February 2-6, 2004

Agenda -- revised 01/29/04

COURSE FACILITATORS:

Michael A. Allen, Education Specialist / Park Ranger, Fort Sumter and
Charles Pinckney National Historic Sites

John Beck, Resource Education Specialist/Planner, Southeast Regional
Office, National Park Service

John H. Jameson, Jr., Archeologist, Southeast Archeological Center,
National Park Service

Fran Norton, Chief Ranger, Fort Sumter National Monument

SPEAKERS/INSTRUCTORS:

Michael A. Allen, Education Specialist / Park Ranger, Fort Sumter and
Charles Pinckney National Historic Sites

John Beck, Resource Education Specialist/Planner, Southeast Regional
Office, National Park Service

Dan Bell, Interpretive Specialist, Charles Towne Landing State Historic
Site

Ashley Chapman, Site Manager, Colonial Dorchester State Historic Site

Terry Conway, Interpretation Supervisor, Charles Towne Landing State
Historic Site

Leland Ferguson, Archeologist, Columbia, SC

Ron Fischer, Superintendent, Charles Towne Landing State Historic Site

Craig Hadley, Director of Education and Research, Drayton Hall

John H. Jameson, Jr., Archeologist, Southeast Archeological Center,
National Park Service

Dave Orr, Regional Archeologist, Northeast Region, National Park Service
and Professor of Anthropology, Temple University

Harry Pecorelli, HL Hunley Research Team

Valerie Perry, Historic Charleston Foundation

Cynthia Porcher, Historic Charleston Foundation

Carlin Timmons, Park Ranger, Charles Pinckney National Historic Site

Natalie Vinton, Archeologist, New South Wales Heritage Office, Sydney,
Australia \[ref. MOU with SEAC\]

Terry Weik, Archeologist, Department of Anthropology, University of
South Carolina, Columbia

Don Wollenhaupt, Chief, Education and Interpretation, Southeast Region,
National Park Service

Martha Zierden, Curator of Historical Archaeology, Charleston Museum

GOALS/OBJECTIVES:

The overall goals of this training are to strengthen the relationship
between archeology and public interpretation, and to improve how
archeology is presented to the public. Participants will gain a general
orientation to effective methods and procedures in the field of public
interpretation of archeological sites. Interpreters and educators will
gain knowledge and skills for developing presentations and media about
archeological resources. Archeologists will gain foundation knowledge
and skills necessary to develop interpretive presentations and media
about archeological resources.

The course focuses on:

-   Developing a mission-driven approach to interpretation;

-   The respective roles of interpreters and archeologists in
    facilitating the park visitor's experience and relationship to the
    archeological record;

-   The foundation knowledge and critical teamwork skills needed to
    develop interpretive and educational programs that effectively
    interpret archeological resources;

-   A discussion of multiple perspectives and multicultural audiences.

The course will use National Park Service\'s Archeology-Interpretation
Shared Competency Course of Study training Module, \"Effective
Interpretation of Archeological Resources.\" Case study examples
describe interpretive approaches and techniques that have been effective
in the past. Focus groups will examine local interpretation and
education efforts. Field trips are scheduled to local archeological
sites where public interpretation programs are being developed. The
class assignments will provide critiques on the effectiveness of these
programs and provide constructive criticism to the sites.

