Archaeology in the Classroom.pdf

8/10/2019 Archaeology in the Classroom.pdf

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Edited by:

Pamela Ashmore, Ph.D,

Susanna Bailey, B,A.

Timothy Baumann, Ph.D,

Sonya

McGowin

M,A.

Center

for Human Origin and Cultural Diversity CHOCD)

College of

Arts

and

Sciences

College

of Education

University of Missourl-St,

Louis

Funds for this project were provided by a grant from the Eisenhower Professional Development

Program administered

by the

Missouri Coordinating Board for Higher Education, The total cost

of

the project was financed with 70,216

(86%)

from federal funds and

11,703 (14%)

from

non-governmental sources,


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FOREWOR

Archaeology

for

the Classroom is a Resource Book of lessons and activities

developed by teachers to introduce archaeological content into classroom curricula. This

Resource Book is the culmination of a yearlong project in which teachers participated in

an archaeological field school, researched and developed the lessons/activities, field

tested at least half

of

the lessons in their classrooms and then revised them. Across-the

content-area approaches to teaching, hands-on applications and a holistic approach to

educl;l.tion form the pedagogical basis of the lessons that are found in this Resource Book.

Due to the various areas of expertise and interest of our participating teachers, the content

of

this resource book represents a wide range

of

subject areas and grade levels.

Archaeology for the Classroom encourages the use of mUltiple instructional models to

obtain competency in meeting the Missouri Show-Me Standards. Consequently, the

specific Show-Me Standard knowledge goals are identified for each of the lesson plans.

In this book. the following abbreviations are used to indicate the Show-Me Standards

content areas:

S

(ScIence)

SS

(Social Studies)

M

( \1alh)

F (Fine Arts)

C

(Communication Arts)

HlPE (HealthlPhysical Education)

Participants involved in Archaeology for the Classroom investigated the

archaeological sites of Cahokia Mounds State Historic Park in Illinois and Arrow Rock,

Missouri. Cahokia represents the largest prehistoric civilization north of Mexico that

contains earthen structures that

ri

val the Great Pyramids

of

Egypt. In contrast, historical

Arrow Rock provides visitors with a glimpse into what life was like in a late 19

th

/early

20

th

century river town that played a vital role in our Westward expansion. At both sites,

participants gained a new appreciation for the painstaking hard work and record keeping

that is basic to archaeological research.

The goals of this project were to:

1) Increase the mathematical and scientific literacy and teaching competencies of

teachers, with particular emphasis on archaeology

2) Provide teachers with a hands-on experience in an archaeological excavation to

provide real life applications for the teaching of math and science as opposed to a

strict "calculation" based approach

3) Provide teachers with the means and tools to increase student interest in and

knowledge of math and science, by using regionally relevant archaeological content,

and

4) Create a unique learning environment for teachers that will promote pride and

enthusiasm about their hands-on experiences and provide them with the knowledge

and tools to translate this excitement back into their classroom teaching.

Our participating teachers were real troopers when it came to the hot, dirty, and often

uncomfortable conditions of an archaeological dig. Their enthusiasm was appreciated,

and when project staff observed the implementation of the lessons/activities in the

teachers' classrooms, the students mirrored this enthusiasm. Students tend to be

fascinated by archaeological discoveries as well as the processes of excavation and

interpretation. By providing teachers with this research opportunity they were able to


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draw on their own individual experiences to frame lessons and activities that incorporate

unique content, and reflect the excitement

o

discovery in their teaching. While

acknowledging the pedagogical strengths

o

practicing teachers, this Resource Book

offers unique solutions to the constant struggle o maintaining student interest while

promoting students strengths and talents, especially n the areas o science and math.


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Resourcerritle

of

Page

Grade

M

CA

SS FA I S

HlPE

I

Lesson Plan # Level

Math Commu-

Social Fine Science

Health

nication

Studies Arts

PE

Arts

I

Foreword

i

i

esson Plans

I

Dig,

I

Screen,

I

1 k-12

*

Save,

I Think

(special

I

Ed.)

Archaeological 4

6

*

* *

I

ake Dig Lab

I Digging to Test a 10

7

* *

* *

, Hypothesis

What s

in There?

22

7

*

*

Leftovers Again?

26

8-10

*

What

Does

an

45 1

*

*

Archaeologist Do?

Antique

48 7

*

*

Archaeology

What Can You

53

7

*

Find Out?

The Dating Game

8

*

Where in the

67 8-10

*

*

World?

Evidence for 82 9-12

*

* *

*

Human Ancestry

A Visit from an

101

2-3

*

Archaeologist

I

Can Bean

103

3-4

*

*

Archaeologist

i

Roots

105

8

*

The Pyramid of 118 9-12

* *

Kukulluin

. A Mixture of Two

124 9-12

*

*

i

Cuisines

I Glossary

131

I

Additional Sources

134

I

WebSite

138

References

I

111


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Title: I dig, I screen, I save, I think

Show-Me Standards: 1.3, 1.10, 2.5, 3.2, 3.3, CA 1,4

Grade: k-12 Special

Ed. autism

specific)

Goals: To use

the

scientific

method

and

the careful data

coUection process involved

in

archaeology

Objectives: Students will

be

able to write

or

say the

words

archaeology and artifacts. Students will

be able to use archaeological techniques to uncover pieces

of

clay pots and bag them. Students will

be

able to discuss

the

project using archaeological

terms.

Skills Activi tieslProcedure Assessment

1

rt - Students

experiment with color

and form in the

creation

of

their clay

pots.

2

Handwriting-

Students write their

names on the pots and

write or trace artifact

and archaeology.

3 Sensory input-dirt,

clay and screening.

4

Language-

introduction of the

process using the

individual books and

the repetition of

language during the

. .

Step

1

Students: Decorate a small clay pot using

paints and colored pencils. Write your name on the

pot.

Teacher: After the pots dry, place them in

individual baggies and break them with a hammer.

Students each take a baggie and bury their pieces a

couple

of

inches deep in a small bread tin and cover

it with potting soil.

Step 2 We can find out information about how

people lived in the past by looking at the trash they

leave behind. Objects or pieces

of

objects people

have used are called artifacts. When we use these

artifacts to draw conclusions about people, it is

called archaeology. Say, trace and write the words

artifact and archaeology.

Step

3

Using Picture

It

software, or any picture cue

language board program, make students small

books with the following pages:

I dig.

I screen.

I save.

1

Were the students

able to write or say the

words archaeology

and artifact ?

2 Were the students

able to use

archaeological

techniques to uncover

pieces of clay pots and

bag them?

3

Were the students

able to discuss the

project using

archaeological terms?

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process helps students

understand the

connection between

literacy

and

personal

experience

5. Conceptual

thought-

If

students

have difficulty with

conceptual ideas, they

can express their

opinion and what they

learned using language

from their books

I think.

Read

over the book several times with the students

until they can read/repeat the process.

Step 4. Pass out individual tins, spoons, colanders,

baggies and buckets. Try to make sure students do

not get the pot they decorated. The point is to

recognize that the pieces make a pot with

someone s name on it and then to see

ifthey

can

draw a conclusion from the information on the

pieces. Students should dig up the dirt with

spoons, pouring each spoonful through the colander

and shaking it into the bucket.

Each

piece of the

clay

pot

they find should go into the baggie. As

they do the project, they should refer to their book

and say what they are doing as they

do

it.

This is a good project for sensory/tactile defensive

students because they can use the spoon and screen

without touching the dirt.)

Step

5. The teacher should reassemble one pot to

demonstrate that the found pieces can be

reconstructed

to

form the original pot. After they

get

all the pieces, talk about the project using the

following guiding questions:

What did you do?

What did you find?

Where

did it come from?

Who did it belong to?

Did you have fun?

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Materials

small clay pots

small bread tins or plastic pots

paints and colored pencils

individual baggies

hammer

Picture It software, or any picture cue language board program

spoons

colanders

empty pie tins

small buckets

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Title: Archaeological Cake Lab Dig

Show-Me Standards: SC 7, MA 1 2 CA 1,4

lUinois

Learning

Standards: 12B, 13 A & B

Grade:

6

Goals:

Lesson 1- Students will practice skills

used

in an archaeological dig.

