SHA at the National Council for the Social Studies Conference

Last November the SHA’s Public Education and Interpretation Committee (PEIC) participated in the National Council for the Social Studies (NCSS) conference.  This large, well-attended annual conference was held in Boston this year at the Hynes Convention Center.  The target audience is composed of teachers, superintendents, principals, and curriculum developers.  Like previous years, the SHA has participated as a collaborative effort as part of the Archaeology Education Clearinghouse (AEC).  This year, the Archaeological Institute of America (AIA) joined the SHA at the exhibitor booth, and the Society for American Archaeology (SAA) sent support materials.  The SHA sent local Boston members to participate in the conference, and we provided support through our local group, the Massachusetts Archaeology Education Consortium (MAECON).

The NCSS supports many facets of social studies, and specifically includes archaeology as part of their mission, seen in this image of their branding materials in the exhibitor hall.

Large sign promoting archaeology as a facet of social studies at NCSS 2014.

As part of SHA’s PEIC, we should be thinking of ways to support the mission of national groups like NCSS who are trying to facilitate the teaching of archaeology to educators.  This top down approach of teaching teachers to teach archaeology is an economical use of our time.  Yet, despite a warm welcome, archaeology was only subtly sprinkled throughout this conference.

Our AEC booth had pamphlets about our various organizations (SHA, SAA, AIA, and MAECON).  We had targeted information for teachers in the form of handouts with resources they could check out on their own time.  We also had CDs with curriculum plan ideas.  Finally, since a majority of the participants were local to New England, we had handouts explaining local Massachusetts resources.

At the SHA annual conference in Seattle we discussed ways to improve our NCSS exhibitor booth.  We are specifically working to improve our own branding to send a clearer, more coherent message to educators at this conference.  Sometimes our message, “Teach with Archaeology,” gets lost.  Though the idea of improving branding and marketing seems abstract and complex, it can easily be tweaked with a few modest changes.  Some that we discussed include the production of AEC business cards, an updated website, and clearer, unified signage.

Where we seemed to really hit the mark at NCSS is having an emphasis on hand outs and deliverables that teachers can reference later.  It is important to make incorporating archaeology into teaching as easy as possible, suggesting strategies that can immediately be implemented into classes. Prompts such as “things you can do tomorrow…” or “things you can do next semester…” will help turn our “teach with archaeology” message into clear action items for teachers.

This approach goes hand in hand with the importance of demonstrating an understanding of the standards that are in place for curriculum development in schools.  To be relevant to educators, we must demonstrate how archaeology supports Core Curriculum; how it can be integrated into classrooms to support requirements teachers already have to meet.  It is especially helpful for us to suggest ways to teach WITH archaeology, not suggesting that it be taught as a separate unit.

While the AEC booth was the only group explicitly presenting archaeology at the exhibitor hall, a few other groups were interpreting history that we know was influenced by archaeological discoveries, but did not necessarily connect the dots back to archaeology itself. Colonial Williamsburg, for example sold kits for artifact interpretation.  A group called Art in History sold paintable ceramics with associated lesson plans.  And other historical sites such as Mount Vernon, and Plimoth Plantation presented history but did not directly tie it back to the supporting archaeology.

Besides the booths at the exhibit hall, the conference also had one and two hour long workshops.  Only a small handful of workshops this year included archaeology, and some of these were cancelled.  Topics included the archaeology of China, the archaeology of Boston, teaching with objects, and starting your own dig.  I anticipate that additional workshops on archaeology would be well received at this conference.  The workshop I presented had roughly 50 engaged participants, many of whom were interested in finding more information about archaeology to bring back to their classes.

Moving forward, I think one way for archaeologists to engage with teachers and curriculum directors more thoroughly is to try to speak their “language.”  Staying up to date on new ideas and trends in teaching philosophies will help us gain this access.  For example, concepts like inquiry, problem-based learning, and teaching with objects, are great ways for archaeologists to tap into what is going on in teachers’ worlds and begin to access classrooms.

