Introduction to Archaeology
Course Description:
This one-semester course is intended as an engaging and practical survey of the field ofarcheology. The course is structured into lessons and Course Activities as follows:ï The first lesson discusses archaeology as a field of study.ï The next lesson discusses the history and evolution of modern archaeology, and howmodern archaeology differs from traditional archaeology.ï The next two lessons describe what career options are available in archaeology in theUnited States, the qualifications and certifications required to get into those careers, andfamiliarize you with the different types of archaeology.ï The next three lessons familiarize you with the techniques and methods used inarchaeology, which include research techniques used in archaeological projects, types ofarchaeological evidence, the importance of identifying material evidence, and methods usedfor identifying and surveying archaeological sites.ï The next two lessons discuss the work involved in archaeological site excavation, such asvarious excavation techniques, application of geological principles, methods of recoveringartifacts, methods of recording archaeological finds, and identifying age of artifacts withdating techniques.ï The next two lessons familiarize you with ways of preserving and storing archaeologicalfinds, such as long-term conservation treatment for artifacts, ways to preserve artifacts whiletransporting them from archaeological sites, and different storage requirements in differentenvironments.ï The next lesson discusses the role of archaeology in the indigenous cultures in the UnitedStates and steps taken to improve relationships with native cultures.ï The next lesson familiarizes you with the methods archaeologists use to sharearchaeological findings with people, ethical and practical considerations in publicarchaeology, and outreach programs used in archaeology.ï The last lesson familiarizes you with the ways of protecting archaeological sites fromvandalism and illegal trade, such as using site management strategies and voluntarystrategies, empowering local communities, and using federal government laws.
Course Details:
| Course Title (District): |
Introduction to Archaeology |
| Course Title (NCES SCED) : |
Social Sciences—Other |
| Course Provider : |
Genesee ISD |
| Content Provided By : |
Edmentum Inc. |
| Online Instructor Provided By : |
Edmentum Inc. |
| Standards Addressed : |
Michigan High School Content Expectations, Michigan K-12 Social Studies Standards (2019) |
| Alignment Document : |
https://auth.edmentum.com/elf/login |
| Academic Terms : |
Semester, Open Entry / Open Exit |
| NCES SCED Code : 04299 |
| Subject Area : |
Social Sciences and History |
| Course Identifier : |
Social Sciences—Other |
| Course Level : |
High School (Secondary) |
| Available Credit : |
0.5 |
| Sequence : |
1 of 1 |
|
How To Enroll:
Students and Parents: It is important to work closely with your local school counselor or
registrar to follow the school's enrollment procedures. By clicking the "Start Registration
Request" button below, you will be able to notify the school of your interest in registering for
the online course. However, it is the responsibility of the district or school to review the
registration request and approve or deny the request. Please make a note to follow up with
your school after submitting a registration request.
Start Registration Request
Additional Course Information:
- Email: [email protected]
- Phone: (888) 889-2840
Additional Cost: $0.0
Additional Cost Description: none
This course will help you meet the following goals:ï Recognize archaeology as a field of study.ï Analyze the evolution of modern archaeology.ï Describe and compare the career options available in archaeology in the United States.ï Describe and explain the various types of archaeology.ï Investigate the process of archaeological research.ï Identify the different types of archaeological evidence.ï Evaluate methods to identify and characterize archaeological sites.ï Describe and explain various ìinvasiveî archaeological investigation and site excavationmethods.ï Describe the techniques used for recovering, recording, and analyzing archaeological finds.ï Describe the techniques used for preserving archaeological discoveries.ï Recognize the requirements for storing archaeological collections.ï Investigate the controversial role of archaeology in prehistoric and historic indigenouscultures in the United States.ï Evaluate the role of public archaeology for sharing information and creating awareness.ï Identify strategies to maintain authenticity of archaeological sites and protect them fromthreats such as vandalism and illegal trade.
