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,
FOREWORD
ArchaeologyfortheClassroomisaResourceBookoflessonsandactivities
developedbyteachersto introducearchaeologicalcontentintoclassroomcurricula. This
ResourceBookis theculminationofayearlongprojectin whichteachersparticipatedin
an archaeologicalfield school,researchedanddevelopedthelessons/activities,field
testedat leasthalfofthe lessons in theirclassroomsandthenrevisedthem. Across-the-
content-areaapproachestoteaching, hands-on applicationsandaholisticapproachto
educl;l.tion formthe pedagogical basisofthelessonsthatarefound in thisResourceBook.
Dueto the variousareas ofexpertiseandinterestofourparticipatingteachers,thecontent
ofthisresource book representsawiderangeofsubjectareasandgradelevels.
Archaeologyforthe ClassroomencouragestheuseofmUltipleinstructionalmodelsto
obtaincompetencyin meetingtheMissouri Show-MeStandards. Consequently,the
specificShow-MeStandardknowledgegoalsareidentifiedforeach ofthe lessonplans.
In this book.the following abbreviationsareusedtoindicatetheShow-MeStandards
contentareas:
S (ScIence) SS (SocialStudies)
M (!\1alh) FA (Fine Arts)
CA (Communication Arts) HlPE (HealthlPhysicalEducation)
Participantsinvolvedin ArchaeologyfortheClassroominvestigatedthe
archaeological sitesofCahokiaMoundsStateHistoricParkinIllinois andArrow Rock,
Missouri. Cahokiarepresents the largestprehistoriccivilizationnorthofMexicothat
containsearthen structuresthatri valtheGreatPyramidsofEgypt. In contrast, historical
ArrowRockprovides visitors with aglimpseintowhatlifewaslikein alate 19
th
/early
20
th
centuryrivertown that playedavitalrole in ourWestwardexpansion. Atbothsites,
participantsgainedanew appreciationforthepainstakinghardworkandrecordkeeping
thatis basictoarchaeological research.
Thegoalsofthis projectwereto:
1) Increasethemathematical andscientific literacyandteachingcompetenciesof
teachers,with particularemphasisonarchaeology
2) Provideteachers with ahands-onexperiencein an archaeological excavationto
providereal lifeapplicationsfortheteachingofmathandscienceas opposedto a
strict"calculation"basedapproach
3) Provideteacherswiththemeansandtools toincreasestudentinterestinand
knowledgeofmath andscience,by usingregionallyrelevantarchaeologicalcontent,
and
4) Createauniquelearningenvironmentforteachersthatwillpromoteprideand
enthusiasmabouttheirhands-onexperiencesandprovidethemwiththeknowledge
andtoolstotranslatethisexcitementbackintotheirclassroomteaching.
Ourparticipatingteacherswerereal trooperswhen itcametothehot, dirty, andoften
uncomfortable conditions ofan 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
draw on their own individual experiences to frame lessons and activities that incorporate
-
unique content, and reflect the excitement of discovery in their teaching. While
acknowledging the pedagogical strengths of practicing teachers, this Resource Book
offers unique solutions to the constant struggle of maintaining student interest while
promoting students' strengths and talents, especially in the areas of science and math.
-
ii
Resourcerritleof Page Grade M CA SS FA I S
HlPE I
LessonPlan # Level Math Commu- Social Fine Science Health!
nication Studies Arts PE
Arts
I
Foreword i
i
Lesson Plans:
I Dig,I Screen,I 1 k-12
*
Save,I Think (special
I
Ed.)
Archaeological 4 6
* * *
I
CakeDigLab
I DiggingtoTesta 10 7
* * * *
,Hypothesis
What'sinThere? 22 7
* *
! LeftoversAgain? 26 8-10
*
WhatDoesan 45 1
* *
!
ArchaeologistDo?
Antique 48 7
* *
Archaeology
WhatCanYou 53 7
*
FindOut?
TheDatingGame 8
*
Wherein the 67 8-10
* *
World?
Evidencefor 82 9-12
* * * *
! HumanAncestry
AVisitfrom an 101 2-3
*
Archaeologist
I CanBean 103 3-4
* *
Archaeologist
i
Roots 105 8
*
ThePyramidof 118 9-12
* *
Kukulluin
.AMixtureof Two 124 9-12
* *
i Cuisines
I Glossary
131
I
AdditionalSources 134
I WebSite 138
References
I
111
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 towrite or say the words archaeology and artifacts. Students will
be able to use archaeological techniques touncover pieces of clay pots and bag them. Students will
be able to discuss the project using archaeological terms.
Skills ActivitieslProcedure Assessment
1. Art- 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
--
-.
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?
2
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
3
--
Title:ArchaeologicalCakeLabDig
Show-MeStandards:SC7,MA1,2,CA1,4 lUinoisLearningStandards:12B,13A &B
Grade:6
Goals: Lesson1- Studentswillpracticeskillsusedinanarchaeologicaldig. Lesson2- Students
willdr,awconclusionsfromfindings,writeandpresent.
Objectives:Lesson1- Studentswilldig,identifyandconect. Lesson2- Studentswillwriteand
presentconclusionsreachedfromfindings.
Skins ActivitieslProcedure Assessment
Lesson 1(2-3days)
l. Scraping
2. Measuring
3. Identifying
4. Recording
5. Workingtogether
Lesson2(2-3days)
1. Drawing
conclusions
2. Writing
3. Collaborating
4. Presenting
As abackgroundstudentswillhavealabexercise
on archaeologicalmappingandrecording.
Carefullyscrapecrumbsoff. Putcrumbsinto
containerstoallowyoutoseepossibleartifacts.
Whenyou findanartifact,carefullyscrapearound
it andcontinuescrapingacrosstheunituntilit
measuresas levelaspossible.
Next,draw theartifactsonyourgridsheetusing
rulerand measuringstrip. Markunitandsheet
showingNorth(toward ).
(Teachershouldsupplydirection)
Aftermapping, removetheartifacts,putinaplastic
bag, labelandcontinuescrapingfollowingthesame
procedure.
Studentsaretoworktogethertodevelopareport
withanintroductoryparagraph,aparagraphabout
eachartifact,andaconcludingparagraph.
Studentswillpresenttheirreportsorallytotheclass
usingvisuals.
1. Labsheet
2. Procedure
3. Observations
4. Mapping
Writtenreport
1. Followsevidence
2. Showsimagination
Oralpresentation
1. Usesvisuals
-
4
-------------------
-------
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 on 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.
5
---------- ---------- -----------
Mapping Grid
Nama __________
Unit # Hour Date
6
--
ArchaeologicalMapping Names____
Class
----
Date_____
Artifactlocations
fl
D
Procedure
1. Usinga u l r ~ makeYz" markingsalongalledgesofthe
rectangularunit. Numberthemarkings(1 ..... ) startingwest
andgoingeast Useletters(A.... )toidentifymarkingssouth
tonorth.
2. Usingastraitedge,acrossthesite,identifylocationof each
artifact (ex:E2-E3) Recordthelocationofeachartifact.
3. Onthemappinggridsheet,nwnberandletterlinesas youdid
onthesitedrawing.
4. Drawinartifactsongridsheetusingrecordedlocations.
7
Grading (25 possible points each)
___ drawing of Yz" marlcings
___numbering and lettering
___ accurate location of artifacts
___ accurate drawing of artifacts on mapping grid
___total points
8
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
__110
__/10
__/20
__/20
__/10
__/10
__/20
9
Title: DiggingtoTestaHypothesis
Show-MeStandards:1.3,1.6,1.8,2.1,2.3,3.5,4.1,4.64.7,CA1,4,6,SS7,M 2,S7.
Grade:7Science
Goals: Thestudentswillcarryouttheprocessofasimulatedarchaeologicaldig.
Objectives: Thestudentswillworktogetherinsmallgroups. Studentswillwriteahypothesisof
whattypeofartifact(s)maybefoundintheirunitbasedontheunitlocationfroma villagemap.
Studentswilldigintheunitremovinglayersofsoilwhilelookingforartifacts. Studentswill
measurelocationandmakedrawingsofartifactsorfeaturesonunitreportforms. Studentswill
screenthesoil removedlayerbylayerandcollectadditionalartifactsandwritea report.
Skills ActivitiesIProcedure Assessment
Groupwork l. Groupsshouldhave3or4 students. Assigna Participationingroup
Labsafetyprocedures
unittoeachgroupandprovideamapshowing
wherearchaeologiststhinkdifferentpartsofa
Hypothesis
Digging
NativeAmericanvillagewas.
Unitreportform
Screening
2. Thegroupistothenwriteahypothesis,inan
Writtenreport
Measuring "if...then..." format,astowhattheythink
Participation
Recordinginfonnation
they willfindintheirunit. Thiswillbeturned
intotheteacherbeforeworkproceeds.
Writing
3. Beforedigging,eachgroupwillaligntheSW
Discussion
comercorrectlyontheirworktable. Afterthis,
diggingmayproceed.
4. Asthestudents work,theyshouldtryand
removethesoilacrossthesurfaceevenly. A
spraybottlewillhelpkeepthesoilfrom
becomingtoodry. Thestudentsshouldtake
turnsscreeningremovedsoilanddigging.
5. Whenthestudentsfindanartifact,theyshould
carefullyclearallthesoilfromaroundtheir
"find." Atoothbrushshouldbeusedtotryand
clearmostofthesoilfromtheartifactswhile
10
beingverycarefultonotmovetheartifact.
6. Whenalayerwithlargeartifactsiscleared,
studentsshouldmapthelocationontheirunit
reportform, includingthedepth,fromthe
datum. Allpartsoftheformshouldbe
completed. Afterthis,studentsshould
carefullyremoveartifactsandsetthemaside.
7. Aftertheunitreportformiscompleted,
studentsshouldcontinuewiththeirdig
followingthesameprocedures. Theyshould
dothisuntiltheyaretoldtostoportheyfind
thebottomoftheircontainer. Aseparateunit
reportformisneededforeachlevel.
8. Whencompleted,eachgroupmustplacetheir
artifacts(ormapoflevel)inadesignatedarea
oftheclassroomsothatallthestudentsmay
viewvariousitemsfound throughoutthe
village.
9. Eachstudentwill thenreceiveacopyofhislher
unitreportform(s)andhypotheseswillbe
returned. Studentsshouldalsobegivena
summaryoffinds atallunits. Thisinformation
willthenbeusedtowriteareportontheirunit.
10. Afollow-updiscussionwiththewholeclass
wouldbehelpfulingettingthestudentstostart
thinkingaboutwhatalltheinformationmay
mean. Sincetheymaynothavehadmuch
practiceinwritingreportsforscience,thistype
ofdiscussionshouldhelpthemtoanswerthe
questionsforthewrittenreport.
11
--
Digging to Test a Hypothesis
Overview: Thislessonisdesignedtobeanendinglessonforaunitonarchaeology. It isalso
designedtocoordinatewithafieldtriptoCahokiaMoundsorotherlocalarchaeologicalsite. It
requiresthestudentstoperfonnanumberofskillsusedby archaeologists. Itprovidesameansof
writingahypothesisthatcanbe testedwithouthavingtogotoanoutdoorsite. Thestudentswork
togethertocompletethediggingontheirunitandfollow thisupwithawrittenreport.
TimeRequirements: 140- 50minuteperiodtodiscussactivitiesbeforestarting
3ormore40- 50minuteperiodstocompletetheactivity
PriorKnowledge: Sincethislessonisattheendofaunitonarchaeology,thereisquiteabitof
informationandmanydefinitionsthatstudentsshouldknow. Theseinclude: unit,datum,artifact,
screening,chert,shards,methodsofdigging.measuring.andwritingahypothesisandareport.
Studentsneedtoknowthepurposesofthedifferenttypesofmoundsandwhattypesofartifacts
mayindicatedifferentpartsofthevillage. In additiontothis.studentsshouldhavebeentoldhow
tomaptheirunit. Settingup temporarygridlinesacrosstheunitwillhelpthestudentswith
measuringandmapping. Asampleofashoeboxunitwithanexposedlayerandamapwould
helpstudentsunderstandwhatneedstobedone.
Definitions: artifact- objectwhichwaschangedormadebyhumans;tools.jewelry,and
debrisfrommanufactureofotherobjects;remainsofhumanactivity
chert workedstone;debrisorfinishedprojectilepointsorotherobjects
datum- pointfromwhichalldepthmeasurementsofaunitaremeasured;
usuallyidentifiedas thetopoftheSouthWestcorneroftheunit
hypothesis- predictionaboutwhattheresearcherthinkswill betheresultofan
experimentbasedupontheknowledgeofinformationavailablebeforethe
experiment
screening- methodusedtosiftthroughsoilremovedfromaunittouncover
smallartifactsthatmaynothavebeennoticedintheremoval
shards- portionsofbrokenpottery
unit- identified.specificareaofadiggingsiteasplacedonalargermapofthe
entirearea;often1 mx 1minarealsituation;thesizeoftheshoeboxforthis
activity
Materials: plasticshoeboxesorsimilarcontainers(markingsforagridwouldbehelpful)
topsoil
oldcoolerorothercontainerforcollectingscreenedsoil
quarterinchhardwareclothtofitoverthetopofanoldcooler
blocksofwoodfor useinscreening
rulers
containerforcollectingremovedsoil
artifacts
spoonorsometypeofdiggingtool
toothbrush
spraybottles
string(optional)
tape(optional)
Preparation: Thisisaninvolvedactivityandwilltakemuchpreparationtime(2weeks+).
1. A villagemapneedstobeconstructedandthensitesforunitsneedtobechosen.
12
--
-
2. Artifactsand/orfeaturesneedtobeassignedtothevariousunits. Artifactsmay
include: projectilepoints,chert,shards(fromterracottapotsorbroken"fancy"
pots),shelljewelry,shells,sharks'teeth,animaleffigies,chicken(orother)bones,
etc. Cheapprojectilepoints,animaleffigies,& someshelljewelrymaybepurchased
at"touristtraps"inruralportionsoftheOzarksaswellasotherplaces. Musselshells
canbefoundalongmanyMissouririvers. Collectionsof fancyshellscanoftenbe
purchasedat"dollar"typestores. Rummageoryardsalesarealsogoodplacesto
pickupshellsandshellnecklaces. Aclassdiscussionshouldbeconductedtoinform
thestudentsthatmostoftheseitemsarenotactualartifactsfromanancient
civilization,butthesametypesofcontemporarymaterials.
3. Copiesofunitreportformsneedtobeprovidedforeachgroupandwillneedtobe
copiedwhencompletedsoeachstudenthastheinformationnecessarytowritea
report. Asummaryoffindingsfromallgroupsshouldalsobeprovided.
4. Copiesofwrittenreportrequirementsareneededforeachstudent.
5. Tomakeascreeningstation,useanoldcoolerwithacompletelyremovablelid,or
othertypeoflargecontainer. Youcanlinethecoolerwithalargetrashbagif
desired. Cutapieceof1,4 inchhardwareclothtofitoverthetopofthecooler. Use
ducttape(orothersturdytape)andtapeoverthecutedgesofthehardwareclothto
preventthestudentsfromgettingscratched. Smallwoodenblocksorsmallpiecesof
a2x4canbeusedtomakethescreeninggofaster. Tellstudentstousetheblocksto
pushthesoilthroughthescreen. Pointoutthatitis importantthattheynotpushso
hardastobreakanyartifactsthatareinthesoil. If onlyonescreeningstationis
available,instructthestudentsthattheyshouldtaketurns. Thereshouldneverbe
morethanoneunitbeingscreenedatatime. Artifactsremovedshouldbeplacedina
bagwhichidentifiestheunit,thedate,andthelayerbeingscreened.
6. Makingunitboxes:
A. Useplasticshoeboxesorcontainersofsimilarsize. Thelargertheboxes,the
morematerialwillbeneededtofillthem. Markingforgridlinesontheedges
wouldhelpstudentswithmapping.(Makingamarkevery5cmalongeachside
isagooddistanceforthissizecontainer.) Labeltheunitstomatchpositionson
yourvillagemap;theonesinthesampleareassignedaletterfor unit
identification. Markapointinthecomeryouintendtouseas theSouthWest
comertorepresentthedatum.
B. Topsoilwillbeused. Addwatertothetopsoiltothepointwhereitisjustalmost
runny. Alittlebitofpatchingplastermaybemixedintomakethesoilabit
harder.
C. Placealayeroftopsoil inthebottomofthebox,andthenaddsomelarge
artifacts. Coverthiswithmoretopsoil. Includeoccasionalextrasmallbitsof
stufftobefoundwhilescreening. Makeasmanylayersasyou wish,twowork
well. Afterpositioningtheartifacts,fill theboxtothetop.
D. Thiswillneedtimetostarttodryout. Thetimewilldependonthesurrounding
temperatureandhumidity,soastandardtimeisdifficulttogive. Itwillprobably
beabouttwoweeks. Itshouldbedryenoughasnottobereallymuddy,butnot
sodryastobecrackedandcrumbly. Ifnecessary,itcanbesprayedtokeepit
moist. Coveringwithplasticwrapforalongperiodtokeepmoistisnot
recommendedasthismaytrapbacteriaand/orfungus,whichmaybesmellyand
unhealthy. Keepingtheunitsdampandcoveredoncedigginghasstartedisfine.
7. SampleI Studentexcavations:
A. Itwouldbebesttohaveasampleunitwhichhasbeenclearedtothebottomofa
layerforthestudentstogetabetterideaofwhatisexpected. Thesampleshould
13
-
bedonethesamewaythestudentswillbedoingit, i.e. youwouldneedtomake
asampleunitwithalltheothersandthedayortwobeforestartinginclass,dig
downtoandclearthelayerwiththeartifacts,setupthestringgrid,andfillouta
unitreportform. (Youneedonlymakeonelayer,andtheamountofsoilabove
o e ~ notneedtogoalltheway tothetopoftheunitcontainer.)
