Project Archaeology is a comprehensive archaeology and heritage education program for anyone...
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Project Archaeology is a comprehensive archaeology and heritage education program for anyone interested in learning or teaching about our nation’s rich
Project Archaeology is a comprehensive archaeology and heritage
education program for anyone interested in learning or teaching
about our nations rich cultural legacy and protecting it for future
generations to learn from and enjoy.
Slide 2
Mission Project Archaeology uses archaeological inquiry to
foster understanding of past and present cultures; to improve
science and social studies education; and to enhance citizenship
education to help preserve our shared archaeological legacy.
Slide 3
Project Archaeology Network
Slide 4
Workshop Outcomes Participate as a learner in selected sections
of Project Archaeology: Investigating Shelter Learn about the
interdisciplinary nature of archaeology Explore how scientific
inquiry and culture are integrated in archaeology; and Prepare to
teach Project Archaeology in your classroom.
Slide 5
Teaching an inquiry-based archaeology curriculum The Sage on
the Stage vs. The Guide on the Side
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Thinking Like an Archaeologist Inquiry through the lens of
archaeology.
Slide 7
Project Archaeology: Investigating Shelter Investigating the
Poplar Forest Slave Cabin
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Investigating Shelter Database Kingsley Plantation (Florida,
Georgia) The Basin House (Colorado, Wyoming, Utah) Northwest Coast
Plank House (Alaska, Washington) Great Basin Wickiup (Oregon,
Idaho, Nevada, California) Colonial Earthfast House (Maryland,
Virginia, US History) Tinsley Historic Farmhouse (Montana) Poplar
Forest Slave Cabin (Virginia, US History) Rock Shelter (Colorado,
Utah, Wyoming) Plains Tipi (Wyoming, Montana, South Dakota) Pawnee
Earthlodge (Kansas, Nebraska, Iowa, Missouri)
Slide 9
Curriculum Development Model: Understanding by Design Grant
Wiggins and Jay McTighe 1998 and 2005 The Structure of
Investigating Shelter
Slide 10
Understanding by Design: The Basics Enduring Understandings
what do you want students to remember 20 years from now? Essential
Questions questions that guide the uncoverage of knowledge
Assessment Evidence of understanding. How do you know students
understand? Plan learning events and activities based on essential
questions
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Enduring Understandings Understanding the past is essential for
understanding the present and shaping the future. Learning about
cultures, past and present, is essential for living in a
pluralistic society and world. Archaeology is a systematic way to
learn about past cultures. Stewardship of archaeological sites and
artifacts is everyones responsibility.
Slide 12
The Structure of Investigating Shelter Unit Organization Lesson
Organization Enduring Understanding Essential Question What
Students Will Learn What Students Will Do Assessment Materials
Background Information Preparing to Teach Procedure (Uncover Prior
Knowledge, Discover New Knowledge, Assessment, Reflect On New
Knowledge) Assessment Procedure Word Bank Misconception Alerts
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The Learning Cycle
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Lesson One: Knowing ShelterKnowing People All people need
shelter, but shelters are different from one another. Basic needs
Determine why shelters are different
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Lesson One: Knowing ShelterKnowing People
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Lesson Two: By Our Houses You Will Know Us We can learn about
people by exploring how they build and use their shelter. Collect
information (data) about their own homes Analyze and graph the
data
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Lesson Two: By Our Houses You Will Know Us What do you think,
By Our Houses You Will Know Us means? If I were to visit your home
tomorrow, what might I learn about you from the objects in your
house?
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Lesson Three: Culture Everywhere Everyone has a culture and our
lives are shaped by our culture in ways we may not even see. Show
the different ways cultures meet basic human needs.
Slide 20
Conceptual Tools of Archaeology Using the tools of scientific
inquiry, archaeologists study shelters and learn how people lived
in them. Lesson Four: Observation, Inference, and Evidence Lesson
Five: Classification Lesson Six: Context Lesson Seven: Every
Picture Tells a Story
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Lesson Four: Observation, Inference, and Evidence
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Is this an old house? How long ago did people live in this
house? Which is a better question? Why?
