Archaeology for education needs: An archaeologist and an educator discuss archaeology in the Baltimore Country Public Schools

Abstract

Public Outreach in archaeology generally operates with a disciplinary lens calling for stewardship-namely the preservation of archaeological sites through enhanced public awareness. This disciplinary-based goal, while important and relevant, represents the minimum role that archaeology can play in formal school education. An alternative approach for school outreach advocates the use of archaeology for education's needs. Notably, this approach is in keeping with how educators are already using archaeology as part of their instruction. The key to this kind of civically engaged school outreach rests with the professional educator who can successfully translate archaeological research into a useful format for educational needs. The rich potential of this approach is demonstrated by the Baltimore County Public Schools program of archaeology education. In this District-wide program, now in its 20th year, the discipline of archaeology is an integral part of the essential curriculum used in both primary and secondary grades. Here, the creator and Director of this education program (Social Studies Curriculum Specialist George Brauer) and one of the program's archaeology collaborators (Patrice L. Jeppson) discuss the value of the archaeology as education approach. In doing so, they draw upon one portion of the extensive Baltimore County Public Schools program as an example-the archaeologyinfused, Grade 3 Integrated Social Studies/Science Curriculum. In sharing their thoughts as well as the goals and concepts of this educational programing, these collaborators advocate that an archaeology for education approach is one means for "improving communities through archaeology so as to improve archaeology through communities" (Jeppson 2000, 2001, 2002).