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      Teacher's Corner: Lesson Plan

(Available in PDF version)

Archaeology and The Media

By Sara Clark and Alicia Ebbitt

Final PA Standards in Reading, Writing, Speaking and Listening concepts covered in this lesson (www.pde.state.pa.us)

1.1 Learning to Read Independently: G. Demonstrate after reading understanding and interpretation of both 

fiction and nonfiction text.
 

1.2  Reading critically in all content areas:  B. Use a variety of media and evaluate the quality.
 

1.4 Types of Writing:  C. Write opinions and persuasive pieces 
 

1.6 Speaking and Listening:  A. Listen to others   D. Contribute to discussions E. Group discussions and 

presentations  F.  Use media for learning purposes. 

 



 

 Objectives: Vocabulary: 

  • Students will use media for learning purposes.

  • Students will recognize the unrealistic portrayals of archaeology in the media. 

  • Students will acknowledge and describe the biased, stereotypical, and political nature of the media. 

  • Students will share ideas with the class and participate in discussions.

 

  • Media

  • Bias

  • Stereotype

 
Materials*: Collection of articles about archaeology, list of myths about archaeology, archaeology video


     

 

Background:

 The media can be an excellent resource for research and aid us in the development of our understanding of current events and what is going on in the world. The media helps raise awareness about the field of archaeology and archaeological investigations and discoveries as well. It helps to bridge distances and cultural gaps and increase our knowledge about international activities, events, etc. Unfortunately, however; the media can also be biased and reinforce stereotypes. Because of this, students must be conscientious and analytical about the information and knowledge that they acquire through the media. Students must learn to discriminate between fact and opinion, and learn where to find legitimate, trustworthy information. This is particularly difficult in an age where anyone can post on the Internet. The Internet is an excellent resource for information, but students must consider the reliability of information that is gathered from certain sources.

      Unfortunately the media has portrayed archaeology very unrealistically. Examples: Indiana Jones, Tomb Raider, The Mummy, images of adventure, grave-robbing, mummies, etc. 

 

Many myths and stereotypes about archaeology and people in the past are reinforced by the media. We want students to realize the vast amount of information they can gain through the media, but we also want them to be responsible and analytical about the information that they gather. We want to encourage positive and realistic media portrayals of archaeology and people of the past.

Opening Activity:

       All grades – The students will list different forms of media (newspapers, magazines, movies, television, Internet, radio, billboards, etc.). Students will compare these different types of media and will describe which are more popular for certain things, and what kinds of audiences are reached through these forms. Students will also discuss changes in media over time and will list advantages to having certain types of media, but also list the dangers in gaining information from the media.   

       Finally, the students are asked what archaeology is and what an archaeologist does. Have they ever met one, or been to a site? List their responses on the board. The teacher will then show the class the results of this activity. Students will list myths about archaeologists and their work and will discuss where they received their notions of archaeologists and their work.

 
 

 

Activity Instruction:

1.) Students will search the internet and/or print media for articles on archaeology (both factual and fantastical) or teachers will hand out suggested materials describing archaeology and myths associated with the profession. Students will read these texts and then share with class, demonstrating their understanding and interpretations of what they read.

2.) As a class, students will discuss what kinds of information they’ve found and what types of myths are refuted or supported by what they’ve found. What does and archaeologist really do, and how close was their stereotypical portrait of an archaeologist to the real thing?

 

3.) Depending on age group and ability, students may be assigned to collect their own examples of archaeology in the media. Then, in groups students will share their articles, discuss their validity and then they will present what they’ve found with the class. Older students will turn in a position paper/review of the articles that they read.

Assessment: Students will write a review of an article, game, video or book based on an archaeological subject.

Closure: End with a group discussion about responsibility and consideration when gathering information from the media.

(If you have questions or comments about the lesson plan? Please send an e-mail to bevc@iup.edu)

*Further resources for archaeology and the media:

Contact an archaeologist from our Speaker’s List.

Archaeology myths- http://www.saa.org/pubedu/myths.html

 

Portrait of an archaeologist- http://www.ohiokids.org/learn/archaeologist.html

                   http://www.lrp.usace.army.mil/lmon/journal1.htm

 

Archaeology in the media- http://www.csicop.org/si/9909/fox.html

 

                                           http://www.archaeology.org/online/features/tombraider/movie.html

 

Project Archaeology: Pennsylvania Prehistory (video)-Here !

 

Fedder, Ken Frauds, Myths, and Mysteries: Science and Pseudoscience in Archaeology, McGraw-Hill 2001

 

 

For this and other lesson plans in .PDF format visit: http://www.pennarchaeologymonth.org/lessonplans.html

 
 
   
 

The thirteenth celebration of Pennsylvania Archaeology Month is sponsored jointly by the Pennsylvania Historical and Museum Commission, the Society for Pennsylvania Archaeology, Inc., the Pennsylvania Archaeological Council and a number of other contributors