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

Description

This lesson plan is Part 1 of 5 in a series (or unit) on ‘Archaeology in the Maritime Provinces’ (Prince Edward Island, New Brunswick, and Nova Scotia) that introduces students to the field of archaeology from the perspective of ‘how to think like an archaeologist.’ The aim of the series is to gain an understanding of archaeology from an Indigenous perspective.

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 introduces three topics for opening discussions:

i) What is Archaeology?

ii) Learning to Ask Questions

iii) Technology, Art, and Artifacts.

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

i) Individual Project: Life History of Objects

ii) Field Trip: Visit to a Government Archaeology Office or History Museum

iii) Class Presentation: (Re-)Creating the Past

iv) Personal Project: Searching for Traces.

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, Social Studies, Science, Indigenous Ways of Knowing & Being

Learning Level/Grade:
6

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

Related Resources

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

Archaeology: Surveys, Testing, and Excavation - Field Work (Lesson Plan 5 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, 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. think objectively about objects and recognize the most common pre-European artifacts;

2. articulate questions on archaeology based on their understanding from the required reading material;

3. explain why archaeological research and field work are conducted.

Teachers' Guide

Background/Foundational Information

Teaching archaeology requires an understanding of the many aspects of archaeology, which can be hard to get a handle on. This is because it is both a science and an art and both a technical and an intellectual discipline. One of the most common barriers to teaching archaeology is the preconception most people have about what archaeology is, what we do in archaeology, and how we know what we know. Our intention in developing the lesson plan (and entire unit) is to give the teacher enough information and resources to teach the students how to think like an archaeologist and gain an understanding of archaeology from an Indigenous perspective.

To begin, please watch the video, "Learning from the Ancestors: Archaeology and Indigenous History in the Maritime Provinces of Canada" (in the "Related Resources on NCCIE.CA" section). You are also encouraged to watch this video in class (16:11 minutes).

There are five 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 document contains the details of the lesson plan, "Discussions and Activities - Instructions" (all three documents refer to each other as Appendix C, Appendix A, and Appendix B, respectively).

Two other resources are provided:

A list of terms to focus on in each discussion. 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 helping them use the appropriate language will help them remember and receive the subject matter.
The video created as a supplementary resource for all five lesson plans: "Learning from the Ancestors: Archaeology and Indigenous History in the Maritime Provinces of Canada." This video (in the section 'Related Resources on NCCIE.CA') complements the five lesson plans in this series; students and teachers are encouraged to watch it together (16:11 minutes).

Note: This lesson plan has been developed using educational facilities and resources within the traditional lands of the Wolastoqiyik and many other First Nations of Canada. The material in these lesson plans deals with the culture and history of the Wolastoqiyik, the Mi’kmaq, and the Peskotomuhkadi, as well as the First Nations in the Northeast of North America and across all of the Americas. Much of the knowledge base shared in this lesson plan is the direct result of the sharing of knowledge by the First Peoples of the Americas. The authors gratefully acknowledge that the unceded territories of the Mi’kmaq, Wolastoqiyik, and Peskotomuhkadi and all First Peoples made this lesson plan possible and that the rich cultural history of these peoples created the sites that we study.

Lesson Plan

Title	Type
How to Use this Lesson Plan	File
Please read this document first as it provides key 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. In the other two documents that make up this lesson plan, this document is referred to as Appendix C.
Background Reading Material - An Intro to the Indigenous Archaeological Record	File
This document provides important background information for the teacher to gain confidence in the material presented in this lesson plan. 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). In the other two documents, this document is referred to as Appendix A.
Discussions and Activities - Instructions	File
This document provides all the information you will need for the three discussions and four activities that are part of this lesson. In the other two documents that make up this lesson plan, this document is referred to as Appendix B.
List of Archaeological Terms	File
This Word document lists the terms to be defined and explored as part of the three discussions. The instructor can photocopy this document so each student can write the definitions in the space provided, and he/she can also post these words on the wall or whiteboard in the classroom.

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." Length: 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 for American Archaeology (SAA)	Link
This site provides K-12 activities and resources for teaching archaeology.

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:

Relationship with the land
See "Discussions and Activities - Instructions" - Activity 4: 'Personal Project: Searching for Traces'.
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

Relationship with family, ancestors
See "Discussions and Activities - Instructions" - Activity 3: 'Class Presentation: (Re-)Creating the Past'.
Different learning styles; attention given to mind, body, and spirit
Healthy relationships in school and community
Connections with everyday life
See "Discussions and Activities - Instructions" - Activity 1: 'Individual Project: Life History of Objects'.
Participatory and experiential learning activities
Healthy relationship with self and identity
Students are asked to select five personal objects that they hold precious and identify with. They are encouraged to think about their own identity by asking an Elder, Knowledge Holder, trusted community memer, or if possible, an archaeologist, what impression these people have about the student based on their selected objects.
Personal reflection time (connecting with thoughts and feelings)
Learners are provided time for personal reflection to connect with their thoughts and feelings throughout this lesson plan, particularly with the 'Discussion and Exercises' activities.

Lesson Plan Length

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

Other Details

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

Lesson Plan Topics

Questions?

Please contact Verlé Harrop for more information.

'What Is Archaeology?' (Lesson Plan 1 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?