# EFFECTIVE INTERPRETATION OF ARCHEOLOGICAL RESOURCES

## The Archeology-Interpretation Shared Competency Course of Study, IDP Training Module 440 

**INTRODUCTION**

In response to the NPS Employee Training and Development Strategy
(1995), an interdisciplinary work group of archeologists and
interpreters developed a
["shared-competency"](http://www.nps.gov/training/crsestudy/compbased.doc)
training module. Archeologists and interpreters are trained together in
the skills and abilities needed to carry out effective interpretation of
archeological resources. The module includes one component and eleven
sections: Purposes, Goal, Approach, Design, Participants, Objectives,
Topics, Delivery Modes, Competency Assessment, Content Outline,
Resources, and Developmental Activities.

**PURPOSES**

Archeology is the humanistic and scientific study of ancient, historic,
and modern cultures. Interpretation provides opportunities to inform
park visitors about how and what has been learned from archeological
study concerning the ancient and/or historic past and what meanings and
significance they hold for visitors in the present. Together,
archeologists and interpreters can help to ensure protection of the
archeological record for future generations.

Interpretation of the archeological record presents to the audience a
variety of perspectives to reach a greater understanding and
appreciation of past human behavior and activities. Archeologists and
interpreters collaborate and use their knowledge and skills to create
opportunities for the audience to form intellectual and emotional
connections to the meanings and significance of the archeological
records and the peoples who created them.

The shared competency does not replace the competencies for either
field; rather it complements and expands basic competencies for
archeologists and interpreters.

**Archeologists**

For the archeologist, this module develops a basic foundation in the art
and science of interpretation that can be refined throughout one\'s
career. It addresses the archeologist's obligation to provide public
interpretation and education opportunities to the ever-increasing global
visitor to ensure protection of America's archeological record now and
into the future.

This module provides a foundation and principals to help facilitate the
visitors\' intellectual and emotional connections with the meanings and
significance of archeological resources and their stories.

Also addressed is the archeologist\'s responsibility, working with
interpreters, to provide interpretation and education opportunities to
increase public awareness and develop a constituency who desires to
protect the archeological record of America\'s heritage.

**Interpreters**

For interpreters and education specialists, this module provides
knowledge of basic archeological methods, techniques, and up-to-date
interpretations of archeological data, as well as the basic
relationships of archeological resource study and preservation to
preservation laws. The interpreter must use this knowledge in preparing
archeological programs to provide a cohesive presentation of relevant
ideas and accurate information in order to maximize interpretive
opportunities.

**GOAL**

To create opportunities for audiences to learn about archeological
interpretations and how they are made, to ascribe their own meanings to
archeological resources, helping to increase public understanding and
concern for preservation and protection of archeological resources. The
**SHARED COMPETENCY** to reach the goal:

> ***Archeologists and interpreters work together to provide effective
> and accurate interpretation of archeological information and resources
> to the public.***

### APPROACH

Protection of America\' s archeological resource is dependent upon
public recognition, understanding, and stewardship. Through
interpretation, visitors are afforded opportunities to make emotional
and intellectual connections with archeological resources, which leads
toward resource stewardship.

This must be a joint venture (Adventure!) in professional development.
The archeologist must have a firm foundation in and understanding of the
purpose, philosophy, and techniques of interpretation. The interpreter
must have an understanding of basic archeological principles and
techniques as well as up-to-date and accurate knowledge of general
American history and prehistory, and more specific understanding of the
archeological resources in the park, cluster, or region where the
interpreter works. Together, both professions must create compelling
linkages to cultural resources based on current factual research and
creative interpretive techniques.

The public is largely unaware that cultural resources are explicitly
protected on federal lands. Knowledge of the Federal laws and
regulations will help interpreters present them appropriately and inform
the public about the need for protecting and maintaining these
resources.

Interpretive programs must have content based on acknowledged
archeological facts. Additionally, interpreters must be aware of
multiple points of view---for example**,** scientific and
traditional---and these points of view must be considered and utilized
in interpretive programs to provide interpretive opportunities for many
audiences.

