn.

Reading Material

There are seven key resources that make up this lesson plan. The first two documents provide helpful background, foundational information for the teacher:

"How to Use this Lesson Plan": This document (which should be reviewed first) provides helpful information for teaching this lesson, including an overview of the learning objectives and outcomes, lesson plan timeframes, ethics in archaeology, tips for class discussions and activities, assessment rubrics, and additional resources.
"Background Reading Material": Because most people have not necessarily had the opportunity to learn the complex practice of archaeology, we have developed some reading material that provides an introduction to the history of Indigenous Peoples in Atlantic Canada. This reading material should be used as inspiration and background knowledge for the teacher in leading discussions and activities. It can be distributed to students if appropriate (please read 'How to Use this Lesson Plan' for more information).
The third foundational document describes the details of the lesson, "Details for Discussions and Activities" (all three documents refer to each other as Appendix C, Appendix A, and Appendix B, respectively).

Four other resources are provided:

A list of terms key to the three discussions. It is suggested that these terms be written on the board and explained at some point and that the teacher help students use the terms properly where possible. Many terms will not be familiar to students, so guiding them to use the appropriate terminology in relevant contexts will help them understand and retain the meaning. As well, completing the terms worksheet during the discussions prepares students for them to be able to use the terms appropriately during the Field Work practical experience.
Two readings (referred to as Appendices D and E in the three lesson plan documents). Students will be asked to choose one to read for the third activity, which is writing an ‘Archaeological Impact Assessment Final Report.’ The two readings are:
- Recent Archaeological Surveys on the Nashwaak, Big Tracadie and Magaguadavic Rivers
- The Oxbow Site 1984
A video (in the section 'Related Resources on NCCIE.CA'). If you haven’t watched it already, you can watch the video "Learning from the Ancestors: Archaeology and Indigenous History in the Maritime Provinces of Canada.” It complements the five lesson plans in this series. Students and teachers are encouraged to watch it together (16:11 minutes).

Helpful Information to Know for Activities

More information is available in 'How to Use This Lesson Plan' and in 'Details for Discussions and Activities'. Please read these documents thoroughly and prepare accordingly for the different discussions and activities.

For Activity 1 - Individual Project: Archaeological Survey, here are the materials each student will need:

smart phone (optional) or a map of the area, notebook, pencil with an eraser, compass (some smart phones have this built in), camera, graph paper

For Activity 2 - Apprenticeship Project: Working with an Archaeologist

Student Responsibilities: arrange transportation to and from the workplace; provide own food and protective clothing
The teacher may have to (or prefer to) assist in finding an archaeologist or archaeology student for the class if students are unable to recruit one on their own for an apprenticeship project.

For Activity 3 - Book Report: Archaeological Impact Assessment Final Report

Students will be asked to write an 'Archaeological Impact Assessment Final Report' based on one of two readings; they will select one of the following to read:
- Recent Archaeological Surveys on the Nashwaak, Big Tracadie and Magaguadavic Rivers
- The Oxbow Site 1984

Lesson Plan

Title	Type
How to Use This Lesson Plan	File
This document should be read first so that educators have a thorough understanding of how this lesson plan is to be used successfully (referred to as Appendix C in the other documents).
Background Reading Material: Surveying, Testing, and Excavation (Field Work)	File
This reading (referred to as Appendix A in other documents) focuses on archaeological field work, with four main areas of study: Pedestrian Survey Testing Excavation Monitoring
Details for Discussions and Activities	File
This document (referred to as Appendix B in other documents) provides all the necessary information you require for the three discussions and three activities (aside from the readings, which are found in the last two documents - referred to as Appendices D and E).
Reading Option 1: Recent Archaeological Surveys on the Nashwaak, Big Tracadie and Magaguadavic Rivers	File
This is one of two readings that students can choose from for the third activity, preparing an 'Archaeological Impact Assessment Final Report.' It is referred to as Appendix D in the other documents.
Reading Option 2: The Oxbow Site 1984	File
This is the second of two readings that students can choose from for the third activity, preparing an 'Archaeological Impact Assessment Final Report.' It is referred to as Appendix E in the other documents.
List of Archaeological Terms and Definitions	File
This list of terms pertains to each of the discussions and activities in this lesson plan.

Assessment

This section contains information for assessing progress in students' learning. While Indigenous approaches to assessment may be highlighted, conventional assessment methods may also be discussed:

Related resources on NCCIE.ca

Title	Type
VIDEO - Learning from the Ancestors: Archaeology and Indigenous History in the Maritime Provinces of Canada	Link
This video explores Indigenous perspectives in the field of archaeology. For too long, archaeology has been dominated by non-Indigenous people exploiting archeaological sites that are important and sacred to Indigenous Peoples. As noted in the video, "It is not a one-sided relationship anymore." The field is changing, with more Indigenous Peoples taking an interest in becoming archaeologists so that there is Indigenous oversight and a real Indigenous presence in this work. The video explores how Indigenous knowledge and archaeology can "lift each other up" (16:11 minutes).

Where can I find additional information?