+---------+-----------------------------+-----------------------------+
| # D     | ## Subject                  | ## S                        |
| ay/Time |                             | peakers/Team of Instructors |
+---------+-----------------------------+-----------------------------+
| #       | ##                          | ##                          |
| Monday: |                             |                             |
+---------+-----------------------------+-----------------------------+
| 8:30    | Introduction and welcome    | John Tucker, Mike Allen     |
+---------+-----------------------------+-----------------------------+
| 8:45    | Session 1: Purpose and      | John Jameson, Mike Allen    |
|         | goals of the workshop:      |                             |
|         | cross training objectives,  |                             |
|         | preservation and protection |                             |
|         | through appreciation        |                             |
+---------+-----------------------------+-----------------------------+
| 9:00    | Session 2: Principles of    | Don Wollenhaupt, John Beck  |
|         | Interpretation:             |                             |
|         | establishing a              |                             |
|         | mission-driven approach,    |                             |
|         | emotional and intellectual  |                             |
|         | connections, tangibles and  |                             |
|         | intangibles                 |                             |
+---------+-----------------------------+-----------------------------+
| 9:50    | Morning break               |                             |
+---------+-----------------------------+-----------------------------+
| 10:00   | Session 3. What is          | Leland Ferguson             |
|         | archaeology and why is it   |                             |
|         | important?                  |                             |
+---------+-----------------------------+-----------------------------+
| 10:50   | Session 4. Archeology and   | Leland Ferguson, Terry Weik |
|         | the interpretation of       |                             |
|         | African American history    |                             |
+---------+-----------------------------+-----------------------------+
| 11:35   | Questions and discussion    |                             |
+---------+-----------------------------+-----------------------------+
| 12:00   | Lunch                       |                             |
+---------+-----------------------------+-----------------------------+
| 1:00    | Archeology at Snee Farm     | Leland Ferguson, Terry      |
|         |                             | Weik, John Jameson          |
+---------+-----------------------------+-----------------------------+
| 1:15    | Session 5. The              | Mike Allen, Cynthia Porcher |
|         | Gullah/Geechee Project --   |                             |
|         | sensitive interpretation    |                             |
|         | and the importance of       |                             |
|         | archaeology as part of the  |                             |
|         | unwritten record            |                             |
+---------+-----------------------------+-----------------------------+
| 1:45    | Session 6. Interpretation   | Don Wollenhaupt, Fran       |
|         | of cultural sites in the    | Norton, Ron Fischer, Terry  |
| 2:15    | National Park Service and   | Conway, Dan Bell, Ashley    |
|         | SC state parks.             | Chapman                     |
|         |                             |                             |
|         | Morris Island and other     | Carlin Timmons, Mike Allen  |
|         | Charleston area             |                             |
|         | education/interpretation    |                             |
|         | efforts                     |                             |
+---------+-----------------------------+-----------------------------+
| 2:45    | Afternoon break             |                             |
+---------+-----------------------------+-----------------------------+
| 3:00    | Sessions 7 & 8. Educational | Martha Zierden, Carlin      |
|         | and public outreach         | Timmons, Natalie Vinton,    |
|         | programs                    | John Beck                   |
|         |                             |                             |
|         | Public Education            | John Jameson                |
|         | Partnerships: an example    |                             |
|         | from Fort Frederica         |                             |
|         | National Monument           |                             |
+---------+-----------------------------+-----------------------------+
| 4:00    | Session 9. What Are YOU     | John Beck, Don Wollenhaupt, |
|         | Doing?                      | John Jameson                |
+---------+-----------------------------+-----------------------------+
| 4:30    | Questions and discussion    |                             |
+---------+-----------------------------+-----------------------------+
| 5:00    | End of Day One              |                             |
+---------+-----------------------------+-----------------------------+
|         |                             |                             |
+---------+-----------------------------+-----------------------------+
| # T     |                             |                             |
| uesday: |                             |                             |
+---------+-----------------------------+-----------------------------+
| # 8:30  | Announcements & schedule    | Mike Allen, John Jameson    |
|         | review                      |                             |
+---------+-----------------------------+-----------------------------+
| # 8:35  | Session 10. Building        | John Beck, Don Wollenhaupt  |
|         | constituencies: working     |                             |
|         | together to facilitate      | Dave Orr, John Jameson      |
|         | interpretation for the      |                             |
|         | public                      |                             |
+---------+-----------------------------+-----------------------------+
| # 9:20  | Session 11. Interpretation  | Natalie Vinton              |
|         | and public archeology: the  |                             |
|         | home of archeology lies in  |                             |
|         | the heart of modern         |                             |
|         | communities                 |                             |
+---------+-----------------------------+-----------------------------+
| # 10:00 | Session 12. Urban           | Martha Zierden              |
|         | Archeology and Public       |                             |
|         | Interpretation in           |                             |
|         | Charleston                  |                             |
+---------+-----------------------------+-----------------------------+
| # 10:45 | Morning Break               |                             |
+---------+-----------------------------+-----------------------------+
| # 11:00 | Session 13. Battlefield     | Dave Orr                    |
|         | Archaeology and 20th        |                             |
|         | century perspectives        |                             |
+---------+-----------------------------+-----------------------------+
| 11:45   | Session 14. National and    | John Jameson, Natalie       |
|         | international initiatives   | Vinton                      |
|         | in the public               |                             |
|         | interpretation of           |                             |
|         | archeology                  |                             |
+---------+-----------------------------+-----------------------------+
| 12:15   | Questions and answers       |                             |
+---------+-----------------------------+-----------------------------+
| 12:30   | Lunch                       |                             |
+---------+-----------------------------+-----------------------------+
| 1:30    | Session 15. Interpretive    | John Beck, Don Wollenhaupt  |
|         | Media: Personal services;   |                             |