B. Digacrossthesurfaceofthe unitandplaceremovedsoilinaseparate
container. Small,isolatedartifactscanjustbeplacedinthecontainerandwillbe
removedinthescreeningprocess. Whenlargerartifacts,oranumberofsimilar
artifactsarefound,theyshouldbeleftinplaceformapping. Removetherestof
thesoilsothattheartifactsareexposedandthesoilis flatallaroundtheartifacts.
C. If desired,stringcanbecuttoplaceovertheunit. Runthestring.fromoneofthe
suggested5cmmarkingsmadeearliertotheoneontheoppositesideoftheunit.
Tapetheendsofthestringontheoutsideoftheunit. Whenallofthesehave
beendone,therewillbeagridsetupovertheunit. Thiswillhelpwithmapping
theunitonpaper.
D. Aunitreportformshouldbefilled out. Allinformationontheformneedstobe
recorded. Thisshouldinclude: unitidentification,date,namesofstudents,
whichlayeritis,andalistingofthedifferenttypesofartifactsfound.
E. Ascalemapcanbemadeonthebottomoftheunitreportform, oryoumayhave
thestudentsuseaseparatepagewhichhasagridalreadyprintedonit. The
artifacts shouldbedrawninthecorrectlocationandappropriatesizetothescale
ofthemap. If onaseparatepaper,thestudentsshouldincludetheunit
identification,thedate, theirnamesandthe layer. Thedepthfromthedatum
needstobemeasuredandrecordednexttothedrawingonthemapforeach
artifact. If itisalargeartifactORitisshapedorpositionedsothatoneportionis
higher,twoorthreedepthmeasurementscanbetaken.
F. Oncetheunitreportformandmappingarefinished,thestudentscanremovethe
stringandthengentlyremovetheartifacts. Theseshouldbeplacedinabag
identifiedwiththeunit,date.names,depthandthatitisthebottomofthelayer.
G. Afterallthesoilhasbeenremovedfromtheunit, theartifactsintheseparate
bagsshouldbewashed. Ifpossible,spreadoutacopyofalloftheunitmapsand
placethedryartifactsontopofthemapsintheirpositionssothatallthestudents
cangetanideaofwhatwasfoundthroughoutthesite.
SafetyIssues: Safetyconcernsneedtobediscussedandre-enforcedeachday,especiallythe
firstday. Safetyglassesorgogglesshouldbewornforeyeprotection. Besuretomentionthat
thereshouldbenoeatingofthesoiloranythingofthatnature. Apronsshouldbeworn,mainly
forkeepingthestudentsclean. Itisimportantthatallstudentswashtheirhandsandtheirlab
stationsaftereachsession.
Assessment: Studentsshouldbegivencreditforparticipatingintheirgroups. Thehypothesis
ispartofthegradeforthewrittenreport. Creditfortheunitreportformsandthewrittenreports
areindicatedontheforms foundlaterinthislesson.
14
.-
References:
Beyond Indiana Jones: Teaching Archaeology in the Interdisciplinary Classroom.
ASOR Outreach Education. 7-27-01
<http://web.bu.edulasor/outreachffeacherslBeyond_%20Indiana_ % 20J .. .Imatharch I_tea
cher.htm>
Elkins, S. Digging Up Mesopotamia. ASOR Outreach Education. 7-27-01
<http://web.bu.edulasor/outreachffeacherslDigging%20Up%20Mesopotamia!
DigMeso_toc.htm>
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.
<http://www.ecb.orglwisconsinlwashl.htm>
Holt, B.P. I "Dig" History. BellNET Webmaster. 12-22-99
<http://bellnetweb.brc.tamus.edulidig.htm>
Why Archaeologists Dig Square Holes. The University of South Alabama. 3-13-01
<http://www.southalabama.edularchaeology/old_mobile/why_archaeologists_dig....square
_ho.htm>
Wolfhope, J. Archaeological Methods. AskERIC Lesson Plans. 1-28-2000
<http://askeric.orglcgi-binlprintlessons.cgiIVirtua1!LessonslSociaCStudiesl
Arch .. .1ARLOOO5.htm>
15
Unit Report Form
-
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).)
16
Un;... .
L.....----I------1-----t Le.ve.1 :
S CA.ft d .fa r
-p/a.s-hc sh.oebcX
5'ep\ of skoebo)(
to
Lfu. on mo..p
-
17
-,
ArchaeologyWrittenReportRequirements(50pointstotal)
-,
Thefollowingmustbeansweredonlooseleafpaper(ortyped). Youmustusecomplete
sentencesandcorrectspelling.
L Name
2. Unit(2 points)
3. Hypothesisin"If....then..."form (4points)
4. Results- Thisshouldbeasummaryofwhatwasfoundinyourunit. Itwillinclude
notonlywhatwasfound, butalsohowdeepitwasandin whatposition. Itshouldbe
writteninparagraphformwithatopic sentenceforeachparagraph.Thesummaryfor
eachlevelshouldbeaseparateparagraph. (20points)
5. Discussionquestions - Answerthefollowing: (4pointseach)
A. Whatkindofactivity(activities)doyouthinkoccurredat yourunit? Why?
B. Whatwasthemostcommonlyfoundartifactaroundthevillagesite? Whydoyou
thinksomanyofthesewerefound?
C. Whichlayer,toporbottom,doyouthinkcontainedtheoldestartifacts? Why?
D. Howdoyouthinkthisactivityis likearealdig? Howdoyouthinkthis activityis
differentfromarealdig?
E. Whatdidyouleamaboutarchaeologyfromthisactivity?
6. Conclusions: Doyousupportyourhypothesisornot? Why? Ifnot,whatalternate
hypothesiswouldyoumakeifyouweretoexcavateaunitdirectlyNorthoftheone
youjustexcavated?(4points)
Followupgroupdiscussionquestions(&possibleanswerstogowiththesamplevillage).
L Aretheseartifactsreallyfromlongago? (Thesearemodemreplicasor
representatives.)
2. Canarchaeologistsjustgooutanddigwheretheywantto? Whyorwhynot? (Each
countryhasitsownlaws. In the U.S. theymaynotbeabletodigbecauseofprivate
property. If stateorfederalland, permitsareneeded. Lawsmayalsobeapplicable:
e.g. NativeAmericanGravesProtection & RepatriationActof1990.)
18
".--.
3. Whydidwenotdigin anyofthemounds? (Some mounds were usedfor burial, so
may be against Native American Graves Protection & Repatriation Act of 1990.
Archaeology is destructive, so digging would not preserve the mounds.
4. Areeffigiesfoundearlierorlaterinthevillage? Why?(They were found in the upper
levels, or later parts ofthe village. This may indicate that it took more leisure time or
more advanced techniques to make them. NOTE: EffigiesfromtheMississippians
were madeaspartsofpottery,notstoneastheonesinthislesson.)
5. Whereweresharks'teethfound? Whydo youthinkthiswastheonlylocation?
(found near largest mound; trade items ofgreat value; rare so far from sea)
6. WhatisthesignificanceoftheartifactsfoundinunitsJ & K? (lots of rock near
bluffs)
19
-. Examplesof artifactsandfeaturestoputinpreparedshoeboxunits- togowithsample
map14units(2 classesof25each)
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:
palisadewall(East/West)withshards
bones, brokenshellandshards
animaleffigies
postholeandshards
shellnecklace(shellswithholesarranged in aline, nostringconnectingthem)
arrowheads
wallsforahousewithfancy shards&sharks' teeth
shards,shellnecklace
shellnecklace
chickenbones, shards,brokenshells
animaleffigiesandshellring
postholeandchert
shellrings
shards&fancy shells
palisadewall(East/West),effigyandfancy shards
shell necklaceandfancyshells
wallsforhousewithplainshards&arrowheads
shellnecklace
chertandarrowheads
shellnecklaceandarrowheads
chertandarrowheads
arrowheads
fancy shells& brokenshell rings
brokenshells
chickenbones& shards
arrowheads
chickenbones, shards,brokenshells
fancy shells
20
--
--.
0000_
0000
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o
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21
--
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 "artifacts" 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 II
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
--
DirectionsforMeasuring and Graphingan
Archaeological Unit
Tomeasureanartifactmeasurefromtheedgeoftheunittotheartifact.
Measurethedistacefromthenorthernedgeoftheunittotheclosestedge
oftheartifact. Onthegraphpapermakeamarkwherethatdistance
would be. Nextmeasurefromtheeastern edgeoftheunittotheclosest
edgeoftheartifactandmakeamarkonthegraphpaperwherethatwould
be. Continueuntilyou haveamarkforallsidesoftheartifact. Finallylook
attheartifactanddrawwithinyourmarkstheshapeoftheartifact. See
diagram below.
North
west East
South
.........i.........l........ L.. . . ~ ..... ..."... j -......~ ......
~
23
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 doyou think went on here? Why do you think this?
24
References:
Amarento, Beverly 1., et al. A Message of Ancient Days. Boston: Houghton Miffin
Company, 1997.
25
Title: LeftoversAgain?
Show-MeStandards:MA2,1.3,1.6,1.8,2.1,3.5
Grade8-10
Goals:Togainexperiencewitharchaeologicalexcavation methods. To usescreeningandflotation
toseparatecomplexmixtnres. Toeainaworkineunderstandingofsuperpositionandassociation.
Objectives: Studentswill utilizearchaeologicalfield methodstogaininsightintoa pastculture.
Specifically,theywill learnhowediblefloraandfaunaareidentifiedand placedwithintheir
properhistoricalcontextusingtheLawsofSuperpositionandAssociation. Theywill beableto
inferthegenera)characteristicsofPaleo-Indiandietandwill predicthowclimate,soil
disturbances,andagriculturemightaffectthearchaeologicalrecordovertime.
Skills Activities/Procedure Assessment
l. Carefullyexcavate
an archaeological
Materials:
differenttypesofmixed seeds(seeAppendixA)
1. Pre/PostTest
"unit". chickenorotheranimalbonesbroken intosmall
pieces
(appendixE)
2. Useascreento oneflowerpotperfourstudents 2. LeftoversAgain?
separateacomplex pottingsoil, backfill dirt, and/orfine sand
worksheet(Appendices
mixture into inorganic tablespoons
andorganicmatter. 1/4 inch screen, screwedto awoodenframe (see
AppendixC)
FandG)
3. Useflotationto emptycardboardboxorcafeteriatraytocatchsand
3. Timelfloral
collectseedsthatare ordirt
population graphs
toosmalltobe metric rulers
successfullyscreened. fine andsuperfinescreens(see AppendixC)
dishpan
4. Gradingrubric
4. Identifyseedsusing 500mt beaker
(appendixD)
akey. disposablepapercups(10pergroupof four
students)
5. Recordobservations permanentmarkers
in tabularformat water
papertowels
hand lenses
seeAppendicesforseeds,assemblyinstructions,
etc.
Time:
Three45 minuteperiods
Overview:
Thestudentswill learntwo importantgeological
principlesrelatedto stratigraphy(thestudyof
layersin thesoil)--superpositionand association--
andtheywillthen usearchaeologicalexcavation
techniquesto isolatefloral andfaunal samples.
26
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 II 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 diet 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 II
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 II
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
--
---
3.Thestudentswill collectdatafrom each stratum
usingscreeningand flotation methods. Thestudents
willdrawconclusionsaboutdietary/environmental
changesthathavebeenpreserved inthesoil over
time.
4. Thestudentswill discusstheimportanceof
accurate record keepingand maintainingthe
integrityofeachstratum. Theywill make
i hypothesesaboutothertypesofinformationthat
reserved in strata. could be
TeachersNotesandResources
SafetyConcerns
Safetygoggles may beworn to preventgettingdirt in theeyes
PreviousKnowledgeAssumed
Studentsshould knO\\ ho\\to usethemetricsystem. Thestudentsshouldbeabletorecorddata
andplotagraph. Theyshouldhaveageneral ideaaboutwhattypesofitems mightbe consumed
forfood. It may be useful to mentionthatNativeAmericansdomesticatedsuch importantcrops
ascorn andsquash.
ProblemAreas
Somestudents maywish to force as much materialaspossiblethroughthe1;4 inch screenby
bangingitthrough. Studentsshould be shown howto push materialthrough withoutdamaging
theseeds,bone,orscreen. Asmall pieceofIx2 inch boardcouldbescrapedacrossthescreen
tohelpmaterial passthrough, orthe materialcould be"stirred"usinga hand.
Manipulatingtheflotation setupmaybe difficultforsomestudents. Onestudentshouldholdthe
largermesh containersteadywhiletheotherstudentcollectswithastrainer.
Droppingtheshoeboxunitsorthebeakerscould becatastrophic. Theteachershouldhaveatleast
oneextrasetforsuchan emergency.
CheckingforUnderstanding
A. Informal
Theteacherwill askthestudentsto respond tothequestionsfrom parttwoofthelab exerciseas
theyareperformingtheirdig. Theteacherwill makesurethattheexcavationsareproceedingin a
systematicmannersothatconclusionscan be drawn. Keep an unexcavated,300ml strata
containeravailableforviewing.
B. Formal
Checkthecompositionand orderoflayersontables I,2,and4. Studentswill makegraphsto
showhowspecificfloral orfaunal populationshavechangedovertime. Theywilltakeapretest
anda pos-test.
GuidedPractice
Theteachershould showhowthel;4 inch screen is usedto separatesmallerparticlesfrom larger
particles. Theteachershouldalsodemonstratehowtoperformaflotation, particularlyhowdeep
in thewaterthecollectionscreenshould beplacedandhowseedsarecollectedfrom thewater's
surface. Thestudentswill assisttheirgroupmembersin subsequentflotations.
28
--
-...
Independent Practice
Studentswill perform a largerscaledigduringpartthreeofthestudenthandout. Therecord
keepingand measurementmethodstheyhave learned will be used.
Closure
Havethestudentspresenttheirunitgraphsto theclass usingtransparenciesand theoverhead
projector. Discussthegenerality ofthe methodsused and several specificcases involving
superpositionand association(fossils, historical archaeology).
References
Hester,T.R., H.J. Shafer,and K.L. Feder. FieldMethodsin Archaeologv. 7
th
ed.
Mayfield PublishingCompany,MountainView: CA, 1995.
Mink,e.G.,K.I.Corley,and W. Iseminger. Cahokia: Cityof the Sun. CahokiaMounds
Museum Society,Collinsville: IL, 1999.
Moerman,D.E.NativeAmericanEthnobotany. TimberPress, Portland: OR, 1998.
Niering, W.A.,and Olmstead,N.e.TheAudubonSocietyField GuidetoNorth
American WildflowersnEasternRegion. AlfredA. Knopf. NewYork:NY, 1979.
Pearsall, D.M. Paleoethnobotanv--A HandbookofProcedures. 2"'\ ed. Academic
Press, San Diego: CA, 2000.
IllinoisStateMuseumSociety[Online] Available:
http://www.museum.state.i1.1Is/RiverWeb/landingslAmbot/prehistorvl
Mississippian/hdyklecondhdyk.htm1200I, July24].
List of Appendices
AppendixASeedsandSeedSheet
AppendixB Soil andUnit Preparation
AppendixC Designsforscreensandflotation station
AppendixDGradingrubric
Appendix E Pre/Posttest
AppendixFStudentWorksheets
AppendixGAnswerstoStudentWorksheets
29
Appendix A
Seeds and Seed Sheet
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 as 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
Sample Seed Sheet
Lamb's Quarter Small Barley
Com kernel Pumpkin seed
Sunflower Amaranth
31
AppendixB
Soil and Unit Preparation
I recommend using the same soil recipes for the entire class. One type of soil could be
sand, another coarse backfill, and mixtures of sand and potting soil. Pure potting soil is
sometimes difficult to work with in the flotation setup. You could label the soils as
"loam," "sand," "silt," etc. Record the composition of the seeds you place in each layer.
Com is the only exclusively cultivated crop. Layers representing human dietary evidence
should be relatively enriched in com (at least 40% of the seeds), with some bones mixed
in. A layer that does not contain human dietary evidence should not contain com but .
should contain small amounts of the other seeds. You can vary the composition if you
wish to represent forested areas, grasslands, or marshlands. Here are two possible
formulas:
human evidence wild flora-forest edge
com 40% amaranth 15%
amaranth 5% small oats 10%
barley 5% blackberry 15%
beans 10% hickory 20%
hickory 5% lamb's quarterl5%
lamb's quarter 5% pumpkin 20%
pumpkin 10% squash 5%
sunflower 20%
Make seed mixes for the particular environment or time series you wish to simulate and
store them in labeled containers.
For 500 ml of soil, use approximately 20 ml of seeds. Mix well by hand and moisten
with water immediately before use. Feel free to add fewer seeds but remember the
students need to be able to find something.
The different types of soil are only important to provide contrast. They do not have to
actually represent sand or loam. Mix seeds to any you choose.
32
C
for screens and tlotation station
VI 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
water level
dishpan
Hlp 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
--
AppendixD
GradingRubric
StudentName Period_______
Layingdownstrata
Participation 110
. Table 1accuratelycompleted /10
Asampleexcavation
Participation /10
Table2accuratelycompleted /10
Prediction withjustification /4
OperationalDefinitions /4
Whatarewelookingfor?
BuoyancytestTable3 /5
Drawingscompleted /5
Screening
Participation /20
Records inTable4 110
Flotation
Participation 120
Records in Table4 110
Questions
/6
Homework
Axeslabeled,symbols, /20
Neat, all datarepresented
Discussion
Participation /10
PostTest /9
Improvementoverpretest /2
TOTAL 1165
34
AppendixE
-
Pre/PostTest
Name____________________
LeftoversAgain?
