Archaeologists have been attempting to establish stronger connections with communities for several decades. Concepts such as stewardship can be presented to a larger audience, and archaeology can be a valuable tool for public education. Public schools across the nation are struggling to improve with limited resources. Archaeology can provide teachers with inexpensive resources that improve student learning while simultaneously helping teachers meet more rigorous standards. Using historical, archaeological, and cultural resources from the World War II Japanese American internment camp, Amache, I created a new supplementary curriculum that focused on the experience of Japanese and Japanese Americans during that era. This thesis presents that curriculum and an accompanying case study that introduced archaeologically based activities in a secondary social studies classroom. Analysis of student responses indicates that supplementing with archaeology had no adverse effects to student exam scores on overall WWII history. In addition many students felt more connected to former Amache internees and their experience.
","abstract_html":"<p>Archaeologists have been attempting to establish stronger connections with communities for several decades. Concepts such as stewardship can be presented to a larger audience, and archaeology can be a valuable tool for public education. Public schools across the nation are struggling to improve with limited resources. Archaeology can provide teachers with inexpensive resources that improve student learning while simultaneously helping teachers meet more rigorous standards. Using historical, archaeological, and cultural resources from the World War II Japanese American internment camp, Amache, I created a new supplementary curriculum that focused on the experience of Japanese and Japanese Americans during that era. This thesis presents that curriculum and an accompanying case study that introduced archaeologically based activities in a secondary social studies classroom. Analysis of student responses indicates that supplementing with archaeology had no adverse effects to student exam scores on overall WWII history. In addition many students felt more connected to former Amache internees and their experience.</p>","abstract_has_math":false,"creators":["Haas, Jeremy Allen"],"institution":null,"degree_name":"M.A.","degree_level":"Masters Thesis","degree_discipline":null,"degree_department":null,"school":null,"contributors":["Bonnie Clark, Ph.D.","Alejandro Cerón","Ryan Gildersleeve"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-01-01T08:00:00Z","date_published":"2016-01-01T08:00:00Z","updated_at":"2026-07-24T02:03:26Z","subjects":["Amache","Archaeology","Education","Internment","Japanese","Stewardship","Archaeological Anthropology","Secondary Education"],"languages":["en"],"rights":["Copyright is held by the author. User is responsible for all copyright compliance.
"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.du.edu/etd/1141","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Bonnie Clark, Ph.D.","Alejandro Cerón","Ryan Gildersleeve"]},{"key":"dc:creator","label":"Author","values":["Haas, Jeremy Allen"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2017-02-14T08:00:00Z"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Amache","Archaeology","Education","Internment","Japanese","Stewardship","Archaeological Anthropology","Secondary Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright is held by the author. User is responsible for all copyright compliance.
"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.du.edu/etd/1141"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Archaeologists have been attempting to establish stronger connections with communities for several decades. Concepts such as stewardship can be presented to a larger audience, and archaeology can be a valuable tool for public education. Public schools across the nation are struggling to improve with limited resources. Archaeology can provide teachers with inexpensive resources that improve student learning while simultaneously helping teachers meet more rigorous standards. Using historical, archaeological, and cultural resources from the World War II Japanese American internment camp, Amache, I created a new supplementary curriculum that focused on the experience of Japanese and Japanese Americans during that era. This thesis presents that curriculum and an accompanying case study that introduced archaeologically based activities in a secondary social studies classroom. Analysis of student responses indicates that supplementing with archaeology had no adverse effects to student exam scores on overall WWII history. In addition many students felt more connected to former Amache internees and their experience.
"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Common Ground: Uniting Archaeology and Secondary Social Studies Curricula"]}]}],"canonical_facts":{"dc:contributor":["Bonnie Clark, Ph.D.","Alejandro Cerón","Ryan Gildersleeve"],"dc:creator":["Haas, Jeremy Allen"],"dc:date.available":["2017-02-14T08:00:00Z"],"dc:description.abstract":["Archaeologists have been attempting to establish stronger connections with communities for several decades. Concepts such as stewardship can be presented to a larger audience, and archaeology can be a valuable tool for public education. Public schools across the nation are struggling to improve with limited resources. Archaeology can provide teachers with inexpensive resources that improve student learning while simultaneously helping teachers meet more rigorous standards. Using historical, archaeological, and cultural resources from the World War II Japanese American internment camp, Amache, I created a new supplementary curriculum that focused on the experience of Japanese and Japanese Americans during that era. This thesis presents that curriculum and an accompanying case study that introduced archaeologically based activities in a secondary social studies classroom. Analysis of student responses indicates that supplementing with archaeology had no adverse effects to student exam scores on overall WWII history. In addition many students felt more connected to former Amache internees and their experience.
"],"dc:format":["application/pdf"],"dc:identifier":["https://digitalcommons.du.edu/etd/1141"],"dc:language":["en"],"dc:rights":["Copyright is held by the author. User is responsible for all copyright compliance.
"],"dc:subject":["Amache","Archaeology","Education","Internment","Japanese","Stewardship","Archaeological Anthropology","Secondary Education"],"dc:title":["Common Ground: Uniting Archaeology and Secondary Social Studies Curricula"],"thesis:degree_level":["Masters Thesis"],"thesis:degree_name":["M.A."]},"updated_at":"2026-07-24T02:03:26Z"}