The Archaeology Project
An outline of the classroom simulation in which student teams assemble and interpret story fragments.
Rick Reed, English Instructor – Warren Central High School
- I. Great Books - a course founded on the idea of interdisciplinary curriculum and instruction
- A. Literature - examples of the great works offered by the Middle East, Europe and the U.S.
- B. History - the cultural matrix of each work studied the reflection and impact of the world depicted in each work the role of politics and government in the work and in the authors’ lives
- C. Philosophy - the ideas of the authors and of those who influenced them
- D. Art - the painting and sculpture contemporaneous with the words read
- E. Languages - the development of English the contributions of non-English phrases
- F. Science - the understanding of the way world works in relationship to the world of each work studied the impact of technology on art, literature, and history
- II. Objectives of the Archaeology Project
- A. To simulate the process of archaeology
- B. To promote collaborative learning
- C. To develop analytical skills
- D. To communicate the process and the outcome to peers
- III. Process of the Archaeology Project
- A. The role of the instructor - set-up, overview, encouragement, evaluation
- B. The role of the students - group dynamics, teamwork, time management
- C. The role of the cooperating teachers - creativity, skills identification, interpersonal dynamics
- IV. Expansion and Faculty Involvement
- A. What has been done by cooperating teachers?
- B. What could be done by cooperating teachers?