__1. Verysmall seeds maybequicklyandefficientlyseparatedfromthe soilby
A. magnetism
B. siftingorscreening
C.microscopicexamination
D.flotation
E. centrifugation
__2. Theprincipleofsuperposition
A. reliesondatingasampleusingcarbon-14
B. statesthatyoungerlayersofsoil will befounddeeperunderground
C.will alwaysbetrue,evenifthesoilhasbeendisturbed
D. statesthatolderlayersofsoilwillbefounddeeperunderground
E. isonlyusefulforstudyingfossils
ArchaeologicalevidencesuggeststhatthemostimportantfoodcropforNative
-
AmericanslivingintheCahokiaareawas
A. amaranth
B. blueberry
C.com
D. cattails
E.beans
__4. Archaeologistsusetheterm"strata"toreferto
A. multiplelayersofearth
B. primitiveacousticguitars
C. cloudlayers
D. soilthathasbeensortedbysize
E. small seedsandbonesfoundin thesoil
Asmallclaypotisunearthedfrom 50cmbelowthesurfaceoftheground. Some
smallseedsare foundneartheclaypottery, 50cmbelowthesurfaceaswell.
Whichisthemostlogical scientificconclusionbasedonprinciplesof
archaeology?
A. Theclaypotwasburied, laterunburied, andseedswereplacednearby
B.Theseedswereburied,laterunburied,andtheclaypotwasplacednearby
C. Theseedsandtheclaypotweredepositedinthegroundatapproximatelythe
sametime,many yearsago.
D.Theseedsandtheclaypotweredepositedin thegroundatapproximatelythe
sametime,afew weeksago.
E. Boththeseeds andtheclaypotmusthavebeenplacedtherewhen youweren't
lookingsincethingsliketheseareneverfoundunderground.
35
--
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
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
--
AppendixE
PreIPostTestAnswerKey
AnswerKey
LeftoversAgain?
_D_l. Verysmall seedsmaybe quicklyandefficientlyseparatedfromthesoil by
A. magnetism
B. siftingorscreening
C. microscopicexamination
D. flotation
E. centrifugation 1pt.
_D_2.Theprincipleofsuperposition
A. reliesondatingasampleusingcarbon-14
B. statesthat youngerlayersofsoilwill befounddeeperunderground
C. will alwaysbetrue,evenifthesoil has beendisturbed
D. statesthatolderlayers ofsoil will befound deeperunderground
E. is onlyuseful forstudyingfossils
1 pt.
_C_3.Archaeologicalevidencesuggeststhatthe mostimportantfoodcropforNative
Americanslivinginthe Cahokiaareawas
A. amaranth
B. blueberry
C.com
D. cattails
E. beans
1pt.
_A_4. Archaeologistsusetheterm"strata"toreferto
A. multiplelayersofearth
B. primitiveacousticguitars
C. cloudlayers
D. soilthathas beensortedbysize
E. smallseedsandbonesfoundinthesoil
1pt.
_C_5.Asmallclaypotis unearthedfrom 50cmbelowthesurfaceofthe ground. Some
small seedsarefoundneartheclaypottery, 50cmbelow thesurfaceas well.
Whichisthe mostlogical scientificconclusionbasedon principlesof
archaeology?
A. Theclaypotwas buried,laterunburied, andseedswereplacednearby
B. Theseedswereburied,laterunburied,andtheclaypotwasplacednearby
C. Theseedsandthe claypotweredepositedinthegroundatapproximatelythe
sametime,manyyears ago.
D.Theseedsandtheclaypotweredepositedinthegroundatapproximatelythe
--
sametime,afew weeksago.
E.Boththeseedsandthe claypotmusthavebeen placedtherewhen you weren't
lookingsincethingsliketheseareneverfound underground.
1pt.
37
--
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
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,___________
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
-
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
39
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. It 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. The other group's soil
Type of dirt Stratum Level Distance from top of pot (cm)
1
12
3
4
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
9. Examine table 2. If level 3 was "formed" (laid down) ten minutes ago, what could you
conclude about the time that level 4 was "formed?" Your answer describes the concept
of superposition.
10. Write a general definition for superposition:
11. If the soil were all the same color but was still laid down a layer at a time, would
superposition still be valid?
12. Examine table 2. If you completely uncovered stratum level two and it was nice and
level, could you make any conclusions about when the left side of this level was
deposited, compared to the right side. Your answer describes the principle of
association.
13. Write a general definition for association.
Part Three: Using superposition and association to study diet
Obtain the following materials from the instructor:
framed, 14 inch screen
empty cardboard box or cafeteria tray
metric ruler
seed sheet
seeds
500 ml beaker
You will also need your cups of dirt from part two.
What are we looking for?
L Examine the seeds provided. They have been common along the Mississippi River in
Missouri and lllinois for the last thousand years. Draw or tape each seed above its name
on the seed sheet. Your teacher will help you identify them.
2. Your teacher will show you what broken pieces of animal bones look like, as well as
pieces of wood. Record your observations.
41
--
3. Fill the beaker approximately halfway with water. Put a piece of wood, a piece of
bone, and one of each seed in the water. Record your observations about their buoyancy
in table 3. Empty and dry out the beaker.
Table 3. Buoyancy of food items
buoyancy (do they float? yes or no)
Screening
4. On a separate sheet of paper, make a table with the following headings. Leave five or
six lines for each level:
Table 4. Soil excavation
.-
Level (1, 2, 3,
etc.)
Depth from top
of flowerpot
Soil type or
color
Types and
numbers of
seeds
Other (bone or
wood)
5. Place the cardboard box or the cafeteria tray under the wooden screen. Empty the cup
from the first level into the screen. Shake the screen gently back and forth over the
cardboard box. Count and record in table 4 any items that are held back by the screen.
Pour the dirt that passed through the screen back into the cup. Half of your group may
take this cup and proceed to "flotation."
6. Continue to screen each cup of dirt as before, and record any items that are held back
by the screen.
Flotation
At the flotation stations, you will find a dishpan, a wide mesh screen, and an aquarium
net. You will also need your cups of dirt, a paper towel, a hand lens, and a penciL
7. Fill the dishpan three-fourths full with water.
8. Have one group member place the wide mesh screen into the water. The screen should
be down and the rim of the frame should be above the waterline.
9. The other group member will place approximately 1;4 of the soil from the cup into the
wide mesh screen. The screen may be shaken gently, but do not allow the frame to dip
below the waterline. If any items float, they should be skimmed from the surface of the
water using the aquarium net and placed on a paper towel to dry.
42
-- 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
43
--
-. 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).
Questions
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. We
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
-.
Title: WhatDoesanArchaeologistDo?
ShowMeStandards:CA2,3,S,7 IllinoisLearningStandards:13.A.lc;13.B.la;17.A.lb
Grade:1
Goals:Studentswillinvestigatetheprofessionofarchaeology.
Objectives:Studentswill beabletotell whatanarchaeologistdoes.
Skills ActivitieslProcedure Assessment
Skills usedby students
tocompletethislesson
arelistening,
predicting,discussing,
practice,and
evaluation.
L Beforereadingthebook,TheMagicSchool
BusShowsandTells- ABookAbout
ArchaeologybyJackiePosner,theteacherwill
asktheclasstopredictwhattheythinkthe
bookwill be about. Theteachermaywrite
thesepredictionsontheboardorchartpaper.
Theteacherwilltelltheclasstolistenforthe
followingwordsinthestoryandbepreparedto
telltheirmeaning.Thesewordsare
"archaeologist,artifact,andhypothesis."These
wordsmaybewrittenontheboard,chart
paper,etc.
2. Afterreadingthebook,thevocabularywords
willbediscussed. Totestfor knowledge,the
teacherwill asktheclassquestionssuchas
"Whichwordmeansthesameasaguess?"
3. Theteacherwill thendiscusstheSuppose-a-
Troninthestory andaskiftheclassthought
therereallywassucha machine. (Most
studentsarefamiliarwiththeMagicSchool
BusandMs.Frizzleandknowthatmostof
theiradventuresaremake-believe).Theideais
topointoutthatarchaeologiststhinktheway
theSuppose-a-Tronworks.
4. Discussionwilltumtohowthechildrenfinally
figuredoutwhatthehoopwas. Itwouldbe
pointedoutthatthechildrenhadmanyguesses
thatwereusuallyincorrectbutscientists
(includingarchaeologists)alwayshavea
hypothesis.Itwouldalsobepointedoutthat
it'sokaytobewrongbuttokeeptrying.
5. Thestudentsareplacedintogroupsoffouror
five. Theteacherthengiveseachgroupan
"artifact"forthechildrentoguesswhatitwas
andwhatitwas usedfor. Thiscouldbe
somethingfromtheteacher'schildhoodor
fromanolderrelativeorfriend. (Examoles: a
Thestudentswill
successfullycomplete
thewritingformby
provingtheyknow the
meaningofthe
vocabularywords.
45
potatomasher,apotatoricer,anabacus,etc.)
Theteachergivesthegroupsabrief
backgroundtogetthemstarted(whereitwas,
when itwasfound, whomitbelongedto,etc.).
Thenthestudentswillcreatehypothesestosee
ifanyonecanguesswhatitwas.
6. Studentswilldescribetheartifact,drawitand
writeatwosentencedescriptionofwhatit
mightbeand/orbeenusedfor.
7. Thestudentsfinishthelessonby completing
the attached writingform.
References:
Posner,Jackie. The Mu!!ic SchoolBusShowsandTells: ABookAboutArchaeology.
NewYork: Scholastic, 1997.
_c
46
The Magic School Bus
Shows and Tells
m e ~ __~ _________
Word Bank: hypothesis
artifact
archaeologist
1 . A person who looks for things that were left
behind by people a long time ago and tried to
figure out how those people lived is called an
2. A is a guess.
3. Something made by people who lived a long
time ago is called an . :
4. I (would or would not) like\
to be an archaeologist because -------1
----------------------------------',
,-
47
Title: AntiqueArchaeology
Show-MeStandards: 1.5,2.1,2.3,4.1,4.6,CA1,2,6,S7
Grade: 7Science
Goals: Thestudentswillpracticemakingobservationsandinferences,respondtoa selected
reading,andmaketheirownobservationsandinferencesonantiques.
Objectives: Thestudentswillcompleteworksheetsthatteachthemtomakeobservationsand
inferences. Studentswillreadanarticleandwriteresponsestoitasa homeworkassignment.
Studentswillworkina grouptomakeobservationsandinferencesaboutantiquesfromtheearly
20
tb
century. Studentswillparticipateinclassdiscussions.
SkiDs ActivitiesIProcedure Assessment
Part1
Observation
Inference
Part2
Reading
Respondtoreading
Part3
Observation
Inference
Groupwork
Discussion
Part1
Studentswillcompletetheactivitiesfrom
"ObservationandInference"foundinIntrigueof
thePastwhichinclude:
1. BoyintheWater
2. An AncientCoin
3. ForeignCoins(teacherdesignedworksheet)
Part2
Forhomework, studentswillreadthecondensed
versionof "MoteloftheMysteries"fromReader's
Digestandanswerquestionsaboutit.
Part3
Studentswill workingroups. Eachgroupwill be
givenanantiquefromtheearly20
1b
century. The
groupwillneedtomakeobservationsaboutthe
antiqueandinferencesabouthowitwasused. Have
onestudentineachgroupfoldapieceoflooseleaf
paperinhalfverticallyandthenunfolditsothe
paperisdivideddownthemiddle. Ontheleftside
Part1
1. participationin
classdiscussion
2. completionof
worksheets
Part2
1. completionof
worksheet
Part3
1. participationin
groupwork
2. classdiscussion
-
48
they shouldmakeaheadingof"Observations;"and
ontheright"Inferences." Onepersonwillthenact
asarecorderandwritetheiranswersonthepaper.
After15to20minutes,astheyfinish, thegroups
willtaketurnstopresenttheirantiquestotheclass.
Onegroupmembershouldholduptheantique
whileonegroupmemberwillpresentthe
observationsandinferencestheymade. Aftereach
presentation,youcantellthemwhattheantiqueis,
iftheydidnotmakeacorrectinference.
Theclasswillthendiscusshowdifficultitwasto
identifyobjectsfromonly50- 100yearsagoand
howmuchmoredifficultitwouldbetomake
correctinferencesfromobjectsthatareseveral
hundredyearsold. Usesomeexamplesofincorrect
inferencesfrom"MoteloftheMysteries."
AntiqueArchaeology
Overview: Thislessonisnotonlyintroducingarchaeologyto thestudents,butitisalso
introducingtwooftheinitialstepsofthescientificmethod,observationandinference.
Thestudentswillworkthroughtheprocesses,readalightheartedaccountofevaluating
'modern' artifacts,andthenworkthroughtheprocessesinsmallgroupstoevaluate
objectsthatmayhavebeenusedbytheirgrandparentsandgreatgrandparents,a"culture"
nottoodifferentfromourown. Thiswillbetiedtogetherwithadiscussionabouthow
archaeologistsmakeobservationsandinferencesofculturesverydifferentfromourown.
TimeRequirements: 2classperiodsof40- 50minutes
PriorKnowledge: none
Definitions: observation- anyinformationthatyoucangetfromusingyoursenses;
alsomeasurementsthatcanbemadesuchaslengthandmass
inference- predictionabouttheuseofanartifactbaseduponobservations
Materials: foreigncoins,oneforeachgroup
antiquesfromtheearly20
th
centurysuchas: feedsack,saltcellar,bottle
opener,shoetree,marbles(potties),milkskimmer,icetongs,shears,
49
--
-
-
haircurlers,marcels(haircrimpers),ortattingshuttle.
Preparation: copiesofstudentsheetsfromIntrigueofthePastp. 16- 18
copiesofworksheetforaForeignCoin
copiesof"MoteloftheMysteries"condensedfromReader'sDigest Mar
1980
copiesofworksheettocompleteforthereading.
Assessment: Studentsshouldbegivencreditfor participatingin theirgroupsandas a
class. Studentsshouldbegivenascoreonthecompletionoftheworksheets. The
"correct"answerisnotactuallyrequiredontheseworksheetsastheremaybemorethan
oneinterpretation.
References:
ArchaeologyPreservationLab. Science Connection - Archaeology. Universityof
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/activitieslinnlalien archaeology
.htmll [2001,July27]
Giles,K. "ArchaeologicalInquiry." OFCN's Academy Curricular Exchange Columbia
Education Center. [Online].Available:
http://ofcn.orglcyber.serv/academy/ace/soc/cecsstlcecsstl88.htmll[2001,July25]
Macaulay,D."MoteloftheMysteries" TheReader'sDigest. March 1980
82- 89.
Robin. "Inference/Observationcurriculum." MayaQuest Lesson. (1996-copyright)
[Online].Available:http://www.ties.k12.mn.us/-mayatchlmq96IlessonlArchaeolog
y/824873927.htmll [2001,July25]
Smith,S.1.;Moe,J.M.;Letts,K.A.,Paterson,D.M. Intrigueofthepast: ATeacher's
ActivityGuideforFourththroughSeventhGrades. UnitedStatesDepartmentof
theInteriorBureauofLandManagement, 1996.
Zimbalist,A.andDriggs,L. YouCanDigIt! Daily Lesson Plan. (1999-copyright)
[Online].Available:http://www.nytimes.comlleaminglteachers/lessons/990727tues
day.htmll[2001,July25].
50
--
Namesofgroup
members,________________________
Class____
AForeignCoin
1. Listobservationsyourgroupmadeaboutyourforeign coin.(countryoforiginif
known)
-
2. Listinferencesyourgroupmadeaboutyourforeigncoin.(countryoforiginif
inferred)
3. Howdothedesignson thecoinreflecttheculture? Why?
51
Nrume_______________________________________________________
Class_______
MoteloftheMysteries
Readthearticleandanswerthefollowingquestionsinthespaceprovided. Usecomplete
sentencesandcorrectspelling.
1. In thisreading,HowardCarsonfound theimportantsitebyaccidentallyfallingintoit.
Doyouthinkthisisthewaymostarchaeologicalsitesarefound? Explainwhyyou
thinkthis.
2. Whatisthe"sacredseal"? WhatinferencedidCarsonmakeaboutit?
3. Whatisthe"GreatAltar"? CouldCarson'sinferencesbetrueofoursociety?
Explain.
4. Whatisthe"innerchamber"? Whatisthe"sarcophagus"?
5. WasCarson'sinferenceabout 1& 4frompage87being"somethingtopreparethe
body"correct? Explain.
6. Whatis yourobservationaboutthe"sacredcollar"? Wouldyouexpectthisparticular
"sacredcollar"to reallyshow"unequaledworkmanship"? Explain.
7. Whatinferencewouldyoumakeaboutthe"sacredparchment"? Why?
8. WereCarson'sobservations"correct"? Werehisinferences"correct"?
-.
BONUS: Whatfrumous archaeologicalfindisthisstorysupposedtorepresent?
52
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
weeks after the trash was collected. The groups
will compare the information results with their
trash result by filling out the evaluation sheet.
-
54
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 do In this room? How do you know?
What is the socioeconomic status Of this household? What clues helped you come to that
conclusion?
55
-
Group Evaluation
1. Was your evaluation of the trash consistent with the actual results? Explain. Ust how your
evaluation of the 1rash was alike and 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
Scoring Guide
Question 11 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 3pts
-
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 the three criteria mentioned above.
opt - Does not have any of the three criteria mentioned above.
57
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 to 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 to identify the use(s) of the
objects with which they are initially unfamiliar.
ActivitiesIProcedure Assessment Skills
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 be 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
58
Task2:
5. Demonstratean
understandingofthe
majorelementsof
geographicalstudy and
analysisandtheir
relationshipsto
changesinsocietyand
environment. (SS5)
Task3:
6. Demonstratean
understandingofthe
relationshipsof
individualsandgroups
toculturaltraditions.
(SS6)
withavarietyofartifactsinthem. Theirfirsttask
istodecidetherelativeagesofthoseitems.
Note: Informstudentsthatmanyobjectsare
reproductions, sothefactthatthey looknew should
havenobearingontheage pretendtheywere
madeinthepastandfound in near-newcondition.