|         | indoors and outdoors        |                             |
|         | Exhibits                    |                             |
+---------+-----------------------------+-----------------------------+
| 2:15    | Session 16. Exhibits:       | John Beck, Carlin Timmons   |
|         | giving new interpretations  |                             |
|         | to old stories              |                             |
+---------+-----------------------------+-----------------------------+
| 3:00    | Session 17. Applying the    | Don Wollenhaupt, John Beck  |
|         | interdisciplinary approach: |                             |
|         | the role of interpreters    |                             |
+---------+-----------------------------+-----------------------------+
| 3:45    | Afternoon Break             |                             |
+---------+-----------------------------+-----------------------------+
| 4:00    | Session 18. Applying the    | Leland Ferguson, Dave Orr,  |
|         | interdisciplinary approach: | John Jameson, Natalie       |
|         | the role of archeologists   | Vinton                      |
+---------+-----------------------------+-----------------------------+
| 4:45    | Session 19. Small group     | John Beck                   |
|         | breakout discussions        |                             |
+---------+-----------------------------+-----------------------------+
| 5:00    | End of Day Two              |                             |
+---------+-----------------------------+-----------------------------+
| 7:00    | Interactive Education:      | Craig Hadley                |
|         | Using the Internet to an    |                             |
|         | Advantage (optional)        |                             |
+---------+-----------------------------+-----------------------------+
|         |                             |                             |
+---------+-----------------------------+-----------------------------+
| # Wed   |                             |                             |
| nesday: |                             |                             |
+---------+-----------------------------+-----------------------------+
| 8:00    | Depart for HL Hunley        |                             |
|         | Conservation Lab            |                             |
+---------+-----------------------------+-----------------------------+
| # 8:45  | Tour of facility            | Friends of the Hunley       |
|         |                             | volunteer staff             |
+---------+-----------------------------+-----------------------------+
| # 10:00 | Questions and Discussion    | Harry Pecorelli, member of  |
|         |                             | HL Hunley Research Team     |
+---------+-----------------------------+-----------------------------+
| # 12:00 | Lunch, return to Charleston |                             |
|         | Museum                      |                             |
+---------+-----------------------------+-----------------------------+
| # 1:00  | Field trip to Aiken-Rhett   | Martha Zierden and Valerie  |
|         | House                       | Perry                       |
+---------+-----------------------------+-----------------------------+
| # 2:15  | Session 20. The             | John Jameson, John Beck,    |
|         | reconstructed past:         | Don Wollenhaupt             |
|         | glories, perils, and        |                             |
|         | dilemmas                    |                             |
+---------+-----------------------------+-----------------------------+
| # 3:00  | Afternoon Break             |                             |
+---------+-----------------------------+-----------------------------+
| # 3:15  | Session 21. Problem solving | John Beck                   |
|         | discussion.                 |                             |
+---------+-----------------------------+-----------------------------+
| # 4:15  | Questions and answers       | ALL                         |
+---------+-----------------------------+-----------------------------+
| 5:00    | End of Day Three            |                             |
+---------+-----------------------------+-----------------------------+
|         |                             |                             |
+---------+-----------------------------+-----------------------------+
| Th      |                             |                             |
| ursday: |                             |                             |
+---------+-----------------------------+-----------------------------+
| # 8:30  | Announcements & schedule    | Mike Allen, John Jameson    |
|         | review                      |                             |
+---------+-----------------------------+-----------------------------+
| # 8:40  | Review of focus group       | John Beck                   |
|         | assignments                 |                             |
+---------+-----------------------------+-----------------------------+
| 9:00    | Focus group break-out       | Group members and expert    |
|         | meetings                    | consultants                 |
+---------+-----------------------------+-----------------------------+
| 9:45    | Focus groups travel to      |                             |
|         | sites, review projects with |                             |
|         | site staff                  |                             |
+---------+-----------------------------+-----------------------------+
| 12:00   | Lunch                       |                             |
+---------+-----------------------------+-----------------------------+
| 1:00    | Focus groups prepare        | John Beck, Group members    |
|         | comments and critiques      |                             |
+---------+-----------------------------+-----------------------------+
| 3:00    | Focus groups give           | John Beck, Group members    |
|         | presentations               |                             |
+---------+-----------------------------+-----------------------------+
| 5:00    | End of Day Four             |                             |
+---------+-----------------------------+-----------------------------+
| 6:30    | Class dinner at Gullah      | ALL                         |
|         | Cuisine                     |                             |
+---------+-----------------------------+-----------------------------+
|         |                             |                             |
+---------+-----------------------------+-----------------------------+
| Friday: |                             |                             |
+---------+-----------------------------+-----------------------------+
| # 8:30  | Announcements & schedule    | Mike Allen, John Jameson    |
|         | review                      |                             |
+---------+-----------------------------+-----------------------------+
| 8:35    | Session 22. Making it       | John Beck, ALL              |
|         | work\--What you plan to do  |                             |
|         | NOW!                        |                             |
+---------+-----------------------------+-----------------------------+
| # 9:45  | Evaluations                 | Mike Allen, John Jameson    |
+---------+-----------------------------+-----------------------------+
| 10:00   | Assemble at Liberty Square  |                             |
+---------+-----------------------------+-----------------------------+
| 10:15   | Boat to Fort Sumter         |                             |
+---------+-----------------------------+-----------------------------+
| 10:35   | Tour of Fort Sumter         | John Tucker, Mike Allen,    |
|         |                             | FOSU staff                  |
+---------+-----------------------------+-----------------------------+
| 11:45   | Questions and Discussion    | ALL                         |
+---------+-----------------------------+-----------------------------+
| 12:15   | Return to Liberty Square    |                             |
|         | from Fort Sumter, End of    |                             |
|         | course, and bon voyage      |                             |
+---------+-----------------------------+-----------------------------+

