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This book presents the theoretical basis and practical steps involved in using Statement Archaeology, an innovative method that enhances understandings of policy development, exemplifying its use in relation to one curriculum subject, Religious Education. The book is the first of its kind to fully describe the theoretical foundations of Statement Archaeology and the practical steps in its deployment, acting as a methodological handbook that will enable readers to use the method subsequently in their own research. Further, the book offers an unparalleled contribution to the historical account of the development and maintenance of compulsory RE in English state-maintained schools and uses this to engage with key current debates in Religious Education policy. It unearths important insights into how the present is built, informs future policy direction and potential implementation strategies, and helps prevent the repetition of unsuccessful past endeavours. This book will be of great interest for academics, researchers and post-graduate students in the fields of religious education, educational policy and politics, and research methods in education.

This collection of four essays examines the ways in which anthropology, as a discipline, reflects ongoing scholarship on gender, race, ethnicity, social class, and sexual orientation. In "The Impact of Gender Studies on Anthropology," Joan P. Mencher reviews the effects of gender studies on physical anthropology, archeology, and developmental anthropology. In "Gender Critique of Social Science Models in Latin America," June Nash argues that feminist models have upset preconceived models based on structural dimensions. In "The Study of Gender, Race, Ethnicity, and Class: Anthropology and Social Change," Anne Francis-Okongwu reviews theoretical shifts that treat gender relations as one of the central sets of social relations for structuring and organizing the functioning of societies. In "Reflections on the Changes in Anthropology, Especially Medical Anthropology, in Relation to the Scholarship on Gender, Race, Ethnicity, Class, and Sexual Orientation," Ida Susser points out that since the 1960s and 1970s feminism and the social movements concerning sexuality and sexual orientations have shaped much rethinking in anthropology. Each essay contains references. (MDM)

The focus of this conference was on programs and experiences in public archaeological education in the Plains states and immediate neighbors. The contents lists the following papers: (1) "Introduction to the Symposium" (William B. Butler); (2) "Archaeological Educational Programs in Colorado" (Kevin D. Black); (3) "Statewide Archaeological Education Programs in Illinois" (Paul Katz; Susana R. Katz; Joyce A. Williams); (4) "Public Programs on Archaeology in Iowa" (Stephen C. Lensink; Leah D. Rogers); (5) "Reaching the Public in Kansas" (William B. Lees; Randall M. Thies); (6) "Archaeological Outreach Programs in Missouri: The Success of Formal Cooperative Agreements" (Greg Fox); (7) "Archaeology and Public Education in Montana" (Dave Schwab); (8) "Public Archaeology in Nebraska" (Anne Wolley Vawser; John R. Bozell); (9) "New Mexico Heritage Preservation Week: Friendly Advice from Those on the Front Lines" (Lynne Sebastian; David W. Cushman); (10) "Archaeology for the Masses in North Dakota" (J. Signe Snortland; Fern E. Swenson); (11) "The Sooners Came Late: Public Archaeology in Oklahoma" (Robert L. Brooks); (12) "Public Education in Archaeology within South Dakota" (Todd Kapler); (13) "Archaeological Education Programs in Texas: Professional and Avocational Archaeologists as Partners" (Pat Mercado-Allinger); (14) "Public Archaeology and Education Programs in Wyoming" (Mark E. Miller; Mary Hopkins); (15) "Learning from the Past: Education Programs of the Saskatchewan Archaeological Society" (Carolyn Thauberger; Tim E. H. Jones); (16) "The Public Education Initiative and the Society for American Archaeology" (Edward Friedman; Phyllis Messenger); and (17) "Federal Archaeological Public Awareness Activities" (Ruthann Knudson). (EH)

