Introduction
Keynote Remarks:Diane Frankel
Fine Arts & Science
Art & Conservation
American History &
Preservation
Library Sciences &
Preservation
Archaeology,
American History &
Conservation Practice
Museum Practices &
Conservation
Society of American
Archaeologists
"Being an archaeologist can be really trying on your patience."
MARK
PARKER
SIXTH-GRADE STUDENT
STUART-HOBSON
MIDDLE SCHOOL
WASHINGTON, D.C.
| Archaeology, American History and Conservation Practice |
|
|---|---|
| Organizational participants | Stuart Hobson Middle School and Smithsonian Institution |
| Audience | 5th and 6th graders |
| Subject areas | Archaeology, American history, conservation, and museum practices |
| Staff and faculty | History and science teachers, museum professionals |
| Length of program | Continuing |
| Funding | D.C. Humanities Council |
| Program dates | 1996, second year of three-year program |
| For more information | Ruth Ann Overbeck Janice MacKinnon Stuart-Hobson Middle School Washington, D.C. Tel: (202) 544-4677 |
Kids Dig Archaeology, Learn Preservation
To enrich their study of Native American cultures, fifth and six-grade students at Stuart-Hobson Middle School in the District of Columbia undertook a project on the Algonquin Indians in the Chesapeake Bay area, "Rediscovering the Native Americans." Their experience, however, went well beyond looking up information in the school library. Led by Media Specialist Janice MacKinnon and Project Historian Ruth Ann Overbeck, the students explored the lifestyles of the Indians who once lived in the watershed of the Anacostia River in what is now the nation's capital. Some found the work frustrating since so little is known of the Native Americans in this region. This lack of information forced them to visit sites, to consult outside resources, and significantly, to draw their own conclusions based on their own research.
Overbeck developed this interdisciplinary program with the cooperation of teachers and students at Stuart-Hobson, a museum magnet school located a few blocks southeast of the Capitol Building. Outside funding was secured to pay for books, field trips, and computer programs­the students created a computer "slide show" to present their findings­as well as to purchase cameras to document sites being researched. Other local resources, such as nearby Kenilworth Aquatic Gardens and the Smithsonian's National Museum of American History, provided valuable information on the lifestyles of Native Americans who once lived in the D.C. area.
To begin their research on the Algonquins, students visited a library where they could study maps, drawings, and newspaper articles that described the area in earlier decades. Their combined approach to learning was not just limited to books and published documentation­they also took their research on site. At the Kenilworth Aquatic Gardens, located in the Anacostia watershed, students learned about which local plants the Algonquins would have used and for what purposes. They also became familiar with beavers and other animals that would have lived in the area.
One of their most enlightening experiences was going "behind the scenes" at the Smithsonian's National Museum of American History. There, students examined Indian artifacts­ax blades, hammers, hoes, and projectile points­that had been found in the Chesapeake Bay area and elsewhere. They saw methods of storing and caring for these objects, which led some of them to question whether it is appropriate to keep artifacts in boxes. Should they be moved from their original site at all?
Such insight led to discussions of the roles of archaeologists and conservators, and how they preserve not only artifacts but also the surrounding natural environment and the cultural history of objects. Students soon came to realize that scientists have to be "super careful" in their handling and recording of objects. This direct exposure to artifacts inspired many students to think about the ways in which objects are found, preserved, and exhibited, and several began to contemplate future careers in archaeology, conservation, science, and museums. Among the immediate benefits of this interdisciplinary program, students learned different research skills and became aware of the importance of the past. By looking at objects from different points of view and by turning to a variety of sources of information, these fifth and sixth graders realized the importance of seeing objects in relation to their own lives. They also came to appreciate the significance of conserving of national heritage today.
The project received a 1997 Commendation Award from the American Association for State and Local History.