NSQ National Standards for Quality Online Courses: Third Edition (2019)
|
Rating
|
Comments |
| A1. A course overview and syllabus are included in the online course |
Fully Met
|
|
| A2. Minimum computer skills and digital literacy skills expected of the learner are clearly stated.* |
Fully Met
|
|
| A3. The instructor’s biographical information and information on how to communicate with the instructor are provided to learners and other stakeholders. |
Fully Met
|
|
| A4. Learner expectations and policies are clearly stated and readily accessible within the introductory material of the course. |
Fully Met
|
|
| A5. Minimum technology requirements for the course are clearly stated, and information on how to obtain the technologies is provided.* |
Fully Met
|
|
| A6. Grading policies and practices are clearly defined in accordance with course content learning expectations. |
Fully Met
|
|
| A7. The online course provides a clear description or link to the technical support offered and how to obtain it.* |
Fully Met
|
|
| A8. Learners are offered an orientation prior to the start of the online course. |
Fully Met
|
|
|
Rating
|
Comments |
| B1. The online course objectives or competencies are measurable and clearly state what the learner will be able to demonstrate as a result of successfully completing the course.* |
Fully Met
|
|
| B2. The online course expectations are consistent with course-level objectives or competencies, are representative of the structure of the course, and are clearly stated. |
Fully Met
|
|
| B3. The online course content is aligned with accepted state and/or other accepted content standards, where applicable.* |
Fully Met
|
|
| B4. Digital literacy and communication skills are incorporated and taught as an integral part of the curriculum.* |
Fully Met
|
|
| B5. Supplemental learning resources and related instructional materials are available to support and enrich learning and are aligned to the specific content being delivered.* |
Fully Met
|
|
| B6. The online course content and supporting materials reflect a culturally diverse perspective that is free of bias.* |
Fully Met
|
|
| B7. The online course materials (e.g., textbooks, primary source documents, OER) that support course content standards are accurate and current. |
Fully Met
|
|
| B8. The online course is free of adult content and avoids unnecessary advertisements.* |
Fully Met
|
|
| B9. Copyright and licensing status for any third-party content is appropriately cited and easily found. |
Fully Met
|
|
| B10. Documentation and other support materials are available to support effective online course facilitation.* |
Fully Met
|
|
|
Rating
|
Comments |
| C1. The online course design includes activities that guide learners toward promoting ownership of their learning and self-monitoring.
|
Fully Met
|
|
| C2. The online course’s content and learning activities promote the achievement of the stated learning objectives or competencies. |
Fully Met
|
|
| C3. The online course is organized by units and lessons that fall into a logical sequence. |
Fully Met
|
|
| C4. The online course content is appropriate to the reading level of the intended learners.* |
Fully Met
|
|
| C5. The online course design includes introductory assignments or activities to engage learners within the first week of the course. |
Fully Met
|
|
| C6. The online course provides learners with multiple learning paths as appropriate, based on learner needs, that engage learners in a variety of ways. |
Fully Met
|
|
| C7. The online course provides regular opportunities for learner-learner interaction. |
Fully Met
|
|
| C8. The online course design provides opportunities for learner-instructor interaction, including opportunities for regular feedback about learner progress.* |
Fully Met
|
|
| C9. Online course instructional materials and resources present content in an effective, engaging, and appropriate manner.* |
Fully Met
|
|
|
Rating
|
Comments |
| D1. Learner assessments are linked to stated course, unit, or lesson-level objectives or competencies. |
Fully Met
|
|
| D2. Valid course assessments measure learner progress toward mastery of content. |
Fully Met
|
|
| D3. Assessment practices provide routine and varied opportunities for self-monitoring and reflection of learning.* |
Fully Met
|
|
| D4. Assessment materials provide the learner with the flexibility to demonstrate mastery in a variety of ways.* |
Fully Met
|
|
| D5. Rubrics that clearly define expectations for varied levels of proficiency are created and shared with learners.* |
Fully Met
|
|
|
Rating
|
Comments |
| E1. Online course navigation is logical, consistent, and efficient from the learner’s point of view.* |