Lesson

2 -

Students

will dr,aw conclusions

from

findings, write and

present.

Objectives:

Lesson

1 - Students will dig, identify

and

conect.

Lesson 2 - Students will write and

present

conclusions reached from findings.

Skins ActivitieslProcedure Assessment

Lesson 1 (2-3 days)

l

Scraping

2 Measuring

3. Identifying

4. Recording

5 Working together

Lesson 2 (2-3 days)

1

Drawing

conclusions

2. Writing

3. Collaborating

4.

Presenting

As a background students will have a lab exercise

on archaeological mapping and recording.

Carefully scrape crumbs off. Put crumbs into

containers to allow you to see possible artifacts.

When you find an artifact, carefully scrape around

it

and continue scraping across the unit until it

measures as level as possible.

Next, draw the artifacts on your grid sheet using

ruler and measuring strip. Mark unit

and

sheet

showing North (toward

).

(Teacher should supply direction)

After mapping, remove the artifacts, put in a plastic

bag, label and continue scraping following

the

same

procedure.

Students are

to

work together to develop a report

with an introductory paragraph, a paragraph about

each artifact, and a concluding paragraph.

Students will present their reports orally

to the

class

using visuals.

1

Lab

sheet

2 Procedure

3. Observations

4. Mapping

Written report

1 Follows evidence

2. Shows imagination

Oral presentation

1 Uses visuals

4


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Archaeological Cake Corn Bread Dig Lab

Names

recorder

supplier___________________

reporter___________________ director___________________

Hour

Unit _

Date_______

Materials

Cake/com bread

Plastic knives and spoons

Measuring strip

Ruler

String

Grid paper

Crumb container

Zip lock bags 2-3

Suggested artifacts: pieces of clay pots, chicken bones, paper clips, nails, rocks, etc.

Procedure

Cut and tape measuring strip to side and end edges of pan. Check with teacher

and write unit number o the outside of your pan.

Carefully scrape crumbs off. Put crumbs into containers to allow you to see

possible artifacts. When you find an artifact, carefully scrape around it and continue

scraping across the unit it measures level.

Next, draw the artifact on your grid sheet, using ruler, measuring strip, and string.

Mark unit and sheet showing north.

After mapping, remove the artifacts, put in a plastic bag, and continue scraping

following the same procedure.

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apping

rid

Nama__________

Unit Hour Date


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Archaeological Mapping

Names

_

Class

-

Date _

Artifact locations

D

Procedure

1. Using a u l r ~ make Yz

markings

along all edges

of

the

rectangular unit. Number the markings

1 .....

starting west

and going east Use letters (A ....) to identify markings

south

to north.

2. Using a strait

edge

across

the

site,

identify

location

of

each

artifact (ex: E2-E3) Record the location ofeach artifact.

3

On the mapping grid sheet, nwnber and letter lines as you did

on the site

drawing.

4.

Draw

in

artifacts on

grid

sheet using recorded locations.

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rading

25 possible points each)

drawing o Yz marlcings

numbering and lettering

accurate location o artifacts

accurate drawing o artifacts on mapping grid

total points

8


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Cake Cornbread Dig Grade Slip

Cover sheet completed

Mapping

Numbering

Locations written

Locations mapped

Written report

Identification description

Use geological significance

Written expression

Total I 100

11

10

20

20

10

10

20

9


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Title: Digging to Test a Hypothesis

Show-Me Standards: 1.3,1.6,1.8,2.1,2.3,3.5,4.1,4.64.7,

CA

1,4,6, SS 7, M 2, S 7.

Grade:

7 Science

Goals:

The students

will

carry

out the process of a

simulated

archaeological dig.

Objectives: The

students

will

work together in

small groups. Students will write a hypothesis

of

what type of artifact(s)

may be found in their unit based on

the unit location from a village

map.

Students

will dig in

the unit

removing

layers

of soil while looking

for artifacts.

Students will

measure location and make drawings of

artifacts

or features on unit report forms. Students will

screen the soil removed layer by layer and collect additional artifacts and write a report.

Skills

ActivitiesIProcedure

Assessment

Group work

l

Groups should have 3 or 4 students.

Assign a Participation in group

Lab safety procedures

unit to each group and provide a map showing

where archaeologists think different parts of a

Hypothesis

Digging

Native American village was.

Unit report form

Screening

2.

The group

is

to then write a hypothesis, in an

Written report

Measuring

if ...

then .. . format, as to what they think

Participation

Recording infonnation

they will find in their unit. This will be turned

in to the teacher before work proceeds.

Writing

3.

Before digging,

each

group will align the SW

Discussion

comer correctly

on

their worktable.

After this,

digging may proceed.

4.

As the students work, they should try and

remove the soil across the surface evenly.

A

spray bottle will help keep the soil from

becoming too dry.

The

students should take

turns screening removed soil and digging.

5.

When the students find an artifact, they should

carefully clear all the soil from around their

find. A toothbrush should be used to try and

clear most

of

the soil from the artifacts while

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being very careful to not move the artifact.

6. When a layer with large artifacts is cleared,

students should map the location on their unit

report form, including the depth, from the

datum. All parts of the form should be

completed. After this, students should

carefully remove artifacts and set them aside.

7. After the unit report form is completed,

students should continue with their dig

following the same procedures. They should

do this until they are told to stop or they find

the bottom

of

their container. A separate unit

report form is needed for each level.

8. When completed, each group must place their

artifacts (or map

of

level) in a designated area

of the classroom so that all the students may

view various items found throughout the

village.

9.

ach

student will then receive a copy of hislher

unit report form(s) and hypotheses will be

returned. Students should also be given a

summary of finds at all units. This information

will then be used to write a report on their unit.

10. A follow-up discussion with the whole class

would

be

helpful in getting the students to start

thinking about what all the information may

mean. Since they may not have had much

practice in writing reports for science, this type

of discussion should help them to answer the

questions for the written report.

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igging to Test a Hypothesis

Overview: This lesson is designed to be an ending lesson for a unit on archaeology.

t

is also

designed to coordinate with a field trip to Cahokia Mounds or other local archaeological site. It

requires the students to perfonn a number

of

skills used

by

archaeologists. It provides a means

of

writing a hypothesis that can be tested without having to go to an outdoor site. The students work

together to complete the digging on their unit and follow this up with a written report.

Time Requirements:

1 4 - 5 minute period to discuss activities before starting

3

or

more 4 - 50 minute periods to complete the activity

Prior Knowledge: Since this lesson is at the end of a unit on archaeology, there is quite a bit of

information and many definitions that students should know. These include: unit, datum, artifact,

screening, chert, shards, methods of digging. measuring. and writing a hypothesis and a report.

Students need to know the purposes

of

the different types

of

mounds and what types

of

artifacts

may indicate different parts of the village. n addition to this. students should have been told how

to

map their unit. Setting up temporary grid lines across the unit will help the students with

measuring and mapping. A sample

of

a shoebox unit with an exposed layer and a map would

help students understand what needs to be done.

Definitions: artifact - object which was changed or made by humans; tools. jewelry, and

debris from manufacture of other objects; remains of human activity

chert worked stone; debris or finished projectile points or other objects

datum - point from which all depth measurements of

a unit are measured;

usually identified as the top of the South West corner of the unit

hypothesis - prediction about what the researcher thinks will be the result of an

experiment based upon the knowledge of information available before the

experiment

screening - method used to sift through soil removed from a unit to uncover

small artifacts that may not have been noticed in the removal

shards - portions of broken pottery

unit - identified. specific area

of

a digging site as placed on a larger map

of

the

entire area; often 1m x 1m in a real situation; the size of the shoe box for this

activity

Materials:

plastic shoe boxes or similar containers (markings for a grid would be helpful)

topsoil

old cooler or other container for collecting screened soil

quarter inch hardware cloth to fit over the top

of

an old cooler

blocks of wood for use in screening

rulers

container for collecting removed soil

artifacts

spoon or some type of digging tool

toothbrush

spray bottles

string (optional)

tape (optional)

Preparation: This is an involved activity and will take much preparation time (2 weeks

+).