Potential sites for interdisciplinary focus group critiques:

-   Aiken-Rhett House

-   Charles Pinckney NHS and Snee Farm

-   Boone Hall Plantation

-   Colonial Dorchester State Historic Site

-   Charlestown Landing State Historic Site

-   Drayton Hall

-   Sewee Shell Ring

**Course Objectives**

**Session 1: Introduction: preservation and protection through
appreciation**

At the end of this session, participants will be able to:

1.  Describe the purposes and goals of this training course;

2.  Describe the public\'s perception of archeology and what is needed
    for public to respond positively to archeology and archeological
    stories;

3.  Describe ways in which public awareness leads to protection through
    information and appreciation.

**Session 2: Establishing a mission-driven approach: emotional and
intellectual connections, tangibles and intangibles**

At the end of this session, participants will be able to:

1.  Describe the NPS philosophy of interpretation, and why/how
    interpreters can effectively turn information into
    revelation/interpretation;

2.  Describe interpretation principals that help facilitate the
    visitors\' intellectual and emotional connections with the meanings
    and significance of archeological resources and their stories;

3.  List the basic interpretive approaches available (personal and
    non-personal services);

4.  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;

5.  Explain the relationship of tangible resources to their intangible
    meanings, the role and purpose of interpretation, and the
    responsibilities of professionalism.

