Description
This lesson plan is part five of a five-part series (or unit) on ‘Archaeology in the Maritime Provinces’ (Prince Edward Island, New Brunswick, and Nova Scotia) that introduces students to archaeological work and gives them hands-on skills in archaeology. This lesson provides students the opportunity to apply the theory and skills they learned in previous lessons.
For an overview, please read the Teachers’ Guide, then download the documents provided in the ‘Lesson Plan’ section of this webpage.
The lessons in this unit are meant to be taught successively but can be used individually as well. They are designed to be flexible and to give lots of resources to accommodate many different classroom situations, capabilities, resources, and student mixes. Timeframes, materials, and so on are meant only as guidelines; extend or shorten as necessary or as circumstances will allow.
The first part of this lesson on a history of Indigenous Peoples in the Maritimes involves discussions on three different topics:
i) Regulation in Archaeology
ii) Cultural Resource Management
iii) Archaeological Impact Assessments (AIA) and Development
After the discussions are held, providing a foundation of knowledge, these three activities follow:
i) Individual Project: Archaeological Survey – Land Learning
ii) Apprenticeship Project: Working with an Archaeologist – Knowledge Keepers
iii) Book Report: Archaeological Impact Assessment Final Report – Mental Power
Note: This lesson plan is not intended to replace archaeological education or give students or teachers the skills to conduct archaeology. The authors and NCCIE in no way endorse seeking out Indigenous artifacts, withholding archaeological information from regulatory bodies, looking for archaeological sites, or digging with the intention to find artifacts or sites. Conducting archaeology, including excavation, testing, surveying, and monitoring, is only to be undertaken by an archaeologist or under the direction of an archaeologist who meets the criteria to be permitted by the provincial regulatory body of the province in question. The authors and NCCIE strongly condemn any activity that endangers the archaeological record, treats artifacts in a disrespectful way (such as selling or destroying artifacts), or impedes the ability of regulatory bodies to protect cultural resources.
Acknowledgement Protocol
Please read this Acknowledgement before the start of this lesson to respect the knowledge that is being shared and the Land of the People where the knowledge originates.
The authors gratefully acknowledge that the unceded territories of the Mi’kmaq, Wolastoqiyik, and Peskotomuhkadi, and all First Peoples of these territories made this lesson plan possible. The rich cultural history of these Peoples established the sites that we study.
Contributors
| Name | Role / Job Title | Place |
|---|---|---|
| Cora Woolsey | Postdoctoral Fellow | The University of New Brunswick |
| Patsy McKinney | Executive Director | Under One Sky Friendship Centre |
Learning Outcomes
Upon successful completion of this lesson plan, students will be able to:
1. understand how Archaeological Impact Assessments (AIAs) work and apply this understanding to developing written reports;
2. perform archaeological work and contribute to an archaeological project in a lab or in the field;
3. identify archaeological evidence and determine why and how evidence is significant.
Teacher's Guide
Background / Foundational Information
This Lesson Plan has documents attached for guidance and instruction on how to use this lesson plan, for discussion ideas and activities, extensive foundational knowledge on the content specific to this lesson, and a list of terms for students to learn.
Reading Material
There are seven key resources that make up this lesson plan. The first two documents provide helpful background, foundational information for the teacher:
- "How to Use this Lesson Plan": This document (which should be reviewed first) provides helpful information for teaching this lesson, including an overview of the learning objectives and outcomes, lesson plan timeframes, ethics in archaeology, tips for class discussions and activities, assessment rubrics, and additional resources.
- "Background Reading Material": Because most people have not necessarily had the opportunity to learn the complex practice of archaeology, we have developed some reading material that provides an introduction to the history of Indigenous Peoples in Atlantic Canada. This reading material should be used as inspiration and background knowledge for the teacher in leading discussions and activities. It can be distributed to students if appropriate (please read 'How to Use this Lesson Plan' for more information).
- The third foundational document describes the details of the lesson, "Details for Discussions and Activities" (all three documents refer to each other as Appendix C, Appendix A, and Appendix B, respectively).
Four other resources are provided:
- A list of terms key to the three discussions. It is suggested that these terms be written on the board and explained at some point and that the teacher help students use the terms properly where possible. Many terms will not be familiar to students, so guiding them to use the appropriate terminology in relevant contexts will help them understand and retain the meaning. As well, completing the terms worksheet during the discussions prepares students for them to be able to use the terms appropriately during the Field Work practical experience.