Interpreters and archeologists should develop and maintain a dialogue so
that interpreters gain knowledge of on-site activities that inventory,
monitor, collect, stabilize, preserve, excavate, research, and curate
cultural resources. Interpreters may also become directly involved in
these activities as skill levels and time allow. Archeologists and
interpreters should analyze the potential impacts of interpretive
programs on the resources being interpreted. Both disciplines need to
balance visitor experience by exposing visitors to on-site resources and
the cumulative impacts of visitation.

**DESIGN**

This module has a three-part focus:

> • Interpreters gain knowledge of archeology necessary to develop
> presentations and media about archeological resources;
>
> • Archeologists gain the foundation of knowledge and skills in
> interpretation necessary to develop interpretive presentations and
> media about cultural resources; and
>
> • [Both]{.underline} groups gain knowledge and skills through
> increased dialogue and interactions between archeologists and
> interpreters for joint development of effective interpretation of
> archeology.

**PARTICIPANTS**

The shared competency is apropos for interpreters, education
specialists, and archeologists with responsibilities for conveying
archeological information in an interpretive manner to a wide variety of
audiences.

**OBJECTIVES**

A. Upon completion of the curriculum, archeologists and interpreters
will be able to:

> 1\. Convey archeological information to audiences in an understandable
> and usable manner;
>
> 2\. Identify and appropriately present multiple perspectives, or
> direct audiences to sources for discovering multiple perspectives;
>
> 3\. Work together to develop programs and texts about archeological
> subjects; and
>
> 4\. Develop presentations and/or media about archeological subjects to
> a variety of audiences.

B. Upon completion of the curriculum, archeologists will be able to:

> 1\. Describe how interpretation and education meet the NPS and park
> mission and objectives;
>
> 2\. Describe ways in which meanings may be revealed by creating
> linkages through tangibles and intangibles to the archeological
> record;
>
> 3\. Establish a personal foundation to develop interpretive
> effectiveness through understanding interpretive purpose and
> techniques;
>
> 4\. Establish a mission-driven approach to interpretation of
> archeological resources, which incorporates both park management
> outcomes and audience revelation, both of which lead to enhanced
> stewardship; and
>
> 5\. Explain the interpreter\'s role to facilitate the visitors\'
> experience and relationship to the resource, and how this relationship
> provides an opportunity for stewardship.

C. Upon completion of the curriculum, interpreters will be able to:

> 1\. Demonstrate an understanding of the basic principles of
> archeology;
>
> 2\. Demonstrate knowledge of pertinent laws, regulations and policies
> pertaining to archeological resources;
>
> 3\. Present programs with factual archeological content that also
> present other points of view;
>
> 4\. Demonstrate knowledge of on-site resource preservation activities;
> and
>
> 5\. Explain the archeologist\'s role in interpretation to facilitate
> the visitors\' experience and relationship to the archeological
> record, with an understanding that interpretation moves beyond a
> recitation of scientific data and chronologies.

**TOPICS**

The course of study addresses:

> • Basic archeological principles;
>
> • Basic, up-to-date and archeological interpretations of American
> history and prehistory
>
> • Identifying appropriate information and concepts for audiences;
>
> • Laws, regulations, and policies regarding cultural resources
> protection and preservation;
>
> • Identifying multiple perspectives; comparing and understanding
> scientific fact, tradition, lore, culture, and religion;
>
> • On-site involvement of audiences;
>
> • Philosophy of interpretation;
>
> • Basic interpretive skills and techniques;
>
> • Development of interpretive presentations;
>
> • Development of various interpretive media; and
>
> • Park interpretive themes.

**DELIVERY MODES**

Training can consist of classroom lectures, courses, workshops, videos,
practical exercises, dialogue, self-study, and interpretive products.
Delivery modes can be local or distance learning based.

### COMPETENCY ASSESSMENT

Assessment Standard: The interpretive program meets the basic tests for
accuracy and delivery. The archeological program provides opportunities
for the audience to form intellectual and emotional connections with
meanings and/or significance of the resources being interpreted.