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Lesson Five: Classification Using the tools of scientific
inquiry, archaeologists study shelters and learn how people lived
in them.
Slide 24
Lesson Six: Context Think of a room and the distinctive objects
found in that room Draw the objects on the cards (1 object on each
card) Pass the cards, removing one card each time the cards are
passed Infer the use of the room for each group
Slide 25
Lesson Six: Context The Old Ghost Town Dilemma Imagine you are
visiting an old ghost town in a state park with your family.
Several rock buildings are still partially intact. There is a large
sign by the ruins saying, These walls are very fragile! Do not take
anything, and do not walk on, or go into the ruins. You are eating
your lunch when a family arrives and ignores the sign. Kids are
walking on top of the ruins and are picking up glass fragments and
old nails and putting them in their pockets. What do you do? Would
you respond in any of the following ways? You might choose more
than one answer. Think about what you have learned about context as
you choose your answer. Ask the family politely if they have read
the sign. Ignore them; it is really none of your business. Tell
them they are damaging an archaeological site. Tell them they are
breaking the law. Say nothing and go to the Park Headquarters to
find a ranger and report them. Other
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Assessment Lesson 4,5, & 6
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Context Assessment Directions: Here are three drawings of the
same artifact from an archaeological site. 1. Put a over the
picture that would tell you the least about the person who used
this room. 2. Put a * under the picture that would tell you
something about the person who used this room. 3. Put an X under
the picture that would tell you the most about the person who uses
this room. 4. Why can you learn more about X than ? ______________
_______________ _________________
Slide 28
What different kinds of scenes, events, animals, and/or people
do you capture in your photographs? Why do you and/or your family
take photographs? Do you save your photographs? Why or why not? Do
photographs tell a story? Can we learn something about you from
photographs? Lesson Seven: Every Picture Tells a Story
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Lesson Eight: Being an Archaeologist Studying a shelter can
help us understand people and cultures. Conduct a complete
archaeological investigation using authentic data Observe, infer,
and use evidence Interpret data and make inferences Read site maps
and place data in spatial context
Slide 32
Investigating the Poplar Forest Slave Cabin What can we learn
about the history and lives of enslaved people by investigating a
log cabin?
Slide 33
Lesson Eight: Being an Archaeologist The investigation is
divided into 2 sections: STUDENTS: Archaeology Notebook. TEACHERS:
Instructions for Teachers. The investigation is divided into 4
parts: Introduces Mr. Jefferson History of slave cabins Artifacts
and Quadrant maps Connecting the past and present
Slide 34
Part One: Meet Mr. Jefferson
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Part One: Geography
Slide 36
Part Two: History
Slide 37
1774 Entry1805 Entry
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Part Three: Archaeology of the Poplar Forest Slave Cabin Just
as human feet leave a footprint, shelters also a leave a
footprint.
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Archaeological Map
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Classify Artifacts & Make Inferences
Slide 41
Part Three: Reading the Dirt Artifact Density Map Calcium
Density Map
Slide 42
Part Four: The Slave Cabin Today
Slide 43
Lesson Nine: Stewardship Is Everyones Responsibility
Stewardship of archaeological sites and artifacts is everyones
responsibility. Evaluate laws Evaluate guidelines for visiting
archaeological sites
Slide 44
Lesson Nine: Stewardship Is Everyones Responsibility
Slide 45
Slide 46
Final Performance of Understanding: Archaeology Under Your
Feet! Debate preservation of an African American site from four
different perspectives.
Slide 47
Final Performance of Understanding: Archaeology Under Your
Feet! City Council meeting No interrupting Be brief and to the
point Speeches should not exceed 2 minutes Each group presents
Groups may respond after everyone presents
Slide 48
Teaching Scientific Inquiry and Culture Understanding through
Archaeology Revisiting the Enduring Understandings
Slide 49
You are now a member of the Project Archaeology network!