Public Archaeology Happenings in Seattle: What not to miss!

by Sarah E. Miller, PEIC Chair

Do I say this every year?  There seems to be more public archaeology at #SHA2015 than ever before.  Without a strategy in place, there’s a lot that can be missed.  Follow the guide below which will lead you to #PubArch happenings at the conference.  This post is organized by PEIC sponsored sessions (1-5) followed by excellent additional offerings beyond the PEIC (6-10) in order from the conference program.  I provided lots of links in headings and text, so use ‘em!

Print PubArch cheat sheet to keep in badge holder!

Join the #EnvArch discussion now on Facebook or join for panel discussion Thursday afternoon.

1. Panel: Are we missing the boat?  Archaeological Response to Disasters and the Potential for Community Engagement

THUR 1:30-3:30 pm  Redwood A Archaeologists and conservators working with the local community unite in this panel to address environmental impacts to archaeological sites including hurricanes, tornadoes, flooding, sea level rise mudslides and more.  To encourage discussion before and after the conference the EnvArch Facebook Group was created with introductions by panelists and case studies linked on the feed.  Come with your own case studies, best practice questions, and queries for future training.  Theater holds 125 so help up fill it up!

2.  Public Education and Interpretation Committee Meeting

FRI 8:00-9:00 AM Diamond A  Join other public education and interpretation minded archaeologists at the PEIC meeting Friday morning.  Full agenda of topics including future conference sessions and reports on National Council of Social Studies, Archaeologists for Autism, International Archaeology Day, and future collaborations with the Archaeology Education Clearinghouse (SHA, SAA, and AIA join venture).  Some sessions start at 8:30 but please come for the minutes you are able.  As always, wake up calls are free! (dm @semiller88)

Look for PEIC fliers at registration.

3.  Hit Them Where They Learn: Educational Policy and Archaeologists as Architects

SAT 10 AM-12 PM  Issaquah Room  Steve Dasovich has assembled a fine panel featuring Larry Zimmerman and PEIC members Bernard Means, SHA Board Memeber Della Scott-Ireton, and PEIC Chair Sarah Miller to tackle not just increasing K-12 archaeology education opportunities, but refining strategy by understanding policy.  This panel builds on a previous post to the blog (Archaeology Education at the Crossroads) featuring both Steve and Sarah’s experiences at the St. Louis National Council for Social Studies (NCSS) conference in 2013 and recent trends in increasing professional development of heritage educators.  What Steve noticed at NCSS was that all teachers are using archaeology in their classroom, they just misunderstand what archaeology is and need assistance labeling what they are often already doing as archaeology.

4.  Three Minute Forum: Can Lightening Strike Twice?  Thrice?  Sharing Tips and Tricks for Engaging the Public

SAT 1:30-3:30 PM Ravenna B  Ideas to take home! In rapid-fire form public archaeologists from all corners of the country will bring in their activity show-and-tell with Q&A discussion to follow the presentations.  Activities can be used in classroom but are especially useful for festival tables and other informal audience veues.

5.  Archaeology Day at the Burke

SAT 10:00 AM- 4:00 PM Burke Museum  Hosted in partnership with SHA, the Center for Wooden Boats, Edmonds Community College, the National Park Service, and the Suquamish Tribe, the Public day is always a great opportunity to learn about local sites and get new activity ideas to take home.  Post your “scuba selfie” to @SHA_org and let them know how important it is to reach out to local communities.

Public Archaeology Day at the Burke.

Click here for more information about Archaeology Day!   

***Beyond the PEIC organized sessions there are some excellent symposiums and panels with emphasis on sharing archaeology with the public.***

6.  Inspirations from Public History: Recommendations for Collaboration and Community Outreach Drawn Across Disciplinary Boundaries

THUR 9 AM-10:45 AM  Metropolitan A  Public archaeologists: don’t reinvent the wheel in terms of theory and practice!  We can look to what are colleagues are up to and borrow from them.  The “them” in this case are Public Historians.  How can we make stronger connections with these specialists (public history educators, park historican, museum managers, oral historians) and what lessons can we learn from their experience.

7. Punk Public Archaeology

THUR 10:30 AM-12 PM  Cedar A  Best. Title. Ever.  Just for the name alone, you gotta go.  Experience the cross sections between DIY aspects of punk and how public archaeology functions.  Beyond the playful title I’m intrigued by the organizers’ association with punk rock to political change and how this plays out for heritage educators.