Educational technologies are becoming more commonplace across the K-12 curriculum. In particular, the use of innovative digital technology is expanding the potential of arts education, presenting new opportunities--and challenges--to both curricular design and pedagogical practice. "Revolutionizing Arts Education in K-12 Classrooms through Technological Integration" brings together a variety of perspectives, research, and case studies that emphasize a pedagogical awareness of diverse learning styles, while highlighting issues of ethics and equality across the educational landscape. This timely publication is aimed at K-12 arts educators leading classrooms focusing on dance, drama, media, music, and the visual arts, as well as pre-service teachers, museum and gallery educators, policymakers, and designers of academic curricula. Following a preface by the editor, chapters in this book include: (1) Young Children and Narrative Meaning-Making to Promote Arts and Technology (Susanne Garvis); (2) Purposeful Practice: Using Technology to Enhance Teaching and Learning in Visual Arts (Donna Mathewson Mitchell); (3) A Museum Educator's Guide to Implementing a Digital Pedagogy Using Connectivism: Making the Case with iPads to Enhance K-12 Student Learning in Art Museum Education (Purnima Ruanglertbutr); (4) Art Galleries Connecting with the Curriculum through Digital Technologies and Resources (Kathryn Hendy-Ekers); (5) Self-Belief and Confidence to Teach Arts and Digital Technology in K-6 Classrooms: Perspectives from Pre-Service Teachers (Narelle Lemon and Susanne Garvis); (6) Playful Calculation (Derek Ham); (7) Everybody Can Do It -- The Arts and Technology in Your Classroom: A Tool for Reflexive Practice (Bianca Power and Christopher Klopper); (8) Young People, Digital Cameras, and Art Gallery Spaces (Narelle Lemon); (9) Through the Lens of the Museum Curator: Teaching Compositional and Digital Literacies to Curate a Folio of Process and Product in Art Education (Kathryn Coleman); (10) Public Art, Digital Technology, and Building Teacher Capacity (Narelle Lemon); (11) iPhoneography in the Secondary Classroom: Using Social Media to Enhance Visual Communication (Kristi Oliver); (12) Expanding Opportunities in Teacher Education: Connecting Visual Arts Teachers with Community via Distance (Donna Mathewson Mitchell); (13) Teaching the Twenty-First Century Competencies through Museum Interactives on Ancient Art and Archaeology (Carol Ng-He); and (14) K-12 Arts Pedagogies and Technology Use Transitioning into Higher Education: I Want to Be a 21st Century Artist or Designer (Megan McPherson). A section about the contributors and an index are included.

This book is the third volume of the paperback versions of "The SAGE Handbook of Qualitative Research, Third Edition." This portion of the handbook considers the tasks of collecting, analyzing, and interpreting empirical materials, and comprises the Handbook's Parts IV ("Methods of Collecting and Analyzing Empirical Materials") and V ("The Art and Practices of Interpretation, Evaluation, and Presentation"). "Collecting and Interpreting Qualitative Materials, Third Edition" introduces the researcher to basic methods of gathering, analyzing and interpreting qualitative empirical materials. Part I moves from interviewing to observing, to the use of artifacts, documents and records from the past; to visual, and autoethnographic methods. It then takes up analysis methods, including computer-assisted methodologies, as well as strategies for analyzing talk and text. This Third Edition contains a new Reader's Guide prepared by the editors that helps students and researchers navigate through the chapters, locating the different methodologies, methods, techniques, issues, and theories relevant to their work. It presents an abbreviated Glossary of terms that offer students and researchers a ready resource to help decode the language of qualitative research. The book offers recommended Readings that provide readers with additional sources on specific topic areas linked to their research. This text is designed for graduate students taking classes in social research methods and qualitative methods as well as researchers throughout the social sciences and in some fields within the humanities. An introductory chapter, "The Discipline and Practice of Qualitative Research," by editors Norman K. Denzin and Yvonna S. Lincoln, begins the book. Part I, Methods of Collecting and Analyzing Empirical Materials, contains chapters: (2) Narrative Inquiry: Multiple Lenses, Approaches, Voices (Susan E. Chase); (3) Arts-Based Inquiry: Performing Revolutionary Pedagogy (Susan Finley); (4) The Interview: From Neutral Stance to Political Involvement (Andrea Fontana and James H. Frey); (5) Recontextualizing Observation: Ethnography, Pedagogy, and the Prospects for a Progressive Political Agenda (Michael V. Angrosino); (6) What's New Visually? (Douglas Harper); (7) Autoethnography: Making the Personal Political (Stacy Holman Jones); (8) The Methods, Politics, and Ethics of Representation in Online Ethnography (Annette N. Markham); (9) Analytic Perspectives (Paul Atkinson and Sara Delamont); (10) Foucault's Methodologies: Archeaology and Genealogy (James Joseph Scheurich and Kathryn Bell McKenzie); (11) Analyzing Talk and Text (Anssi Perakyla); and (12) Focus Groups: Strategic Articulations of Pedagogy, Politics, and Inquiry (George Kamberelis and Greg Dimitriadis). Part II, The Art and Practices of Interpretation, Evaluation, and Representation, contains chapters: (13) Relativism, Criteria, and Politics (John K. Smith and Phil Hodkinson); (14) Emancipatory Discourses and the Ethics and Politics of Interpretation (Norman K. Denzin); (15) Writing: A Method of Inquiry (Laurel Richardson and Elizabeth Adams St. Pierre); (16) Poetics for a Planet: Discourse on Some Problems of Being-in-Place (Ivan Brady); (17) Cultural Poesis: The Generativity of Emergent Things (Kathleen Stewart); (18) "Aria in Time of War:" Investigative Poetry and the Politics of Witnessing (Stephen J. Hartnett and Jeremy D. Engels); and (19) Qualitative Evaluation and Changing Social Policy (Ernest R. House). Also included are a reader's guide, suggested readings, an author index, and subject index.

