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?
1
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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
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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
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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
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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
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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.
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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
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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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Un;
L..... I 1 t
Le ve 1
S CA ftd fa r
p/a.s hc sh oebcX
5
ep\
of
skoebo)(
t
Lfu
on mo..p
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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.)
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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)
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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
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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
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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.
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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 -
.
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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?
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References:
Amarento Beverly 1. et al. A Message
o
Ancient Days. Boston: Houghton iffin
Company 1997.
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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.
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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.
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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
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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).
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ample eed heet
Lamb s Quarter
Small Barley
Com kernel
Pumpkin seed
Sunflower
Amaranth
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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.
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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.
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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?
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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.
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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.
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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.
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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.
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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
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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
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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,
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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
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Nameso group
members _
Class _
AForeignCoin
1.
Listobservationsyourgroupmadeaboutyourforeigncoin.(countryo origini
known)
2. Listinferencesyourgroupmadeaboutyourforeigncoin.(country
o
origini
inferred)
3. Howdothedesignsonthecoinreflecttheculture? Why?
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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.
. .
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weeks after the trash was collected. The groups
will compare the information results with their
trash result
y
filling
ut
the evaluation sheet.
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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?
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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?
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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
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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
top related