In this assignment I argue that archaeological research, whether contract or academic, should include a public education component. The basis for this argument lies in federal legislation mandating and regulating ‘historic preservation’. The following laws mention the public as a beneficiary of archaeological research:

Antiquities Act of 1906
Historic Sites Act of 1935
National Trust for Historic Preservation Act
National Historic Preservation Act of 1966
National Marine Sanctuaries Act
Archaeological Resources Protection Act of 1979
American Battlefield Protection Act of 1966

If the public is to be a beneficiary of archaeological research, then the way archaeology is done must reflect this. For example, contract archaeology is not being done for the benefit of professional archaeologists but to record an irreplaceable record so that the public may be the beneficiary of this knowledge:

“A permit may be issued…if the Federal land manager determines…that-… the activity is undertaken for the purpose of furthering archaeological knowledge in the public interest.” ARPA Sec. 4.b.2

For archaeology to be in the public interest, it must be presented in a manner which is accessible and intelligible to the non-professional. One way to achieve this goal is through the development and production of educational materials and programs. Educational components/programs are explicitly mentioned in the Historic Sites Act of 1935, National Historic Preservation Act of 1966, National Marine Sanctuaries Act, and the Archaeological Resources Protection Act of 1979 (see underlined sections in the attached listing of laws).

While all of the federal laws do not include a direct reference to conducting research in the public interest or offering educational programs to communicate this knowledge to the public, the spirit of the laws implies that this should be so. The following excerpts delineate the general nature of the intent of historic preservation.

“It is hereby declared that it is a national policy to preserve for public use historic sties, buildings and objects of national significance for the inspiration and benefit of the people of the United States.” (Historic Sites Act of 1935)

“the historical and cultural foundations of the Nation should be preserved as a living part of our community life and development in order to give a sense of orientation to the American people” (NHPA)

“It shall be the policy of the Federal Government, in cooperation with other nations and in partnership with the States, local governments, Indian tribes, and private organizations and individuals to administer federally owned, administered, or controlled prehistoric and historic resources in a spirit of stewardship for the inspiration and benefit of present and future generations” (NHPA)

“The purpose of this section is to assist citizens, public and private institutions, and governments at all levels in planning, interpreting, and protecting sites where historic battles were fought on American soil during the armed conflicts that shaped the growth and development of the United States, in order that present and future generations may learn and gain inspiration from the ground where Americans made their ultimate sacrifice.” (American Battlefield Protection Act of 1996)

The spirit of federal legislation concerning historic preservation in the last sixty years (from the Historic Sites Act of 1935 to the American Battlefield Protection Act of 1996), has been that our cultural resources should be preserved, maintained, and, to some extent, researched for the benefit of present and future generations of Americans. In order to be of benefit to Americans, Americans need to be aware that these resources exist and be able to access information about them. However, for the American public to take full advantage of and be inspired by their cultural heritage, they must not only be offered information but be given the opportunity to form their own knowledge of these resources. The American public can gain this knowledge through educational programs where they partake in experiences that enhance and/or challenge their views of the past. To not include an educational component in archaeological research is, in a sense, a violation of an archaeologist’s obligation to communicate their knowledge to the public as implied by federal legislation.