Ontheworksheet,makea listwiththeoldest
artifactsatthebottomofthepageandnewestatthe
top. If you don'tknow whatanitemiscalled,
makeasketchofit.
5. Task2: Groupsaretotrytofigure outwhich
partoftheNorthAmericancontinenttheiritems
probablycamefrom. Theyshouldusetheir
knowledgeofhistoryandgeography.
6. Task3: Identifytheprobablepurposeofeach
object. If theycomeacrossanunknownobject,
encouragethemtousetheirknowledgeoftimeand
place,plustheirsimilaritiestomodernobjectsto
trytodeterminetheirpurpose.
7. Task4: Eachgroupshouldmakea5 minute
presentationtotheclassaboutwhatthey hadand
whatthey learned.
8. Closingactivity: Shortclassdiscussionabout
how theyarrivedattheirconclusionsabouttheir
artifacts.
expectedinthis
activity.
Additionalassessment
bylisteningtogroup
presentations. Focuson
studentexplanationof
thinkingprocess.
Task2:
Primaryassessmentby
worksheetevaluation.
Secondaryassessment
bylisteningtogroup
presentation. Focuson
studentexplanationof
clueswhichled
studentstoidentify
and/oreliminate
possibleregions.
Task3:
Primaryassessmentby
listeningtogroup
presentation. Focuson
explanationofthe
objects,listeningfor
historicalorregional
clues.
Task4:
Assessmentthrough
grouppresentation.
Listenforclear
presentationshowing
organization. Alsopay
59
attentiontostudent
connectionofhistorical
timeperiod,cultures
andtechnologyin
groupunderstandingof
theirartifacts.
References:
Smith,ShelleyJ.,etat. IntrigueofthePast: ATeacher'sActivityGuideforFourth
throughSeventhGrades. UnitedStatedDepartmentoftheInterior,Bureauof
LandManagement,1996.
60
-
Dating Artifacts Worksheet
Group members: _________________________
Artlfact bag number
Task 1: Sort the objects In your bag. Put them In order from newest to oldest. On
this sheet. write down the names of those objects (or draw the object tfyou don't
know Its name) In the ooxes below. Place the newest item In oox 1. the oldest In
oox8.
1 5
2 6
3 7
4
8
61
-, Answer the following questions as a group:
1. What part of North America do you think this bag of artifacts came from?
Why do you think so?
2. On the front, explain what you think each item is used for. Are there any items your
group couldn't figure out? Which one(s)?
Use your knowledge of time and place to try to figure out what those items are. Ifyou
still can't, try to decide if the items look like anything we have in modern times.
Guess what you think it might be used for.
3. You will be asked to give a presentation of no more than 5 minutes about what your
group did. Be prepared to explain why you decided which items are older or newer than
others and how you figured out what they are used for.
-
62
-.
Artifact Bag Contents
#1: SLU diploma, '92 Cardinals baseball ticket envelope, black and white photo,
parchment advertisement of steamboat race, Donkey Kong hand held game, hose
connector, Union Artillery buttons, slide rule. (Origin: Missouri)
#2: John Denver concert program, swim cap, quilt top, leather billfold, com husk doll,
hoof cleaning tool, rusty tin cup, reel-to-reel tape. [Origin: U.S. West (Colorado)]
#3: Abacus, carved bone turtle, 35 mm slide-Disneyland, tea ball, Chinese bowl, toy
boat, 45 RPM single, Bombs Away hand held game. [Origin: Far West (California)]
#4: 1917 pocket calendar, glass bottle, wooden clothes pins, Pieces of 8, heart jewelry
box, record album, tin funnel, welcome sign. [Origin: East Coast (New York)]
#5: Virginia Gazette, quill pen, colonial money, black and white photo, buzz saw toy,
silver spoon, clothes pattern. [Origin: East Coast (Virginia)] .
#6: Virginia Gazette, print, Confederate stamps, Confederate currency, Pieces of 8, wood
nutcracker, zebra toy, 29c spot remover, arrowhead. (Origin: Southeast U.S.)
#7: Proclamation from King of England, quill pen, clay marbles, wooden clothes pins,
button card, 45 RPM single, arrowhead, hamburger cooker, peanut butter jar. [Origin:
East Coast (Virginia)]
#8: Civil War battlefield map, black and white photo, glass bottle, silver spoon, Rubik's
cube, miniature woven blanket, beadwork design, turquoise pebbles. [Origin: Southwest
(New Mexico/Arizona)]
63
-
LessonEvaluation
Evaluationofthis groupactivityis by"Mastered!NotMastered'designation.
Individualproficiencyisnotevaluatedin this lesson.
Task1:
Skill:Discoverandevaluatepatternsandrelationships.
Methodofevaluation: Teacherobservationofgroupworksupplementedby
worksheet.
Stanqardofevaluation:Mastered= Studentsareobserveddiscussingobjectsin tennsof
whattimeperiodtheobjectsprobablycamefrom. (Example: ablackandwhite
photographofapersonshouldbeplacedafteran abacusandbeforeacolor35mmslide
becauseofthetechnologythatisneededforcreatingeachobject.)
Teacher'squestionsduringgroupworkorgrouppresentationcanclarifythethinking
process.
Skill: Organizedata. infonnationandideasintouseful formsforanalysisand
presentation.
Methodofevaluation: Teacherobservationofgroupwork.
Standardofevaluation: Mastered=Studentsare observedgroupingobjectsbypossible
purpose(such as Confederate currencyandPiecesofEight)orbypossibleera(King's
Proclamationand quill pen). Otherforms oforganizationarepossible.Inaddition,atleast
fiveobjectsshould be correctlyplacedinrelativeorder.(Notnecessarilyinconsecutive
order,however.)
Skill:Identify.analyzeandcomparethetraditionsandartforms ofpastand
presentsocieties.
Methodofevaluation: Primarilythrough grouppresentation,secondarilythrough
observationofgroupwork.
Standardofevaluation- Mastered=Studentsmakeacomparisonofan objectfrom the
pastwithasimilaritemin contemporarysociety.Theymakeat leastonecommentabout
apastculture as itrelates to an artifact.Teacher'squestionscanpromptthiscomparison.
Skill: Demonstratean understandingofcontinuityandchangein U.S. history.
Methodofevaluation:Primarilythroughgroupworksheet,secondarilythroughgroup
presentation.
Standardofevaluation: Mastered=Groupworksheetshowsrelativepositioningof
objectsinincreasingcomplexity. (Example: Knowledgeofprehistoricvs. historic
culturesinNorthAmericashouldresultinaNativeAmericanobjectsuch asbeadwork
beingconsideredolderthana'Europeanhistoricobjectsuchas anewspaper.)Some
understandingoftherelativityofmajorhistoriceventsshouldalsobedisplayed.
Teacher'squestionscanpromptthisexplanation.
Task2:
Skill: Demonstratean understandingofthemajorelementsofgeographical
studyandanalysisandtheirrelationshipstochangesin societyandenvironment.
Methodofevaluation: Primarilythrough groupworksheet,secondarilythroughgroup
presentation.
Standardofevaluation:Mastered= Worksheetresponsetoquestiononwhichregionthe
artifactsprobablycamefromdemonstratesunderstandingofmajorgeographicalfeatures
64
(inthedesert, byan ocean,etc.),patternsofmovementofEuropean-Americans(liThe
colonistsfirstsettledontheeastcoast,sowedecidedthecolonialmoneycouldn'tcome
fromColorado.")andlorlocation(,TheVirginiaGazettetoldusthatthisbagprobably
camefromVirginia.")orsimilarcomments.
Anotherindicationofmasterywouldbegroupexplanationoftheirthinkingprocess
duringtheirpresentation.
Task3:
Skill:Demonstratean understandingoftherelationshipsofindividualsand
groupstoculturaltraditions.
Methodofevaluation:Primarilythroughgrouppresentation.
Standardofevaluation:Mastery= explanationoftheprobablepurposesoftheartifacts
whichtiesregionalandhistoricfactorsofculturewithartifacts.(Example: Thisdiploma
isveryfancy andlarge.It showsthateducationwasimportanttothisgroup.'orThistool
isusedtocleanhoofs, soitshowsthatthepeople-- valuedtheirhorsesandwantedto take
goodcareofthem. ')
Task4.-
Skill:Presentperceptionsandideasregardingarts,humanitiesandscience.
Methodofevaluation:Throughgrouppresentation.
Standardofevaluation:Mastery= Grouppresentationisorganizedwitholdestobjects
explainedfirst, newestexplainedlast.Studentsmakeaconnectionofhistoricaltime
period,cultures,andtechnologyintheirevaluation.
-
65
--
--
lRANSPARENCYl '
Site Near Richfield
1.
2.
-.
3. ,
4.
0-30
years ago
100-150
years ago
750-1,000
years ago
10,000-
12,()00
years ago
Who left these
L ________________________
s.
cameffist?


3.
-----------------------
cameJ.ast?

66
--
Title:WhereintheWorld?
Show-MeStandards:1.3,MAl,2,SS7
Grade8-10
Goals:Tosetupa gridalignedtotruenorth. Tousetriangulationtechniquesforlayingouta
rectangularunit. Tomakeaccuratescaledrawings.
Objectives:Studentswillutilizetheconceptofa datumasa fixedreferencepointforboth
horizontalandverticalmeasurements. Anaccuratemapmaybe usedtoinferhistoricalpatternsof
developmentwithina cemetery(seeExtensionsinTeacher'sResources).
Skills ActivitieslProcedure Assessment
1. Usingacompass.
Resources:
25 metersoftwine,markedinonemeterincrements
1. PrelPostTest
2. Usingthe
(transectline)
additionaltwine, sevenmetersperteam(substitute
(AppendixC)
Pythagoreantheorem maskingtapeforclassroom) 2. Spotcheck
as abasisfor
linelevelandthreemetersoftwine
nailsormarkerflags
measurementsforplan
triangulation. markers
hammer
andprofilemaps.
3. Measuresurface screwdriver,ice-pick,orstake 3. Planandprofile
features andelevations
magneticcompasses
meter-sticksortapemeasures
mapscheckedfor
fromadatumpoint. graphpaperandpencils
calculator
accuracy.
4. Usealinelevel. clipboards(optional)
4.WhereintheWorld?
5. Makeaccuratescale
planoflocalcemetery(usuallyavailablefromthe
officesofnewercemeteries)
Worksheet(Appendices
drawings.
citymapor(optional)schoolmap
Time:
twohoursonsite,two45 minuteperiodsinthe
classroom
Overview:
Thestudentswillieamabouttheconceptofadatum
(fixedreferencepoint)byperformingthreedifferent
typesofmeasurements. Theycanmonitortheirown
progressbythegeometricalregularityoftheirmaps
andtheresemblanceoftheirplanandprofilemaps
toreality. Measurementswillproceedfromlargeto
small.
DandE)
5. Gradingrubric
(AppendixB)
67
--
Introduction to the Topic:
The day before the lesson, have the students make a
floor plan sketch of their room, house, or backyard.
The floor plan is how the room would look from
above. For example, they should show their bed,
dresser, nightstand, clothes on the floor, etc. Have
them bring their sketches into class the next day.
Ask the students how they went about making their
sketches. Did they take any measurements? What
was their reference point for their measurements?
(Many will say the wall, if they drew their room).
Now, ask them how they would go about making a
sketch if they were outside? Relate to the students
that they will be going to a local cemetery for a
mapping exercise. You will be using some standard
archaeological techniques to ~ l p plot surface
features and elevations. The map that you will
make may be used to make a comprehensive study
of the cemetery, such as determining the dates that
people were interred, and the average life span in
this area over the last two hundred years.
Outline of Procedure (see attached worksheet for
complete procedure):
1. The students will begin laying out a grid from the
unit datum. They can verify the regularity of their
grid using geographical compass points.
Triangulation will be used to establish points from
secondary data.
2. The plan map (defined in student worksheet) will
help students experience the ease with which points
are located on a grid when using a datum for both
horizontal and vertical components.
3. The students will perform independent plan
mapping and profile mapping exercises (defined in
student worksheet).
4 The students will compare archaeological data
points to similar points in other scientific fields.
They will observe how a fixed reference point
allows a unified picture of a site to be drawn.
Shortcuts to subdividing a site into units may be
suggested.
68
Teacher'sNotesandResources
SafetyConcerns:
Nailsandtwineinthegroundcouldtripsomeone. Exercisecaution. Ifstudentsremainwiththeir
ownunit,thisshouldnotbe aproblem.
PreviousKnowledgeAssumed
Studentsshouldknowhowtousethemetricsystem. Mostofthestudentsatthislevel willhave
beenexposedtothePythagoreantheorem(a
2
+ b
2
= c
2
). Studentsshouldknowaboutthecardinal
directions.
ProblemAreas
Studentsmustberespectfulofthegravesiteswhentheyareinthecemetery. Somestudentswill
beuncomfortableinthecemeteryandsomemayinfactrefusetoenteracemetery. Weathermay
precludethe visittothecemetery. Pleaseconsultwiththecemeterymanagementpriorto
arrangingthetrip. Somecemeteriesmayobjecttoplacingnailsortwineintheground,evenif
theyaretoberemoved.
Theentireexercisemaybeconductedinsidetheclassroom. Foraplanmap,placedesksorchairs
aroundtheroominaninterestingpatterntosimulate"graves." Usetapeonthefloorinsteadof
nailsandtwine. Youmay stillwishtoorientthemaptonorth. Onespotintheroomcanbecome
thesitedatum. Foraprofilemap,onepossibilitywouldbetohavethestudentsopentheirlocker
andtakemeasurementsrelativetothegroundandtothe lowerleftcomeroftheirlocker
(suggestedby N. Hampton,NormandyHighSchool).
CheckingforUnderstanding
A. Informal
Theteacherwillevaluatethesymmetryoftheunitsastheyareconstructedand willseeifthe
unitsarecorrectlylabeled. Theplanandprofilemapsshouldresembletheactualfeatures within
theunit.
B. Formal
Oneortwospotcheckmeasurementswillbetakenforeachunitduringthecourseoftheexercise.
Oneofthesecouldbe madebyanothergroup. Measurementsshouldbeaccuratetowithin0.5
cm. Thestudents' planandprofiledrawingswillbegradedaccordingtotherubric(seeAppendix
B).
GuidedPractice
TheteacherwillgooveranexampleofhowtousethePythagoreantheoremtocalculatethevalue
ofthehypotenuse. Heorshewilldemonstratehowtousethecompassforthosewhoare
unfamiliarwithitsuse. Theteacherwillhelpthefirstgroupusetriangulationtosetuptheirunit
whiletheothergroupsobserve. Theteacherwill assistonehalfofthegroupswithaplandiagram
andtheotherhalfwiththeprofilediagram. Heorshewillcirculateamongthegroupstoanswer
anyquestionsthey mighthaveaboutscaleormeasurements.
IndependentPractice
Studentswillteachtheotherhalfofthegrouphowtostartaplanoraprofile. Eachgroupwill
mapaplanandaprofilefortwounits. Thesecondunitwillbemappedwithoutassistance.
Studentswill assistoneanotherwheneverpossible.
69
Closure
Thestudentswill placetheirdataonamastermapofthesitetoseehowitallfitstogether. They
willtieintheideaoffixedreferencepointstogeographyandcityplanning.
Extension
Theinitialdataobtainedforcemeterydevelopmentcouldbeusedinseriationstudiessuchas
headstonedesign,ordemographicaldatasuchaslifespan,populationdistribution,etc.
Peoplemay beinterredinfamily plotswithincemeteries. Burialoftwoindividualsnexttoone
anothercouldindicatesucharelationship. Sometimes,however,cemeteriesareexpandedand
newsectionsareopened. Olderheadstonesclusteredtogethercouldindicatetheoriginalsection
ofthecemetery,withtheoutlyingareascontainingnewerheadstones. Assumingthatpeopleare
notexhumedand reburied,suchinformationcanbeusedtotracehowacemeteryexpandedover
timeorwhotheprominentfamiliesintheareamighthavebeen.
References:
Hester,T.R.,H.J. Shafer,and K.L.Feder.FieldMethodsinArchaeology.7
th
ed.
MayfieldPublishingCompany,MountainView: CA,1995.
Smith,S.1., I.M.Moe,K.A. Letts,andD.M.Paterson.IntrigueofthePast--ATeacher's
Activit)'Guide. UnitedStatesDepartmentoftheInterior,BureauofLandManagement,
1996.
"FrequencySeriationwithGraveMarkerData"Dr. PamelaAshmore,Dr.TimBaumann,
DepartmentofAnthropology,UniversityofMissouri,S1. Louis.Personalcommunication
(originalreferenceunknown).
List of appendices
AppendixAEquipmentUse
AppendixBGradingrubric
AppendixCPrelPosttest
AppendixDStudentWorksheets
AppendixE AnswerstoStudentWorksheets
-
70
--
Appendix A
Equipment
Using the line level
For measuring points below the datum, a line level is attached to a string held taut
between the desired point and the datum. An ice pick may be used to elevate the line
above ground level obstructions. If an ice pick is used, the height at which the line is
attached must be subtracted from the height read on the meterstick
Datum point level

__...,l_I ...
71
--
-
Datumpointsare mostconvenientlychosentobe thehighestpointofthe unit. Sincethetop
ofthegravestone maybethe highestpoint in theseunits,ameterstickorabroomstickcould
be used to set thedatumat the levelofthegr.!vestone
Triangulatinga point
RighttrianglewithlegsofIm and1m hypotenuseis1.414m
Righttrianglewithlegs 2mand1m hypotenuseis2.236m
Righttrianglewithlegsof2mand2m hypotenuseis2.828 m
Markedlinesortapemeasuresarecrosseduntil thehypotenuseandmissinglegofthetriangle
arethecorrectlength:

"" .;
TheGrid
Unitdatumpointswithinthegridareindicatedfromthesouthwestcomeroftheunit. They
arelabeledbycoordinatesanddistancefromthesitedatum:
Sitedatum(0south,0east)
X x x x x x x
x x x x x x x
(I south, (I south,
1east) 4east)
72
AppendixB
Grading Rubric
Orienting the grid
Participation 110
Sketch 15
Laying out a unit for mapping
Participation 110
Hypotenuse measurements 14
Questions 12
Spot check of unit 12
A plan map
Participation 110
Map (includes scale, unit 110
designation, all features)
spot check of unit 12
A profile map
Participation 110
Map 110
spot check of unit 12
Another Unit
Map 110
Who's in your unit?