- Two readings (referred to as Appendices D and E in the three lesson plan documents). Students will be asked to choose one to read for the third activity, which is writing an ‘Archaeological Impact Assessment Final Report.’ The two readings are:
- Recent Archaeological Surveys on the Nashwaak, Big Tracadie and Magaguadavic Rivers
- The Oxbow Site 1984
- A video (in the section 'Related Resources on NCCIE.CA'). If you haven’t watched it already, you can watch the video "Learning from the Ancestors: Archaeology and Indigenous History in the Maritime Provinces of Canada.” It complements the five lesson plans in this series. Students and teachers are encouraged to watch it together (16:11 minutes).
Helpful Information to Know for Activities
More information is available in 'How to Use This Lesson Plan' and in 'Details for Discussions and Activities'. Please read these documents thoroughly and prepare accordingly for the different discussions and activities.
For Activity 1 - Individual Project: Archaeological Survey, here are the materials each student will need:
- smart phone (optional) or a map of the area, notebook, pencil with an eraser, compass (some smart phones have this built in), camera, graph paper
For Activity 2 - Apprenticeship Project: Working with an Archaeologist
- Student Responsibilities: arrange transportation to and from the workplace; provide own food and protective clothing
- The teacher may have to (or prefer to) assist in finding an archaeologist or archaeology student for the class if students are unable to recruit one on their own for an apprenticeship project.
For Activity 3 - Book Report: Archaeological Impact Assessment Final Report
- Students will be asked to write an 'Archaeological Impact Assessment Final Report' based on one of two readings; they will select one of the following to read:
- Recent Archaeological Surveys on the Nashwaak, Big Tracadie and Magaguadavic Rivers
- The Oxbow Site 1984
Lesson Plan
The documents that make up this lesson plan. Open Info for a summary of what each one covers.
- How to Use This Lesson PlanPDF · 1.9 MB
Info
This document should be read first so that educators have a thorough understanding of how this lesson plan is to be used successfully (referred to as Appendix C in the other documents).
- Background Reading Material: Surveying, Testing, and Excavation (Field Work)PDF · 1.9 MB
Info
This reading (referred to as Appendix A in other documents) focuses on archaeological field work, with four main areas of study: Pedestrian Survey Testing Excavation Monitoring
- Details for Discussions and ActivitiesPDF · 691 KB
Info
This document (referred to as Appendix B in other documents) provides all the necessary information you require for the three discussions and three activities (aside from the readings, which are found in the last two documents - referred to as Appendices D and E).
- Reading Option 1: Recent Archaeological Surveys on the Nashwaak, Big Tracadie and Magaguadavic RiversPDF · 3.1 MB
Info
This is one of two readings that students can choose from for the third activity, preparing an 'Archaeological Impact Assessment Final Report.' It is referred to as Appendix D in the other documents.
- Reading Option 2: The Oxbow Site 1984PDF · 5.1 MB
Info
This is the second of two readings that students can choose from for the third activity, preparing an 'Archaeological Impact Assessment Final Report.' It is referred to as Appendix E in the other documents.
- List of Archaeological Terms and DefinitionsDOCX · 22 KB
Info
This list of terms pertains to each of the discussions and activities in this lesson plan.
Assessment
This section contains information for assessing progress in students' learning. While Indigenous approaches to assessment may be highlighted, conventional assessment methods may also be discussed.
An educator can allow students to submit alternate forms of work, like a drawing or a class presentation. An educator can also have one-on-one meetings with students to get a sense of what the students learned from the exercise.
Related resources
- VIDEO - Learning from the Ancestors: Archaeology and Indigenous History in the Maritime Provinces of CanadaLink
Info
This video explores Indigenous perspectives in the field of archaeology. For too long, archaeology has been dominated by non-Indigenous people exploiting archeaological sites that are important and sacred to Indigenous Peoples. As noted in the video, "It is not a one-sided relationship anymore." The field is changing, with more Indigenous Peoples taking an interest in becoming archaeologists so that there is Indigenous oversight and a real Indigenous presence in this work. The video explores how Indigenous knowledge and archaeology can "lift each other up" (16:11 minutes).
Where can I find additional information?