The essays in this collection address questions raised by a modernity that has become global with the victory of capitalism over its competitors in the late twentieth century. Rather than erase difference by converting all to Euro/American norms of modernity, capitalist modernity as it has gone global has empowered societies once condemned to imprisonment in premodernity or tradition to make their own claims on modernity, on the basis of those very traditions, as filtered through experiences of colonialism, neocolonialism, or simple marginalization by the forces of globalization. Global Modernity appears presently not as global homogeneity, buts as a site of conflict between forces of homogenization and heterogenization within and between nations. Prominent in this conflict are conflicts over different ways of knowing and organizing the world. The essays here, dealing for the most part with education the United States, engage in critiques of hegemonic ways of knowing, and critically evaluate counterhegemonic voices for change that are heard from a broad spectrum of social, ethnic and indigenous perspectives. Crucial to the essays' critique of hegemony in contemporary pedagogy is an effort shared by the contributors, distinguished scholars in their various fields, to overcome area and/or disciplinary boundaries, and take the wholeness of everyday life as their point of departure. This book is divided into four parts. Part I, Perspectives on Pedagogy, contains the following chapters: (1) Introduction: Our Ways of Knowing-and What to Do About Them? (Arif Dirlik); (2) Who Will Educate the Educators? Critical Pedagogy in the Age of Globalization (Peter McLaren and Ramin Farahmandpur); (3) Radical Pedagogy and the Terror of Neoliberalism: Rethinking the Significance of Cultural Politics (Henry A. Giroux); and (4) Transnationalism, Technology, Identity: How New Is the World of the Internet? (Alexander Woodside). Part II, Our Ways of Knowing, includes: (5) Anthropology, History, and Aboriginal Rights: Politics and the Rise of Ethnohistory in North America (Arthur Ray); (6) Ethnic Studies in the Age of the Prison-Industrial Complex: Reflections on "Freedom" and Capture, Praxis and Immobilization (Dylan Rodriguez and Viet Mike Ngo); (7) The Drug War is the New Jim Crow: Legislating Black Educational Exclusion in the Post-Civil Rights Era (Susan Searls Giroux); and (8) Who Are You Rooting For? Transnationalism, the World Cup and War (Robert Chang). Part III, Counter-Knowledges, contains: (9) Boundaries and Community in a Borderless World: Suggestions for Cooperation and Rootedness with a Focus on Black History Month (John Brown Childs); (10) Strategic Parochialism (Lily Mendoza); (11) Why Spend a Lot of Time Dwelling on the Past? Understanding Resistance to Contemporary Salmon Farming in Kwakwaka'wakw Territory (Dorothee Schreiber and Dianne Newell); (12) Challenging Infallible Histories: A Miraculous Revival of Dead Indians (Jason Younker); and (13) California Colonial Histories: The Integration of Archeology, Historical Documents and Native Oral Histories (Kent G. Lightfoot). Part IV, Education for Community, presents the finals chapters of the book: (14) Gandhi, History, and the Social Sciences (Vinay Lal); and (15) Thinking Dialectically Toward Community (Grace Lee Boggs).

