Additional
Full Performance Level Competency
Module
440: Effective Interpretation of Archaeological Resources
Content
Outline:
Information on each of the entries in the content outline
may be found on-line in "Archeology for Interpreters:
A Guide to Knowledge of the Resource" [http://www.cr.nps.gov/aad/AFORI/Index.htm]
A. Why we do interpretation and how it meets
the NPS mission.
1. Content: Provides knowledge about why we do public
interpretation of archeology. Provides knowledge about
how archeological interpretation helps the NPS meet
its mission. Note: Use NPS Interpretive Development
Program Curriculum Module
101, “Fulfilling the NPS Mission: The Process
of Interpretation” as a guide. Additional interpretive
modules support skills such as the interpretive talk
and walk, informal roving interpretation, interpretive
planning and interpretive writing, etc.
2. Learner Objectives:
a. Explain why the NPS interprets archeology in
parks.
b. Explain how the interpretation of archeology
meets the NPS Mission.
B. The interpreter's role in public interpretation
of archeology in the parks.
1. Content: Provides knowledge and skills necessary
for the learner to produce successful interpretive
presentations that create emotional and intellectual
connections to archeological resources. (Use a case
study)
2. Learner Objectives: Knows park interpretive themes
and identifies their relationships to
the archeological record. (Discuss examples)
C. The archeologist's role in public interpretation
of archeology in the parks.
1. Content: Provides relevant research and resources
necessary to create successful
interpretive presentations that create emotional and
intellectual connections to archeological resources.
(Discuss examples)
2. Learner Objectives:
a. Seeks out intangible and universal meanings
in archeological resources that provoke imaginations,
and build constituents with strong stewardship ethics.
b. Uses examples of interpretive programs that illustrate
intangible and universal meanings in tangible archeological
resources.
c. Knows park interpretive themes and identifies
relationships to the archeological record. (Use
a case study)
D. Archeologists and interpreters working together.
1. Content: Provides examples of successful collaboration
between interpreters and archeologists. (Cite examples
from national park units. Use example of interpretation
that may result in stewardship through visitor revelation.)
2. Learner Objectives:
a. Ensure the archeological heritage in national
park units is accessible and available to all people.
(Cite examples from national park units)
b. Provide experiences that strengthen recognition,
understanding, enjoyment, and preservation of the
nation's archeological heritage.
c. Create opportunity for audiences to ascribe meanings
to archeological resources, leading to concern for
protection of the resource.
d. Create the seed of resource stewardship through
this revelation; This revelation is not simply a
recitation of research data, and scientific facts.
E. Importance of teamwork.
1. Content: Provides training in how to work as
a part of a team. Provides examples of successful
teamwork.
2. Learner Objectives:
a. Joint participation produces well-balanced,
holistic interpretive plans that accurately reflect
management concerns, attention to all resources,
and addresses major park themes.
b. Archeologists and interpreters actively seek
to integrate current archeological information into
personal and non-personal interpretive services.
c. Archeologists and interpreters understand interpretive
themes, techniques, and opportunities.
d. Archeologists and interpreters actively contribute
or solicit input from other experts to produce or
present well balanced, multiple perspective interpretive
media.
e. Archeologists and interpreters frequently interact
and discuss the status of archeological projects,
programs, actions, and how they might be relevant
to interpretative programs.
f. Archeologists provide training opportunities
(formal or informal) to park interpreters, keeping
them apprised of current research, new theories
and possible conflicting explanations about the
park's archeological record.
F. Personal and professional responsibilities.
1. Content: Discusses the personal and professional
responsibilities inherent in the
professions of interpretation and archeology and how
these fit together to provide an increased visitor
awareness of the need to preserve and protect the
nations cultural resources.
2. Learner Objectives:
a. Present archeological information in understandable,
jargon-free language.
b. Evaluate archeological research and/or projects
for inclusion of interpretive and educational components
that relate to park themes and significance.
c. Know how the archeological profession contributes
to the goals of interpretation and actively seeks
ways to meet these common goals.
d. Demonstrate multiple methods to contribute to
public education programs, while meeting the mission
of the National Park Service.
e. Contribute to interpretative and education programs,
to develop strong public support and stewardship
for increased protection of archeological resources
nationwide.
f. Work together to meet common goals to ensure
public support for protection of irreplaceable archeological
resources.
