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Inquiry-Based Learning and the Kingsley Shelter Curriculum

Author(s): Amber Grafft-Weiss ; Sarah Miller ; Emily Palmer

Year: 2013

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Summary

Archaeologists invested in outreach and education, such as the Florida Public Archaeology Network (FPAN), are adapting to an American educational climate focused on Science, Technology, Engineering, and Math (STEM)-based resources.  As such, the investigation of a Kingsley Slave Cabin addition to the Project Archaeology: Investigating Shelter curriculum is a critically needed resource, allowing students from  elementary schools across the southeastern United States to engage in science and math by examining a local site.  Over the past few summers, Dr. James Davidson of the University of Florida (UF) worked with staff from the Timucuan Preserve and the Florida Public Archaeology Network to develop the piece.  Teacher-Ranger-Teachers at the park drafted lesson plans based on the research done during UF field schools at Kingsley Plantation.  The program represents an ideal way to disseminate research findings to the public while helping educators meet science and social studies standards.


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Cite this Record

Inquiry-Based Learning and the Kingsley Shelter Curriculum. Amber Grafft-Weiss, Sarah Miller, Emily Palmer. Presented at Society for Historical Archaeology, Leicester, England, U.K. 2013 ( tDAR id: 428556)


Keywords


Spatial Coverage

min long: -129.199; min lat: 24.495 ; max long: -66.973; max lat: 49.359 ;

Record Identifiers

PaperId(s): 154

Arizona State University The Andrew W. Mellon Foundation National Science Foundation National Endowment for the Humanities Society for American Archaeology Archaeological Institute of America