***Let me preface- I do not envy you the choice you have to make Thursday afternoon.  I’ll be in #EnvArch panel so will miss most of these, but you can be there and tweet for others who can not be present themselves***

8.  Bringing back the Community: Archaeology of an Early 19th Century Community at James Madison’s Montpelier in Orange County Virginia

SAT 1:30-5:00 PM Grand Ballroom A  It’s fun to follow #DigMontpelier throughout the year on FacebookTwitter, and their blog (Archaeology Department Heads to Seattle).  If you’ve never been to James Madison’s Montpelier, take advantage of this opportunity to learn from these 12 papers about five different Montpelier sites.  Multiple analysis–ceramics, labor, small finds, floral and faunal–will lead to their approach in interpretating these data sets to the public.

The Montpelier Archaeology Director Matt Reeves is also involved in symposium early Friday morning, “Building Consensus: Archaeologists and Metal Detectorists working towards a Common Goal.” This is an important session given the tension archaeologists and metal detectorists experience, particularly due to reality shows of years past.  I’m looking forward to constructive conversations and all the points of view they are bringing to the table with this forum: Doug Scott, Wade Catts, Michelle Sivilich, Linda Stine, SHA President Charlie Ewen, metal detectorist, and Montpelier’s Expedition Member Scott Clark. Look for the National Trust’s Preservation Magazine article next month to feature the Montpelier metal detecting project.  The session will be held at 8:30 am Friday morning in Ravenna A.

9. Engaging the Public: Involving People Underwater, On Land, and Online in Maritime Archaeology

THUR 1:30-4:15 PM Willow A As an archaeologist on land it’s always a good idea to check in with our colleagues from the sea.  Their unique perspective into training and working with avocationals, citizen science approach to survey, and promoting history that is too often loved to death always presents a high level of best practices, often with great humor.

10. Management Challenges, Public Relations, and  Professional Issues

THUR 1:30-4:30 PM Metropolitan B One of the most important things the public learns from #PubArch programs is often overlooked, that there are these people called archaeologists and they have jobs and they are part of a large industry.  In addition to providing stats on our profession by the numbers, this session also includes environmental issues that will be brought up during the #EnvArch panel, such as James Gibb’s paper on environmental archaeology and public policy as well as Morgan MacKenzie’s paper on Hurrican Sandy and the New Jersey Waterway Debris Removal Project. Oh to be in two sessions at once!

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Don’t see the session you are in listed?  Give it a plug below!  Don’t forget to join and contribute to #PubArch discussions on Twitter.  The Heritage Education conference hosted by the Archaeology Institute of America in New Orleans unfortunately coincides with SHA.  Let’s bring these subjects to audiences outside of Seattle and continue to develop the profession of public archaeology.

Text: Sarah E. Miller, PEIC Chair

Images: #EnvArch thumnails emergency collections, Iceland digOcklawaha flooding, Washington mudslide, Historical Ecology for Risk Management, PEIC flier by Sarah Miller, Public Day flier by staff of the Burke Museum.          

Looking In and Reaching Out: Becoming a Public Archaeologist

As a proponent of public archaeology, I find myself propelled toward commitments, ideas, events, and people who encourage education, engagement, and awareness. As a graduate student, I’m constantly compelled to seek and develop opportunities to increase all people’s appreciation for and knowledge of archaeology. Some of the strategies I use are well-recognized and employed in a (seemingly) universal way within the profession. Other practices, I like to think, stem from facilitating public ventures concerning archaeology and an interminable awareness of what other students, professionals, and disciplines are doing to integrate the “them” into the so-called archaeological “us.”

Since enrolling in graduate school, I’ve encountered and created great opportunities to become an active public archaeologist. Using these experiences and the accumulated insights, I hope to encourage others, whether students, professors, professionals, avocational archaeologists, or individuals working in other fields, to incorporate these ideas into forthcoming plans, to reflect upon their own experiences, and to share their insights with others.

