Archaeology is a fascinating subject and the feeling of uncovering centuries-old artifacts is amazing. Interpreting the materials left behind by ancient peoples requires a broad-based education.
As part of our university programs, we pursue training in anthropology (cultural and physical anthropology, archaeology and linguistics) and other disciplines to assist our understanding of archeological sites. These may include geology, geography, biology, chemistry, Indigenous studies, history and statistics. We also develop a variety of technical and technological skills to gather and analyze data.
Archaeologists often find themselves teaching and delivering presentations to the public, clients, regulators and schools about artifacts, sites and resource management. For instance, I work wh the Local Government Management Agency provincial approving officers to improve archeological due diligence for development.
Our Kamloops chapter of the Archaeological Society of British Columbia hosted a regular educational and public outreach display at the Kamloops Regional Farmers’ Market this past summer and will be hosting an archeological speaker series this winter.
Education is a common aspect of our lives, regardless of whether we work in the academic, regulatory or resource management spheres.
One of the most satisfying programs in which I participated involved delivering an in-class archeological excavation program for students in grades 5 and 6. I provided an introduction to archaeology and its methods. We then discussed how elements of traditional First Nations and Métis lifeways and culture might be physically expressed and interpreted.
The class was divided in two sections. Group A created a small archeological site representing a 3,000-year-old First Nations campfire activity area, while Group B built a site representing a 19th-century Métis cabin. The groups then switched so that Group A excavated the site built by Group B and vice versa.
Using proper fieldwork procedures, the students excavated the sites in small teams to expose, map and record the artifacts. After “fieldwork” concluded, we undertook laboratory procedures to inventory the artifacts and make interpretations about what past behaviours they represented.
The students then prepared short reports on their excavation programs and explanations of their recoveries.
I loved delivering this program for a number of reasons. The program excited young people about the past and what could be learned from it. During the school open house, the students were so proud to show their parents the excavations and what they were learning. The best part was that the students learned far more than “just archaeology” without realizing it.
This hands-on activity required the students to think critically and creatively, use observational skills, take detailed notes and precise measurements, work collaboratively towards a specific goal, analyze data and communicate their results. Some of the children who had struggled with developing these skills during regular classroom lessons exhibited noticeable improvements through this experiential program.
I don’t know if any of those grades 5/6 students decided to become archaeologists, but they were able to build or improve their problem-solving, numeracy, analysis and literacy abilities in a program that didn’t feel like typical schoolwork. Those skills and the understanding they gained of Canada’s Indigenous peoples will serve them well in becoming flexible, broad-minded and skilled contributors in our society.