CONTENT OUTLINE

A. Why we do interpretation and how it meets the NPS mission.

1.  Content: Provides knowledge about why we do public interpretation of
    archeology. Provides knowledge about how archeological
    interpretation helps the NPS meet its mission. [Note:]{.underline}
    Use [NPS Interpretive Development Program Curriculum Module 101,
    "Fulfilling the NPS Mission: The Process of
    Interpretation"](http://www.nps.gov/idp/interp/101/module.htm) as a
    guide. Additional interpretive modules support skills such as the
    interpretive talk and walk, informal roving interpretation,
    interpretive planning and interpretive writing, etc.

2\. Learner Objectives:

> a\. Explain why the NPS interprets archeology in parks.
>
> b\. Explain how the interpretation of archeology meets the NPS
> Mission.

B. The interpreter\'s role in public interpretation of archeology in the
parks.

1.  Content: Provides knowledge and skills necessary for the learner to
    produce successful interpretive presentations that create emotional
    and intellectual connections to archeological resources. (Use a case
    study)

2.  Learner Objectives: Knows park interpretive themes and identifies
    their relationships to

> the archeological record. (Discuss examples)

C. The archeologist\'s role in public interpretation of archeology in
the parks.

A.  1\. Content: Provides relevant research and resources necessary to
    create successful

    interpretive presentations that create emotional and intellectual
    connections to archeological resources. (Discuss examples)

    2\. Learner Objectives:

```{=html}
<!-- -->
```
a.  Seeks out intangible and universal meanings in archeological
    resources that provoke imaginations, and build constituents with
    strong stewardship ethics.

b.  Uses examples of interpretive programs that illustrate intangible
    and universal meanings in tangible archeological resources.

c.  Knows park interpretive themes and identifies relationships to the
    archeological record. (Use a case study)

```{=html}
<!-- -->
```
D.  Archeologists and interpreters working together.

```{=html}
<!-- -->
```
1.  Content: Provides examples of successful collaboration between
    interpreters and archeologists. (Cite examples from national park
    units. Use example of interpretation that may result in stewardship
    through visitor revelation.)

2.  Learner Objectives:

```{=html}
<!-- -->
```
a.  Ensure the archeological heritage in national park units is
    accessible and available to all people. (Cite examples from national
    park units)

b.  Provide experiences that strengthen recognition, understanding,
    enjoyment, and preservation of the nation\'s archeological heritage.

c.  Create opportunity for audiences to ascribe meanings to
    archeological resources, leading to concern for protection of the
    resource.

d.  Create the seed of resource stewardship through this revelation;
    This revelation is not simply a recitation of research data, and
    scientific facts.

E. Importance of teamwork.

1.  Content: Provides training in how to work as a part of a team.
    Provides examples of successful teamwork.

2.  Learner Objectives:

```{=html}
<!-- -->
```
a.  Joint participation produces well-balanced, holistic interpretive
    plans that accurately reflect management concerns, attention to all
    resources, and addresses major park themes.

b.  Archeologists and interpreters actively seek to integrate current
    archeological information into personal and non-personal
    interpretive services.

c.  Archeologists and interpreters understand interpretive themes,
    techniques, and opportunities.

d.  Archeologists and interpreters actively contribute or solicit input
    from other experts to produce or present well balanced, multiple
    perspective interpretive media.

e.  Archeologists and interpreters frequently interact and discuss the
    status of archeological projects, programs, actions, and how they
    might be relevant to interpretative programs.

f.  Archeologists provide training opportunities (formal or informal) to
    park interpreters, keeping them apprised of current research, new
    theories and possible conflicting explanations about the park\'s
    archeological record.

F. Personal and professional responsibilities.

1.  Content: Discusses the personal and professional responsibilities
    inherent in the

> professions of interpretation and archeology and how these fit
> together to provide an increased visitor awareness of the need to
> preserve and protect the nations cultural resources.

2.  Learner Objectives:

```{=html}
<!-- -->
```
a.  Present archeological information in understandable, jargon-free
    language.

b.  Evaluate archeological research and/or projects for inclusion of
    interpretive and educational components that relate to park themes
    and significance.

c.  Know how the archeological profession contributes to the goals of
    interpretation and actively seeks ways to meet these common goals.

d.  Demonstrate multiple methods to contribute to public education
    programs, while meeting the mission of the National Park Service.

e.  Contribute to interpretative and education programs, to develop
    strong public support and stewardship for increased protection of
    archeological resources nationwide.

f.  Work together to meet common goals to ensure public support for
    protection of irreplaceable archeological resources.