1

A village map needs

to

be constructed and then sites for units need to be chosen.

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2. Artifacts and/or features need to

be

assigned to the various units. Artifacts may

include: projectile points, chert, shards (from terra cotta pots

or

broken fancy

pots), shell jewelry, shells, sharks ' teeth, animal effigies, chicken (or other) bones,

etc. Cheap projectile points, animal effigies, & some shell jewelry may

be

purchased

at "tourist traps" in rural portions of the Ozarks as well as other places. Mussel shells

can

be found along many Missouri rivers. Collections

of

fancy shells can often be

purchased at "dollar" type stores. Rummage

or

yard sales are also good places to

pick

up shells and shell necklaces. A class discussion should be conducted

to

inform

the students that most of these items are not actual artifacts from an ancient

civilization, but the same types

of

contemporary materials.

3. Copies of unit report forms need to be provided for each group and will need to

be

copied when completed so each student has the information necessary to write a

report. A summary of findings from all groups should also be provided.

4. Copies of written report requirements are needed for each student.

5.

To

make a screening station, use an old cooler with a completely removable lid, or

other type of large container. You can line the cooler with a large trash bag if

desired. Cut a piece of 1 4 inch hardware cloth to fit over the top of the cooler. Use

duct tape (or other sturdy tape)

and

tape over the cut edges

of

the hardware cloth

to

prevent the students from getting scratched. Small wooden blocks or small pieces of

a

2x4

can

be

used

to

make the screening go faster. Tell students

to use

the blocks to

push the soil through the screen. Point out that it is important that they not push so

hard as

to

break any artifacts that are in the soil. only one screening station is

available, instruct the students that they should take turns. There should never be

more than one unit being screened at a time. Artifacts removed should

be

placed in a

bag which identifies the unit, the date, and the layer being screened.

6. Making unit boxes:

A. Use plastic shoeboxes

or

containers of similar size. The larger the boxes, the

more material will be needed to fill them. Marking for grid lines on the edges

would help students with mapping. (Making a mark every 5

cm

along each side

is a good distance for this size container.) Label the units

to

match positions

on

your village map; the ones in the sample are assigned a letter for unit

identification. Mark a point in the comer you intend

to

use as the South West

comer to represent the datum.

B. Topsoil will be used. Add water to the topsoil to the point where it is just almost

runny. A little bit of patching plaster may be mixed in to make the soil a bit

harder.

C. Place a layer

of

topsoil in the bottom of the box, and then add some large

artifacts. Cover this with more topsoil. Include occasional extra small bits of

stuff to be found while screening. Make as many layers as you wish, two work

well. After positioning the artifacts, fill the box to the top.

D. This will need time to start to dry out. The time will depend on the surrounding

temperature and humidity,

so

a standard time is difficult to give.

It

will probably

be about two weeks. It should be dry enough as not to be really muddy, but not

so dry as

to

be cracked and crumbly. If necessary, it can be sprayed

to

keep it

moist. Covering with plastic wrap for a long period to keep moist is not

recommended as this may trap bacteria and/or fungus, which may be smel ly and

unhealthy. Keeping the units damp and covered once digging has started is fine.

7. Sample Student excavations:

A. It would be best to have a sample unit which has been cleared to the bottom of a

layer for the students to get a better idea

of

what is expected.

The

sample should

13


18/143

be done the same way the students will be doing it, i.e. you would need to make

a sample unit with all the others and the day

or

two before starting in class, dig

down to and clear the layer with the artifacts, set up the string grid, and fill out a

unit report form. (You need only make one layer, and the amount of soil above

o e ~ not need to go all the way to the top of the unit container.)

B. Dig across the surface

of

the unit and place removed soil in a separate

container. Small, isolated artifacts can just be placed in the container and will be

removed in the screening process. When larger artifacts, or a number of similar

artifacts are found, they should be left in place for mapping. Remove the rest

of

the soil so that the artifacts are exposed and the soil is flat all around the artifacts.

C. desired, string can be cut to place over the unit. Run the string. from one of the

suggested 5 cm markings made earlier to the one on the opposite side of the unit.

Tape the ends of the string on the outside of the unit. When all of these have

been done, there will be a grid set up over the unit. This will help with mapping

the unit on paper.

D. A unit report form should be filled out. All information on the form needs to be

recorded. This should include: unit identification, date, names of students,

which layer it is, and a listing

of

the different types

of

artifacts found.

E. A scale map can be made on the bottom of the unit report form, or you may have

the students use a separate page which has a grid already printed on it. The

artifacts should be drawn in the correct location and appropriate size to the scale

of the map. on a separate paper, the students should include the unit

identification, the date, their names and the layer. The depth from the datum

needs to be measured and recorded next to the drawing

on

the map for each

artifact. it is a large artifact OR it is shaped or positioned so that one portion is

higher,

two

or three depth measurements can be taken.

F. Once the unit report form and mapping are finished, the students can remove the

string and then gently remove the artifacts. These should be placed in a bag

identified with the unit, date. names, depth and that it is the bottom of the layer.

G.

After all the soil has been removed from the unit, the artifacts in the separate

bags should be washed.

If

possible, spread out a copy of all

of

the unit maps and

place the dry artifacts on top of the maps in their positions so that all the students

can get an idea of what was found throughout the site.

Safety Issues: Safety concerns need to be discussed and re-enforced each day, especially the

first day. Safety glasses or goggles should be worn for eye protection. e sure to mention that

there should be no eating of the soil or anything of that nature. Aprons should be worn, mainly

for keeping the students clean. It is important that all students wash their hands and their lab

stations after each session.

Assessment: Students should be given credit for participating in their groups. The hypothesis

is part of the grade for the written report. Credit for the unit report forms and the written reports

are indicated on the forms found later in this lesson.

4


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References:

Beyond Indiana Jones: Teaching Archaeology in the Interdisciplinary Classroom.

ASOR Outreach Education. 7-27-01

Elkins, S. Digging Up Mesopotamia. ASOR Outreach Education. 7-27-01

Hester, T.R., Shafer, H.J., Feder, K.L. Field Methods in Archaeology; Seventh

Edition. Mayfield Publishing Company. Mountain View, CA. 1997.

Hollenbeck, S ; Sullivan, L.; & Scheckel, A. Celebrate Native American Cultures.

Wisconsin Lesson Plans. 1998 Washburn Academy.

Holt, B.P. I "Dig" History. BellNET Webmaster. 12-22-99

Why Archaeologists Dig Square Holes. The University

o

South Alabama. 3-13-01

Wolfhope, J Archaeological Methods. AskERIC Lesson Plans. 1-28-2000

15
http://web.bu.edulasor/outreachffeacherslBeyond_%20Indianahttp://web.bu.edulasor/outreachffeacherslDigging%20Up%20Mesopotamiahttp://www.ecb.orglwisconsinlwashl.htm/http://bellnetweb.brc.tamus.edulidig.htm/http://www.southalabama.edularchaeology/old_mobile/why_archaeologists_dighttp://askeric.orglcgi-binlprintlessons.cgiivirtua1%21lessonslsociacstudiesl/http://web.bu.edulasor/outreachffeacherslBeyond_%20Indianahttp://web.bu.edulasor/outreachffeacherslDigging%20Up%20Mesopotamiahttp://www.ecb.orglwisconsinlwashl.htm/http://bellnetweb.brc.tamus.edulidig.htm/http://www.southalabama.edularchaeology/old_mobile/why_archaeologists_dighttp://askeric.orglcgi-binlprintlessons.cgiivirtua1%21lessonslsociacstudiesl/


20/143

nit

Report orm

Completion of this fonn is worth 25 points for each group member: ten points for the top

section and fifteen points for the map.

Unit Date _

Names

Level Depth below datum cm)

Artifacts check all that apply)

chert

shards

shell beads

shells

effigies

bone

other

Unit Map Be sure to include depth

in cm

next to the item s).)

