Excerpt from Archeology and Education: The Classroom and Beyond Increasingly archeologists are recognizing the importance of engaging the public by making archeology more accessible. Like any other archeological endeavor, public education programs require good planning and effective execution. The articles in this volume provide examples that meet both these criteria. They provide background information, advice about logistics, and theoretical, professional, and/or practical justifications for such educational programs. They are assembled to assist others in developing and implementing similar programs. Calls for efforts to open archeology to the public have become widespread and have come from such differently placed advocates as lan Hodder, leading theorist of post-processual archeology, and Jean Auel, best-selling author of Paleolithic romances. The calls are accurate; there is a great need for more public education efforts, and there are significant activities under way. The three major national archeological organizations, the Society for American Archaeology, the Society for Historical Archaeology, and the Archaeological Institute of America, have made important commitments to public education, as has the recently incorporated Foundation for American Archaeology, which will have a variety of public education functions. Other professional societies, Federal agencies, State agencies, and individual archeologists are becoming more involved in public education efforts. (see Rogge and Montgomery [1989] for another collection of examples of such efforts.) About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

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A ground-breaking book that examines the uneasy relationship between archaeology and education. Argues that archaeologists have a vital role to play in education alongside other interpreters of the past. Contributors from different countries and disciplines show how the exclusion of aspects of the past tends to impoverish and distort social and educational experience.

This book presents novel and interesting ways of teaching archaeological concepts and processes to college and university students. Seeking alternatives to the formal lecture format, the various contributions seek better ways of communicating the complexities of human behavior and of engaging students in active learning about the past. This collection of imaginative exercises designed by 20 master instructors on three continents includes role-playing, games, simulations, activities, and performance, all designed to teach archaeological concepts in interesting and engaging ways.