12
Questions
15
Discussion
Participation 15
Post Test 16
Improvement over Pre Test
2
TOTAL 1107
73
-.
Appendix C
PreIPost Test
Name
__1. The purpose of a datum is to
A. provide a reference point for elevation
B.provide a reference point for plan features
C. both A and B
D. allow a unit to be oriented to true north
__,_, Triangulation on a survey site works because of
A. the North Pole
B.the mathematics ofthe Pythagorean theorem
C. expensive computers and equipment
D. the circumference of a circle
__3. Most archaeological sites are surveyed and oriented with respect to
A. the nearest large town
B. the water table
C. nearby roads
D. magnetic or true north
__4. A line level would be used in mapping to
A. ensure that the plan lines were drawn accurately
B.ensure that elevations were correctly measured
C. ensure that angles were correctly measured
D. ensure that a compass is working correctly
__5. What is the measure of the hypotenuse of this triangle?
3 units ?
4 units
__6. A profile map
A. is another name for a topographical (topo) map
B.would resemble a floor plan of a house
C. resembles a "side view" of a site
D. is usually drawn "freehand" or "by eye."
--.
74
Appendix C
Pre/Post Test answer key
_C_l. The purpose of a datum is to
A. provide a reference point for elevation
B. provide a reference point for plan features
C. both A and B
D. allow a unit to be oriented to true north
_B_2. Triangulation on a survey site works because of
A. the North Pole
B. the mathematics of the Pythagorean theorem
C. expensive computers and equipment
D. the circumference of a circle
_D_3. Most archaeological sites are surveyed and oriented with respect to
A. the nearest large town
B. the water table
C. nearby roads
D. magnetic or true north
_B_4. A line level would be used in mapping to
A. ensure that the plan lines were drawn accurately
B. ensure that elevations were correctly measured
C. ensure that angles were correctly measured
D. ensure that a compass is working correctly
_5 units_5. What is the measure of the hypotenuse of this triangle?
3 units ?
4 units
_C_6. A profile map
A. is another name for a topographical (topo) map
B. would resemble a floor plan of a house
C. resembles a "side view" of a site
D. is usually drawn "freehand" or "by eye."
75
AppendixD
StudentWorksheets
WhereintheWorld?
Investigators:_________________________
Date:________ClasslPeriod:______________
___________
Vocabularytermstolookforinthisinvestigation:
Unit
Transect
Profile
Plan
Triangulation
Datum
Sitedatum
OrientingtheGrid
Archaeological surveysareorientedtomagneticnorthortruenorthifpractical.
Workas ateamforthis partofthe investigation
1. Obtainacompass,somenailsormarkerflags, a hammer, andatransectlinefrom your
teacher.
2. Holdthecompassawayfrom yourbodytodetenninewhichdirectionisnorth. The
arrowpointstonorth. Rotatethecompassbezelsothenortharrowmatchesthecompass
needle.
3. Yourteacherwilldesignateonepointas asitedatum. Runthetransectlinedueeast
from thispoint. Checkseveral pointsalongthetransectusingthecompasstoverifythe
orientation.
4.Markeachmeteralongthetransectinthegroundwithanail.
5. Runthetransectlineduesouthfromthesitedatum. Checktheorientationasbefore.
6. Markthefirsteightmetersalongthetransectin thegroundwithanail. Thisisthe
extentofthesiteyouwillbemapping.
7. Standatthesouthernendofthesiteyouwillbesurveying. Facenorthandmake a
quicksketchoftheareayouwillbesurveyingasindicatedbyyourteacher. Showtrees
andanyprominentfeatures(likeheadstonesorfences).
i
North
76
--
Laying out a unit for mapping
You will be using the Pythagorean theorem and triangulation to help layout the unit where
you and your partner will map.
The Pythagorean theorem
For a right triangle with sides of lengths a, b, and c,
1. Use the Pythagorean theorem and a calculator to calculate the hypotenuse for right triangles
with legs (a and b) of
______m
lmandlm
______ m
2mandlm
______ m
.2m and2m
-
(round your answer to the nearest cm (0.01 m)
Your teacher will assign you a unit, or area to survey. The nonh edge of the unit will be
either one or two meters long. The east and west edges will be two meters long. You will use
triangulation to mark the comers of the unit.
2. Record your unit's dimensions and your unit number as given to you by your teacher.
Dimensions Unit Number ______
What should the hypotenuse of your unit be? _______
3. Obtain two pieces cif twine, a marker, and a meterstick from your teacher. Tie one piece of
twine to each of your marked comer stakes or flags. Mark two meters distance on one of the
pieces of twine and the hypotenuse distance on the other piece.
4. Cross the two pieces of twine until the marks match up. This is the position of one of your
new comers. Place a nail or marker flag at this point. Relie the twine and repeat the
procedure to find the other comer. You may share marked strings with other groups.
5. Why do you think this method is called triangulation?
6. Completely mark the perimeter of your unit by wrapping twine around all four nails.
7. Use a compass to verify the directions of your boundaries (north-south and east-west).
77
A plan map
A plan map, like a floor plan of a building, is a view from above. Archaeological sites
can contain artifacts and features. Artifacts are manmade objects that are easily removed
from the ground. An archaeological feature is usually a characteristic of the ground itself
that can't be removed, like a large boulder or a different type of soil. Since you are not
going to damage the gravesite in any way, everything within your unit is a feature. Your
unit contains at least one grave marker and some other features as well. You are now
going to precisely map these features.
1. Obtain two meter-sticks and some graph paper from your teacher. Record the unit
number and decide on a scale for your graph. You may use up to Y2 of the graph paper
for your map. Mark the scale on the graph.
2. mark the direction of north and draw in the borders of your unit.
3. Locate a feature to map. Working from the southwest comer, measure the distance
east and the distance north to the feature. Record these measurements on your graph
paper to plot that part of the feature.
4. Use enough points to completely show the outline of your feature, then "connect the
dots" to finish mapping the feature.
5. Map all of the features of your unit.
6. The far northwest corner of the site, and the southwest comer of each unit are each
known as datum points. What do you think the function of a datum pOint is?
A profile map
Profile maps show elevations. An elevation map is a "side view" of the site. If you drew
an accurate profile map of your house, it would resemble a picture of your house taken
from the street. The roof of your house would be the highest point on the map. The
highest point in your unit will be the highest point of the highest feature.
L Obtain a meter stick (if you do not already have one), and elevation stick and a line
level from your teacher.
2. Place the elevation stick on the southwest comer. Stretch a piece of string with the
bubble level from the top of the highest feature to the elevation stick. When the string is
level, mark the position of the string on the elevation stick (not the feature!) and tie one
end of the string around the stick.
3. Look carefully at the positions of the features in your unit. From which direction can
you see the most of them, when viewed from the side? Record which direction you are
facing _________
78
--
4. Usehalfthesheetofgraphpapertomakeyourprofilemap. Youwilldraw your
profileinthesamedirectionyouarefacing.
5.Tomeasuretheelevationofafeature, stretchthefreeendofthestringfromthe
elevationsticktothefeature. Thebubblelevelshouldbeplacedhalfwaybetweenthe
elevationstickandthefeaturetobemeasured. Yourpartnershouldlookatthebubble
levelandhaveyoumovethefreeendofthestringupordownuntilthestringislevel.
Measurefromthefeaturetothelevel stringwiththemeterstickandrecordonthegraph
paper. Useyourplanmaptocheckthehorizontaldistancefromthesouthwestcorner.
6.Maptheelevationsofthecomersofyourunitandthe heightsofall ofthefeatures.
Youmayalsowishtomaptheheights ofseveralpointsalongtheground
AnotherUnit?
Combinewith anotherteamandmakeaplanmapandaprofilemapofanotherunit. Be
sureandrecordtheunitnumberandthenamesofallthegroupmembers!
Who'sinyourunit?
Recordanygravestoneinformationyoucanreadfromeachunit. Putthisinfonnationon
theprofilemapnexttothefeature.
Questions
1. ArethereanygeographicaldatumpointsfortheEarth? ForaCartesianplane?
2.Suggestareasonwhydatumpointsaresoimportantformapping.
3.Yourteacherwillprovideeachteamofpartnerswithamastersitemap. Usethescale
indicatedtotransferyourplanmapstothemastersitemap: Recordthegravestone
infonnationaswell.
4. Modernsurveyingequipmentuseslasersandprismstocalculatedistancesand
elevations. Whatadvantagesmightthishaveoverthemethodsyouused?
5.Describeotheractivitiesbesidesarchaeologywhereaccuratesitemappingmightbe
critical.
GroupDiscussionandActivities
1. Usethe mastersitemapandthegravestoneinformationtoseeifthereareanypatterns
tointennentinthiscemetery. Forexample:
a)canyouidentifydifferentgravestonesasbelongingtothesamefamily?
b)wherearetheoldestgravestonesinthefamily? Wherearethenewest
gravestones?
c)Aretherelargesectionsofthecemeterywithunmarkedgraves? Aresomeof
thegravestonesfancierormorenicelymadethanothers,regardlessoftheirage?
79
2. Extension: Now that you have recorded the grave stone infonnation, how do you think
you could use this information to search for trends in lifespan, and population distribution
in different times in history? Are there other trends you could study using gravestones?
-.
80
AppendixE
Answers to Student Worksheets
Laying out a unit for mapping
1. Right triangle with legs of 1 m and 1 m hypotenuse is 1.41 m
Right triangle with legs of 2 m and 1 m hypotenuse is 2.24 m
Right triangle with legs of 2 m and 2 m hypotenuse is 2.83 m
5. Three points are used to establish a desired distance. The three points and three
distances form a triangle.
A plan map
6. A datum point serves as the reference point upon which all other measurements are
based.
Questions
1. The intersection of the Prime Meridian and the Equator may be considered a datum.
Also, sea level is an elevation datum. The origin (0,0) is a datum point for the Cartesian
plane.
2. Datum points allow you to unambiguously place a point in three dimensional space.
4. Distances may be more accurate and can be recorded more quickly. May not be so
prone to leveling errors. Other answers acceptable as welL
5. Answers may include laying a foundation for a house, building a bridge, drawing road
maps, etc.
Group Discussion and Activities
1, 2. Answers will vary
81
Title: EvidenceForHumanAncestry: PatternsinStructureandDistributionof
HominidSkullFossilsasEvidenceforCommonAncestry
Show-MeStandards:1.1,1.2,1.3,1.5,1.6,1.7,1.8,2.1,2.2,2.3,2.4,3.1,3.2,3.3,3.5,3.6,4.1,
4.5,4.6,CA4,6,MAl,2,3,SC3,4,7,8,SS2,7
Grade:912Biology
Goals:Toexaminehominidfossil evidenceandlookforpatternsinregardstohumanoriginand
thehominidancestral line.
Toproposeandgive reasonsfora possiblehominidfamily tree(phylogeny)basedon
skullfeatures,absolutedatesoffossilsandtheirlocation.
Tounderstandthatscienceisa processofinquiry,andtheoriesandideaschangeovertimebased
onnewevidence.discoveryofpotentially"false"evidenceandnewtechnologies.
Tounderstandthatthebesttheorieshaveamultitudeofevidencesupportingthem,fromavariety
ofdisciplinesandsources,andhavestooduptonewevidenceandtechnologicaladvancesin
evaluatingpast.currentandfuturedata.
Todispelmythsregardingthetheoryofhumanevolutionandscienceingeneral.
Objectives: Studentswill demonstrateknowledgeofarchaeologicaldigs. Studentswilllaydown
unitsonanarchaeologicalsite. StudentswillusethePythagoreantheoremtolocatethe3
rd
pointin
aunit.
Skills ActivitieslProcedure Assessment
1. Plottingcoordinates
usinglongitudeand
latitudeonaworld
map.
2. Comparisonof
shapes,sizesand
structures.
3. Identifyingpatterns
andrelationships.
4. Measuring using
themetricsystem.
5. Calculatingrange
oftimeforaspecies
basedonindividual
fossil ages.
6. Organizingdata
intoadiagram
showim!Dossible
CurriculumPlacement: Thislessonwouldfitbest
as part(probablythe laterpart)ofauniton
evolution. Studentsshouldalreadybefamiliarwith
Darwin,mutation,naturalselection,adaptation,
geneticdrift,evidenceforevolution,andphylogeny.
Materials: Thislessonisintendedtobe agroup
projectandgroupsizesmay vary. Foreachgroup
you will need:
1. One worldmapcopy. It is8.5x 11 butI
recommenddoublingthesize.
2. Oneprominenthominidfossilfinds fact
sheetwithdirections.
3. Onecopyofeachhominidskullsheet(2).
4. Scissors,coloredpencilsormarkers(16
distinctcolorsforeachgroup),metric
rulers, largeblankwhitepaperandglueor
tape. Youmay wanttoalsohave
orotractorsorcomoasseshandyaswellasa
StudentswilltakeaPre
andPostTestthatwill
be usedtoevaluateboth
contentandattitude. It
isnotreallyintendedto
begraded,however.
Studentswill be
assessedasagroup
basedonthe
presentationoftheir
map, datatable,and
diagramoftheir
proposedhominid
phylogenychart. See
grouppresentation
scoringguidefor
specifics.
Thestudentscouldalso
be assessedbasedon
82
relationships. calculator.
theirquestionsanddata
7. Inferring 5. Copiesofgrouppresentationscoringguide tablesfilledoutwithin
conclusionsfrom anddiscussionquestions,oneperstudent. activity I,althoughthese
evidenceand
providingsupportfor
presumed
6. Copiesofintroductionpage,oneper
student.
questionsareintendedto
guidethestudent,notfor
assessment.
relationships. 7. CopiesofActivity 1,2and3with Theclassdiscussion
8. Deductiveand
inductivereasoning.
instructions,oneperstudent.
Copiesofpre/posttests,twoperstudent.
questionscouldbe
assignedindividually
and studentscouldbe
evaluatedonthisas
well,although,againit
isnotintendedforthis
purposeasmuchoftheir
responsesareopinions.
83
EvidenceForHumanAncestry:
Patternsin StructureandDistributionofHominidSkullFossilsasEvidenceforCommon
Ancestry
Introduction:
When we thinkofarchaeology, many ofus thinkofmovies like IndianaJones, orTomb Raider.
Archaeology is a subdiscipline ofanthropology with some key differences. Archaeology is the
study ofhuman societies using the material remains oftheir behavior, whereas anthropology is
theoverall studyofhumansincludingtheiroriginandmodemlife. Butwhen manyofus thinkof
thesetwodisciplines we thinkofdigging holes in the ground...why is this? Well, archaeology is
notas itis portrayed on screen...itdoes involvediggingofcourse,butalotofotheractivities are
involved as well. As with other scientific fields, there are established procedures to which one
must adhere in orderto producethe mostreliable,repeatableexperimentsand hypotheses. What
makes these two sciences unique is that many ofthe tools used to learn about humans and past
human societies come outofthe ground. Fossils-ortraces ofa once living organism--do not
come with instructions orlabels. Notonly do archaeologists and anthropologists have to locate,
and at times literally dig up theirresearch, many times they also have to constructwhole objects
orideas fromjusta few smallpieces. If fossils arefound, theycanbe datedusingradiometric or
other dating methods and scientists can begin to assemble their ideas ofhow things were way
backwhen,oraddtoexistinghypothesesregardingpasthumanlife.
It is throughthe workofmany archaeologists, and many otherscientists,that wecan learn about
"current theories" regarding evolution and ourearth's past. It is important to understand that a
theory is a collection ofideas about a topic, which is supported by evidence, and believed to be
true by scientists. You have learned about Darwin'stheory ofNatural Selection and how it has
stood up to advances in technology as scientists continue to search for more accurate ways to
measure and observeouruniverseandthe organismswithin it. Are all theories true? Well, yes,
withall ofourcurrentknowledgeandtechnologythetheoriespresentedinyoursciencetextbooks
are true. Does this mean that they won'tchange? Well, no. So whatdoes all ofthis mean to
you? Maybeaftercompletingthisactivityyouwillhave an answertothatquestion!
Youandyourassignedgroupwillcompleteaseriesofthreeactivitiesonthehistoryofhominids.
Hominidsareagroupofprimateswhowalkedupright. Humansaretheonlyhominidsleftonthis
planet, but scientists have found fossil remains for at least 10 other species. These species of
extincthominidsrepresentthemostcloselyrelatedorganismsknown tohumans. Examinationof
these fossils, particularlytheirlocation, ages and structures, may enable scientiststo answerthat
age-oldquestion of, "wheredidwecomefrom?" ormore specifically,"whom didwecome from,
and where and why did it happen?" It has been shown through DNAand biochemical analysis
thathumans and chimpanzeesare 98% genetically identical. Chimps arenothominids however,
so somewherein the pasthominids and chimpsprobably haveasimilarancestor. Does this mean
that humans evolved from monkeys? NO! What is means is that humans, monkeys and apes
shareancestryinthepast. Andchimpanzeesareourclosestlivingrelatives.
In Activity I your group will plot the location ofthe most prominent hominid skull fossils (in
general, these are discoveries that have shaped the ideas surrounding hominid evolution) that
have beenfound overthepast 133 years ontoaworldmap. Youwill then use thisinformation in
ActivitiesIIand III tolookforevolutionarytrends,andcreateaproposedphylogeny(family tree)
ofhominidevolution.