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21/143

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L..... I 1 t

Le ve 1

S CA ftd fa r

p/a.s hc sh oebcX

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ep\

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skoebo)(

t

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on mo..p

17


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ArchaeologyWrittenReportRequirements(50pointstotal)

Thefollowingmust beansweredonlooseleafpaper(ortyped). Youmustusecomplete

sentencesandcorrectspelling.

L Name

2.

Unit(2points)

3. Hypothesisin

If

....then..."form (4points)

4. Results- Thisshould

e

asummaryof whatwasfoundinyourunit. Itwillinclude

notonlywhatwasfound,butalsohowdeep it wasandinwhatposition. t shouldbe

writteninparagraphformwithatopicsentenceforeachparagraph.Thesummaryfor

eachlevelshouldbeaseparateparagraph. (20points)

5. Discussionquestions - Answerthefollowing: (4pointseach)

A.

Whatkindof activity(activities)doyouthinkoccurredatyourunit? Why?

B. Whatwasthemostcommonlyfoundartifactaroundthevillagesite?

Why

doyou

thinksomany

of

thesewerefound?

C. Whichlayer,topor bottom,

do

youthinkcontainedtheoldestartifacts? Why?

D. Howdoyouthinkthisactivityislikearealdig? Howdoyouthinkthisactivityis

differentfromarealdig?

E. Whatdidyouleamaboutarchaeologyfromthisactivity?

6. Conclusions: Do yousupportyourhypothesisornot? Why?

f

not,whatalternate

hypothesiswouldyoumake

if

youweretoexcavateaunitdirectlyNorth

of

theone

youjustexcavated?(4points)

Followupgroupdiscussionquestions( possible answers to go with the sample village).

L Aretheseartifactsreallyfromlongago? (These are

modem

replicas

or

representatives. )

2. Canarchaeologistsjustgooutanddigwheretheywantto? Whyor whynot? (Each

country has its own laws. In the

U S

they may not be able to dig because ofprivate

property. If state or federal land, permits are needed. Laws may also be applicable:

e.g. Native American Graves Protection Repatriation

Act of

1990.)

18


23/143

3. Why did we not dig in any of the mounds? Some mounds were usedfor burial, so

may be against Native American Graves Protection Repatriation

ct

of1990.

Archaeology is destructive, so digging would not preserve the mounds.

4. Are effigies found earlier or later in the village? Why?

They were

found

in the upper

levels, or later parts of the village. This may indicate that it took

more

leisure time or

more advanced techniques to make them. NOTE: Effigies from the Mississippians

were made as parts of pottery, not stone as the ones in this lesson.)

5. Where were sharks' teeth found? Why do you think this was the only location?

found near largest mound; trade items ofgreat value; rare so

far

from sea)

6. What is the significance of the artifacts found in units

J

K?

lots of rock near

bluffs)

19


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. Examples of artifacts and features to put in prepared shoebox units - to go with sample

map 14 units (2 classes of 5 each)

A. top:

bottom:

B. top:

bottom:

C.

top:

bottom:

D. top:

bottom:

E. top:

bottom:

F.

top:

bottom:

G.

top:

bottom:

H. top:

bottom:

1.

top:

bottom:

J. top:

bottom:

K. top:

bottom:

L. top:

bottom:

M. top:

bottom:

N.

top:

bottom:

palisade wall (East/West)

with

shards

bones, broken shell and shards

animal effigies

post hole and shards

shell necklace

(shells with holes arranged in

a

line, no string connecting them)

arrowheads

walls for a house with fancy shards & sharks' teeth

shards, shell necklace

shell necklace

chicken bones, shards, broken shells

animal effigies and shell ring

post hole and chert

shell rings

shards & fancy shells

palisade wall (East/West), effigy and fancy shards

shell necklace and fancy shells

walls for house with plain shards

&

arrowheads

shell necklace

chert and arrowheads

shell necklace and arrowheads

chert and arrowheads

arrowheads

fancy shells & broken shell rings

broken shells

chicken bones

&

shards

arrowheads

chicken bones, shards, broken shells

fancy shells

20


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_

0000

.,- --

~ J

o

o

@

o

o

-

. =

I

..

lQ

o a f

) Q

.Q.. ?_---

r ' ~

o

o

-r

f ~ ~ t I

n

h c , , ~

2


26/143

Title:

What s

in there?

Show-Me Standards: 1.6,1.8,3.5,4.5,4.6, SS7, MA2

Grade:

7

Goals: To properly measure and grid arti facts in a unit. To make a deduction about the

placement

of the artifacts as to what kind

of

activity went on.

Objectives:

Students

will use

the Cartesian

coordinate system to

map

a site showing

the

location of

artifacts

within

their archaeological

unit and

construct it onto given graph paper. Students will

make

deductions

as to

the

type of activity that might have

occurred

in

their

unit.

Skills

1

Knowledge

2. Comprehension

3. Application

4 Analysis

5 Evaluation

ActivitieslProcedure

1 In advance

the

teacher will mark the classroom

floor with masking tape in rectangular units

of2

feet by 3 feet, one unit for each group of students.

Inside these units he/she will tape pictures of

artifacts (i.e. flakes, sherds, projectile points, etc.).

Try

to have a pattern, as in just tool making

materials

together

in one area and sherds in another

area.

2. Students will work in groups of2 to 4.

They

will have been given the background information

of

measuring and graphing a unit. (See directions that

are attached)

3. Using rulers students will measure the unit and

the location

of

the artifacts and draw them on their

graph paper. One inch will represent one square.

4. Students will label each artifact on their graph

paper.

5. When the students are finished, as a group, they

will answer the questions on the worksheet.

Assessment

Procedure #2, 3 4:

The teacher wi

circulate the classroom

and informally assess

the

students' progress.

Procedure #5: The

groups will turn in their

worksheets and will be

assessed according to

the scoring guide.

22


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Directions for

Measuring

and

Graphing

an

rchaeological

Unit

To measure an artifact measure from the edge of the unit to the artifact

Measure the distace

from

the northern edge of the unit to the closest edge

of the artifact.

On

the graph paper make a mark where that distance

would

be.

Next measure

from

the eastern edge

of

the unit to the closest

edge of the artifact

and

make a mark on the graph paper where that would

be.

Continue

until

you have a

mark

for all

sides

of the artifact Finally look

at

the

artifact

and draw within

your marks

the shape

of

the artifact See

diagram below.

North

west

East

South

L j -

.

3


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Group Members

1

What do you notice about where the artifacts are in your unit? Are they spread out or are they

all together?

2

What kind of activity

o

you think went on here? Why do you think this?

24


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References:

Amarento Beverly 1. et al. A Message

o

Ancient Days. Boston: Houghton iffin

Company 1997.

25


30/143


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Introduction to the Topic:

1

The day before, students will be asked to bring in

a food item from home. The item

mayor

may not

be

in

the original packaging. The teacher will be as

vague as possible regarding the type

of

item to be

brought. The teacher will also bring in several food

items.

2. Have the students deposit their food items on one

table and examine them all.

3. The teacher wi then ask, Do you think these

items would be found in a typical American diet?

What is missing?

Is

any type

of

food over

represented? Now imagine that we were answering

this question about the diet

of

a person in the South

Pacific or Africa. Do you think anything would

change? What if a class in the future were asked

about our die t today? How would they answer these

questions?

4. The teacher will relate the following to the

students: Archaeologists are often concerned with

the everyday lives

of

people from the past. A

person's diet can give us information about the

available resources long ago, and perhaps about the

general health of the population. In this exercise,

you will be using some standard archaeological

techniques to determine what a group of Paleo-

Indians

in

the Midwest might have eaten. You will

begin with an exercise that will show you how to

excavate and how scientists think about soil-

forming processes . Then you will perform a dig

of

your own archaeological units and you wi

record

what

you find so you will be able to draw

some conclusions and make some predictions later.

Outline

of

Procedure (see attached worksheet for

complete procedure):

1

The students will deposit soil layers to make their

own strata set. They will be made aware of the

processes involved

by

careful record keeping and

measurements. The act of making the strata set wi

demonstrate association and superposition.

