Outdoor Archaeological Learning - Forestry And Land Scotland
Outdoor Archaeological Learningi
Outdoor Archaeological LearningArchaeology has so much potential in theclassroom, blending indoor and outdoorlearning, enabling a meaningful sense ofplace and informing social responsibility.By exploring the evidence that ourshared past has left in our culture andenvironment, outdoor archaeologicallearning can help develop critical thinkingskills, inspire creativity and encouragediscussion and teamwork.SCOTLAND’SARCHAEOLOGY STRATEGYSCOTLAND’SARCHAEOLOGY STRATEGYSCOTLAND’SiiARCHAEOLOGY STRATEGY
Outdoor Archaeological LearningAn outdoor learning resource for teachers of Curriculum for Excellence Level 21
Outdoor Archaeological LearningThe power of place – a visitto an archaeological site caninspire discussion, learning,creativity and reflection. LIZ MYHILL2
Outdoor Archaeological LearningContentsSectionPage1 Introduction22 Outdoor archaeological learning andthe Curriculum for Excellence73 Exploring place-based learning:an archaeological approach104 Archaeology in schools: our top tentips for success155 Draw nearer: create your own archaeologicalreconstruction drawings266 You are here: create your own place-basedinterpretive poster377 Storylines: using myths and legendsto bring sites to life438 Lost and found: using local finds to add detail519 Spot the difference: photographyand re-photography5710 Timelines with tapes6211 All welcome: making outdoor archaeologicallearning inclusive and accessible6812 How did it go? Evaluating success7113 Place-based learning and theHeritage Hero Awards7914 Further resources821
Outdoor Archaeological Learning1. IntroductionScotland is rich in archaeological sites.Some are huge and visible from milesaround, such as the fort of the MitherTap on Bennachie. Others, such as ourancient and enigmatic cup-marked rocks, aremore elusive. Some, such as the celebratedNeolithic village of Skara Brae, have visitorcentres and years of research, but manyothers remain unheralded and mysterious.But what of the science of archaeology itself?Archaeology can help develop critical thinkingskills via place-based learning experiences,exploring the evidence that our shared pasthas left in our culture and environment. Themethodology of archaeology requires theobjective study of material culture alongside itssubjective interpretation.Archaeologists study the past from the earliesttimes up to the modern period. They look forclues that can help to explain the lives of peoplelong ago — how they lived, what their culture andenvironment was like. Archaeologists can piecetogether a picture of the past by finding everydayobjects which people lost, discarded or buried.They look for evidence about past environmentsby studying long-preserved seeds, pollen andanimal bones. They also study the remains ofbuildings and monuments such as standing stones,burial cairns, hut circles and hill forts — and theyalways keep an eye out for carved stones andother secret clues!This resource combines a number of articles andactivities to encourage place-based learning onthe National Forest Estate and beyond. Throughdiscovery, exploration and sharing, young peoplecan engage with their past through a methodologyrich in imagination, creativity and enquiry. Theresource is intended for all those who might takegroups of children to an archaeological site —teachers, youth group leaders and archaeologicaleducators. It has been produced to help deliverScotland’s Archaeology Strategy and to supportOutdoor & Woodland Learning Scotland.The Iron Age fort of Caisteal Mac Tuathall FORESTRY C0MMISSION SCOTLAND BY CHRIS MITCHELL2
Outdoor Archaeological Learning3
Outdoor Archaeological LearningUsing this resourceOutdoor archaeological learning can involvebackground research, on-site recording andarchaeological observation and interpretation —even guiding or interviewing other visitors. Severalof the activities in this resource can be combinedinto one project — such as the creation of aninterpretative poster, undertaken either as a class orin small groups.Preparatory research can help plan your visit to alocal historic site and can involve modern mapsand historic maps, online search tools, backgroundreading and group discussion. Once on-site,tasks can include measuring the site, sketching it’sdimensions and photographing it. Considerationcan be given to its location within the landscape— is it hidden away or prominently positioned?Thinking about the processes of survival can alsobe useful — is the site a ruin or a reconstruction?Has the site been excavated and are there anyarchaeological artefacts associated with it?Artist Liz Myhill taking inspiration from the BronzeAge ‘four poster’ stone circle of Na Clachan Aoraidhin Perthshire. Ancient ceremonial sites can be used toexplore the connection between landscape and horizon.Stone circles, stone rows and standing stones may haveformed a link to the ever-changing celestial skyscape ofsun, moon and stars, defining patterns in the night skyand on the horizon that confirmed and reaffirmed thechanging of the seasons. FORESTRY COMMISSION SCOTLAND4Pupils can be inspired by the site to create arange of written texts. Writing can involve afactual description of the site itself, complete witharchaeological observations (such as its locationand setting, associated artefacts or objects, or itsrelationship with other sites or landmarks). It canalso include background research, museum studiesand historical context. Pupils can create imaginativeand personal texts, such as poems, plays and shortstories, personal experience and reflection, or theexploration of historical characters.