**Session 3. What is archaeology and why is it important?**

At the end of this session, participants 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.  Describe the duties of archeologists and reasons for archeological
    studies;

4.  List the specific concerns which archeologists share in relation to
    field studies and accuracy of information;

5.  Explain the importance of presenting programs with factual
    archeological content that also present other points of view.

**Session 4. Archeology and the interpretation of African American
history**

At the end of this session, participants will be able to:

1.  Discuss the need for interpretation of archeological resources in a
    broad cultural context;

2.  Discuss the importance of interpreting African American archaeology
    in an accurate, yet sensitive manner;

3.  Describe examples of programs of interpreting African American
    archaeology in the southeastern US.

4.  Explain the importance of archaeological research at Snee Farm to
    public interpretation at Charles Pinckney NHS.

**Session 5. The Gullah/Geechee Project -- Sensitive interpretation of
African American Culture**

At the end of this session, participants will be able to:

> 1\. Describe the Gullah/Geechee Project and the importance of
> archaeology as part of the unwritten record.

**Session 6. Interpretation of cultural sites in the National Park
Service and SC State Parks. Morris Island and other Charleston area
education/interpretation efforts.**

At the end of this session, participants will be able to:

1.  Describe local archeological interpretive projects and list aspects
    that may help them in solving their own interpretive challenges.

2.  Explain the program and approach taken at Morris Island that makes
    it effective.

**Session 7: Educational and public outreach programs**

At the end of this session, participants will be able to:

1.  Describe the importance and potential of curriculum-based
    interpretation in protecting resources and developing a preservation
    ethic in school children.

2.  List several notable examples of educational and public outreach
    programs in the Charleston area and elsewhere and explain why they
    have been successful.

**Session 8. Public Education Partnerships: an example from Fort
Frederica National Monument**

At the end of this session, participants will be able to:

1.  Describe the Fort Frederica Historical Archaeology Education program

2.  Explain why it is unique and what factors have made it successful in
    reaching teachers and students.

**Session 9. What Are YOU Doing?**

At the end of this session, participants will be able to:

1.  Describe issues and interpretive challenges faced at their parks and
    sites. What are the impediments to improving information sharing and
    enhancing public interpretation programs at their sites.

**Session 10. Building Constituencies: Working together to facilitate
interpretation for the public**

At the end of this session, participants will be able to:

1.  Describe common pitfalls which can result from neglecting an
    interdisciplinary approach to interpreting archeological resources;

2.  Identify ways to enhance communication between the archeologist, the
    interpreter, and the public;

3.  Describe the benefits of cooperative effort in communicating the
    interpretive message effectively to the public.

**Session 11. Interpretation and public archeology: the home of
archeology lies in the heart of modern communities**

At the end of this session, participants will be able to:

1.  Describe and define community-based archaeology education and
    outreach and cite international examples and the qualities of
    successful programs.

2.  Why is a community-base focus important in building constituencies
    in both the private and public sectors?

**Session 12. Urban archeology and public interpretation in Charleston**

At the end of this session, participants will be able to:

1.  Explain how urban archaeology is distinguished as a subfield of
    archaeology and why is it important.

2.  Describe the urban archaeology projects in Charleston and the
    strategies and effectiveness of associated public interpretation
    efforts.

**Session 13. Battlefield Archaeology and 20th century perspectives**

At the end of this session, participants will be able to:

1.  Explain how battlefield archaeology is distinguished as a subfield
    of archaeology.

2.  Describe several battlefield archaeology projects and the strategies
    and effectiveness of associated public interpretation efforts.

**Session 14. National and international initiatives in the public
interpretation of archaeology**

At the end of this session, participants will be able to:

1.  Describe the NPS-SEAC Public Interpretation Imitative: needs,
    activities, and products;

2.  Describe ICOMOS and other international initiatives and programs.

**Session 15. Interpretive Media: Personal services; indoors and
outdoors Exhibits**

At the end of this session, participants will be able to:

1.  Describe three strengths and three weaknesses of personal services
    interpretation;

2.  List at least three major skills in which personnel must be trained
    in order to achieve quality personal services interpretation;

3.  List the principal stages in the personal service planning and
    presentation process.

4.  List the media/approaches available to interpret archeological
    resources to the public to facilitate those experiences;