2. The students will perform an excavation

of

another

group s

strata set. After comparison with

that group's records, they will be able to draw

conclusions about how strata are formed and

subsequently analyzed. This

is

a good stopping

point for day one.

27


32/143

3. The students will collect data from each stratum

using screening and flotation methods. The students

will draw conclusions about dietary/environmental

changes that have been preserved in

the soil over

time.

4. The students will discuss the importance

of

accurate record keeping and maintaining the

integrity

of

each stratum. They will make

hypotheses about other types of information that

reserved

in

strata.ould be

Teachers Notes and Resources

Safety Concerns

Safety goggles may be worn to prevent getting dirt in the eyes

Previous Knowledge Assumed

Students should knO\\ ho\\ to use the metric system. The students should be able

to

record data

and plot a graph.

They

should have a general idea about what types of items might be consumed

for food.

t

may be useful to mention that Native Americans domesticated such important crops

as corn and squash.

Problem Areas

Some students may wish to force as much material as possible through the ;4 inch screen by

banging it through. Students should be shown how to push material through without damaging

the seeds, bone,

or

screen. A small piece

of

I x 2 inch board could be scraped across the screen

to help material pass through, or the material could be "stirred" using a hand.

Manipulating the flotation setup may be difficult for some students. One student should hold the

larger mesh container steady while the other student collects with a strainer.

Dropping the shoebox units or the beakers could be catastrophic. The teacher should have at least

one extra set for such an emergency.

Checking for Understanding

A. Informal

The teacher will

ask

the students to respond to the questions from part two

of

the lab exercise as

they are performing their dig. The teacher will make sure that the excavations are proceeding in a

systematic manner so that conclusions can be drawn. Keep an unexcavated, 300 ml strata

container available for viewing.

B. Formal

Check the composition and order

of

layers on tables I, 2 and 4. Students will make graphs to

show how specific floral or faunal populations have changed over time. They will take a pre tes t

and a pos-test.

Guided Practice

The teacher should show how the

l;

inch screen

is

used to separate smaller particles from larger

particles. The teacher should also demonstrate how to perform a flotation, particularly how deep

in the water the collection screen should be placed and how seeds are collected from the water's

surface. The students will assist their group members in subsequent flotations.

28


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Independent Practice

Students will perform a larger scale dig during part three

of

the student handout.

The

record

keeping and measurement methods they have learned will be used.

Closure

Have the students present their unit graphs to the class using transparencies and

the

overhead

projector. Discuss

the

general ity of the methods used and several specific

cases

involving

superposition and association (fossils, historical archaeology).

References

Hester, T.R., H.J. Shafer, and K.L. Feder. Field

Methods

in Archaeologv. 7

th

ed.

Mayfield Publishing Company, Mountain View: CA,

1995.

Mink, e.G., K.I.Corley, and W. Iseminger. Cahokia: City of the Sun. Cahokia

Mounds

Museum Society, Collinsville: I

L,

1999.

Moerman, D.E. Native American Ethnobotany. Timber Press, Portland: OR,

1998.

Niering, W.A., and Olmstead,

N.e.

The Audubon Society Field Guide to North

American WildflowersnEastern Region. Alfred A. Knopf. New York:

NY, 1979.

Pearsall, D.M. Paleoethnobotanv--A Handbook of Procedures. 2 '\ ed. Academic

Press, San Diego: CA,

2000.

Illinois State

Museum

Society [Online] Available:

http://www.museum.state.i1.1Is/RiverWeb/land ingsl Ambot/preh istorv l

Mississippian/hdyklecondhdyk.htm

1200

I, July

24].

List

o

ppendices

Appendix A Seeds and Seed Sheet

Appendix B Soil and Unit Preparation

Appendix C Designs for screens and flotation station

Appendix D Grading rubric

Appendix E Pre/Post test

Appendix F Student Worksheets

Appendix

G Answers to Student Worksheets

9
http://www.museum.state.i/http://www.museum.state.i/


34/143

ppendixA

eeds and eed heet

The seeds in the exercise could include:

amaranth (small seed)

banana yucca (SW United States)

barley

beans

blackberry (small seed)

cattail

chokecherry

corn kernels

hickory nuts

Lamb s Quarter (small seed)

pecan

pumpkin

raspberry

saguaro (SW United States)

salmonberry

serviceberry

squash

sunflower

thimbleberry

Two possible sources for seeds are health food stores (such as Wild Oats market) or pet

stores (for sunflowers, millet, and cracked corn). Amaranth and lambs quarter, or any

other small seed, for that matter, could be simulated using mustard, lettuce, or smaller

birdseeds such s millet. A variety

of

sizes are more important, particularly

if

the

students are to do a flotation exercise. Be advised that shelled seeds often do not float as

well as intact seeds.

Provide seeds to the students in small envelopes or plastic bags. Small seeds are

particularly prone to static cling (warn the students).

30


35/143

ample eed heet

Lamb s Quarter

Small Barley

Com kernel

Pumpkin seed

Sunflower

Amaranth

3


36/143


37/143

A I I l ~ n d i x

C

~ s i g n s

for

screens

and tlotation station

V Inch screen held in place on wooden frame by wood screws.

I

covered the edges of the

screen with duct tape to prevent cuts on the screen.

superfine mesh screen ___..

fine mesh

s r e ~

water level

dishpan

lp

view side view

Hester

et

al

1997)

recommend a 0.8 mm and 0.4 mm mesh for the fine and superfine

screens, while Pearsall 2000) recommends 0.5 mm and 0.25 mm mesh. respectively. These

screens are available as geology screens. A brine shrimp net available at pet stores) works

very well for the superfine screen used to skim seeds

off

the surface of the water, and a

handkerchief or nylon stoelting held in place with a rubber band would work well for the

bI,)t om screen.

33


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AppendixD

Grading Rubric

Student Name Period _

Laying down strata

Participation 110

. Table 1 accurately completed /10

A sample excavation

Participation /10

Table 2 accurately completed /10

Prediction with justification /4

Operational Definitions /4

hat

are we looking for?

Buoyancy test Table 3 /5

Drawings completed /5

Screening

Participation /20

Records

in

Table 4 110

Flotation

Participation

12

Records in Table 4 110

Questions

6

Homework

Axes labeled, symbols, /20

Neat,

all

data represented

Discussion

Participation /10

Post Test 9

Improvement over

pre

test /2

TOTAL 1165

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Appendix E

Pre/Post Test

Name

____________________

Leftovers Again?

1

Very small seeds may be quickly and efficiently separated from the soil by

A magnetism

B. sifting or screening

C. microscopic examination

D. flotation

E. centrifugation

2. The principle

of

superposition

A

relies

on

dating a sample using carbon-14

B

states that younger layers

of

soil will be found deeper underground

C.

will always be true, even

if

the soil has been disturbed

D. states that older layers

of

soil will be found deeper underground

E. is only useful for studying fossils

Archaeological evidence suggests that the most important food crop for Native

Americans living in the Cahokia area was

A.

amaranth

B

blueberry

C.com

D. cattails

E. beans

4. Archaeologists use the term "strata" to refer to

A

multiple layers

of

earth

B

primitive acoustic guitars

C

cloud layers

D. soil that has been sorted by size

E small seeds and bones found in the soil

A small clay pot is unearthed from 50

cm

below the surface

of

the ground. Some

small seeds are found near the clay pottery, 50 cm below the surface as well.

Which is the most logical scientific conclusion based on principles

of

archaeology?

A

The clay pot was buried, later unburied, and seeds were placed nearby

B. The seeds were buried, later unburied, and the clay pot was placed nearby

C

The seeds and the clay pot were deposited in the ground at approximately the

same time, many years ago.

D. The seeds and the clay pot were deposited in the ground at approximately the

same time, a few weeks ago.

E. Both the seeds and the clay pot must have been placed there when you weren't

looking since things like these are never found underground.

