Basic education levels are considered as the basic part of the country's education. In fact, they introduce this part of education as a long-term investment. The educational content produced for the basic levels has considerable sensitivity. Because a significant amount of the newly formed mentality is the result of the educational content taught at this stage. The purpose of the current research is to explain the causes of the ineffectiveness of archaeology or at least the lack of interest in archaeology as a knowledge among the education policy makers in the production of educational content for the elementary grades. The questions raised for this research are as follows: What are the factors of Iranian students' lack of connection with archaeology knowledge, the functions and capabilities of this knowledge? How can the knowledge of archeology be used in a more comprehensible way in educational content for students of different educational levels so that these concepts can be institutionalized in children and teenagers? The necessity of conducting the present research is also due to the importance of national identity and archaeology as a tool to realize this issue. The data of this research is the result of examining the contents of the textbooks of the students of the sixth grade of elementary school, which has been summarized and presented using the method of content analysis. The result is that a significant part of the educational contents of the basic levels of the elementary school lacks the necessary effectiveness to explain the purpose and importance of archaeology to new students. Although an effort has been made in some educational levels, including the fourth grade and the "Social Studies" book in this level, an effort has been made to fix this deficiency, but this research has shown that part of this frequency of referring to the concepts related to archaeology is also incomplete, is inefficient and rather confusing.