Stewardship of Cultural Resources

Many archaeological issues today revolve around how sites and artifacts are to be conserved and used. This lesson gives students an opportunity to examine their own beliefs and values about the past, and to connect archaeology to other conservation issues. Students need background knowledge to thoughtfully form values; therefore, this lesson is best taught after students have obtained a broad understanding of archaeology. It is very important to give students the opportunity to draw together their knowledge and feelings about the past. Values clarification brings closure to the learning process, and promotes personal responsibility.

Prepared by Shelley Smith, Jeanne Moe,
Kelly Letts, and Danielle Paterson

Overview
The ethical issues surrounding the protection of archaeological resources are similar to conservation issues in general. People often have different opinions about the value of various resources and whether or not they should be protected. Those who do agree on the value of specific resources may disagree on how to protect them.

This lesson allows students to explore their values about conservation issues and to make comparisons about the value and protection of archaeological sites and artifacts.

Objectives
Students will work in groups, using analogies and dilemmas to infer peoples' motivations for using resources, and to decide and justify the best way to deal with the problems of resource depletion.

Age Level
Grades 4 - 12

Time Required
Two 45-minute class periods

Skills/Strategies
analysis, synthesis, evaluation, analogy, discussion, decision making,
problem solving, communication, role play, debate, values clarification

Materials
Copies of dilemmas for each group (Njomba, Keri Anne, Millie, Jim, McKenzie, Chad and Alvin)

Activity
Divide the class into three groups. Each group will pick one or two spokespersons and a scribe. Give a copy of Njomba to group 1; Keri Anne to group 2; and Millie, Jim, and McKenzie to group 3. Each group will read its dilemma, discuss the questions, and present its conclusions to the class. At the end of the class, give a copy of Chad and Alvin to everyone. Ask students to take the handouts home and hold a family discussion and/or answer the questions.

The next day, discuss Chad and Alvin; or create a panel to include Chad and his father, Alvin and his mother, one or more archaeologists, and one or more artifact buyers. Using the dilemma questions, each of the panelists must prepare and present a persuasive argument for a solution to the scenario problem. The rest of the class will be the citizens of the small town and will question the panelists about their solutions.

	Copyright © 1996 Society for American Archaeology