This book provides 25 activities giving children hands-on archeological experience, teaches how archaeologists work, and shows what they have discovered from digging up prehistoric bones between the time when dinosaurs roamed the earth to the uncovering of modern artifacts at a contemporary office building. Ancient civilizations come to life as children see how archaeology uncovers the mysteries of the past. It allows children to read about many ancient civilizations like the Babylonian, the Shang Dynasty, and the Sumerians. Students discover how the great Egyptian pyramids were built and how the lost city of Troy was finally found. (Contains sidebars, maps, photographs, illustrations, a glossary of terms, a detailed timeline, and a related Web sites section.) (BT)

Except for discussions of the early colonial period, the American Indians of Virginia are invisible in history textbooks, leading many people to assume that the state's Indian population vanished long ago. This book shares the unique stories of some of Virginia's Indian people, providing an insight into the history, education, and cultural traditions of each of the eight state-recognized tribes of Virginia: the Monacan Nation and the Chickahominy, Eastern Chickahominy, Mattaponi, Upper Mattaponi, Nansemond, Pamunkey, and Rappahannock Tribes. Chapters focus on: (1) life on the reservations during the 20th century, including one-room schools; (2) American Indian history in Virginia and the historical distortions in history textbooks; (3) history of racial identification of Indians in Virginia; (4) two statewide Indian organizations that work on federal and state relations with tribes, advocacy, and improvement of Indian education; (5) experiences of living in two worlds, growing up Indian, learning cultural traditions, and attending Indian schools and public schools; (6) archaeology and issues related to protection of Native American graves; (7) pottery making traditions and instruction; (8) pow wows; (9) food and subsistence traditions; and (10) museums and historical research. Appendices present a glossary, suggested reading, other resources, museums, and profiles of the eight state tribes. (Contains an index.) (SV)

This book was written to offer ideas on how to open archeological education to more students, not just those seeking a Ph.D. Individuals in archaeology provide background and offer suggestions for a movement to provide greater access to the field. The book ponders 21st century archaeology, its possible directions and strategies, and call on those concerned about its future. Following a foreword by Dean R. Snow, the volume is divided into six parts. Part 1, "Background: History of the Issues," includes: "Historical Background: Thinking about How We Teach Archaeology" (Susan J. Bender); "The Old Order Changeth; Or, Now that Archaeology is in the Deep End of the Pool, Let's Not Just Tread Water" (Charles R. McGimsey III; Hester A. Davis); "What Is the Archaeology Curriculum?" (Dorothy Schlotthauer Krass); "Archaeological Education and Renewing American Archaeology" (William D. Lipe); and "SAA Surveys Regarding Public Archaeology/Cultural Resource Management and Teaching" (George S. Smith; Dorothy Schlotthauer Krass). Part 2 introduces "A Proposal to Guide Curricular Reform for the Twenty-First Century" (Susan J. Bender, Ed.). Part 3, "Framing Discussions: Considering the Contexts," contains: "Disciplinary Contexts: Thinking about Sources and Directions for Change"; "Training Students in Archaeological Ethics" (Mark J. Lynott; Vincas P. Steponaitis); "Archaeological Education and Private Sector Employment" (Joseph Schuldenrein; Jeffery H. Altschul); "Professional Education and Training for Public Service Archaeology" (Francis P. McManamon); "The Government Sector: Reforming the Archaeology Curriculum to Respond to New Contexts of Employment" (James J. Miller); "Community Relations: What the Practicing Archaeologist Needs to Know to Work Effectively with Local and/or Descendant Communities" (Joe Watkins, K. Anne Pyburn; Pam Cressey); and "Archaeopolitics: The Political Context of Archaeology" (Judith A. Bense). Part 4, "Archaeology Education in the Twenty-First Century: Models for Change," presents: "Overview of the Issues" (Kathleen M Byrd; Ricardo J. Elia); "Master of Arts in Heritage Resources: A Proposed Program at Northwestern State University of Louisiana (Kathleen M. Byrd); "Cultural Resource Management at the College of William & Mary" (Dennis B. Blanton); "A New Master's Program in Archaeological Heritage Management at Boston University" (Ricardo J. Elia); and "Teaching Public Archaeology at the University of South Florida" (Nancy Marie White). Part 5, "Questioning the Principles," contains: "Introduction: Thinking Outside the Box"; "Altered States: Archaeologists Under Siege in Academe" (K. Anne Pyburn); "Strategies for Change in Teaching and Learning" (Brian M. Fagan); "Refashioning Our Profession: Practical Skills, Preservation, and Cultural Resource Management" (Joseph Schuldenrein); and "Archeologists as Anthropologists: The Question of Training" (David G. Anderson). Part 6, "Where Do We Go from Here," considers "A Call to Action." (JEH)