G. Sensitivity.

> 1\. Contents: Discusses issues of sensitivity (such as avoiding
> subject matter that is offensive or misleading about a cultural group)
> that affect both fields and how these issues are dealt with by each
> profession; discusses how the NPS mission fits with these areas of
> sensitivity; discusses how to approach sensitive topics and multiple
> points of view with the public.

3.  Learner Objectives:

```{=html}
<!-- -->
```
a.  Develops awareness and acknowledgment of multiple meanings connected
    to archeological resources.

b.  Shares these viewpoints with one another and the public.

c.  Archeologists provide interpreters with resources and information on
    traditional interpretations of archeological resources.

d.  Understands that traditional perspectives exist that may contradict
    or disagree with archeological research, but recognizes traditional
    perspectives as alternative interpretations, resulting in a
    complementary presentation of the whole story.

H. The past, present, and future of archeology.

1.  Brief history of archeology \[one chapter overview\].

2.  Archeology as a science: basic archeological concepts and methods.

```{=html}
<!-- -->
```
a.  Time

> (1)Geologic Time

\(2\) Relative Time

-   Stratigraphy and Seriation

```{=html}
<!-- -->
```
-   Crossdating

-   Horizon markers and determinants

(3) Absolute Time \[Use examples that are regionally appropriate\]

-   Radiocarbon dating

-   Obsidian hydration

-   Thermoluminescence

-   Dendrochronology

-   Mean Ceramic Dating

b.  Archeological Context: The critical nature of context in determining
    archeological relationships

c.  Artifact Analysis

> \(1\) Form
>
> \(2\) Artifacts as time markers
>
> d\. Site Formation Processes

D.  \(1\) How sites form initially

    \(2\) Long-term determinants of preservation

-   Climate

-   Soil

-   Plant, animal and human activities

d.  Site Discovery

> \(1\) Pedestrian Survey

F.  \(2\) Geophysical prospecting

> \(3\) Remote Sensing
>
> \(4\) Historical Research
>
> \(5\) Predictive Models
>
> f\. Mitigation of Cultural Resources

G.  \(1\) Excavation

    \(2\) Backfilling

    \(3\) Impact avoidance measures

> \(4\) Mitigation as a cultural resource management tool

g, Environmental Archeology

\(1\) Zooarcheology

(2) Paleobotany

(3) Soil analysis

(4) Geomorphology

> h\. Preservation and Stabilization Activities
>
> \(1\) Conservation/stabilization techniques
>
> \(2\) Museum specimens/exhibits

(3) Archives/data storage

(4) Integration with other park resources

i\. Prehistorical and Historical Archeology

> \(1\) History/development
>
> \(2\) Differences in method and approach

I. Laws, regulations, and NPS policies.

1.  Content: Concise explanations of laws, regulations and NPS policies
    that affect

> cultural resources and interpretation.
>
> 2\. [Laws, Executive Orders, and Regulations: Antiquities Act of 1906;
> National Historic Preservation Act of 1966; National Environmental
> Policy Act of 1969; Archeological Resources Protection Act of 1979;
> Native American Graves Protection and Repatriation Act of 1990;
> Executive Order 11593; 36 CFR 800; Moss-Bennett; E.O. 1139; 1811 USC;
> Reservoir Salvage Act of 1960; NPS Organic Act of 1916;
> others.](http://www.cr.nps.gov/linklaws.htm)
>
> [3. Applicable state and local
> laws](http://www.cr.nps.gov/linklaws.htm)
>
> 4\. [Policies: NPS Management Policies and Director\'s Order No. 28,
> Cultural Resource
> Management](http://www.nps.gov/refdesk/policies.html); [National
> Register Bulletins](http://www.cr.nps.gov/nr/publications/).
>
> 5\. Park Enabling Legislation, Park Overview and Assessment,
> landmarks, others
>
> 6\. Cultural Resource Management (CRM)

a.  All federal rules and regulations apply to all public lands not just
    park lands

b.  CRM is the biggest field in archeology today

c.  CRM is a tremendous challenge to other agencies which have a
    multiple-use mission.