84
Activity I: Mapping Prominent Hominid Fossil Finds
Introduction:
The table below lists the most significant hominid skull fossils (any remnants of skull, cranium or
jawbone) that have been found in the past 133 years. They are sorted chronologically by the date
they were discovered. The approximate date determined by relative and absolute dating methods
is listed, as well as the location of the fossil. Arbitrary letters were given to identify members of
the same species starting with A and ending with P. Ages are approximate. and myo stands for
millions of years old.
Directions:
Working as a group. use the information below to plot each fossil on your world map. Use a
different color for each species, record the colors in the chart below and include a legend and title
on your map. You may find plotting difficult because many of the fossil finds are close together.
The important thing is that your map is clear and ALL finds are visible, NOT that they are
EXACTLY where they belong.
85
DATE SPECIES COLOR AGE LOCATION COUNTRY LATITUDE LONGITUDE
1868
A .028 mvo ero-Magnon [ranee 5E
1886
B .06 myo of Spy bON 4E
1891
e
.7myo Irrinil, Java Indonesia 7S 111 E
i
1907
D .4-.7 myo Heidelberg 8E
1908
B .05myo (L-a-Chapelle-aux-5aints Franee 44N 1 E
1911
E pmvo iSussex iEngland b2N OW
1921
P
.125-.2 myo iKabwe lZambia 105 31 E
1924
F myo Iraung iSouth Africa 24E
1930
k3
.5 myo Peking (Beijing) r.hina P9N 116 E
1937
k3 .3mvo 5angiran, Java sia 95E
1947
F myo 5terkfontein iSouth Africa 5 27E
1950
H 1.5-2.0 myo 5wartkrans iSouth 5 28E
1953
B .05-.07 myo iShanidar cave Iraq !<wE
1959
1.8 mvo plduvai Gorge tanzania
1960
K 1.8 myo plduvai Gorge Ifanzania E
1960
k3
1.4 myo plduvai Gorge tanzania
1960
D .25-.5 myo Petralona Greece E
1962
k3
.6-.8 myo plduvai Gorge lLanzania E
1963
K 1.7 myo Plduvai Gorge lLanzania I:! 5
1968
K 1.85 mvo blduvai Gorge Ifanzania
1969

1.7 mvo Lake Turkana Kenya PN E
1969
k; .8mvo !Sangiran, Java Indonesia I2N 195 E
1971
D .4myo IArago ""ranee 143 N I2E
1972
K 1.9 mvo koobi Fora !Kenya 15 141 E
1973
K 1.85 myo !Koobi Fora Kenya 1 S 141 E i
1974 myo Hadar

113 N E
1975
k3
1.7 myo Koobi Fora 1 5 141 E
1976
k
1.5-2 myo iSterkfontein iSouth A as 127 E
I
1979
B .035 mvo iSaint-cesaire France IsE
1984
k3
1.6 myo ake Turkana Kenya PN b7E
1985
I West Turkana Kenya PN b7E
!1986 K 1.8 myo Plduvai Gorge lLanzania
!1991 L mvo Hadar IEthiopia 13N 139 E
1993

1.4 mvo Konso Ethiopia oN
1994
M 14.4 myo !Aramis !Ethiopia 4N b4 E
1994
IN 14.0 myo Kanapoi Kenya 05
!1994
!H 1.5-2.0 myo Drimolen cave iSouth Africa 265
11997
b
myo Bouri iEthiopia BN b9 E
12001 P 1s-6 myo Aramis 4N b4E
..
*PortlOnsofthiSdatabasewerecompdedfrom mformatlonfound athttp://talkongms.org/fagslhomslspecles.html*
86
Analysis: Useyourcompletedmapandtheabovedatatabletoanswerthefollowingquestions.
-
1 Based h d r1sted,recor d h agesthateachf,oss11 speciesexisted. ont e ates t e ageorrange0f
Age Continent(s) Age Continent(s)
SpeciesA : SpeciesI
SpeciesB SpeciesJ
SpeciesC SpeciesK
SpeciesD SpeciesL
SpeciesE SpeciesM
SpeciesF SpeciesN
SpeciesG Species0
SpeciesH SpeciesP
2. Whichfossil speciesistheoldest?
3. Whichistheyoungest?
Theyoungest,ormostrecentfossilisHomo sapiens sapiens. That'sus! Unliketheother
hominidslisted,fossilizedH. sapiens sapiens skullscanbefoundonallcontinents.
4.Basedonthelocation,frequencies andagesofthefossils,nametwopatternsthatyoucan
observefromyourmapanddatatable.
a.
b.
1. Whatconclusionscanyoudrawfromthepatternsthatyounamedabove?
a.
b.
-
87
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89
Activity II: Comparing Hominid Skulls
Introduction: One of the earliest scientific techniques used for examining hominid fossils is the
practice of craniometry. Craniometry is the science of measuring skulls for comparison. Many
scientists have studied different craniometric measurements to try to link brain capacity to
intelligence, but the fact remains, there is no evidence that brain capacity has any bearing on
intelligence. Skull differences can be used, however, to aid in the classification of different
hominid species and the effort to map the history of humans and our hominid relatives and
ancestors.
On the next page you will find profile drawings of 12 of the16 hominid species skulls. Four of
the species represent fairly new discoveries and drawings are not available. The skulls have been
drawn to relative scale (i.e. if the picture of skull A is bigger than the picture of skull B, then skull
A IS ACTUALLY BIGGER than skull B. Also a dotted line has been drawn up the middle of the
skull to represent the normal position of the head. Of course there are natural differences within a
species (your head isn't exactly the same shape and size as mine, for example), but these
drawings do show the general features that can identify different hominid species.
Directions:
1. Cut out the 16 skulls. Lightly color the skulls to match your legend from your map that you
made in
part I.
2. In the space provided on each skull, fill in the time range that each species existed based on
the dates from part I.
3. Observe the similarities and differences in the skulls. List these differences on a separate
sheet of paper.
4. Based on these differences, pick three measurements that you would like to take on each skull,
which will then be used to help determine relationships. For example, you may have noticed that
some of the skulls seem to have longer protruding jaws than others, so you may decide to
measure the ratio ofjaw length (from the midline) to the height of the skull.
Height Height
Ratios ofjaw width to
head length:
Skull B: 2.0: 4.1 or
1 : 2.05
Skull E: 2.6: 4.4 or
1 : 1.69
Skull E has a smaller
jaw width to head length
ratio than Skull B.
Width=2.0 em Width=2.6 em
4.1 em
4.4 m ~ ~ = ~ ....
90
--
5. On a separate piece of paper, create a data table to include at least 3 comparison
measurements you can make on each skull. You may choose more than three if you want to. List
the reason you choose to make each measurement.
6. Make your measurements and record them in your data table (be sure to use metric
measurements !). Organize each set of measurements onto its own larger data table, ranking the
skull measurements from greatest number to smallest number.
Activity III: Creating A Hominid Phylogenetic Tree
Introduction:
Your group bas compiled a great deal of information on several different species of hominids.
What does it all mean? You will decide which aspects of your research are most important in
determining similarities between species and use this information to create a hominid family tree
(phylogeny).
Directions:
On a large piece of paper or poster board, using the information from your map and your chart,
draw a family tree of potential ancestry for all of your skulls. Keep in mind that you probably
have more than one family of hominids, meaning they didn't all evolve in a straight line. There
are many possibilities for this assignment, and most likely no two groups will come up with the
same phylogenetic tree, so the most important thing is that you can defend your decisions by the
evidence you have compiled. Once you have finished, each group will present their map, data
collection and phylogeny to their peers. Refer to the presentation scoring guide to prepare for
your presentation. Tape or glue the colored skulls from Part IT onto your tree. Attach your map
and data tables from parts I and II if possible.
To create your phylogeny, lay the skulls out on your desktop. Put them in order by date. Then
group them, if possible, based on similarities as measured in Part II. Develop a family tree, and
draw it on your large sheet of paper. Refer to the simplistic phylogenetic trees below to assist
you.
91
-
Figure 1
----eG
/..------e.D
,...........
...... .... E
..../. ...,.........
.'..".... .......:.::;.....__... A...
C
Time
6m.y. ago
Figure 1: Thisshowsspecies
Gwithnoknownlinktothe
rest. Bevolvedmostrecently
andisadescendantofH. D,
E,A, andCallevolved
overtimefromasimilar
unnamedancestor. All species
areextinctbutspeciesB.
Presentation Scoring Guide
Figure 3
__ ..
,. \.
,i/o ......----.:"\-.- ........ B
\!
--"D .--....... E
,..
\..
/./.H
Time
today 6m.y. ago
Figure 3: Thisshowstwo
mainbranchesevolvingfrom
acommon. unnamedancestor.
A,BCandEallevolvedfrom
the"top"branchandD,Hand
Gallevolvedfromthe
"bottom"branch. Gisthe
onlyspeciesstillliving,andat
onetimeG,EandCall
inhabitedtheearthtogether.
Yourgroup'spresentationwillreceiveonegroupgrade. Thefollowingarethecriteria
uponwhichyouwill beevaluated:
Figure 2
....
''........ .. ___ A _B...
..,--... .......---iE""-...
Time
today 6m.y.ago
Figure 2: Thisshowsspecies
H astheonlyonestillalive.
C,EandDallevolved
directlyfroman unnamed
ancestor. Gevolvedfromand
replacedD,andHevolved
fromandreplacedE. AandB
evolvedfromthesame
ancestorwhoevolvedfrom
theunnamedcommon
ancestor.
Participation:
points ____
Clarity:
points ____
VisualAids:
points ____
Discussionof
ResearchMethods
Doeseachpersonmakeasignificant
contributiontothepresentation?
10
Arethespeakersclearandaudible,
withouttoomuchsilenceorumms?
10
Dothevisualaidsmatchthediscussion?
aretheyclearandwellorganized?
10
Isthereacompleteandaccurate
descriptionofdatameasurements
10
-
points ____ andtheirfindings?
92
-
Discussion of Rationale for
Is the rationale for placement of each skull
10
placement of species
explained using data compiled in Parts I and II?
points
50
points
possible
Discussion Questions
These questions could be answered separately by each person or group, as homework or in-class.
A total class discussion is best, but students should read them ahead of time and prepare an
answer in their head or on paper before discussion.
1. List 4 types of evidence that can be used to detennine evolutionary relationships between
similar species.
2. Did any two groups have the same phylogeny?
3. Which group's phylogeny do you think is most accurate? Why?
4. What other information (other than what you were provided with in this activity) would have
been useful to compile the most accurate phylogeny in Part III?
5. Skull E is a false fossil find. It is modeled after an actual false fossil that was found in
-.
Piltdown, Sussex England by a leading English archaeologist. It turns out that this fossil find is
actually the skull of a human that had been fitted to match up with the jaw of an orangutan. It
was exposed as a hoax in 1953 when dating was done on the two pieces and showed them to be of
different ages.
a. Did you have any clues that this fossil didn't seem to fit in with the others?
b. Ifso why? Ifnot, why do you think you didn't catch it?
c. Why do you think it took scientists 42 years to figure out that it was a hoax?
6. What is your opinion of science? How would you define it? What makes someone a
scientist? Is science ever wrong? Does science produce facts, theories, absolutes? Write a
paragraph discussing these issues in part based on what you experienced while completing this
activity.
93
References:
--.
1. Biggs,etal. Biology: TheDynamicsOfLife. TheMcGraw-HillCompanies,In.,USA.
1998.
2. Day,MichaelH. GuideToFossilMan. FourthEdition. UniversityofChicagoPress,
Chicago. 1986.
3. Foley,Robert. AnotherUniqueSpecies: PatternsInHumanEvolutionaryEcology.
LongmanGroupUKLimited,England. 1987.
4. Gould,StephenJay.TheMismeasureOfMan. NortonandCompany,NewYork. 1996.
5. Hester,ThomasR..etal. FieldMethodsInArchaeology. SeventhEdition. Mayfield
PublishingCompany.MountainView,California. 1997
6. Klein, RichardG. TheHumanCareer: HumanBiologicaland CulturalOrigins.University
ofChicagoPress.Chicago. 1989.
7. Millerand Levine. Biology: TheLivingScience. Prentice-Hall,Inc.,NewJersey. 1998.
8. Park,MichaelAlan. BiologicalAnthropology: AnIntroductoryReader. Mayfield
PublishingCompany. 1998
9. TimeMagazine. "OneGiantStepForMankind." July23,2001. Pages54-61.
References-Websites:
1. http://www.calle.comlworldlindex.htrnl
2. http://geography.about.com
3. http://www.asu.edulliblhaydenlgovdocs/rnaps/rnapsites.htm
4. http://archaeology.about.com
5. http://www.talkorigins.org
6. http://www.handprint.comlLS/ANC/evol.htrnl
7. http://www.nationalgeographic.com!xpeditions/atlaslindex.htrnl
8. http://www.pbs.org/wgbhlaso/tryitlevolutionl
94
--
PreIPostTest:
EvidenceForHumanAncestry: PatternsinStructureandDistributionofHominid
SkullFossilsas EvidenceforCommonAncestry.
TruelFalse.
__PrimatesandHumanssharesimilarancestors.
__Therearemorethan 10ex.tincthominidspecies.
__Thegroupofhominidsconsistsoforangutans,chimpanzees,gorillasandhumans.
__Brainsizeis relatedtointelligence.
__Differentbraincapacitiesbetweenhominidspeciescanbeusedasevidencefor
evolution.
__Evolutionisafact,whatremainsatheoryis HOWorganismsevolve.
__Therearenotransitionalfossils(afossil thatsharescharacteristicsfromtwoother
species,therebyshowingcommonancestry)
__Scientificinquiryproducesfactswithirrefutable,unchangingconclusions.
__Ahominidis aprimatethatwalksuprighton twofeet.
__ThefirsthumanancestorscamefromAfrica.
__Humansevolvedfromchimpanzees.
__Humansandchimpanzeesare99.9% identicalgenetically.
__Therehavebeenhumansonthisearthforover50millionyears.
Inafewsentencesinthespacebelow,explainwhereandhowyouthinkhumans
firstappearedonearth.
95
-
Teacher'sNotes
Theinformationintheprominenthominidskullfossildatatableismostlycorrect. The
informationregardingskullE,the"PiltdownMan"asitisknown,isofcoursefalse. I
gaveitanestimatedage,eventhoughitisthroughsuchtestingthatthehoaxwas
discovered. AfewofthelongitudesandlatitudesareapproximatebecauseIcouldn't
findthenameofthespecifictownwhenIlookedthemupatthefirstwebsitelisted. Just
instructthestudentsthatallofthefindsshouldbeonlandnotwater,andthatthe
longitudelinesCURVE!
ThefirstmapfromNationalGeographiciscopyrighted,thesecondisnotasfarasIcould
gather. In ordertobebigenoughforActivityII, they needtobeblownupontoa 11 x 17
(orcopyeachhalfat200%andthentapethemtogether.) Anylargeworldmapwith
longitudesandlatitudeswouldwork. Wealsofoundthatreferringtoanotherprintedmap
withcountrynames(mystudentshadthemintheirplanners)washelpfulforthemto
knowiftheywereneartherightareaornotwhileplotting.
Iintendedtoincludeaseriesofpublishedhominidphylogenies,sothatthestudentscould
examinethattherereallyAREalotofdifferentideasregardingthesameinformation. I
ranoutoftime,andthesewouldhaveallbeencopyrightedanyway. Thereshouldbeat
leastoneversioninanymodemBiologytext-book,andtherearemanyavailableonline.
Thiscouldbeanextensionresearchactivityifdesired. Ididtellthemthescientific
namesaftertheirpresentationsandaskedthemtowritethegenusneareachoftheskulls
sotheycouldseehowclosetheycametothe"right"answers.
Theanswerkeyforthespeciesnamesislistedbelow,aswellas theTIF pre/posttest
answers.
I'mnotsureifIdidthisbymistakeoronpurpose,butskullC andskullGareTHE
EXACTSAMEskull. Itworkedoutreally well,becausenooneevenquestionedthe
validityofthosetwoskullsbeingdifferentspeciesandsomegroups' dataforthetwo
skullswereverydifferent... .it,wasveryinteresting.
Thisactivityendeduptakingseven90minuteclassperiodstocomplete! (Ioriginally
thoughtitwouldtake3...). AfterdoingtheactivityIfeel itwouldworkbestwithan
upperlevelbiologyclass,orwithstudentswhohavestrongmathskills.Somewaysto
shortentheactivitywouldbetotellthemexactlywhatmeasurementstotakeoneach
skullandtosetupthedatatablesforthem. Also,activityIIdoesn'treallyexplainthata
singlelengthmeasurementisnotreallysufficientforcomparison. (hencetheneedto
calculateratios)
96
-
TruelFalse.
_T_PrimatesandHumanssharesimilarancestors.
_T_Therearemorethan 10extincthominidspecies.
_F_Thegroupofhominidsconsistsoforangutans,chimpanzees,gorillasandhumans.
_F_Brainsizeisrelatedto intelligence.
_T_Differentbraincapacitiesbetweenhominidspeciescanbeusedasevidencefor
evolution.
_T_Evolutionisafact, whatremainsatheoryisHOWorganismsevolve.
_F_Therearenotransitionalfossils (afossil thatsharescharacteristicsfromtwoother
species,therebyshowingcommonancestry)
_F_Scientificinquiryproducesfactswithirrefutable,unchangingconclusions.
_T_Ahominidisaprimatethatwalksuprightontwofeet.
_T_ThefirsthumanancestorscamefromAfrica.
_F_Humansevolvedfromchimpanzees.
_T_Humansandchimpanzeesare98%identicalgenetically.
_F_Therehavebeenhumansonthisearthforover50millionyears.