This guidebook outlines the culture and structure of schools and shows how archaeologists can work with teachers, curriculum developers, museum professionals, and park rangers to develop useful programs in archaeological education both in the classroom and in informal settings. The essays strive to provide multiple examples of exemplary programming that meets the needs of students, educators, and archaeologists in a realistic, achievable manner. The writings are: (1) "Accessing Educational Systems in Canada and the United States" (Cathy MacDonald; Paula Burtness); (2) "Governmental Education Standards and K-12 Archaeology Programs" (M. Elaine Davis); (3) "Cognitive and Moral Development of Children: Implications for Archaeology Education" (Emily J. Johnson); (4) "Learning and Teaching Styles: Reaching All Students" (Victor W. Geraci); (5) "Heritage Education for Special Students" (Renata B. Wolynec); (6) "Developing Lessons about Archaeology: From a Teacher's Journal" (Patricia Wheat); (7) "'National Geographic' and 'Time Magazine' at Textbooks: How Teachers Learn about Archaeology" (Dorothy Schlotthauer Krass); (8) "Including Archaeology in K-12 Teacher Education (Robert H. Brunswig, Jr.); (9) "Brokering Cultures: Archaeologists Reach out to Teachers" (Ruth Osterweis Selig); (10) "From Context to Content: Instructional Media for Precollegiate Audiences (KC Smith); (11) Teaching Archaeology with Educational Technology" (Joelle Clark); (12) Against the Clock: Introducing Archaeology in Time-Limited Situations" (Carol J. Ellick); (13) "Assessing Archaeology Education: Five Guiding Questions" (Nan McNutt); (14) "Teaching Archaeology without the Dig: What's Left?" (Nancy Hawkins); (15) "Simulated Excavations and Critical Thinking Skills" (Beverly A. Chiarulli; Ellen Dailey Bedell; Ceil Leeper Sturdevant); (16) "Digging with Kids: Teaching Students To Touch the Past" (Karolyn Smardz); (17) "Archaeology and Values: Respect and Responsibility for Our Heritage" (Jeanne M. Moe); (18) "Who Paints the Past? Teaching Archaeology in a Multicultural World" (Marjorie Connolly); (19) "Gatekeeping, Housekeeping, Peacekeeping: Goals for Teaching Archaeology in the Public Schools" (K. Anne Pyburn); (20) "Applying the Message to the Medium" (Peter Stone); (21) "Politics, Publicity, and the Public: Urban Archaeology in the Public Eye" (Elizabeth Anderson Comer); (22) Crow Canyon Archaeological Center: Why an Independent, Nonprofit Center Makes Sense" (Stuart Struever); (23) "Teaching the Past in Museums" (Joanne Lea); (24) "Teaching Archaeologists To Teach Archaeology" (Nancy Marie White); (25) "On Site and Open to the Public: Education at Archaeological Parks" (Mary L. Kwas); (26) "Archaeology Education Programs: A Long-Term Regional Approach" (Bonnie Christensen); (27) "Environmental Education: Perspectives for Archaeology" (Norman R. Frost); and (28) "Retrospective: Personal Thoughts on the Maturation of Archaeological Education" (Martha Williams). (Contains references.) (RJC)