J. Interpretive program development.

> 1\. Content: [Use NPS Interpretive Development Program Curriculum
> Module 101, "Fulfilling the NPS Mission: The Process of
> Interpretation](http://www.nps.gov/idp/interp/101/module.htm)," or
> other materials as references for explaining how a good interpretive
> program is developed: the interpreter as integral to the development
> of the program; the relationship between the resource and the audience
> and how interpretation facilitates this relationship; five basic
> elements of the interpretive process and the \"interpretive
> equation.\"

a.  Factual content

b.  Inclusion of multiple points of view

c.  Minimal use of technical jargon

d.  On-site activity

RESOURCES \[being updated\]

A.  General

```{=html}
<!-- -->
```
1.  An entry level video on basic knowledge and concepts should be
    produced if one

> cannot be found.

2.  [\"Resources\" listed in the NPS Interpretive Development Program
    Curriculum](http://www.nps.gov/idp/interp/101/resources.htm)

> [Module 101](http://www.nps.gov/idp/interp/101/resources.htm)*.*

3\. Central office and/or regional archeological partnerships.

4\. NPS or college archeology-related basic-knowledge courses.

B. Park specific

1\. Regional and park-based content-based literature.

2\. Park videos, books, manuscripts, archives, etc.

3\. Records, reports, and expertise of archeologists in parks and
archeological centers.

4\. Park resource management plans.

5\. Park interpretive plans.

6\. Local and regional subject-matter experts.

C. Publications \[partial list\]

> 1\. *Archaeology: Down to Earth* by David H. Thomas, Harcourt Brace,
> 1991. \[A comprehensive introduction to the theories and methods of
> American archeology.\]\
> 2. *The Practical Archaeologist: How We Know What We Know about the
> Past* by Jane McIntosh. *Facts on File Publications*, New York. 1986.
> \[A well-illustrated presentation of archeological methods with short
> summaries of specific sites or topics. Examples are primarily from
> Great Britain, Europe, and the Mediterranean by an archeologist well
> acquainted with these areas.\]\
> 3. [*Intrigue of the Past: A Teacher\'s Activity Guide for Fourth
> through Seventh
> Grades*](http://www.ut.blm.gov/intrigue/intriguebroch.html), Bureau of
> Land Management.\
> 4. *Invisible America: Unearthing Our Hidden History*, Mark P. Leone
> and Neil Asher Silberman Henry Holt: New York, 1995.\
> 5. [*Presenting Archaeology to the Public: Digging for
> Truths*](http://www.cr.nps.gov/seac/digging1.htm), John H. Jameson,
> Jr. (ed.) AltaMira Press, 1997.\
> 6. *Native Americans and Archaeologists: Stepping Stones to Common
> Ground*, edited by Nina Swidler, Kurt E. Dongoske, Roger Anyon and
> Alan S. Downer, AltaMira Press. Published in cooperation with the
> Society for American Archeology, 1997.\[selected articles\]\
> 7. [*Protecting the Past*](http://www.cr.nps.gov/seac/protectg.htm),
> George S. Smith and John E. Ehrenhard (eds.), CRC Press, Inc.,
> 1991.\[selected articles\]\
> 8. \"Archaeologists as Storytellers,\" Historical Archeology Vol. 32,
> #1, 1998.\
> 9. [*Ancient Muses: Archaeology & the
> Arts*](http://www.cr.nps.gov/seac/ancientmuses/theme.htm), edited by
> John H. Jameson, Jr., John Ehrenhard, and Christine Finn, University
> of Alabama Press, 2003\
> 10. [*Unlocking the Past: Celebrating Historical Archaeology in North
> America*, A Multiyear Public Outreach and Education Project of the
> Society for Historical
> Archaeology,](http://www.cr.nps.gov/seac/unlocking/unlocking.htm) Lu
> Ann DeCunzo and John H. Jameson, Jr., editors). University Press of
> Florida, Gainsville, 2005.\
> 11.[* The Reconstructed Past: Reconstructions in the Public
> Interpretation of Archaeology and
> History*](http://www.altamirapress.com/Catalog/SingleBook.shtml?command=Search&db=^DB/CATALOG.db&eqSKUdata=0759103763),
> John H. Jameson, Jr., editor. AltaMira Press: Walnut Creek, 2004.\
> 12. [Archaeology and The National Park Idea: Challenges For Management
> and Interpretation](http://www.cr.nps.gov/seac/gwforum-pdf.htm), John
> H. Jameson, Jr., editor. *The George Wright Forum 16 (4)*. December,
> 1999.\
> 13. [*Ethical Issues in
> Archaeology*,](http://www.altamirapress.com/Catalog/SingleBook.shtml?command=Search&db=^DB/CATALOG.db&eqSKUdata=0759102716)
> Larry Zimmerman, Julie Hollowell-Zimmer and Karen Vitelli (eds.),
> AltaMira Press: Walnut Creek, 2003.\
> 14. *Archaeology* magazine: selected articles.\
> 15. *Images of the Recent Past: Readings in Historical Archaeology*
> edited by Charles E. Orser, Jr., AltaMira Press, 1996.\
> 16. \"The Blooming of Historical Archeology\" by Mary C. Beaudry,
> Archeology, March/April 1998.\
> 17. \"The Business(es) of Interpretation and Environmental Education,
> \"Edward M. Mahoney in *What is Past is Prologue: 1990 National
> Interpreters Workshop, Charleston , South Carolina*, David L. Kulhavy
> and Michael H. Legg, 1990.\
> 18. [*The Archaeology Education Handbook: Sharing the Past with
> Kids*](http://www.altamirapress.com/Catalog/SingleBook.shtml?command=Search&db=^DB/CATALOG.db&eqSKUdata=0742502538).
> Karolyn E. Smardz and Shelley J. Smith (eds.), AltaMira Press, 2000.\
> 19. [Harris poll on the public perceptions of
> archaeology](http://www.cr.nps.gov/aad/pubs/harris/index.htm) ,
> February, 2000.\
> 20. [*Public Benefits of
> Archaeology*](http://www.upf.com/book.asp?id=LITTLS02), Barbara J.
> Little (ed.) University Press of Florida, 2002.
>
> 21\. *Archaeologists and Local Communities: Partners in Exploring the
> Past*, edited by Linda Derry and Maureen Malloy. SAA, 2003.
>
> 22\. *Delivering Archaeological Information Electronically*, edited by
> Mary S. Carroll. SAA, 2001.