Fully Met
|
|
| E2. The online course design facilitates readability.* |
Fully Met
|
|
| E3. The online course provides accessible course materials and activities to meet the needs of diverse learners.* |
Fully Met
|
|
| E4. Course multimedia facilitate ease of use.* |
Fully Met
|
|
| E5. Vendor accessibility statements are provided for all technologies required in the course.* |
Fully Met
|
|
|
Rating
|
Comments |
| F1. Educational tools ensure learner privacy and maintain confidentiality of learner information in accordance with local, state, and national laws for learner data. |
Fully Met
|
|
| F2. The online course tools support the learning objectives or competencies.* |
Fully Met
|
|
| F3. The online course provides options for the instructor to adapt learning activities to accommodate learners’ needs and preferences.* |
Fully Met
|
|
| F4. The course allows instructors to control the release of content.* |
Fully Met
|
|
| F5. The course provides the necessary technical functionality to score and record assessments and calculate earned course points or grades.* |
Fully Met
|
|
|
Rating
|
Comments |
| G1. The online course uses multiple methods and sources of input for assessing course effectiveness. |
Fully Met
|
|
| G2. The online course is reviewed to ensure that the course is current. |
Fully Met
|
|
| G3. The online course is updated on a continuous improvement cycle for effectiveness based on the findings from ongoing reviews. |
Fully Met
|
|
Review Conducted By: Quality Matters
Date of Review:
12/29/2022
Unit 1: What is Archaeology? Unit 2: History of Modern Archaeology Unit 3: The Past and Present Unit 4: Discoveries in Archaeology Unit 5: Careers in Archaeology Unit 6: Types of Archaeology Unit 7: CRM and Urban Development Unit 8: Research Techniques Unit 9: Performing Research in Archaeology Unit 10: Archaeological Evidence Unit 11: Identification of Archaeological Sites Unit 12: What does Archaeological Research Tell us? Unit 13: Site Excavations Unit 14: Creating a Report on an Archaeological Site Unit 15: Recovering, Recording, and Analyzing Evidence Unit 16: Preservation Techniques Unit 17: Are Excavations Destructive? Unit 18: Storing Collections Unit 19: Archaeology of Indigenous Culture Unit 20: Preparing a Conservation Plan for a Museum 21: Public Archaeology Unit 22: Protecting Archaeological Sites Unit 23: Saving a Heritage Site Unit 24: Reaching Out to People
| Term Type |
Enrollment Opens |
Enrollment Ends |
Random Draw Date |
Enrollment Drop Date |
Course Starts |
Course Ends |
# of Seats |
Course Fee |
Potential Additional Costs |
|
Open Entry / Open Exit |
08/01/2024 |
07/31/2025 |
|
|
|
|
100 |
$300 |
$0 |
| Drop Policy |
Completion Policy |
Term Type |
Enrollment Opens |
Enrollment Ends |
| K-5: Grace period of 30 calendar days after enrollment. Course cost will be charged in full if student not withdrawn from classes by day 31.
6-12: Grace period of 14 calendar days after enrollment. Course cost will be charged in full if student not withdrawn from class by day 15. |
EdOptions Academy teachers will grade submitted activities within 72 business hours. Grading will be aligned to the rubrics to ensure consistency and high expectations. Feedback will be specific and detailed with the purpose of enhancing student outcomes.
The final grade will be comprised of all Mastery Tests, Discussions, Unit Tests, and the End of Semester Test. The End of Semester Test will be weighted at 20% of the Final Grade. The remaining 80% will be divided among the other course activities. Students may take the EOS a second time after remediation to improve their score. Students may submit course work to improve their mastery up to the end of their enrollment time in the course.
6-12: 4-week extensions are available for $50 per enrollment (maximum 2 extensions per 18-week enrollment).
6-12: 2-week extensions are available for $25 per enrollment (maximum 2 extensions per 9-week enrollment). |
Open Entry / Open Exit |
08/01/2024 |
07/31/2025 |
Teachers are expected to answer questions, grade assignments, and provide feedback to students within 24 hours. Almost all questions will be answered within a few hours, but 24 hours should be the maximum response time. Additionally, teachers are required to check email from students once over the weekend. Teachers will also make phone calls or send text messages to students to help facilitate successful completion of the course. Students and parents are expected to respond when teachers contact them with questions or concerns.
https://cdn.app.edmentum.com/EdAssets/9bf647e7831948a08530c43f8b1ba0ae