35


40/143

6. The following objects are buried in the ground at the following times:

small bone 600 years ago

button

5

years ago

stone axe head 700 years ago

jar

with oats inside 450 years ago

charcoal remains from a fire 100 years ago

If an archaeologist were to excavate the ground that contained these objects where would

these objects most likely

be

found? Write the names of the items below the surface

of

the

ground where they might be found.

surface of the ground _

7. Seeds from many types

of

plants are buried in the ground. How could you tell which

seeds were from food plants and which were strictly wild plants?

36


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Appendix E

PreIPost Test Answer Key

Answer Key

Leftovers Again?

_D_l

Very small seeds may be quickly and efficiently separated from the soil by

A magnetism

B. sifting or screening

C. microscopic examination

D. flotation

E. centrifugation

1 pt.

_D_2. The principle of superposition

A relies on dating a sample using carbon-14

B. states that younger layers of soil will be found deeper underground

C. will always be true, even

if

the soil has been disturbed

D. states that older layers of soil will be found deeper underground

E. is only useful for studying fossils

pt.

_C_3. Archaeological evidence suggests that the most important food crop for Native

Americans living in the Cahokia area was

A amaranth

B. blueberry

C.com

D. cattails

E. beans

1 pt.

_A_4. Archaeologists use the term "strata" to refer to

A multiple layers of earth

B. primitive acoustic guitars

C. cloud layers

D. soil that has been sorted by size

E. small seeds and bones found in the soil

1 pt.

_C _5. A small clay pot is unearthed from 50 cm below the surface of the ground. Some

small seeds are found near the clay pottery, 50 cm below the surface as well.

Which is the most logical scientific conclusion based on principles of

archaeology?

A The clay pot was buried, later unburied, and seeds were placed nearby

B. The seeds were buried, later unburied, and the clay pot was placed nearby

C The seeds and the clay pot were deposited in the ground at approximately the

same time, many years ago.

D. The seeds and the clay pot were deposited in the ground at approximately the

same time, a few weeks ago.

E. Both the seeds and the clay pot must have been placed there when you weren't

looking since things like these are never found underground.

pt.

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6. The following objects are buried in the ground at the following times:

small bone 600 years ago

button 50 years ago

stone axe head 700 years ago

jar with oats inside 450 years ago

charcoal remains from a fire 100 years ago

f an

archaeologist were to excavate the ground that contained these objects where would

these objects most likely be found? Write the names

of

the items below the surface of the

ground where they might be found.

surface

of

the

ground

_

button

charcoal

jar with oats inside

small bone

stone axe head

the actual depths are not as important as the relative positions 2 pts.

7. Seeds from many types of plants are buried in the ground. How could you tell which

seeds were from food plants and which were strictly wild plants normally found in the

area?

Context and association are important. Seeds found alongside human artifacts are

important. Some crops such as com were strictly agricultural in North America. Large

concentrations

of

seeds could indicate storage and thus harvesting for food. Seeds found

in multiple layers of strata would more likely be native rather than agricultural.

2 pts.

38


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Appendix F

Student Worksheets

Leftovers Again?

Investigators: _

Date: ClasslPeriod: _

Teacher: __

Part One Laying down strata

1

Obtain the following materials from the instructor

soil, sand, backfill dirt

tablespoon

metric ruler

pencil

flowerpot

permanent marker

disposable cups (10)

2. Put soil, sand, or backfill dirt into the flowerpot to a depth of approximately 2 cm. Use

your fingers or the back of the spoon to compress the dirt. Record the type of dirt you

used in table I for level I. Measure the distance from the top of this layer to the top

edge of the flower pot and record in table one.

3. Add a different type of soil to the pot to make a second layer of soil. This layer can be

anywhere from 2 cm to 3 cm thick. Compress the dirt as before. Record the type of dirt

you used and the distance from the top edge of the flowerpot as level 2 in Table 1

4. Continue building up the layers until the soil is within 2

cm

from the top

of

the

flowerpot. Record each type

of

soil and each depth. You may use the

same

type of soil

for each level or different types of soiL Record each successive level in table I

5

Use the metric ruler to measure the distance in millimeters from the surlace of the

uppermost layer of soil to the top of the next layer. Record as distance from top next to

level 4.

6 Measure each successive distance from the surlace to the top of the next layer and

record in table I

Table

I

Our soil

I

Stratum Level Type of dirt Distance from top of pot (cm)

1

2

3

4

5

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Part Two A sample excavation

1

Trade flowerpot with another group and record the group members names:

2. Record the type of soil at the surface in table 2.

3. Use the spoon to carefully excavate the soil from the flowerpot two

or

three

millimeters at a time. Place the soil in a cup and write the stratum level on the side of

the cup.

t

is very important that you work carefully and remove soil evenly across the

flowerpot. You will be excavating until you can detect a different type of soil.

4. When you first identify a different layer of soil (a different stratum), carefully remove

the remainder

of

the soil covering that layer until the lower layer is completely exposed.

5. Record the type of soil in the exposed layer and measure the distance in centimeters

from the top

of

the flowerpot.

6. Take a new cup. Continue to excavate and record the type and depth of each

successive soil layer until you reach the bottom of the flowerpot.

Table

2

he other group s soil

Type of dirt

tratum Level Distance from top

of

pot (cm)

1

12

3

5

7. Make a prediction about the order and depths of strata as originally laid down by the

other group.

8

Why did you make this prediction? Check with the other group to see

if

you were

correct.

40


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46/143


47/143

10. After gently shaking for one minute, raise the fine mesh screen up and down to allow

smaller rocks, pebbles, and particles of dirt to sift out.

11. Deposit any collected material from the fine mesh screen onto the paper towel to dry.

Use

a pencil to label the paper towel with the appropriate level number.

12. Deposit any material from the wide mesh screen onto the paper towel

13.

Make

sure the screens are clean before proceeding with your next soil sample.

14. When the objects are dry, record them in table 4. Use the hand lens for viewing

smaller seeds.

Questions

1

Would flotation be a good method for separating any type of artifact from the soil?

Why or why not?

2.

Why

is screening alone not a sufficient method for isolating seeds from soil?

3. Suggest some reasons why the soil needs to be removed one layer or level at a time. In

other words,

why

couldn t you simply dig a deep, narrow hole to perform this excavation

for plant and animal remains?

Homework

4. Prepare a graph to show how the numbers

of

seeds and other materials in the strata

changed with depth level). Use a different color

or y m ~ o for each type of seed. By

convention, the strata are plotted on the y axis.

Questions for Discussion

5. Based on the archaeological record from your dig, what do you think the typical Native

American diet included during the Mississippian Period, 700 years ago?

Be

prepared to

share your results and justify your conclusions.

6. Could the techniques used in this exercise be used to study the cultural development of

other civilizations? What about events such as famines, or periods

of

disease?

7. Are seeds and bones sufficient to show what diet was like long ago? What present day

foods would last hundreds of years buried underground? Would a Paleo Indian diet be

more accurately reflected than a modern diet?

Appendix G

Answers to Student Worksheets

Part two a sample excavation

7. The order and depths will be in the reverse order

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. 8. Soil

is

normally deposited one stratum on top of another. When these layers are

removed, the order is reversed.

9. Level 4 was formed earlier than ten minutes ago.

10. Older layers are found deeper in the ground than younger layers (or words to convey

that general idea).

11. Yes, color doesn t matter, only depth.

12. Yes, the entire stratum was deposited at the same time.

13. Objects found in the same layer were deposited at the same time (or words to convey

that general idea).

uestions

1 No, objects like bones and pottery would sink along with the small rocks in the soil.

2. Many seeds are too small and will pass through the screen along with the soil.

3. Mixing up layers might eliminate the context. We might erroneously think that a seed

was found in a layer where it did not belong.

5 Answers will vary based on mix of seeds used. Com should be prevalent.

6 Yes, any phenomenon that has left a record over time could potentially be studied

using these techniques.