DEVELOPMENTAL ACTIVITIES

A. Suggestions for interpreters.

A.  1\. For entry-level understanding of basic archeological principles,
    view park videos and

    take park-based training programs. Discuss both with supervisor.

```{=html}
<!-- -->
```
2.  For developmental full performance level, attend NPS course or
    \"Archeology 101\" at accredited college and participate in
    activities that demonstrate archeological principles, i.e.
    excavations, classroom simulations, field trips, and regional
    conferences. Of particular importance are the understanding of
    complex information and the knowledge of basic cultural resource
    laws, regulations, and policies. Successfully complete NPS
    sponsored/sanctioned knowledge class with an 80% or higher score on
    tests and practicums. Option: measured assessment and possible
    bypass testing.

3.  Present talks with factual information from the archeological
    record. Produce outline including introduction, body, transitions,
    conclusion, and citation of references, indicating an understanding
    of pertinent facts and multiple points of view. Prepare and present
    national significance evaluation standards (NPS or DOI standards} in
    conjunction with archeological specialists. Final product to be an
    oral presentation, audio/visual program, written document, and/or
    museum display.

4.  Demonstrate knowledge of on-site archeological activities. Interview
    local/regional archeologist, ARPA ranger, or Park Section 106
    coordinator. Get involved with local archeological society. Review
    management documents and maintenance participation in site
    preservation plan. Include preservation activities in presentation
    and have presentation evaluated by subject matter expert.
    Successfully explain park/NPS archeological collection/preservation
    activities as they relate to laws, regulations and policies that
    drive preservation.

5.  Identify relationships between park themes and the archeological
    record. Prepare a short synopsis of several contributions that the
    archeological record might make to these themes. Discuss with
    archeological specialist ways that these contributions might be
    developed from the archeological record to be integrated into the
    products relating to these themes.