A Homo sapiens sapiens
Homo sapiens
B neanderthaJensis
C Homo erectus
D Homo sapiens (archaic)
E Piltdown man
F Australopithecus africanus
G Homo erectus
H Australopithecus robustus
I Australopithecus aethiopicus
J AustraJopithecus boisei
K Homo habi/is
L AustraJopithecus afarensis
Aridipithecus ramidus
M ramidus
N Australopithecus anamensis
0 Australopithecus gami
Aridipithecus ramidus
p
kadabba
97
98
-
99
Total Project Scoring Sheet
a ~ ____________________________ _
Period____
Category:
Total
Possible
Your
Score
Attendance:
15
(2114, 2119, 2/21, 2125, 2/27, 2311, 3/5)
Human Evolution Packet:
Fossil Table
5
Date and Location Table
5
Questions
10
Discussion:
Questions:
25
PreIPost Test:
Pretest:
10
Posttest:
15
Data: Clear, used ratios, ranked, used min. of3.
10
Map:
Points are accurate, clear and complete:
5
Title:
5
Phylogeny:
Skulls are plotted cor.rectly:
16
Title:
2
Axis label:
2
Presentation:
50
Total:
185
-
100
-.
Title:AVisitfromanArchaeologist
Show-MeStandards:1.1,1.5,CA1,4,6
Grade:2- 3
Goals:Studentswillexploreacareerinarchaeology
Objectives:Studentswillbeempoweredtoaskquestionsaboutarchaeologyandinteractwitha
classroomguest. Studentswillbeabletodrawontheirownknowledgeandexperiencewith
archaeology. Studentswillbeabletowritea thankyouletter. Studentswillbeabletoprovide
informationaboutissuesassociatedwitharchaeologyandthejobofanarchaeologist.
Skills Activities/Procedure Assessment
Conceptualthinking:
formulatequestions
relevanttothetopicof
archaeology
Handwriting,
LanguageArts:thank
younote
1. Eachstudentshouldwriteonequestionabout
archaeologyonanindexcardbeforethe
archaeologistarrives.
2. InviteanarchaeologistfromS1. Louistotalkto
thestudentsabout thescienceofarchaeologyand
his orherpersonalexperiences.
Givehim/herthestudentsquestionsinadvancetobe
sureall theirquestionsareansweredbythe
presentation.
3. Aftertheguest leaves,havestudentswritea
thankyounotetothearchaeologisttellingthree
thingstheylearnedaboutarchaeologyfromthe
presentation.
Seeattachedscoring
guide.
Extension: Answerthesequestionsinyourwriting
journal. If youcouldgetajobasanarchaeologist,
whatmystery aboutthehumanpastwould youlike
tosolve? Pretendyouhavethechancetogo
anywhereintheworldtoworkasanarchaeologist.
Wherewouldyougoandwhatwouldyoufind?
101
--
ScoringGuideforVisitfromanArchaeologistLesson
../

Studentaskeda Studentaskeda Studentdidnotaska
questionabout questionabout questionabout
archaeologythat archaeology.
reflectedtheirprevious
knowledge.
i archaeology.
Studentwrotealetter
thankingthe
archaeologistfor
corningtotheclass.
Studentwrotealetter
thankingthe
archaeologistfor
corningtotheclass.
Studentdidnotwritea
letterthankingthe
archaeologistfor
corningtotheclass.
Student'sletter Student'sletter Student'sletter
--
containedtwoorthree containedonefactabout containedno
facts about archaeology. archaeology. infonnationabout
archaeology.
102
---
Title:ICanBeanArchaeologist
Show-MeStandards:CA1,2,MA2 IllinoisLearningStandards:13.A.lc;13.B.la;17.A.lb
Grade:3-4
Goals:Studentswill investigatetheprofessionofarchaeologyandtheskillsneededforthat
profession.
Objectives: Studentswillbeabletolocatepointsonavarietyofgrids.
Skills ActivitieslProcedure Assessment
Skillsused bystudents 8. UsingtheKWLmethod,thestudentswill Ifthe"Mystery
tocompletethis lesson decidewhattheyKnowaboutarchaeologists Pictures"(worksheetsA
arelistening, and whatskillsareneededforthatprofession. and B)turnout,
discussing, practice, Theteacherwill writetheresponsesonchart instructionswere
andevaluation. paperunderthetitle"Whatwe know."
9. Thentheteacherwill askthestudentswhat
theywanttolearnaboutarchaeologistsand the
skillsneeded forthatprofession. These
responseswiII be recorded onchartpaperunder
thetitle"Whatwe wanttolearn."
followedandstudentis
abletosuccessfully
readagrid.Correct
completionof
worksheetCmeans
student understands
how toreadagrid on
10. Theteacherwill read thebookICan Bean
Archaeologistby RobertB.Pickeringtothe
studentsanddrawattentiontothe picturesin
thebook.
11. Attentionwill bedrawntotheterm "proper
excavationtechniques"on page21 ofthe book.
Excavation is definedas"apitcreated by
maps. Correct
identificationof
location onmaps,
meansstudent
understands howto
read agrid using
longitudeand latitude.
digging"on page30of the book. After
discussingwhatthiscouldentail, attentionwill
bedrawntotheuseofgrids in plottingfinds.
12. Usinga simplemap, latitudeand longitudewill
bediscussedasatypeofgrid.
13. Studentswill practiceworkingwith grids by
completingworksheetA, B, and CofSimple
Graph Art by Erlingand Dolores Freeburg.
14. Studentswill practiceworkingwithadifferent
typeofgridbycompletingworksheetB.
15. Studentswill practiceworkingwith gridson
mapsbycompletingworksheetC.
16. Studentswill be askedto find a locationon a
large map using longitudeand latitude.
17. Attheendofthisunit,the lastchart,"Whatwe
Learned"will becompleted.
-
103
-- 17. At the end of this unit, the last chart, "What we
beamed" will be completed.
Resources:
Freeburg, Erling and Dolores. Challenging Graph Art. New York: Teacher Created
Materials Inc., 1987.3,44,45,48.
Freeburg, Erling and Dolores. Simple Graph Art. New York: Teacher Created
Materials Inc., 1987.3,6,7,48.
Julio, Susan. Great Map Mysteries. New York: Scholastic Professional Books, 1997.5-
66.
Pickering, Robert B. I Can Be an Archaeologist. Chicago: Children's Press, 1987.
104
Title:Roots
Show-MeStandards:1.7,SS6,7
Grade:8
Goals:Studentswillcomparethetypeofinformationprovidedindocumentedhistoricalrecords,
oralhistoriesandanarchaeologicalrecordofa plantation. Tbeywillusetbeinformationtocreate
anintegratedreportonlifeatPoplarForest.
Objectives:1.StudentswilldeterminethematerialcultureofslavesatPoplarForestbyidentifying
foodandclothingresourcesprovidedbyTbomasJeffersontobisslaves. 2. Studentswillcompare
thatrecordwithtypicalslavenarrativesandmodifytheirestimatedof materialculture. 3.
StudentswillstudytbearcbaeologyofPoplarForestandmakefinalmodificationstotbeir
estimates. 4. Studentswillevaluatetbestrengtbsandweaknessesof eacbtypeofhistoricalrecord.
Skills ActivitieslProcedure Assessment
1. Evaluatethe 1. Anticipatoryset: Ifsomeoneinthefuture wants Arestudentsusing
accuracyof tolearnmoreaboutyouandyourdailylife,doyou informationprovidedin
informationandthe thinktheywouldlearnmostfromreadingyour earlierlessons?
reliabilityofits
sources.
schoolrecords,readinganinterviewyougaveto
someone,ordiggingthroughyourroom?
Determinewhether
studentsareidentifying
2. Explainthe 2. Askstudentstotellwhattheyknowaboutthe itemswhichshowfood
relationshipsof livesofslavesincolonialtimes. Writetheir andclothing.
individualsandgroups responses ontheleftsideof theboard.
Essayswillbe
toinstitutionsand
culturaltraditions.
3. Distributereadingsfromhistoricalsourcesabout
ThomasJefferson'sFarmBook(ifpossible,get
evaluatedtodetermine
whetherstudents
3.Usetoolsofsocial excerptsthatindicatethefoodandclothingissued understandthedifferent
scienceinquiry(such toslaves). Includeexpositoryinformationto recordsandwhatthey
assurveys,statistics, supplementavailablerecords. show.
maps,documents).
4. Givethestudentsa fewminutestoreadand
analyzetheinformation,thenaskthemwhatthe
historicalrecordshowsthatslaveshad. Writetheir
responsesonthecenterof theboard.
5. Distributecopiesofslavenarratives(orvisitthe
sitesontheinternet). (Althoughlimited
informationisavailablefromPoplarForestslaves,
mostnarrativeswereselectedbecausetheywere
typicalofVirginiaslavesinthelate18
th
andearly
19
th
century.) Givethestudentsafewminutesto
readandanalyzetheinformation,thenaskthem
aboutslavelife. Askstudentswhattheyknow
aboutthefoodandclothingofslaves. Write
responsesatthecenter-rightoftheboard,noting
thedifferenceswiththepreviouslistasappropriate.
105
--
6. Distribute copies of excerpts from Hidden
Lives: The Archaeology of Slave Life at Thomas
Jefferson's Poplar Forest. Allow students time to
identify what the archaeological record shows
about the food and clothing of slaves. Write
responses at the right of the board, nothing
differences with the previous list as appropriate.
7. Hold a short discussion about the types of
information provided through different historical
records. Why might Jefferson's records not reflect
an accurate impression of slave life? (He only saw
them a little part of the day; didn't think some
details were important; was concerned with costs,
not with showing foods that the slaves provided for
themselves, etc.) Why might slave narratives be
inaccurate? (Depends on who they were talking to;
didn't think some details were important, might
want to portray life as a slave more difficult than it
really was, etc.) Why might archaeological records
be inaccurate? (We're going through people's
trash - some things might not have been there;
haven't dug up everything; many things won't
survive through the years, etc.)
8. Homework assignment: Write a three paragraph
essay responding to the question: Why do we need
to use different tools of historical research to get
more accurate picture of history? (Explain the
strengths and weaknesses of each tool used in
toda 's lesson.)
106
References:
Berlin, Ira, Marc Favreau, and Steven F. Miller, eds. Remembering Slavery: African Americans
Talk About Their Personal Experiences of Slavery and Freedom. (Published in
association with the Library of Congress) New York: The New Press, 1998.
'B iographies of 3 Poplar Forest Slaves.' [Online]. Available:
http://www.poplarforest.orglhistorylslavebiomain.htm [2001, August 8].
Heath, Barbara J. Hidden Lives: the Archaeology of Slave Life at Thomas Jefferson's Poplar
Forest. Charlottesville: University Press of Virginia. 1999.
Hurmence, Belinda. Slavery Time When I was Chillun. New York: G. P. Putnam's Sons, 1997.
"Isaac Jefferson's Biography." [Online]. Available:
http://www.lib.virginia.edulspeccolltjfmemoirs.htnil. [2001, August 12].
Lester, Julius. To Be A Slave. New York: Scholastic, 1968.
Meltzer, Milton. The Black Americans: A History in Their Own Words 1619-1983.New York:
HarperTrophy, 1987.
Stanton, Lucia. Slavery at Monticello. Monticello Monograph Series. Thomas Jefferson
Memorial Foundation. 1996.
Taylor, Yuval. I Was Born a Slave: An Anthology of Classic Slave Narratives.Volume 1. The
Library of Black America. Chicago: Lawrence Hill Books, 1999.
107
-
LessonEvaluation
Evaluationofthisactivityisbybothgroupandindividualresponses.
Skill:Evaluatetheaccuracyofinformationandthereliabilityofitssources.
Methodofevaluation: Essay. (Individualresponse)
Standardofevaluation: Mastery= Studentidentifiesatleasttwoofthethree
possibletoolsofresearchusedinthisactivity(Plantationowner'srecord,oralhistory,
archaeologicalrecord).Thestudentindicatesonestrengthandoneweaknessofeachtool.
Skill:Explaintherelationshipsofindividualsandgroupstoinstitutionsand
culturaltraditions.
MethodofEvaluation: Classdiscussion(group)
StandardofEvaluation: Mastery= Studentsstatethatbecauseslaveswereat
thelowerendofthesocialpyramid,theyhad virtuallynoeconomicpower.Theirfood and
clothingwouldbeverylimited.Studentsindicatethechallengesfacedbyslavesinretainingtheir
ownculturaltraditions(farfromhome,slaves hadvariedbackgrounds,oppression).Withthese
challenges,slavesdevelopedtheirowncultureandtraditions.
Skill: Usetoolsofsocialscienceinquiry(suchas surveys,statistics,maps,
documents).
MethodofEvaluation: Classstudyanddiscussion(group).
StandardofEvaluation: Mastery=(1)Studentsidentifyfoodandclothingissuedtoslaves
throughhistoricalrecordsuchasJefferson'sFarmBookorthroughexpositorywritingby
historianswhohaveanalyzedsuchrecord.(2)Studentsidentifyfood, clothing,andrelateditems
usedorconsumedbyslavesfromslavenarratives.(3)Studentsidentifyhow itemsrecovered
througharchaeologicalactivitiescorrectoraddtopriorknOWledge.
108
-

FromSlaveryatMonticello
(RegardingThomasJefferson'spersonalsupervisionof thenaileryJAsenseof
prideandespritdecorpswasinstilledthroughrewardsandspecialmtions.
IsaacJeffersonrememberedthatJefferson"gavetheboysinthenailfactotyof
poundofmeata week,a dozenherrings,a quartofmolasses,anda peckof
meal.Givethemthatwukkedthebesta suitof red. orblue,encouragedthem
:mightily."Thespecialclothingprizewouldhavehadparticularappealina
communitythatreceivedtheequivalentofuniformstwiceayearandtheFarm
Bookconfirmsa largermeatmtion.
LuciaStanton,page27.
Despitethehoursshespenteachdayinthemainkitchen,EdyFossettstill
receivedthenormalweeklyfood mtions--apeckofcornmealanda pundof
pork,butshewasprobablyabletovarythismonotonousfare forherfamily
Withkitchenleftoversandherownskills. Herclothingallowancewassimilar
tothatonothersouthernplantations--twooutfitsayear,cottonforsummer
anda miXtUreofcottonandwool forwinter;a stripedblanketwaslssuedonce
evetythreeyears.Fromatleast1815.whenmwcottonpriceswerehlgh. the
summerclothforherchildrenwaswovenfroma mixtureof cottonandhemp.
LUCiaStanton,page36.
ItIsapparentthatformanyof theMonticelloslavesa secondworkingday
beganafterdark.Mothershadtoattendtotheirhouseholds.preparingmeals,
repairingclothing.andcaringfortheirchildren.Bothmenandwomen
pursudedactivitiestosupplementthestandardof l1vtngprovidedbytheir
master.EvetyslavehouseholdatMonticellohada poultryyardandmost
mtsedtheirownvegetables.AtypicalSundaylsreavealedinthehousehold
accountbookkeptbyoneof Jefferson'sgmnddaughters.Slavescarriedtothe
mountaintoptheirchickensandeggs,cabbagesandwatermelons.tostockthe
Monticellokitchenandtookhomedimesandhalf-bitsinexchange....
ThenearbyriverandsurroundingforestsalsoproVidedopportunitiesfor
additionalfood ormoney.Huntingandtmppingexpeditionsyieldedmccoons.
possums,andsquirrelstoaddtothepotandskinstobesold....
IsaacJefferson'sbrotherBagwell. a farmlaborer.makesseveralappeamncesin
Jefferson'sacocunts.sellinghimskinsfora bellows,fishducks.hops.timothy
seed.watermelons.cucumbersandcynl!.insqualsh.Jefferson'sgmndson
regaledhischildrenwithtalesofmidnightfomysasa boyafterpossumand
honey.Inthecompanyof theblackmen.Afterthedogstreedtheirquartyora
beetreewasfelledtheyreturnedtositaroundthefire Ina slavecabin.At"a
llttletablecoveredwiththebest."oneofthewivesprovided"apotof hotcoffee.
frted meatandeggs.anda dishofhoney."
LuciaStanton.pages38-39.
109
Excerptsfrom Slave Narratives(non-Jeffersonian)
Theprincipalfood of thoseuponmymaster'splantationconsiStedof cornmeal
andsaltherrings, towhichwasaddedinsummera littlebuttermUkandthe
fewvegatableswhicheachmightraiseforhimselfandhisfamilyonthelittle
pieceof groundwhichwasassignedtohimforthepUIpOse, taReda truck
patch.
Inordinarytimeswe hadtworegularmealsina day:breakfastattwelve
o'clock,afterlaboringfromdaylight,andsupperwhentheworkofthe
remainderofthedaywasover.Inharvestseasonwehadthree.Ourdresswas
oftowcloth;forthechildrennothingbuta shirt;fortheolderonesa pairof
pantaloonsora gowninaddition,accordingtothesex.Besidesthese,inthe
wintera roundjacketorovercoat,a woolhatonceintwoorthreeyears,forthe
males,anda pairof coarseshoesoncea year.
. JosJahHenson.pp. 17-18
Quoted.byLester,pp.64-65.
Thena firemustbekindledinthecabin,thecomgroundinthesmallhand-
mill, andsupperanddinnerforthenextdayinthefield prepared.Allthatis
allowedthemiscomandbacon,whichisgtvenoutatthecorncriband
smokehouseevexySundaymoming.Eachonereceives, ashisweekly
allowance,threeanda halfpoundsofbacon.andcomenoughtomakea peck
ofmeal.Thatisall---notea.coffee. sugar.andwiththeexceptionof a very
scantingsprinklingnowandthen. nosalf....
Whenthecomisgroundandfireismade,thebaconistakendownfromthe
nallonwhichithangs,a slicecutoffandthrownuponthecoalstobroil.The
majorityofslaveshavenoknife,muchlessa fork.Theycutthetrbaconwith
theaxeatthewoodpile.Thecommealismixed.Witha littlewater,placedin
thefire, andbaked.Whenitis"donebrown,"theashesarescrapedoff, and
beingplacedupona chipwhichanswersfora table,thetenantoftheslavehut
isreadytositdownuponthegroundtosupper.