7. There are probably some animal and plant remains that wouldn t be preserved. Not all

foods are seeds. Some things might decay over a period of several hundred years.

e

still eat grains that are seeds. Wrappers from food items might certainly last, as might

foods that are pickled or sealed in bottles, etc. (Some would say Twinkies or other

preserved foods). The lack of packaging and preserving in Paleo Indian diets might at

ensure a more equal distribution of foods. Students may give good reasons for

disagreeing with this, however.

44


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Title: What Does

an

Archaeologist Do?

Show Me Standards: CA2,3,S,7

Illinois

Learning Standards:13.A.lc;13.B.la;17.A.lb

Grade:

1

Goals:

Students

will investigate

the

profession

of archaeology.

Objectives: Students will be

able

to tell what an archaeologist does.

Skills ActivitieslProcedure Assessment

Skills used by students

to complete this lesson

are listening,

predicting, discussing,

practice, and

evaluation.

Before reading the book, The Magic School

Bus Shows and Tells - A Book About

Archaeology by Jackie Posner, the teacher will

ask the class to predict what they think the

book will be about.

The

teacher may write

these predictions on the board or chart paper.

The teacher will tell the class to listen for the

following words in the story and be prepared to

tell their meaning. These words are

"archaeologist, artifact, and hypothesis." These

words may be written on the board, chart

paper, etc.

2

After reading the book, the vocabulary words

will be discussed. To test for knowledge, the

teacher will ask the class questions such as

"Which word means the same as a guess?"

3

The teacher will then discuss the Suppose-a-

Tron in the story and ask if the class thought

there really was such a machine. (Most

students are familiar with the Magic School

Bus and Ms. Frizzle and know that most of

their adventures are make-believe). The idea is

to point out that archaeologists think the way

the Suppose-a-Tron works.

4.

Discussion will tum to how the children finally

figured out what the hoop was. It would be

pointed out that the children had many guesses

that were usually incorrect but scientists

(including archaeologists) always have a

hypothesis. It would also be pointed out that

it s okay to be wrong but to keep trying.

5

The students are placed into groups of four or

five. The teacher then gives each group an

"artifact" for the children to guess what it was

and what it was used for. This could be

something from the teacher's childhood or

from an older relative

or

friend. (Examoles: a

The students will

successfully complete

the writing form by

proving they know the

meaning of the

vocabulary words.

45
http:///reader/full/Standards:13.A.lc;13.B.la;17.A.lbhttp:///reader/full/Standards:13.A.lc;13.B.la;17.A.lb


50/143

potato masher, a potato ricer, an abacus, etc.)

The teacher gives the groups a brief

background to get them started where it was,

when it was found, whom it belonged to, etc.).

Then the students will create hypotheses to see

if anyone can guess what it was.

6. Students will describe the artifact, draw it and

write a two sentence description of what it

might be and/or been used for.

7.

The students finish the lesson by completing

the attached writing form.

References:

Posner, Jackie. The

Mu!!ic

School Bus Shows and Tells: A Book About Archaeology.

New

York:

Scholastic 1997.

c

46


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Title: Antique Archaeology

Show-Me Standards:

1.5 2.1 2.3 4.1 4.6

CA 1 2, 6, S7

Grade: 7 Science

Goals:

The students

will practice making observations and inferences, respond to a selected

reading and

make their own

observations and inferences

on

antiques.

Objectives: The

students

will complete worksheets that teach them to make observations and

inferences.

Students

will read an

article and

write responses to it as a homework assignment.

Students

will

work in

a

group to

make observations

and

inferences

about antiques from

the early

20

tb

century.

Students

will

participate in

class discussions.

SkiDs

ActivitiesIProcedure Assessment

Part 1

Observation

Inference

Part 2

Reading

Respond

to

reading

Part 3

Observation

Inference

Group work

Discussion

Part 1

Students will complete the activities from

"Observation and Inference" found in Intrigue of

the Past which include:

1

Boy in the Water

2. n Ancient Coin

3. Foreign Coins (teacher designed worksheet)

Part 2

For homework, students will read the condensed

version

of

"Motel of the Mysteries" from Reader's

Digest and answer questions about it.

Part 3

Students will work in groups. Each group will

be

given an antique from the early

20

1b

century. The

group will need

to

make observations about the

antique and inferences about how it was used. Have

one student in each group fold a piece

of

loose leaf

paper in half vertically and then unfold it so the

paper is divided down the middle. On the left side

Part 1

1.

participation in

class discussion

2. completion of

worksheets

Part 2

1. completion of

worksheet

Part 3

1.

participation in

group work

2.

class discussion

48


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they should make a heading of "Observations;" and

on the right "Inferences." One person will then act

as a recorder and write their answers on the paper.

After 5 to 20 minutes, as they finish, the groups

will take turns to present their antiques to the class.

One group member should hold up the antique

while one group member will present the

observations and inferences they made. After each

presentation, you can tell them what the antique is,

if

they did not make a correct inference.

The class will then discuss how difficult it was to

identify objects from only 50 - 100 years ago and

how much more difficult it would be to make

correct inferences from objects that are several

hundred years old. Use some examples

of

incorrect

inferences from "Motel ofthe Mysteries."

Antique

Archaeology

Overview: This lesson is not only introducing archaeology to the students, but it is also

introducing two

of

the initial steps

of

the scientific method, observation

and

inference.

The students will work through the processes, read a light hearted account

of

evaluating

modern

artifacts, and then work through the processes in small groups to evaluate

objects that may have been used by their grandparents and great grandparents, a "culture"

not too different from our own. This will be tied together with a discussion about how

archaeologists make observations and inferences of cultures very different from our own.

Time Requirements: 2 class periods of 40 - 50 minutes

Prior Knowledge: none

Definitions: observation - any information that you can get from using your senses;

also measurements that can

be

made such as length and mass

inference - prediction about the use

of an

artifact based upon observations

Materials: foreign coins, one for each group

antiques from the early 20

th

century such as: feed sack, salt cellar, bottle

opener, shoe tree, marbles (potties), milk skimmer, ice tongs, shears,

49


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haircurlers,marcels(haircrimpers),or tattingshuttle.

Preparation:

copies

of studentsheetsfromIntrigue

of

thePastp.16-

18

copies

of

worksheetforaForeignCoin

copies

of

"Motel

of

theMysteries"condensedfromReader'sDigest

ar

1980

copies

of

worksheettocompleteforthereading.

Assessment: Studentsshouldbegivencreditforparticipatingintheirgroupsandas a

class. Studentsshouldbegivenascoreonthecompletionof theworksheets. The

"correct"answerisnotactuallyrequiredontheseworksheets astheremaybemorethan

oneinterpretation.

References:

ArchaeologyPreservationLab.

Science Connection - Archaeology.

University

of

Arizona[OnIine].Available:

http://studenLbiology.arizona.edulsciconnlarchaeologylteacher archaeo.htmll

[2001,July27].

DigIt!. MayaQuest Activity. (1996-copyright)[Online].Available:

http://www.ties.kI2.mn.us/-mayatchlmq96/Iessonl Archaeology/827274354

htmll

Gibbs,

K.

AlienArchaeology. TheTech. [Online].Available:

http://www.thetech.orglpeople/teachers/resources/acti vi tieslinnlalien archaeology

.htmll [2001,July27]

Giles,

K.

"ArchaeologicalInquiry." OFCN s

cademy

Curricular Exchange Columbia

Education Center.

[Online].Available:

http://ofcn.orglcyber.serv/academy/ace/soc/cecsstlcecsstl88.htmll[2001,July25]

Macaulay,D."Motelof theMysteries" TheReader' sDigest. March1980

82- 89.

Robin. "Inference/Observationcurriculum."

MayaQuest Lesson.

(1996-copyright)

[Online].Available:http://www.ties.k

12.mn.us/-mayatchlmq96Ilessonl

Archaeolog

y/824873927.htmll [2001,July25]

Smith,S.1.;Moe,J.M.;Letts,K.A.,Paterson,D.M. Intrigue

of

thepast: ATeacher's

ActivityGuideforFourththroughSeventhGrades. UnitedStatesDepartmentof

theInteriorBureau

of

LandManagement,1996.

Zimbalist,

A.

andDriggs,L. YouCanDig

It

Daily Lesson Plan.