5.  List three advantages and three disadvantages of using museum
    exhibits;

6.  List the stages that occur during the planning and production of
    museum exhibits;

7.  Explain the need for careful, professional editing and design for
    exhibits;

8.  Identify the special characteristics of good exhibit label writing.

**Session 16. Exhibits: giving new interpretations to old stories**

At the end of this session, participants will be able to:

1.  Describe the characteristics of a successful exhibit.

2.  Know how archaeological information and objects can contribute to
    the success of exhibits.

**Session 17. Applying the interdisciplinary approach: the role of
interpreters**

At the end of this session, participants will be able to:

1.  Describe the role of interpreters and educators in the team approach
    to public interpretation of archaeology.

**Session 18. Applying the interdisciplinary approach: the role of
archeologists**

At the end of this session, participants will be able to:

Describe the role of archaeologists and resource specialists in the team
approach to public interpretation of archaeology

1.  Explain archaeological context and importance of archeological
    research in the planning and interpretations of onsite and off-site
    reconstructions

2.  Identify the major issues and potential pitfalls in planning and
    maintaining reconstructions as public interpretation devices

3.  Cite examples of each category of "glories, perils, and dilemmas.

**Session 19. Small group breakout discussions**

At the end of this session, participants will be able to:

1.  Through discussed examples, gain additional insights to solving
    their own management and interpretive issues.

**Session 20. The reconstructed past: glories, perils, and dilemmas**

At the end of this session, participants will be able to:

1.  Define reconstructions vs. restorations and other preservation
    categories

2.  Describe several examples of reconstructions from archaeological
    evidence

3.  List the pros and cons of reconstructions as public interpretation
    tools.

**Session 21. Problem solving discussion**

At the end of this session, participants will be able to:

1.  Gain specific answers to their own problems or related problems in
    archeological interpretation that have not yet been addressed by the
    class.

**Session 22. Making it work\--What you plan to do NOW!**

At the end of this session, participants will be able to:

1.  Describe specific steps (action items) they will take to improve
    information sharing and enhance public interpretation programs at
    their sites.

**Field Trips: HL Hunley Conservation Lab, Aiken-Rhett House, and Fort
Sumter NM**

At the end of these sessions, participants will be able to:

1.  Describe the scope and importance of archeological research at these
    sites.

2.  Describe planned and potential changes and improvements to effective
    public interpretation at these sites.

**Case Study Focus Groups: Site Program Critiques**

At the end of these sessions, participants will be able to:

1.  Discuss how archeological information and materials are interpreted;

2.  Identify several practical management issues as illustrated at the
    sites;

3.  List the members of the project planning teams and describe their
    roles;

4.  Discuss the relative success of the project in employing a team
    process in interpretation planning.

5.  Provide a critique of current and planned public interpretation
    programs.

6.  Provide comments and recommendations to site management.

**Products:**

1.  Critiques of current and planned public interpretation programs in
    the Charleston area, including comments and recommendations to site
    management.

2.  Summary report of proposals by participants for enhanced public
    interpretation programs at their sites.

### Supplied Texts: 

1.  *Presenting Archaeology to the Public: Digging for Truths*, John H.
    Jameson, Jr. (ed), AltaMira Press, 1997.

2.  *In Small Things Forgotten*, James Deetz, Armor Books Doubleday,
    1996.

3.  *The Reconstructed Past: Reconstructions in the Public
    Interpretation of Archaeology and History*, John H. Jameson, Jr.
    (ed), AltaMira Press, 2004.

4.  *Uncommon Ground: Archaeology and Early African America, 1650-1800*,
    Leland Ferguson, Smithsonian Institution Press, 1992.

5.  *African Reflections on the American Landscape: Identifying and
    Interpreting Africanisms*, National Park Service, Washington, DC.

**On-line Resources:**

1.  Latest course information and web links:
    <http://www.cr.nps.gov/seac/course-of-study/objectives.htm>

2.  *Archaeology for Interpreters* on-line guide:
    <http://www.cr.nps.gov/aad/AFORI/Index.htm>