Title	Type
Glimpses of Atlantic Canada’s Past	Link
This paper is published through the Canadian Museum of History. Through the archaeological and geological record of the Atlantic region, it traces significant human events and changing technologies.
Theory and Method in Maritimes Archaeology	Link
This paper is part 1 of 12 in a weekly lecture series by Dr. Michael Deal, Professor of Archaeology, Memorial University, Newfoundland and Labrador (2005).
Peopling the Maritimes: The Setting	Link
This paper is part 2 of 12 in a weekly lecture series by Dr. Michael Deal, Professor of Archaeology, Memorial University, Newfoundland and Labrador (2006).
The Early and Middle Archaic Period	Link
This paper is part 3 of 12 in a weekly lecture series by Dr. Michael Deal, Professor of Archaeology, Memorial University, Newfoundland and Labrador (2001).
The Late Archaic Period	Link
This paper is part 4 of 12 in a weekly lecture series by Dr. Michael Deal, Professor of Archaeology, Memorial University, Newfoundland and Labrador (2001).
Transitional Archaic	Link
This paper is part 5 of 12 in a weekly lecture series by Dr. Michael Deal, Professor of Archaeology, Memorial University, Newfoundland and Labrador (2001).
Early Woodland: Meadowood	Link
This paper is part 6 of 12 in a weekly lecture series by Dr. Michael Deal, Professor of Archaeology, Memorial University, Newfoundland and Labrador (2001).
Early Woodland: Northeastern Middlesex Tradition	Link
This paper is part 7 of 12 in a weekly lecture series by Dr. Michael Deal, Professor of Archaeology, Memorial University, Newfoundland and Labrador (2001).
Introduction to the Middle and Late Woodland Periods	Link
This paper is part 8 of 12 in a weekly lecture series by Dr. Michael Deal, Professor of Archaeology, Memorial University, Newfoundland and Labrador (2001).
Settlement/Subsistence Models	Link
This paper is part 9 of 12 in a weekly lecture series by Dr. Michael Deal, Professor of Archaeology, Memorial University, Newfoundland and Labrador (2001).
Rock and Mineral Resources	Link
This paper is part 10 of 12 in a weekly lecture series by Dr. Michael Deal, Professor of Archaeology, Memorial University, Newfoundland and Labrador (2001).
Protohistoric Period	Link
This paper is part 11 of 12 in a weekly lecture series by Dr. Michael Deal, Professor of Archaeology, Memorial University, Newfoundland and Labrador (2001).
Modern Native Issues and Archaeology	Link
This paper is part 12 of 12 in a weekly lecture series by Dr. Michael Deal, Professor of Archaeology, Memorial University, Newfoundland and Labrador (2001).
British Archaeological Jobs and Resources (BAJR)	Link
This site provides downloadable reference articles about a variety of subjects relating to archaeology.
The Society of American Archaeology K-12 Activity Resource Page	Link
This page has a lot of great ideas for activities to do with kids. These activities can be adapted as necessary.

Holism and All Our Relations

This lesson plan has been developed with an Indigenous lens that is holistic in nature, a way of being and knowing that acknowledges our relationships with 'all our relations', including plants and animals, other human beings, the water, land, wind, sun, moon, stars, and more - everything seen and unseen. With 'all our relations' in mind, this lesson plan has been developed with a focus on:

On-the-land/outdoor learning experiences
Language and Culture

Intergenerational learning with Elders/Knowledge Holders
Were Elders or Knowledge Holders involved in the development of this Lesson Plan? Yes Can Elders or Knowledge Holders be invited to help teach part of this lesson plan? Yes
Ethics in the classroom: care, truthfulness and trust, respect, integrity
Students must practice listening and respect, both toward the archaeologist and each other. Students will learn that, because an archaeologist listens to each question with attention and respect, so should the students listen to each other.
Relationship with family, ancestors
See Apprenticeship Project: Working with an Archaeologist. In this assignment, students will need to ask their family members to begin a relationship with an archaeologist for the purposes of apprenticeship. Family members are encouraged to be involved in the process.
Different learning styles; attention given to mind, body, and spirit
Healthy relationships in school and community
Connections with everyday life
The students are encouraged to see the landscape around them in their everday lives as potentially holding archaeological resources that they know how to protect.
Participatory and experiential learning activities
Healthy relationship with self and identity
Students are asked to write a book report about an archaeological work in New Brunswick. For this book report, students discuss what the readings tell them about the Indigenous cultures who lived in this area and how that past relates to their contemporary community, nation, and self-identity.
Personal reflection time (connecting with thoughts and feelings)
Each student is encouraged to take some time to offer thanks during their survey.

Lesson Plan Length

Estimated Length (hh:mm): 7:30
(includes time for instruction, activities, self-reflection, and assessment, if applicable)

Other Details

Meets curriculum expectations or outcomes for: Nova Scotia
Prince Edward Island
New Brunswick

Yes

Lesson Plan Topics

Questions?

Please contact Verlé Harrop for more information.

Archaeology: Surveys, Testing, and Excavation - Field Work (Lesson Plan 5 of 5)

Acknowledgement Protocol

Contributors

Contributors

Learning Outcomes

Teachers' Guide

Background/Foundational Information

Lesson Plan

Assessment

Related resources on NCCIE.ca

Where can I find additional information?

Language

Holism and All Our Relations

Lesson Plan Length

Other Details

Lesson Plan Topics

Questions?