Be (pro)active and involved

This point is the master key to all public archaeology doors. All the suggestions listed below stem from this concept. Creating and promoting your presence in any archaeological community provides new opportunities and might inspire new ways of thinking.

Be inventive and encourage creativity

Don’t pressure yourself into making every idea novel, unique, or outstanding, but don’t hesitate to adapt something that already exists to meet your needs.

UWF’s Graduate Anthropology Association (GAA) wanted to celebrate bioanthropology and cultural anthropology in a way similar to National Archaeology Day. Simple research led the group to realize that no such days, weeks, or events exist nationally. What’s a group to do? Create a day for each! GAA will host two public events on the UWF campus. Bioanthropology Day occurred on February 12, Charles Darwin’s birthday. Cultural Anthropology Day will take place on April 9 in honor of Bronislaw Malinowski’s birthday.

Actively seek inspiration and search for it in multiple locations

Engaging with others interested in public archaeology facilitates ingenuity. Read a lot of everything—books, articles, newspapers, tweets, blog posts. Explore conferences or professionals not involved with archaeology. Study effective programs, training sessions, workshops, educational tactics, outreach approaches, and ideas in other disciplines and work toward integrating new inspirations into your repertoire.

A basic example: I recently became editor of the Florida Anthropological Society’s (FAS) quarterly newsletter. FAS hoped to introduce color into the newsletter and, over time, introduce new content. How did I implement changes? I looked at newsletter formats that I already liked (and didn’t like). I used Google to find other newsletters to see what works and what doesn’t. I diligently considered color schemes and asked for others input and criticisms.

Use social media and network

Twitter, Flickr, Reddit, Facebook, G+, LinkedIn, Academia.edu, blog forums and all the others—each of these sites has remarkable purpose and promise for public archaeologists. Whether used personally or professionally, these sites can serve as essential resources, forms of entertainment, providers of knowledge and inspiration, networking enablers, and modes of outreach.

Consider your interests and the need of the organization/community/public

If you’re interested in planning or formulating some type of outreach event, start with ideas, topics, or persons that attract you. From there, it becomes easier to develop an idea.

For example, I encouraged the Anthropology Department at the University of West Florida to participate in the AIA’s National Archaeology Day this year. My interest in public archaeology encouraged me to plan the event, but Governor Rick Scott’s anti-anthropology/pro-STEM remarks directed me toward its theme (the Science of Archaeology) and purpose (to demonstrate how science is and can be applied in the discipline).

Ask questions and challenge the status quo

If you have an idea, explore it! Embrace creativity and don’t refrain from asking for others’ insight, feedback, or permission. Asking questions can lead to ongoing dialogue or a more rewarding outcome.

Talk to peers or colleagues about their experiences

Engaging those around you in these discussions can provide inspiration and promote creativity. These conversations might enable you to adapt past ideas or practices into present or forthcoming plans and activities.

UWF, the City of Pensacola Code Enforcement office, and the Escambia County Property Appraisers, along with volunteers from the community, recently completed a clean-up at Magnolia Cemetery. This partnership, the immensely successful clean-up, and future plans for the cemetery, however, emerged from a conversation I had with a fellow graduate student. Although his experiences applied to different aspects of cemetery studies, his project piqued my curiosity and I began to ask professors questions and to develop, with the assistance of many, an outreach tactic designed to improve the appearance of neglected cemetery and, more importantly, encourage community dialogue regarding the state of Magnolia Cemetery in the present and in the future.

Develop a community of like-minded individuals

Whether accessible in person or via the web, such a community provides much of what has been discussed already: inspiration, ideas, novelty, constructive criticism, advice and other forms of feedback. Seek support and be supportive of others.

A note for for students: Apathy is your worst enemy!

  • Read your e-mails on a regular basis
  • Respond to e-mails on a regular basis
  • Join organizations, both professional and within your community
  • Attend conferences, network, and present
  • Join organizational committees
  • Volunteer
  • Avoid excuses
  • Never permit yourself to rely on the “I’m too busy” or “I’ll be too busy” mentality; though it may be true, it’s true for everyone and it will not change.

Do you work with or engage the public in some capacity? If so, what insight(s) would you impart to others?