Outlined here is a course that would serve as an introduction to archaeological science, specifically within the context of Aegean Prehistory. The main objective of this course is to expose students early in their archaeological careers to a variety of methods and questions, and to depart from the culture-historical perspective that typifies introductory survey courses. The class structure is equal parts lecture and discussion, moving between learning how the methods work and evaluating case studies. All graded assignments build on one another, guiding the students through designing their own research project. The ultimate goals of the assignments are to build key writing and professional skills, develop a basic understanding of research design, and to instill confidence that the student can contribute to the production of knowledge, whatever field he or she decides to pursue.

Archaeologists are increasingly asked to justify the meaning and importance of their work to the public through the development of outreach and education programs. As repositories of culture, museums provide a perfect medium to assist in the promotion of an archaeology that is both relevant and engaging. Many archaeology education programs advocate “doing” or “learning about” archaeology, placing strict emphasis upon stewardship messages and the dangers associated with looting and site destruction. While this approach to teaching makes excellent sense from a modern cultural resource management perspective, it fails to portray archaeology education in any other light. Archaeology exhibits particular relevance within public schools, whose population holds one of the discipline’s largest, most inclusive captive audiences. This paper explores the most effective strategies for teaching archaeology to third and fourth grade students in the museum. I assess student level of engagement with object- and scientific skills-based activities, and results of a pilot study conducted at the Utah State University Museum of Anthropology indicate a need for more object-based curricula within archaeology education programs. Detailed consideration of archaeology’s relevance to skills developed within the social, physical, and life sciences highlights areas of focus and improvement in current and future programs.

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