Outdoor Archaeological LearningChildren can discover scale and measurementthrough model making, while investigating earlymyths and legends can add colour to the past andinspire any number of different activities.Creating archaeological reconstruction drawingscan draw on all of the above, with themes andmethods depending on research, knowledgeand understanding. Working in teams to designand create an interpretive poster can be veryproductive, as the process of gathering andagreeing content can involve children with differentskills or preferences.But the most important thing of all is to encouragediscussion both on-site and in the classroom.What is the site? Who built it and why? How has itsurvived? What will we record and how will we doit? What will we write about? What themes will weexplore and why?As the Earth spins on its axis, day becomes night aroundthe globe depending upon what part of our planet is facingthe sun. And because our planet’s axis is tilted, as the Earthorbits the sun over the course of the year, the sun rises andsets at different places on the horizon. It also moves fromvery high in the sky at midday (at the summer solstice) tovery low in the sky (at the winter solstice). Similarly, as themoon orbits the earth every lunar month, the plane of itsorbit wobbles very slowly — and every 18.6 years it reachesits maximum. This is called the major standstill moon —over the course of just two weeks the course of the moonmoves from its highest point in the sky to its lowest. Thecourse of the moon changes from rising and setting from itsnorthernmost points on the horizon (travelling higher in thesky than the sun) to rising and setting from its southernmostpoints on the horizon (travelling lower in the sky than thesun). Stone circles, stone rows and standing stones can begreat places to explore the solar system and the idea of acelestial compass. FORESTRY COMMISSION SCOTLAND BY TOM SMALL5
Outdoor Archaeological LearningAcknowledgementsThis learning resource has been created byKim Biddulph (4), Alan Braby (5 and The Sorrow ofDerdriu), Graeme Cavers (The Very ArchaeologicalCut Outs), Fiona Davidson (3), Chris Elmer (12),Kate Fowler (13), Paul Hibberd (6), GemmaHudson (The Very Archaeological Cut Outs),Ian Kirkwood (designer), Elspeth Mackay (2),Monika Maleszka-Ritchie (10), Mike Middleton(Beowulf), Chris Mitchell (5), Victoria Reid (11),Matt Ritchie (editor, 1, 4, 5, The Sorrow of Derdriu,8 and The Very Archaeological Cut Outs) andBrian Wilkinson (4 and 9), with help and advicefrom Cara Jones, Susan Kruse, Bonnie Maggio,Dawn McLaren, Elspeth Molony, Liz Myhill, ChrisNixon, Kit Reid, Jeff Sanders, Tom Small, DouglasSpeirs and David Strachan. Thanks also to AOCArchaeology, Archaeology Scotland, Dig It! 2017,Historic Environment Scotland and the Perthand Kinross Heritage Trust. And a big thanks toLEGO for inspiring generations of children (andarchaeologists) in thinking creatively!These schoolchildren are watching the solar eclipsein February 2015 at the Whitehills recumbent stonecircle in Aberdeenshire. FORESTRY COMMISSION SCOTLAND6
Outdoor Archaeological Learning2. Outdoor archaeological learningand the Curriculum for ExcellenceIt is recognised by Education Scotland that‘outdoor learning offers many opportunitiesfor learners to deepen and contextualise theirunderstanding within curriculum areas, and forlinking learning across the curriculum in differentcontexts and at all levels’.An appropriate archaeological site is simply aparticularly rich setting for a particularly focussedtype of outdoor learning.A visit to a local archaeologicalor historic site: provides challenge; provokes enquiry and critical thinking; provides a real-world context forclassroom learning; promotes confidence in pupils who findclassroom-based learning challenging; promotes positive working relationships; promotes stewardship of the local area; promotes a greater appreciation of theenvironment; and promotes a healthy and active life-style.Developing the four capacitiesOutdoor Learning is a valuable tool in developingthe four capacities of the Curriculum for Excellence:Successful LearningFirst-hand experiences and new learningenvironments help to motivate and inspire. Avisit to a local archaeological or historic sitecan introduce new skills and help to reinforcelearning across the curriculum, involving pupils inmap work, research skills, survey and measuring,photography, imaginative artwork, creative writingand the use of IT and online resources.Confident IndividualsResponsible CitizensYoung people can be motivated to take an activerole in the protection and promotion of sites ofspecial interest in their community. Engagementwith local sites can involve pupils in thepreservation and interpretation of the site for theenjoyment of themselves and others. Young peoplecan be ‘champions’ for local sites.Effective ContributorsPupils will have the opportunity to tell othersabout their local heritage. Young people can beencouraged to share what they know through avariety of media; for example talks, a guided tour,an exhibition.Familiarity with and understanding of a locallandscape or monument can inspire a senseof ownership in young people. Throughunderstanding, young people can have theopportunity to share their learning with their peersand the wider community. Engagement with thelocal environment can provide the opportunityfor young people to work with individuals andorganisations in the wider community.7
