ARCHAEOLOGY  CANADA

Chapter 10 - Sharing the Past - Publication and Exhibition

INFORMATION  ABOUT  ARCHAEOLOGY

Archaeological work, like any research, and like writing, is a process.
-Each part of the process is important.
-You have to go through each part of the process to complete your work.
-At the end of the process, your work has to be in a form to be shared.

Why does archaeological work have to be shared?  part of a scientist's job is to look fir mistakes or different explanations for her/his work.  This helps him/her improve the correctness of his/her conclusions.  Archaeologists do this by reading reports at conferences and by publishing articles in journals about their work.  Other archaeologists listen to or read the work and make comments to improve it.  Making a mistake can be important for an archaeologist.  Mistakes give people questions to answer and topics to discuss.  Everyone's understanding of the past can improve this way.

Another way archaeologists share their work is through exhibits. In museums, offices or schools, the artifacts found are displayed, in safe conditions with labels to explain the interpretations of what they are. Brochures, plaques or pictures can be used to explain the archaeologist's interpretation of what the artifacts tell about people's lives and why this is important to us.

In exhibits, many people don't point out mistakes or improvements the archaeologist should make.  Therefore, the archaeologist and the museum should consider their own mistakes and biases when making an exhibit of their work.  They also ask experts or advisors from the community to help look at their biases and to contribute their own perspectives in order to make a better exhibit.

But why does anyone care about what archaeologists do, or find out?

Many people are very proud of their history (as part of a culture or group or as part of the human race) and want to learn about their identities - their story;
Some people try to tell stories about the past to give reasons for what they do in the present. Archaeologists may try to find out more about the past to help us learn more about the truth. This can protect people from stories about the past that are incorrect or that are excuses for bad actions (e.g. "history" being used to justify apartheid in South Africa). Archaeological work protects the past from being destroyed and taken away from us (imagine losing the photographs of your family or childhood; how would you feel about that?).

Our country thinks archaeological heritage is so important that it has laws to protect artifacts and sites.  Also, Canada signed United Nations agreements to make it illegal to sell or buy artifacts from anywhere in the world.  By protecting and valuing our past and by sharing it, we can better understand others and ourselves as we prepare for the future.

QUESTIONS

1. Name three ways an archaeologist could share her/his findings with others.

2. Why should archaeologists share their findings with others?

3. How is learning about the past important?

4. Why should the government make it illegal to buy or sell artifacts?

GOALS

to illustrate the importance of archaeology and the understanding of humankind and its past
to reiterate that archaeological work is a process (not just digging for artifacts)
to note the importance of criticism to scientific (archaeological) work
to note that work about people has a responsibility toward those people

OBJECTIVES

Knowledge
-examine case studies of one culture/people taking the artifacts from another culture/people

Skills
-edit written work for publication
-make an oral presentation
-create an exhibit
 -criticize the work of others to improve it
-accept positive criticism in order to improve work

Attitudes
-value one's own heritage
-express empathy for the value others place in their heritage
-examine the role as stewards of heritage and the influence of citizens on the legal protection of heritage

VOCABULARY


conference
-a meeting to discuss a given topic

criticism
-the noting of good points and errors in something as an effort to improve it

exhibition
-the sharing of information or objects in a public display

journal
-a professional publication, like a magazine, containing articles about work in a specific field of research

publication
-the sharing of written work publicly, usually in a journal

RESOURCES

Archaeological Institute of America Archaeology

Canadian Archaeological Association Canadian Journal of Archaeology

Canadian Museum Association Muse

Canadian Museum of Civilization (formerly National Museum of Canada) Mercury Series



SUGGESTED  LESSONS

Junior
Intermediate
Extension
Each group of students should create an exhibit about the garbage container it studied and the findings.  The exhibit should include:
-actual artifacts (cleaned and stabilized)
-labels for the artifacts
-interpretive brochure about the exhibit
-aesthetic appeal.
Each group should provide a guided tour of its exhibit to the other groups in the class.

The above could be done with illustrations of a culture or site studied in class.
To the display begun about the photographed artifacts from this publication (i.e. classified by conservation needs from Chapter 8), students should add the following to create an exhibit about their interpretation of the hypothetical site studied:
-labels for the artifacts pictured
-a published Site Report, based upon field notes
-consideration for access to the exhibit for visitors with special needs (e.g. large print for older visitors)
-aesthetic appeal
In groups, students should make a museum style exhibit or web page about a culture or site studied in class.  The exhibit/web page should include:
-cultural objects depicted
-an interpretation of the objects
-an interpretation of the culture represented by the objects
-an example of creative writing, telling the story of one of the objects

EVALUATIVE  STRATEGIES

Junior
Intermediate
Extension
The tracking sheet provided may be used by the teacher and/or the students to self and peer evaluate the tours given.
Each student group should give guided tours (real, recorded or virtual) for its exhibit.  The tracking sheet provided may be used by students and/or teachers to assess the effectiveness of the exhibit. Students should view the work of the other groups and use the tracking sheet provided to note the biases and assumptions or errors reflected in the exhibits.

A conference could be held in which each group discusses its work formally, to be open to criticism.

DISCUSSION

Junior
Intermediate
Extension
The teacher should arrange with the original owner of the garbage container (e.g. a secretary, if the container is from the office) to come to the exhibit at the time of the tours and to reclaim the garbage displayed as his/her own and to leave, taking the display.

Students should discuss:
1. How does this affect the students who had the display?
2. What consideration should there be of the owner's position?
3. What can the students do about the situation?
4. Who owns the past?

If it were learned that the ethnic affiliation of the people from the hypothetical site studied was not the same as the students', they should formally debate the following in two groups:

Only a person from that ethic affiliation (or gender, culture or age group) should tell the story of the site.

Case studies for research:
1. Jeanne Canizzo exhibit "Into the Hear of Africa" at the Royal Ontario Museum (see Rotunda magazine)
2. "Enola Gay" exhibit at the Smithsonian Institute
Students should read the articles provided from the Toronto Star.  They should debate:

The Elgin Marbles and all other cultural material taken from its original culture (e.g. Machu Pichu artifacts held at Yale) should be returned to the countries and/or people of origin.

Students should discuss:
1. Were their feelings about the question different for other countries than for their own? Why?/Why not?
2. Who owns the past?
3. Who is responsible for the past?

RESOURCES

Junior
Intermediate
Extension
1. tracking sheet for exhibit/rubric
2. answer key

1. answer key
2. tracking sheet/rubric
1. tracking sheet
2. newspaper articles
3. answer key
4. tracking sheet/rubric

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