This middle school unit of study on archaeology is designed so that students become part of the process of historical discovery. The unit aims to bring history alive by revealing parallels between everyday life in ancient times and everyday life today. Students are asked to investigate and interpret artifacts from their own lives and homes. Critical thinking is an integral part of the unit, since every part of an excavation must be interpreted in archaeology. Science experiments, mathematics, written reports, panel discussions, and the creation of and participation in an actual archaeological dig are all included in the unit. An archaeological conference at which the results of each excavation are reported culminates the unit. A museum display exhibits the artifacts and projects completed throughout the unit. The unit is designed so that middle school students benefit from the hands-on activities that bring complex concepts to life. This book consolidates separate subject areas into a conceptual whole that is easily taught by teachers of different subjects, or those involved in a core curriculum. A pretest and/or posttest provides a further measure of student growth. Lessons involve deciphering ancient writing, interpreting artifacts, and determining what life was like for ancient Greeks. A glossary is included. (Contains 43 references.) (BT)

Intended for teachers of the gifted, the book contains a compilation of teacher-developed units written for use with students from preschool through high school. Units are divided into four sections: one for each of four theoretical models--Bloom's Taxonomy of Educational Objectives, Guilford's Structure of the Intellect, Taylor's Multiply Talents Model, and Williams Model for Implementing Cognitive-Affective Behaviors in the Classroom. Each model is explained in introductory sections preceding unit activities. A Potpourri unit is also provided. Units in each section are noted to illustrate how the model could be the structure for the curriculum. Subjects covered by unit activities include the following: pets, transportation, work in the kitchen, science laboratory, creative problem solving, archaeology, history of timekeeping, astronomy and space travel, mythology, age of chivalry, art appreciation, creative problem solving through art, and law instruction. (SBH)

This publication, an outcome of a 2-day colloquium in 1981, contains information about using artifacts (material culture evidence) as a primary source for teaching history at the graduate or advanced student seminar level. A purpose of the colloquium was to gather and disseminate this information for the Historians/Artifacts/Learners (HAL) project. Included is a lead article; six papers presented at the colloquium; an analysis of the proceedings; remarks, discussion, and recommendations made at the colloquium; and a selected list of course syllabi, books, and articles. The lead article describes five individuals who recognized the importance of using artifacts in the teaching of history. The six papers discuss using artifacts to teach history in the disciplines of cultural anthropology and folklore studies, social history, art history, cultural geography, history of technology, and historical archaeology. The remarks and discussion article summarizes and interprets the papers presented at the colloquium. Among the recommendations of the HAL staff are that a single resource, most likely a publication, be compiled and that curriculum materials be developed for using artifacts in teaching history. The bibliography presents a core listing of college-level syllabi as well as available books, articles, and pamphlets on this topic. (NE)

This kit, for grades 5 and up, helps students master the content of Colonial American history and develops students' historiographic and upper level thinking skills. The documents and activities included in this volume allow students to become "historical detectives," peeling back the layers, deciphering archaic lettering, reassembling broken artifacts, and bringing the past back to life. From St. Augustine to Jamestown to Plymouth, archaeologists and historical researchers have uncovered new information that has changed the understanding of the earliest period of European settlement in North America. The volume is organized into three geographical areas: (1) St. Augustine, Florida; (2) Jamestown, Virginia; and (3) Plymouth, Massachusetts. Within each section documents are organized chronologically. Activities are organized developmentally and thematically and may be used individually or in groupings. Lesson objectives are consistent with national and state social studies standards. Most of the activities in the volume come from lessons developed for and tested by more than a dozen teachers. Kit includes a binder and pages consisting of 12 activities, 9 supplements, and 53 reproducible documents. (BT)

This book aims to provide elementary and secondary school teachers with an accurate and readable guide to teaching a discipline seldom taught in pre-university curricula, archaeology. It also seeks to allow students the opportunity to join firsthand in the practice of a genuine science and thereby learn to appreciate the variety of skills and the magnitude of labor that goes into the collection of such data. This book is designed to inculcate in the minds of youngsters an appreciation of the fragility of the archaeological record while at the same time make them aware of their roles as potential stewards of the past. A detailed description of what to do during each phase of a successful dig is provided along with a series of ironclad rules that serve as the Mosaic Code for the teachers/archaeologists. An explanation and glossary of technical terms in common archaeological use, and a series of activities that could be used to supplement the archaeological fieldwork is also included. (DKM)