(1999-copyright)

[Online].Available:http://www.nytimes.comlleaminglteachers/lessons/990727tues

day.htmll[2001,July25].

50
http://studenlbiology.arizona.edulsciconnlarchaeologylteacher/http://www.ties.ki2.mn.us/-mayatchlmq96/Iessonlhttp://www.thetech.orglpeople/teachers/resources/actihttp://ofcn.orglcyber.serv/academy/ace/soc/cecsstlcecsstl88.htmllhttp://www.ties.k/http://studenlbiology.arizona.edulsciconnlarchaeologylteacher/http://www.ties.ki2.mn.us/-mayatchlmq96/Iessonlhttp://www.thetech.orglpeople/teachers/resources/actihttp://ofcn.orglcyber.serv/academy/ace/soc/cecsstlcecsstl88.htmllhttp://www.ties.k/


55/143

Nameso group

members _

Class _

AForeignCoin

1.

Listobservationsyourgroupmadeaboutyourforeigncoin.(countryo origini

known)

2. Listinferencesyourgroupmadeaboutyourforeigncoin.(country

o

origini

inferred)

3. Howdothedesignsonthecoinreflecttheculture? Why?

51


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57/143

Title: What Can You Find Out?

Show-Me Standards: 1.5,1.6,1.7,2.3,3.3,3.5,4.1,4.6, SS

6,7

Grade:

7

Goals: To analyze a variety of materials of a given household. To explain how many people live in

this household, what activities went on,

and

the social-economic status.

Objectives: The students will compare primary and secondary sources.

Skills

Acti vitieslProcedure

Assessment

1

Identify objects.

2. Analyze the

objects.

3 Listen to other

group members'

opinions about the

objects.

4 Discuss the

questions on the

worksheet.

S Answer the

questions on the

worksheet.

6

Evaluate the

group's findings.

1 A volunteer will collect trash in their home for

three days. One trash bag for each room in the

house. (Note: The trash should be clean and free

of

inappropriate items for seventh graders)

2 Students will read pages 62 and 63 in their

textbook, A Message

of

Ancient Days, followed

by class discussion. Students will be able to

determine the difference between primary and

secondary sources given the definitions in their

textbook. The definition of primary source is

infonnation about people or events recorded at the

time

of

the people or events (the trash). The

definition

of

a secondary source is information

about people or events recorded long after the time

of

the people or events (the interview). Students

will then work in groups to analyze the trash. They

will fill out the worksheet for each bag

of

trash to

determine the age and gender

of

the people who

live in this house, what they ate, what activities

they did, and what room the trash came from.

3. When the trash has been analyzed, information

on the household's activities, occupants, and eating

habits will be disclosed by an interview a few

Procedure #2: The

teacher will circulate

the classroom and

informally assess the

students' progress.

Procedure #3: The

groups will turn in their

worksheets and will be

assessed according to

the scoring guide.

. .

S3


58/143

weeks after the trash was collected. The groups

will compare the information results with their

trash result

y

filling

ut

the evaluation sheet.

5


59/143

Group

Members:

Room:

Items:

How many

people

live

in this house? List the

gender age

and

anything

else you

can

determine

and

why

What did they o In this room? How

o

you know?

What

is the socioeconomic

status

Of this

household?

What clues helped you

come to

that

conclusion?


60/143

Group valuation

1.

Was your evaluation

of the

trash consistent wit

the

actual results? Explain.

Ust

how your

evaluation of the

1rash

was

alike nd

different

to the acIuaI results

2 Was the trash a primary or secondary source? _

3 Was

the

actual results a primary or secondary source? _

4. Why

is it

importantJhelpful to have

both primary

and

secondary

SOlI CeS?

56


61/143

Scoring uide

Question

5pts

5 pts

Can

justify at least 5 comparisons with accurate

explanation

4

pts Can justify at least

4

comparisons with accurate explanation

3

pts Can justify at least

3

comparisons with accurate

explanation

2

pts

Can

JUstify at least

2

comparisons with accurate explanation

1

pt

Can

justify at least

1

comparisons

with

accurate

explanation

opt Can not justify any comparisons with accurate explanation

Question

2

1 pt

1 pt if answered correctly

opi

if answered incorrectly.

Question 3

1

pt

1 pt if answered correctly.

opt if answered incorrectly.

Question

4

pts

3 pts - Can accurately define primary and secondary sources

and

give at least one good reason for

both

primary

and

secondary

sources.

2 pts

Does

not have one of the three criteria

mentioned above

1 pt Does not have two of

th

three criteria mentioned

above

opt Does

not have any of the three criteria mentioned above

57


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Title:

The

Dating Game

Show-Me

Standards:

1.6, 1.8, 1.9,2.4, SS 2, 5, 6

Grade:

8

Goals: Students will combine their knowledge

of

American history and culture

t

analyze a mixture

of artifacts. Using higher order thinking skills, they will place objects in relation to each

other

and

suggest possible uses for

unfamiliar

objects.

Objectives: Students will demonstrate inductive reasoning by placing several objects in

order form

oldest to newest. Students will identify the region in

North

American these objects probably came

from

and

give explanation of their reasoning. Students will attempt

t

identify the use(s) of the

objects with which they are initially unfamiliar.

ActivitiesIProcedure Assessment

kills

Task 1:

1

Discover and

evaluate patterns and

relationships. (1.6)

2. Organize data,

information and ideas

into useful forms for

analysis and

presentation. (1.8)

3. Identify, analyze

and compare the

traditions and art

forms

of

past

and

present societies. (1.9)

4. Demonstrate

an

1

Anticipatory set: Which came first, the

chicken or the egg? Hold a short discussion,

playing devil's advocate, if necessary. Transition

to explain that we will review

our

understanding of

archaeology by participating in an exercise.

2. Review how archaeologists help us know about

the past especially in dating objects. Review the

concepts

of

relative and absolute dating and

stratigraphy. Show transparency.

3. Set the scenario: You are a group

of

archaeologists on a site somewhere in America.

Last month, a major earthquake caused a landslide.

Part of your team has brought a bag

of

artifacts to

your lab. The earthquake destroyed the

stratigraphic information you normally use in

dating artifacts. Your mission: try to place your

Task

1:

Primary assessment by

teacher observation

during group work.

Teacher provides

minimal guidance for

the group unless group

is obviously unable

to

continue. Guidance

should e in the form

of

questions to the group

whenever possible.

Secondary assessment

by evaluating group

worksheet. Skills are

adequately

understanding of

continuity and change

in U.S. history. (SS 2)

objects in order, from oldest to newest.

4. Divide students into groups of four.

demonstrated if at least

five objects are correct

in relation to each

Task

1: Each group is given a worksheet and bag

other. Errors are

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Task 2:

5

Demonstrate an

understanding of the

major

elements

of

geographical study and

analysis and their

relationships to

changes in society and

environment. (SS

5)

Task

3:

6

Demonstrate an

understanding

of

the

relationships

of

individuals and groups

to cultural traditions.

(SS

6)

with a variety of artifacts in them. Their first task

is to decide the relative ages

of

those items.

Note: Inform students that many objects are

reproductions, so the fact that they look new should

have

no

bearing on the age pretend they were

made in the past and found in near-new condition.

On the worksheet, make a list with the oldest

artifacts at the bottom of the page and newest at the

top. you don t know what an item is called,

make a sketch

of

it.

5. Task

2:

Groups are to try to figure out which

part

of

the North American continent their items

probably came from. They should use their

knowledge of history and geography.

6. Task 3: Identify the probable purpose of each

object. they come across an unknown object,

encourage

them

to use their knowledge

of

time and

place, plus thei r similarities to modern objects to

try to determine their purpose.

7. Task 4: Each group should make a 5 minute

presentation to the class about what they had and

what they learned.

8. Closing activity: Short class discussion about

how they arrived at their conclusions about their

artifacts.

expected in this

activity.

Additional assessment

by listening to group

presentations. Focus on

student explanation of

thinking process.

Tas

Documents

Archaeology in the Classroom.pdf