Outdoor Archaeological LearningExperiences and outcomesThe main focus with outdoor archaeologicallearning will generally be Social studies: People,past events and societies. The activities describedin this resource are most suitable for pupils atCurriculum for Excellence Level 2 but may beadapted for those working at Level 1 or Level 3.In engaging pupils in learning out of doors andconducting meaningful research within theclassroom, archaeological learning can providereal and cohesive links across a range of curricularareas. For example, visiting a stone circle orstanding stone and investigating and recordingboth the site and its landscape can be used todevelop skills in relation to Mathematics andSciences. Exploring the spiritual aspects of pastsocieties and belief systems can support learningin Religious and Moral Education. Imaginativecreative writing can help confirm learning andunderstanding and benefit both the ExpressiveArts and Literacy and English. The process ofexploring the site itself can contribute to outcomesin Health and Wellbeing.Several of the activities in this resource arecross-referenced below with the most relevantexperiences and outcomes from the curriculum.8ActivityCurricular areaOutcomesA visit to a localarchaeological orhistoric siteSocial studies:People, past eventsand societiesI can use primary and secondary sources selectively toresearch events in the past.SOC 2-01aI can interpret historical evidence from a range ofperiods to help to build a picture of Scotland’s heritageand my sense of chronology.SOC 2-02aMathematics: Number,money and measureI can use the common units of measure, convertbetween related units of the metric system and carryout calculations when solving problems.MNU 2-11bSocial studies:People, past eventsand societiesI can use primary and secondary sources selectively toresearch events in the past.SOC 2-01aI can interpret historical evidence from a range ofperiods to help to build a picture of Scotland’s heritageand my sense of chronology.SOC 2-02aExpressive arts:Art and designThrough observing and recording from my experiencesacross the curriculum, I can create images and objectswhich show my awareness and recognition of detail.EXA 2-04aSocial studies:People, past eventsand societiesI can use primary and secondary sources selectively toresearch events in the past.SOC 2-01aI can interpret historical evidence from a range ofperiods to help to build a picture of Scotland’s heritageand my sense of chronology.SOC 2-02aExpressive arts:Art and designI have the opportunity to choose and explore anextended range of media and technologies to createimages and objects, comparing and combining themfor specific tasks.EXA 2-02aDraw nearer:create your ownarchaeologicalreconstruction drawingsYou are here:create your ownplace-basedinterpretive poster
Outdoor Archaeological LearningActivityCurricular areaOutcomesStorylines: using mythsand legends to bringsites to lifeLiteracy and English:WritingHaving explored the elements which writers use indifferent genres, I can use what I learn to createstories, poems and plays with an interesting andappropriate structure, interesting characters and/orsettings which come to life.ENG 2-31aSpot the difference:photography andre-photographySocial studies:People, past eventsand societiesI can use primary and secondary sources selectively toresearch events in the past.SOC 2-01aI can interpret historical evidence from a range ofperiods to help to build a picture of Scotland’s heritageand my sense of chronology.SOC 2-02aI can compare and contrast a society in the pastwith my own and contribute to a discussion of thesimilarities and differences.SOC 2-04aTechnologies: ICT toenhance learningI can create, capture and manipulate sounds, textand images to communicate experiences, ideas andinformation in creative and engaging ways.TCH 1-04b / TCH 2-04bPractical guidanceSome of the sites mentioned in the resource have quite challengingand limited access. Please familiarise yourself with your educationdepartment’s outdoor learning guidelines and requirements beforeplanning your trip. Always make a preparatory visit to the proposedsite where possible. You should always find out who owns the landand obtain access permission if required.Further guidance about all aspects of outdoor learning can befound at www.educationscotland.gov.uk/outdoorlearning.9
Outdoor Archaeological Learning3. Exploring place-based learning: an archaeological approachFor teachers and other group leadersThe benefits of place-based learning arewidely recognised. They range fromthe opportunity to learn in context andproviding a stimulating learning environmentaway from the classroom, to providing astimulus for learners who may struggle tolearn in a traditional classroom environment.Place-based learning can take many forms,from trails to tours, object handling to dressingin costume or simply self-led exploration ofthe various nooks and crannies of a site.One of the most meaningful and in-depth formsof engagement is the use of an archaeologicalapproach to provide a rich learning experience.At its simplest, using an archaeological approachis a practical way for learners to engage with anhistoric site. It provides an opportunity to developcritical thinking, enquiry