This book outlines how to combine the skills of archaeology with the exploration of social studies in the classroom and illustrates how a network of teachers transformed their social studies courses into dynamic, multicultural inquiries using the tools and questions of archaeology. It explains how middle school social studies teachers tamed their centuries-long, civilizations-packed courses in world history and culture using an integrated social studies and archeology program. After a foreword by Dennie Palmer Wolf, the book contains: "Introduction: Archaeology and Cultural Exploration" (William A. Saturno and Dennie Palmer Wolf); "Prologue to Chapter 1: The Eagle and the Tortoise: A Colleague's Tale" (Nick Bartel); and the followong chapters: (1) "You Are Here: A Cultural Exploration of the Maya and Seventh Graders: (Marg Costello) and "Response from a Colleague: Creating a Culture of Respect" (Bill Fulton); (2) "We Knew Where We Wanted to Go and We Think We May Have Arrived" (Phyllis McDonough Rado and Victoria Rodriguez Garvey) and "Response from a Colleague" (Virginia Vogel Zanger); (3) "Like a Puzzle" (Tammy Swales Metzler); and "Response from a Colleague: Closing the Gap by Beginning at the End" (Chris Hargrave); and (4) "More of a Questioning Spirit: Unearthing Ancient Creece: (Miriam Nason and Shannon Thomas) and "Response from a Colleague" (Dennie Palmer Wolf). The book concludes with an epilogue, "But I don't Teach the Maya...," by Julie Craven. Contains an appended "Maya Adult Bibliography" and a list of contributors. (ASK)

This volume brings together the insights of more than 40 contributors who demonstrate that anthropology has timely, important, and enduring messages for students and the public. The book provides the first comprehensive examination of teaching issues across all the subfields of anthropology since the 1963 publication of "The Teaching of Anthropology," edited by Mandelbaum, Lasker, and Albert. The teaching of general, cultural, physical, archaeological, linguistic, and applied anthropology is broadly addressed in the book. This book contains six sections and an introduction. The introduction is "The Transmission of Anthropological Culture Today" (Conrad P. Kottak). Section 1 examines "Teaching the Introductory Course." Section 2 presents "Teaching about Cultural Diversity." Section 3 talks about "Teaching Linguistic Anthropology." Section 4 examines "Teaching Paleoanthropology." Section 5 focuses on "Teaching Applied Anthropology." Section 6 contains ideas on "Teaching Anthropology to Precollegiate Teachers and Students." (EH)

This book on the history of West Virginia emphasizes the differences and similarities among the people inhabiting what is now the state of West Virginia, from prehistoric times to the present. The history focuses on how these people have acted as individuals and in groups such as families, communities, societies, corporations, and government. Studying history helps people understand the social behavior of people who lived in the past. By observing the changes that affected their lives, one also can observe the ways in which society came to be the way it is today. By observing the interaction of a variety of cultures still present in West Virginia today, each within its own distinctive natural environment, students get a command of skills, methods, and concepts that they can apply later to other broader areas. This document is divided into five parts. The first part discusses how West Virginia became a settled frontier. It contains three chapters based on: (1) the prehistory of West Virginia; (2) the first historic West Virginia societies; and (3) cultural encounters. Part 2 explores how West Virginia became a state. The three chapters in this part discuss: (1) land and law; (2) why West Virginia became a state; and (3) state government. The third part is on the development of an industrial society and discusses the industrial period and the economic system. The fourth part deals with becoming a bureaucratic society. Part 5 includes the lives of everyday people, food, clothing, and housing throughout the historical periods. (DK)

This annotated bibliography contains 1,504 entries focusing on Native American cultures that existed across North and South Dakota in relative isolation from non-Indian influences before and immediately after contact with Whites. The book is aimed particularly at scholars and teachers of Native American studies. Entries include books, journal articles, doctoral dissertations, research reports, official documents, and reference works published from the mid-1800s to the present. Following a chronology of the history of the Dakotas, a chapter on prehistory cites items comprising information about Sioux and other Indian communities of the Dakotas derived from archaeological and anthropological analysis. Items in the second chapter supply profiles of traditional Sioux culture and some information about its change through exposure to non-Indians. Major themes include origins and survival of tribal sovereignty; land loss and the struggle to protect natural resources; conflicts with neighboring tribes and federations; and cultural studies of art, music, language, literature, material culture, kinship, traditional education, and life style. A chapter on religious traditions covers the Sacred Pipe of the Sioux, missionaries and the installation of Christianity, Peyote religion, spiritual teachings, the Ghost Dance, and the Sun Dance. The fourth chapter lists sources of information about Sioux people published in Canada and Europe. The final chapter cites reference works on Dakota, Lakota, and other Siouan languages, and on winter counts. Includes author and subject indexes covering this book and "South Dakota History: An Annotated Bibliography." (SV)

