ARCHAEOLOGY  CANADA
Chapter 1 - What is Archaeology?

INFORMATION  ABOUT  ARCHAEOLOGY

Archaeology is the study of humans and their past ways of life by  examining the remains, artifacts and evidence of those lifeways, often recovered from the ground or from underwater.

Archaeology is concerned with people in the past and information about them.  The things people made - their artifacts are not what is important in archaeology.  The information we can learn about people from studying their artifacts is what is important.

A professional archaeologist, in Canada is a person who has studied archaeology and who receives a licence or permit from the government to do archaeological research.  The archaeologist agrees to do the work by professional methods and to catalogue and care for any artifacts and to write about and share her or his work.

Archaeologists in Canada can work for private companies, universities, governments or museums but must all follow the laws of Canada and have a valid licence or permit.

In Canada, the past belongs to all of us.  Archaeological sites are protected from destruction and stealing by federal laws, by provincial and territorial heritage and cullture laws and by agreements with other countries. Archaeologists also need to be sensitive to the understandings of people whose ancestors are being studied.

We can all work with archaeologists to protect the past for the future.  We can report any sites we find to local archaeologists.  We can ensure that artifacts are not stolen from sites or sold.  We can work with archaeological societies to understand the past.

QUESTIONS

1.  What is archaeology?

2.  What must an archaeologist do to take part in research in Canada?

3. Where can archaeologists work, in Canada?

4. What can we do to protect Canada's archaeological heritage?

GOALS

to outline several misconceptions about archaeology
to provide information to address those misconceptions
to introduce archaeological terminology

OBJECTIVES

Knowledge
-define archaeology, archaeological artifact, palaeontologist, site
-note the importance of heritage legislation and licensing for archaeological work
-contrast misconceptions about archaeology with current practice

Skills
-demonstrate co-operation during group discussion and activities
-review media for accuracy

Attitudes
-willingness to enquire about past public perceptions of issues
-acknowledgement of the benefits of legislation
-care for the common archaeological heritage

VOCABULARY

archaeologist
a person who studies and practises archaeology, legally

archaeology
the study of humans and their past ways of life by examining remains, artifacts and evidence of those lifeways, often recovered from the ground or underwater

artifact
a material or object modified or used by humans

palaeontology
the study of old bones (i.e. fossils like dinosaurs)

site
the location at which human activity occurred, based upon archaeological evidence

RESOURCES

Boutilier, Brenda et al.
Discovering Archaeology. Halifax: McCurdy Printing and Typesetting for the Nova Scotia Archaeology Society, 1992.

Duke, Kate
Archaeologists Dig for Clues.  New York:  Harper Collins Publishers, 1997.

McIntosh, Jane
Archeology. Toronto: Stoddart Publishing Co. Ltd., 1994.

University of Western Ontario Museum of Archaeology
http:/www.uwo.ca/museum

Peturson, Rod and Bob Shields
Windows on the Past. Toronto:Harcourt Brace & Co. 1999.


SUGGESTED  LESSONS

Junior
 Intermediate
 Extension
A day before, instruct students to bring a small object that has a special meaning to them.

With a partner, students should list things they can tell about the partner from looking at the object.  Partners may share their lists and verify their observations.  Did they guess the special meaning?

Partners may contribute to a class discussion of:

1) How were objects used to tell about people (partners)?
2) Why are objects from out past important to us?
3) If archaeologists work with objects from the past, define archaeology.

Answers from the discussion should be recorded.		 Divide the class into six groups and give each group a card with a myth on it.

Ask the groups to discuss and record:
1) whether the statement they have is true;
2) if not, what is correct.

Provide each group with a card of the correct statement (or refer to the University of Western Ontario website FAQ section). The group should discuss and record:
1) was the group correct in its decision, at first;
2) if not, provide some reasons for the difference.

The groups contribute to class discussion and record the results to:
1) define archaeology,
2) note some misconceptions about archaeology.		 The class views a few minutes of a popular film containing common misconceptions about archaeology.

In groups, students create web diagrams to note public perceptions of archaeology. Groups share their diagrams.

Each student may complete the first column of the "Why Not Dig? activity sheet, based upon public perception webs.

Distribute to each group the heritage legislation provided.

The groups will be asked to
1) revise their web diagrams
based upon a discussion of the law;
2) complete the second column of the activity sheet based on revised views.

EVALUATIVE  STRATEGIES

Junior
 Intermediate
 Extension
Students should examine resources to choose an object from the past, in a unit under study e.g.
Early Civilizations
Mediaeval Times
First Nations
European Settlers in Canada

As with their partners,
1) students list observations about the object's owner;
2) record how this object could be important to an archaeologist;
3) write a story about the owner.		 Show students a few minutes from popular films involving archaeology (after verifying viewing agreements of your school board).

Students should record what misconceptions or correct practices about archaeology are represented.		 Students read the first pages of the Freelton Misner court case.

With the worksheet above completed, students predict the outcome of the court case and give reasons.

Self-evaluation: students read the end of the case and correct own reasoning.

Peer evaluation:  role play a trial of the case.

RESOURCES

Junior
 Intermediate
 Extension

1) answer key

2) marking rubrics

1) myth statements

2) current practice statements

3) suggested videos:
Indiana Jones series
Romancing the Stone
Stargate
Lara Croft: Tomb Raider
The Mummy

4) answer key

5) marking rubrics

1) Why Not Dig worksheet

2) heritage legislation and regional resource

3) Freelton/Misener Case
(Courtesy the Ontario Archaeological Society)

4) answer key

5) marking rubrics

Back
Return to the CAA Homepage