- Glimpses of Atlantic Canada’s PastLink
Info
This paper is published through the Canadian Museum of History. Through the archaeological and geological record of the Atlantic region, it traces significant human events and changing technologies.
- Theory and Method in Maritimes ArchaeologyLink
Info
This paper is part 1 of 12 in a weekly lecture series by Dr. Michael Deal, Professor of Archaeology, Memorial University, Newfoundland and Labrador (2005).
- Peopling the Maritimes: The SettingLink
Info
This paper is part 2 of 12 in a weekly lecture series by Dr. Michael Deal, Professor of Archaeology, Memorial University, Newfoundland and Labrador (2006).
- The Early and Middle Archaic PeriodLink
Info
This paper is part 3 of 12 in a weekly lecture series by Dr. Michael Deal, Professor of Archaeology, Memorial University, Newfoundland and Labrador (2001).
- The Late Archaic PeriodLink
Info
This paper is part 4 of 12 in a weekly lecture series by Dr. Michael Deal, Professor of Archaeology, Memorial University, Newfoundland and Labrador (2001).
- Transitional ArchaicLink
Info
This paper is part 5 of 12 in a weekly lecture series by Dr. Michael Deal, Professor of Archaeology, Memorial University, Newfoundland and Labrador (2001).
- Early Woodland: MeadowoodLink
Info
This paper is part 6 of 12 in a weekly lecture series by Dr. Michael Deal, Professor of Archaeology, Memorial University, Newfoundland and Labrador (2001).
- Early Woodland: Northeastern Middlesex TraditionLink
Info
This paper is part 7 of 12 in a weekly lecture series by Dr. Michael Deal, Professor of Archaeology, Memorial University, Newfoundland and Labrador (2001).
- Introduction to the Middle and Late Woodland PeriodsLink
Info
This paper is part 8 of 12 in a weekly lecture series by Dr. Michael Deal, Professor of Archaeology, Memorial University, Newfoundland and Labrador (2001).
- Settlement/Subsistence ModelsLink
Info
This paper is part 9 of 12 in a weekly lecture series by Dr. Michael Deal, Professor of Archaeology, Memorial University, Newfoundland and Labrador (2001).
- Rock and Mineral ResourcesLink
Info
This paper is part 10 of 12 in a weekly lecture series by Dr. Michael Deal, Professor of Archaeology, Memorial University, Newfoundland and Labrador (2001).
- Protohistoric PeriodLink
Info
This paper is part 11 of 12 in a weekly lecture series by Dr. Michael Deal, Professor of Archaeology, Memorial University, Newfoundland and Labrador (2001).
- Modern Native Issues and ArchaeologyLink
Info
This paper is part 12 of 12 in a weekly lecture series by Dr. Michael Deal, Professor of Archaeology, Memorial University, Newfoundland and Labrador (2001).
- British Archaeological Jobs and Resources (BAJR)Link
Info
This site provides downloadable reference articles about a variety of subjects relating to archaeology.
- The Society of American Archaeology K-12 Activity Resource PageLink
Info
This page has a lot of great ideas for activities to do with kids. These activities can be adapted as necessary.
Holism and All Our Relations
This lesson plan has been developed with an Indigenous lens that is holistic in nature, and addresses the following:
Intergenerational learning with Elders / Knowledge Holders
Were Elders or Knowledge Holders involved in the development of this Lesson Plan? Yes Can Elders or Knowledge Holders be invited to help teach part of this lesson plan? Yes
Ethics in the classroom: care, truthfulness and trust, respect, integrity
Students must practice listening and respect, both toward the archaeologist and each other. Students will learn that, because an archaeologist listens to each question with attention and respect, so should the students listen to each other.
Relationship with family, ancestors
See Apprenticeship Project: Working with an Archaeologist. In this assignment, students will need to ask their family members to begin a relationship with an archaeologist for the purposes of apprenticeship. Family members are encouraged to be involved in the process.
Connections with everyday life
The students are encouraged to see the landscape around them in their everday lives as potentially holding archaeological resources that they know how to protect.
Healthy relationship with self and identity
Students are asked to write a book report about an archaeological work in New Brunswick. For this book report, students discuss what the readings tell them about the Indigenous cultures who lived in this area and how that past relates to their contemporary community, nation, and self-identity.
Personal reflection time (connecting with thoughts and feelings)
Each student is encouraged to take some time to offer thanks during their survey.