and problem solving skillsto answer a question, often using simple toolsand techniques that replicate those used by the10archaeological profession. Deciding what youwant to find out, gathering information, learninghow to observe, describe, measure and recordaccurately and then analysing the information topresent an argument or theory to others are thefoundation skills of the archaeological profession— and are valuable in any walk of life.Archaeology is a multi-disciplinary approachthat can also involve teamwork, where individualefforts can all contribute towards an end result.This allows for a different type of engagement,with opportunities for pupils to be activelyinvolved in diverse ways, catering for differentlearning styles. It has the additional benefit ofoffering an opportunity for learners to see thepractical application of subjects such as mathsand technologies in a real life environment,putting them in context and making themmeaningful and relevant.An archaeological approachat Stanley MillsStanley Mills is a former 18th century cotton millon the banks of the River Tay in Perthshire.Now an Historic Environment Scotlandvisitor centre, education groups can learnabout the history of the Mills through on-siteinterpretation and interactive exhibits. Childrencan also explore the site using an archaeologicalapproach, with the same techniques used bybuildings archaeologists during the investigationand survey of the Mills prior to restoration.The premise is for pupils to find out howarchaeology can be used to gather and enhanceinformation about a site, learning some basicskills that can then be used to undertake asimple project on site, applying their new skills ina real life setting.
Outdoor Archaeological LearningThe elevation, plan and cross sectionof the Bell Mill at Stanley Mills CROWN COPYRIGHT: HISTORIC ENVIRONMENT SCOTLAND11
Outdoor Archaeological LearningIn advance of the site visit, pupils create a mindmap of what they already know about archaeologyand carry out some research to find out basicinformation about Stanley Mills and where it is.This introduces the use of ICT and online resourcessuch as SCRAN, Canmore and Historic EnvironmentRecords (HER), as well as historic map sources suchas the National Map Library of Scotland.On arrival, a brief discussion establishes what pupilsknow already. They discuss what archaeology isand what sort of skills might be involved, such asobserving and describing. In pairs, pupils then usethose skills to spot any changes in the buildingsand to describe the evidence used to supporttheir suggestions. This involves all pupils from thebeginning and builds confidence that they all havethe basic skills needed for archaeology, puttingforward suggestions, describing and drawingconclusions at a simple level.To provide a site specific context, pupils go on toexplore areas of the Mills where archaeologicalinvestigations, undertaken in advance ofre-development of the site, made a real difference tothe understanding of its history. Aerial photographsand maps are used to illustrate different sources.This could be applied at other sites, particularlydrawing on information held on Canmore about anyarchaeological work carried out in the past.The context having been set, pupils then undertaketheir own investigations of an area of the site.Pupils divide into teams and decide on a researchquestion which will direct their subsequent activity.Encouraging the teams to set their own questionleads to ownership of their learning — pupils are12eager to answer their o
an archaeological approach 10 4 Archaeology in schools: our top ten tips for success 15 5 Draw nearer: create your own archaeological reconstruction drawings 26 6 You are here: create your own place-based interpretive poster 37 7 Storylines: using myths and legends to bring sites to life 43 8 Lost and found: using local finds to add detail 51
Oklahoma Department of Agriculture, Food and Forestry Forestry Services Division This publication was developed and published by the Oklahoma Department of Agriculture, Food and Forestry, Forestry Services Division, as authorized by John Burwell, Director and Terry Peach, Secretary of Agricult
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3. Total station and archaeological drawing 4. Open source documentation software 5. G.I.S. 6. Preservation of archaeological finds 7. Analyzing, drawing and cataloging archaeological finds. History 1. Roman settlement in the Sovana territory 2. Sovana in the Early Middle Ages: a contended territory between Langobards and Byzantines 3.
Cracknell, P Carlisle : Historic Building Survey and Archaeological Illustration (HBSAI), 2005, 21pp, colour pls, fi gs, refs Work undertaken by: Historic Building Survey and Archaeological Illustration (HBSAI) SMR primary record number: 1593 Archaeological periods represented: PM. Archaeological Investigations Project 2005 Building Survey North West (G.16.2118) {EC17F9C4-61F0-4672-B70D .
archaeological review is an evaluation of potential archaeological resources, which might be affected by the possible use of this land during remedial construction. The Archaeological research for this project was undertaken between January 23 and February 14 1991. Kenneth J, Basalik served as the project's Principal Investigator. Ronald
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