In the eighteenth and early nineteenth centuries prehistoric earthworks were to be seen throughout North America. Fascinated colonialist and European settlers attributed these mysterious mounds to mythic Eurocentric sources rather recognizing them as evidence of prehistoric Amerinds. By the end of the nineteenth century interest in the moundbuilders and their earthworks had waned. Treasure hunters had ransacked most of the ancient sites and many earthworks succumbed to the plow or newly constructed towns. Thousands of earthworks and moundbuilder artifacts vanished forever. This book depicts many ancient sites in over 120 historic maps and photographs, and in photographs and line drawings. Each site is identified and briefly described in its appropriate period section, The Archaic Period (to 500 BC); The Ohio Period (500 BC-AD 500); and The Mississippi Period (AD 500-1500). An Epilogue and 3 Appendices follow. The appendices contain: an alphabetical site listing by state; "Gallery of Artifacts," presenting 50 illustrations of motifs and artifacts, and a selected reading list. (MM)

The book contains 20 essays which provide an overview of the state of the art in various areas of anthropology, including applied anthropology, archaeology, physical anthropology, ethnology, linguistics, and social anthropology. Most of the authors are professors and researchers from departments of anthropology or linguistics in United States colleges and universities. The essays are broad surveys and exercises in theory. Topics include cross-cultural cognitive studies; nutritional anthropology and biological adaptation; psychological anthropology; Chinese palaeoanthropology; current directions in midwestern archaeology; anthropological studies on women's status; social exchange; languages of the Caucasus; community studies in Europe; research on the origin of the state; history of anthropology; culture, behavior, and the nervous system; and biology, speech, and language. The book includes subject and author indexes. (Author/AV)

This book contains 23 essays which provide an overview of the state of the art in the discipline of anthropology, including applied anthropology, archaeology, ethnology, social anthropology, and linguistics. Most of the authors are professors and researchers from departments of anthropology in United States colleges and universities. Topics of the essays include anthropology of industrial work, cross cultural comparisons, archaeology and human diversity, political symbolism, language change, ethno-art, and anthropological genetics of small populations. Some of the essays focus on specific regions of the world and cover the following topics: central American archaeology, culture and society in aboriginal Australia, the state of the art of anthropology in Australia, the nature and development of Australian languages, South Asian prehistory, and evolution in Eastern Africa during the pliocene and pleistocene ages. Each essay begins with a brief section, written in nontechnical language, which informs nonspecialist readers about the topic under review. The book includes subject and author indexes. (DB)

The need for interdisciplinary education has been brought about by the disintegration of traditional academic boundaries. Presently, for example, archeologists destroy valuable botanical, zoological, and stratigraphic evidence as a result of insufficient multidisciplinary skills. In establishing an interdisciplinary study, the field of anthropology should be the means for coordinating seemingly unrelated studies since this discipline offers the opportunity to explore relationships between the social and biophysical sciences. Such an approach is not meant to replace traditional programs; rather, it is an option which offers new intellectual frontiers. Students seeking an interdisciplinary education should be given all possible assistance. (KC)

This publication reports on college research projects in the humanities and the social sciences which were supported by the Consortium On Research Training (CORT). The two major objectives of CORT are to provide college students with research training and to support significant research. The research reports included in this volume were selected to illustrate the wide range of subject matter studied by CORT supported research. A number of the projects pursue a systematic inquiry into the histories and characteristics of their own colleges and their immediate communities. Topics researched include: academic responsibility with regard to research, the dominance of love in Racine's tragedies, British and American novels treating the bull fight published since "The Sun Also Rises", how the regional backgrounds of students affect their learning of German, the effect that counselors have on Black American college freshman, economics of poverty in South Carolina, and power problems of the Black power movement. The publication concludes with a list of funded research efforts completed, as well as those in progress. (Author/RM)