G. Sensitivity.
1. Contents: Discusses issues of sensitivity (such
as avoiding subject matter that is offensive or misleading
about a cultural group) that affect both fields and
how these issues are dealt with by each profession;
discusses how the NPS mission fits with these areas
of sensitivity; discusses how to approach sensitive
topics and multiple points of view with the public.
2 . Learner Objectives:
a. Develops awareness and acknowledgment of multiple
meanings connected to archeological resources.
b. Shares these viewpoints with one another and
the public.
c. Archeologists provide interpreters with resources
and information on traditional interpretations of
archeological resources.
d. Understands that traditional perspectives exist
that may contradict or disagree with archeological
research, but recognizes traditional perspectives
as alternative interpretations, resulting in a complementary
presentation of the whole story.
H. The past, present, and future of archeology.
1. Brief history of archeology [one chapter overview].
2. Archeology as a science: basic archeological concepts
and methods.
a. Time
(1)Geologic Time
(2) Relative Time
• Stratigraphy and Seriation
• Crossdating
• Horizon markers and determinants
(3) Absolute Time [Use examples that are regionally
appropriate]
• Radiocarbon dating
• Obsidian hydration
• Thermoluminescence
• Dendrochronology
• Mean Ceramic Dating
b. Archeological Context: The critical nature
of context in determining archeological relationships
c. Artifact Analysis
(1) Form
(2) Artifacts as time markers
d. Site Formation Processes
(1) How sites form initially
(2) Long-term determinants of preservation
• Climate
• Soil
• Plant, animal and human activities
e. Site Discovery
(1) Pedestrian Survey
(2) Geophysical prospecting
(3) Remote Sensing
(4) Historical Research
(5) Predictive Models
f. Mitigation of Cultural Resources
(1) Excavation
(2) Backfilling
(3) Impact avoidance measures
(4) Mitigation as a cultural resource management
tool
g, Environmental Archeology
(1) Zooarcheology
(2) Paleobotany
(3) Soil analysis
(4) Geomorphology
h. Preservation and Stabilization Activities
(1) Conservation/stabilization techniques
(2) Museum specimens/exhibits
(3) Archives/data storage
(4) Integration with other park resources
i. Prehistorical and Historical Archeology
(1) History/development
(2) Differences in method and approach
I. Laws, regulations, and NPS policies.
1. Content: Concise explanations of laws, regulations
and NPS policies that affect cultural resources and
interpretation.
2. Laws, Executive Orders, and Regulations: Antiquities
Act of 1906; National Historic Preservation Act of
1966; National Environmental Policy Act of 1969; Archeological
Resources Protection Act of 1979; Native American
Graves Protection and Repatriation Act of 1990; Executive
Order 11593; 36 CFR 800; Moss-Bennett; E.O. 1139;
1811 USC; Reservoir Salvage Act of 1960; NPS Organic
Act of 1916; others.
3. Applicable state and local laws
4. Policies: NPS Management Policies and Director's
Order No. 28, Cultural Resource Management; National
Register Bulletins.
5. Park Enabling Legislation, Park Overview and Assessment,
landmarks, others
6. Cultural Resource Management (CRM)
a. All federal rules and regulations apply to
all public lands not just park lands
b. CRM is the biggest field in archeology today
c. CRM is a tremendous challenge to other agencies
which have a multiple-use mission.
J. Interpretive program development.
1. Content: Use NPS Interpretive Development Program
Curriculum Module 101, “Fulfilling the NPS Mission:
The Process of Interpretation,” or other materials
as references for explaining how a good interpretive
program is developed: the interpreter as integral
to the development of the program; the relationship
between the resource and the audience and how interpretation
facilitates this relationship; five basic elements
of the interpretive process and the "interpretive
equation."
a. Factual content
b. Inclusion of multiple points of view
c. Minimal use of technical jargon
d. On-site activity
For additional information contact:
Barbara J. Little barbara_little@nps.gov
Archeology and Ethnography Program, NPS
1849 C St., NW, NC 210
Washington, DC
20240 202-343-1058 (voice)
202-523-1547 (fax)
Last module update: September, 2002
Editors: Hembrey, Heather A. and Barbara
J. Little
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