6.  Integrate into interpretive products at least two technical points
    of view and one other cultural perspective or non-archeological
    point of view about one or more components of the park\'s
    archeological record.

7.  Consult the [NPS Interpretive Development Program Curriculum Module
    340, \"Interpretive Research and Resources
    Liaison.\"](http://www.nps.gov/idp/interp/340/index.htm)

B Suggestions for archeologists.

1.  Coordinate with Interpretive Specialist while designing cultural
    research projects, to

> include interpretive components that result in useable products for
> public education.

2\. Actively seek out opportunities to participate in resource
management and interpretive

> planning.

3\. Evaluate the effectiveness of interpretive programs that address
archeological themes in

> their park, using their acquired knowledge from the NPS Interpretive
> Module 101.

4\. Observe several interpretive talks or walks - Identify methods and
techniques used to

> create intangible connections with tangible archeological resources.
> Discuss with
>
> interpreter(s) other techniques and methods that may also enhance
> visitor connections to
>
> cultural resources.

5\. Evaluate wayside exhibits or other printed materials - Identify
methods and techniques

> used to communicate information about archeological resources. Discuss
> with
>
> interpreter how it succeeds or fails to create emotional and
> intellectual connections for
>
> the visitors to the resource. Make suggestions and/or initiate new
> media for
>
> accomplishing NPS Mission of preservation through interpretation.

6\. Discover the general level of visitor knowledge and interest, as
well as other non-

> interpretive priorities (where\'s the food, gas, restrooms, etc.)
> Assist at a Park's visitor
>
> center desk, especially in parks where major themes address
> archeology, and observe
>
> visitor questions, interpreter\'s answers, visitor interaction and
> response to exhibits and
>
> other interpretive media. Demonstrate techniques for interpreting the
> park\'s archeological
>
> record to interested visitors in the visitor center. Discuss with
> interpreters, additional
>
> methods and techniques that may be used to effectively convey accurate
> archeological
>
> information through answers and other available media within the
> visitor center.

7\. Actively seek out opportunities to participate in interpretive
planning process:

> \* Comprehensive Interpretive Plan
>
> \* Wayside Exhibit Plan
>
> \* Interior Exhibit Plan
>
> \* Audiovisual program planning/development
>
> \* Environmental/Heritage Education Curriculum Plan/Program
>
> \* Outreach and special events
>
> \* Temporary/seasonal exhibits
>
> \* Publications
>
> \* World Wide Web pages

8.  Prepare a useable synopsis on one or two areas of the park\'s
    archeological record that

> identifies current scientific and technical viewpoints, and one or
> more traditional/cultural
>
> points of view. Discuss/explain to park interpreters. Address methods
> of integrating
>
> multiple points of view into interpretive programs.

9.  Provide training session(s) for resource management staff in the
    public interpretation of

> archeological information.

10\. Consult the [NPS Interpretive Development Program Curriculum Module
340,](http://www.nps.gov/idp/interp/340/index.htm)

> [\"Interpretive Research and Resources
> Liaison.\"](http://www.nps.gov/idp/interp/340/index.htm)

C. Suggestions for both archeologists and interpreters.

C.  1\. Provide training session(s) for interpreters, and/or
    seasonal/cooperating association

    employees, addressing archeological topics and issues of concern.
    Brainstorm ideas for various techniques, methods and gimmicks to
    interpret these subjects, creating relevant connections for
    visitors.

```{=html}
<!-- -->
```
2.  Develop useful synopsis of archeological research or recent project
    that provides

> understandable information and identifies universal concepts that make
> connections to
>
> the resources.

3.  Prepare and present an interpretive program (talk, walk,
    demonstration) for the public.

> The program should include interpretive concepts acquired from the NPS
> Interpretive
>
> Module 101.

4.  Actively maintain dialogue with interpretive specialists to convey
    information and better

> understand interpretive needs. Outline and discuss possible actions
> that may address
>
> interpretive needs and help to initiate solutions.

5.  Identify relationships between park themes and the archeological
    record. Prepare

> synopsis with examples of how these relationships may be integrated
> into interpretive
>
> programs and products.