SolomonNorthup.pp. 168-170
QuotedbyLester.pp.73-74.
Maw,shewentuptothebighouseoncea weektogetthevictuals. They
allowancedusa week'srationsata time. Itwasgenerallyhogmeat.com
meal,andsometimesa littleflour. Maw. shedoneourcookingonthecoalsin
thefireplaceatourcabin.
Wedidn'thavenogardensof ourownaroundourcabins.My marsterhadone
biggardenforourwholeplantation.Allhisslaveshadtoworkinit
whensomeverhewantedthemto. Hegivethemallplentygoodgardensass.
TherewascollardsandcabbageandturnipsandbeetsandEnglishpeasand
beansandonions.andtherewasalwayssomegarlicforailments.Theyroasted
-
110
thegarlicinthehotashesandsqueezedthejuiceoutofitandmadethe
chilluntakeit, mostlytocureworms.
JamesBolton
QuotedbyHunnence,page2.
Backinthosetimetherewasn'tnowaytoputawayfruitandthingsforwinterlikethereistoday.
In thefalloftheyearit certainlywasabusy time.Wepeelbushelsofapplesandpeachestodry.
Theystringuplongstringsofbeansandletthemdryandcookthemwithfatbackinthewinter.
Theyputuplotsofbrandiedpeachestoo.Thewaytheydone,theypeelthe
peachesandcutthemup. Thentheyputalayerofpeaches inacrock,thena
layerofsugar,thenanotherlayerofpeaches inacrock,thenalayerofsugar,
thenanotherlayerofpeaches, untilthecrockwasfull. Thentheysealthejar
byputtingaclothoverthetop,thenalayerofpaste,thenanothercloth,then
anotherlayerofpaste.
Theycanmostoftheotherfruitandputit inthesamekindof jarsthatthey
putthepeachesin. Theykeeptheirmeataboutthesamewayfolksdotoday,
excepttheyhadtosmokeitmoresincesaltwassoscarce.
FannieMoore,
QuotedbyHurmence,pp14- IS.
Althoughslavesworkedfirstandforemostfortheirowners,they
oftenhadtoworkforthemselves,particularlyiftheywantedalittle
extrabeyondthemonotonousrationofcommeal,port,and
standard-issueclothing.OcaviaGeorge,whohadbeenaslavein
Louisiana,recalledhowsheandsomeofherfellowslavesenjoyed
theprivilegeofworking"ourlittlecrops" onSundaysandthe
differencetheirlaborsmade.
(editorsofRememberingSlavery,page114)
Wewerenevergivenanymoney,butwereabletogetalittlemoneythisway: ourMasterwould
letushavetwoorthreeacresoflandeachyeartoplantforourselves,andwecouldhavewhatwe
raisedonit. WecouldnotallowourworkonthesetwoorthreeacrestointerferewithMaster's
work,butwehadtoworkourlittlecropsonSundays.Nowremindyou,alltheNegroesdidn'tget
thesetwoorthreeacres,onlygoodmastersallowedtheirslavestohavealittlecropoftheirown.
Wewouldtakethemoneyfromourlittlecropsandbuyafewclothesandsomethingfor
Christmas. ThemenwouldsaveenoughmoneyoutofthecropstobuytheirChristmaswhiskey
....Wewereallowedtohaveagardenandfromthiswegatheredvegetablestoeat;onSundayswe
couldhave
duck,fishandpork.
Wedidn'tknowanythingaboutanyclothesotherthancotton;everythingwe
worewasmadeofcotton,exceptourshoes,theyweremadefrompiecesof
leathercutoutofarawcowhide.
OctaviaGeorge
QuotedinRememberingSlavery
pages 114-115.
Mostplantersissuedtheirslavesaweeklyrationoffood, composed
mainlyofcommealandpork,thestaplesoftheSoutherndiet.
Butslavesaspiredtomoreinterestingfare. JamesBoltonrecalled
howslavesenrichedtheirdied--andcuredwhatailedthem--by
tappingthebountyofthewoodsandstreams. (editorsof
RememberingSlavery,page186)
111
Maw she went up to the big 'house wunst a week to git the 'lowance or vittuls. They'lowanced us
a week's rations at a time. Hit were genully hawg meat, cawn meal an' some times a little flour.
Maw, she done our cookin' on the coals in the fire place at our cabin. We had plenty er 'possums,
an' rabbits, an' fishes, an' some times we had wile tukkeys an' partridges. Slaves woan'spozen to
go huntin' at nnight, an' evvybuddy know you kyan' ketch no 'possums ceppin at night. Jes the
same, we had plenny'possums, an'no buddy ax'how we cotch'em. Now'bout them rabbits! Slaves
woan lowed to have no guns an' no dawgs er they own. All the dawgs on our plantation b'longed
to mah employer, Ah means, to mah marster, an' he 'lowed us to use his dawgs to run down the
rabbits. Nigger mens an'boys'ud go in crowds, sometimes as many as twelve at one time, an' a
rabbit ain' got no chanct 'ginst a lot er niggers an' dawgs, when they light out for to run 'im down.
Whut wile critters we wannit to eat an' coulden' run down, we was right smart 'bout ketchin' in
traps. We catch lots er wile tukkeys an' partridges in traps an' nets. Long Crick runned thoo' our
plantation an' the river woan' no fur piece off. We sho' did ketch the fishes, mos'ly cats, an' perch,
an heaps an' heaps of suckers. We catch our fishes mos'en genually with hook an' line, but the
cyarpenters on our plantation knowed how to make basket traps that sho' nuff did lay in the
fishes.
James Bolton
Quoted in Remembering Slavery
page 186. *see other quote above!
InCalvery county. where 1 was born, the practice amongst slave-holders, was to allow each slave
one peck of corn weekly, which was measured out every Monday morning; at the same time each
one receiving seven salt herrings. This formed the week's provision, and the master who did not
give it, was called a hard master, whilst those who allowed their people any thing more, were
denied kind and indulgent. It often happened, that the stock of salt herrings laid up by a master in
the spring, was not sufficient to enable him to continue this rate of distribution through the year;
and when the fish failed nothing more than the corn was dealt out. Onthe other hand, some
planters, who had large stocks of cattle, and many cows, kept the sour milk, after all the cream
had been skimmed from it, and made a daily distribution of this amongst the working slaves.
Some who had large apple orchards, gave their slaves a pint of cider each per day, through the
autumn. Itsometimes happened, too, in the lower counties of Maryland, that there was an
allowance of pork, made to the slaves one day in each week; though on some estates this did not
take place more than once in a month .... The slaves were also permitted to work for themselves at
night, and on Sunday. If they chose to fish, they had the privilege of selling whatever they caught.
Some expert fishermen caught and sold as many fish and oysters, as enabled them to buy coffee,
sugar, and other luxuries for their wives, besides keeping themselves and their families in Sunday
clothes; for, the masters in Maryland only allowed the men one wool hat, one pair of shoes, two
shirts, two pair of trousers--one pair of tow cloth, and one of woollen--and one woollen jacket in
the year. The women were furnished in proportion. All other clothes they had to provide for
themselves. Children not able to work in the field were not provided with clothes at all, by their
masters.
Charles Ball
Quoted by Taylor, page 278.
-.
112
---
Poplar Forest Slave Biographies
Page 1 of2
\ FOREST
Slave Life at Poplar Forest
IVISit IHi$.tC)ry I ITeachers! Studflnts INews & Events ISupporting
Pgllar: I
IJames Hubbard (Jame)
James Hubbard was born in 1143. At age 30, he became 'Thomas Jefferson's property and moved to
Monticello. Hubbard worked as a waterman, carrying goods to market and returning with plantation
supplies. His work subjected him to only loose supervision. and enabled him to visit family and
friends as be navigated the rivers between Charlottesville and Richmond.
Hubbard became foster father to three yOtDlg children upon their parents' deaths. He also manied
Cate, the mother oftwo young daughters, Hannah and Racbael. Together. they had six more children.
By the mid I 780s, Jefferson moved the family to Poplar Forest. There, James Hubbard became
headman, overseeing field laborers. This position allowed Hubbard more autonomy and better living
conditions than other slaves, and demanded that be enforce rules and discipline within his community.
In his later years, Hubbard became the hogkeeper.
James Hubbard lived to be a great grandfather. His children's lives reflect the range ofexperiences
common among slaves. Nace and Hannah became headman and housekeeper. Nancy died as a
Itteem.,l2ler., and Joan was given away as part ofMartba Jefferson's dowxy. James, wbo shared his father's
name, became a habitual runaway and Jefferson sold him. The elder James Hubbard remained at
Poplar Forest with his wife tDltil his death. sometime between 1820 and 1826.
--==----
Slavery and
Thomas
Jefferson
Slavery at
Poplar Forest
More on the
Archaeological
Research
Help make
history
happen!
Biographies of 3 Poplar Forest Slaves - &
Documents and archaeological fmdings reveal most ofwhat is known
abOut Poplar Forest slaves, who left few written records oftbeir own.
Although Jefferson and his overseers wrote mainly about work
schedules, births, deaths, and the economics ofrunning a large
plantation, these accounts contain a few glimpses into the slaves' private
world.
Archaeological research has revealed the size, materials and layout of
slave cabins and yards, the types ofbelongings people owned, the foods
they ate, and what they did at home. Excavations hint at their
participation in the local economy, their creation ofprivacy, and their
view ofthe world around them.
The following biographies trace the lives ofmembers ofthe Hubbard
family.
http://www.poplarforest.orgIhistory/slavebiomain.htm 81312001
113
PoplarForestSlaveBiographies Page2of2
Ir-I----..-- .........__._-- ---------------.11
William(Billy)
WilliamwasbornatPoplarForestin1799. Unlikehisgrandfatherandmother,herebelledviolently
slavery. In1812,JeffersonsenthimtoMonticellotolearnatrade. HissisterSallyandcousin
Mariajoumeyedwithhimtoworkinthetextileshop. Twoofhisuncles,andotherslavesfrom Poplar
Forest,livedatMonticellotoo.
Williamshowedpromiseasacraftsman. Yetbyage 18,hebadabadreputation. Inlate1817
JeffersonremovedhimfromthesupervisionofenslavedmastercarpenterJohnHemmings,assigning
Ihimtomakebarrels. Withintwomonths,havingprovedto"besoungovernableandidle"thathe
couldnolongerrem.am inthecooper'sshop,WilliamwassentbacktoPoplarForesttoworkinthe
fields.
InthefaU of1819,heattackedaPoplarForestoverseer. Themanwasnotseriouslyhurt. Following
theattack.,WilliamranawaytoMonticellotoarguehiscase. Jefferson'sfarmmanagerurgedhimto
disposeoftheyOWlgman. HoworifJeffersonpunishedWilliamisnotknown,buthesenthimback
toPoplarForest.
Threeyearslater,WilliamandtwootherswerearrestedandtriedforattackinganotherPoplarForest
overseerandforClJII!'Ipiracy torebel. Williamwasconvictedofthefirstchargeandsentencedtobe
.. onthebandandpubliclywhipped. Theotherswereacquinedduetoinsufficienteviden<:'.e.
Followingthetrial,Jeffersonsentthethreemen,alongwithafourthslavebelievedtohavetakenpart
intheattack.toLouisiana. Hehopedthiswoulddeterotherslavesfromrebelliousbehavior. Byearly
1824,allbaddiedexceptWilliam. Hetriedagaintorunaway,andwascaughtinNewOrleansand
sold.
TheCorporationforJefferson's
PoplarForest
P.O. Box419Forest, VA24551-0419
Voice(434)525-1806Fax(434)525-7252
)2001.TheCorporationforJefferson'sPoplarForest. All textand images on this site amprotected by U. S. and
international copyright laws. Unauthorized use is prohibited.
http://www.poplarforest.orglhistorylslavebiomain.hbn. 813/2001
114
Memoirs of a MonticeUo Slave, Isaac Jefferson
Page lof2
115
Stanton, Lucia. Slavery at Monticello.
Thomas Jefferson Memorial Foundation, 1996.
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gs treed their quarry or a bee tree was felled they returned to sit around the fire in
slave cabin. At "a little table covered with the best," one of the wives provided "a
:>t ofhot coffee, fried meat and eggs, and a dish ofhoney."7l
The pleasures of the; quartets received litde comment in the correspondence
fJefferson and his family. Apparendy without aufews, his slaves took advantage of
Ie freedom ofthe night Jefferson observed.. in the Notes on Y'lT,ginia, that aa black,
fter hard labour through the day; will be induced by the slightest amusements to sit
p till midnight, or later, though knowing he must be out with the first dawn of the
:loming." He knew his gardener John as a "great nightwalker" and thus unsuitable
-- s a guardian for the main house. Former slave Isaac Jefferson remembered that his
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811212001
117
-,
Title:ThePyramidofKukulkan
ShowMeStandards: CA2,4,5,6
Grade: 912
Goals:StudentswilllearnabouttheimportanceofthegodQuetz&coatllKukulk3nandthequetzal
bird ~ MayancultureandfurthertheirknowledgeofSpanishbyreadingaMayanlegendabout
thequetzalbird. TheywillbeabletotellaboutthespecialeffectsofthepyramidofKukulkanand
whethertheybelievetheseeffectswereproducedintentionallybytheMayanbuilders.
Objectives:
StudentswilllearnabouttheoriginsoftheMayangodQuetzalcoatllKukulkaninSpanish.
StudentswilllearnaboutthepyramidofKukulkanatChichenItzaandthespecialeffectofthe
descendingserpentatAutumnandSpringequinoxproducedbythesun'sshadowonthestepsof
thepyramid.
Studentswilllearnabouttheoriginsofthesacredquetzalbirdandfurthertheirknowledgeof
SpanishthroughreadingtheMayanlegend,''Quetzalnomuerenunca"(''QuetzalNeverDies").
Studentswill heararecordingofthesoundeffectsproducedbyclappingatthefootofthepyramid
ofKukulkBnandwill comparethosesoundswitharecordingofthecallofthequetzalbird.
Studentswilldecidewhethertheythinkthesoundeffectsmimicthequetzalbird'scallandifthe
ancientMayanbuildersintendedthepyramidtoproducethecall ofthequetzal.
Theywillprovidereasonsfortheirbeliefsandincludethisina briefpaperinSpanish.
Skills ActivitieslProcedure Assessment
Studentswill interpret
spokenand written
Spanish.
Studentswillconverse
inSpanish.
Studentswill read and
evaluatealegend.
Studentswill
comprehendand
evaluatethe content
andartisticaspectsof
andoralandvisual
presentation.
OverviewofActivity: Studentswillbetoldthat
theyareonaboardofjudgestodecidewhetherthe
effectsofthePyramidofKukullainwereproduced
intentionallybyMayanbuildersorarereally
coincidences. Studentswillbetoldthatinorderto
decidewhethertheyareintentionalornot,theywill
learnsomebackgroundabouttheMayangod
Quetzacoatl(alsoknownasKukulkan),theplumed
serpent,andthequetzalbird. Theywilldothis
throughhearingbrieflectures,readingalegendin
Spanish,andviewingoverheadtransparenciesof
depictionsofhim.(seeAppendixA).
PartI: TheEffectoftheDescendingSerpentonthe
PyramidofKukullain.
PartI. Theteacherwill
circulatethroughoutthe
roomandcheckfor
comprehension.
PartII, Step5: The
teacherwillcheckthat
thestudentsstatedtheir
beliefsand supported
theminSpanishby
usingtheirknowledge
gainedinclass.
PartII,Step6: The
teacherwillfacilitate
thediscussionand
118
Students will
participate in and
informal discussion of
ideas.
Students will write a
short report.
1. Students will view a picture of the stone heads of
the plumed serpent Kukulkan that are found at the
feet of the stairs that lead to the top of the Pyramid
of Kukulkan(See Appendix A).
2. Students will be told that the Mayas tracked the
movements of the stars and the sun closely. At
Autumn and Spring equinoxes the angle of the
sun's rays on the stairs of the pyramid produce a
shadow that begins at the top of the pyramid and
ends at the stone heads of the plumed serpents.
This produced the illusion of a snake's body
descending from heaven symbolizing Quetzacoatl's
bi-yearly return. Students will decide whether they
believe that these effects are intentional and why or
why not.
Part IT: The Sound Effects of the Pyramid of
Kukulkan and the Call of the Quetzal Bird
1. Students willieam the importance of quetzals to
Mayan culture. They will be shown a picture of the
quetzal bird and will be told that the quetzal was
revered in Mayan culture, their feathers adorned the
Mayan nobility'S headdresses, and in Guatemala
(also including the territory of the Maya) the
monetary unit is the quetzal.
2. Students will receive a simplified version of the
legend "El Quetzal no muere nunca" ("Quetzal
Never Dies") (See Appendix A and Appendix
B.)on strips of paper(see Appendix C) and as they
read the legend in pairs they will put the strips in
order according to the reading. Once students have
put them in order according to the legend, we will
recite the simplified version of the story out loud in
Spanish and students will rearrange their strips if
check for
comprehension and
participation.
119
they are incorrect until they are all in order.
3. The teacher shows a transparency of the quetzal
bird (Appendix A)on the board and will ask
students in Spanish "What color are the quetzal's
feathers and what does that color symbolize on the
quetzal?" Students should answer that the feathers
are green and symbolize the foliage Quetzal was
covered with when he was shot. "What color is the
quetzal's chest and how did it become red
according to the legend? Students should answer
that the red symbolized the blood from the arrow in
Quetzal's chest. If students have problems telling
Why, give them time to refer to the legend or the
strips of paper.
4. Students will hear a recording of the sound
effects produced by clapping at bottom of the
pyramid of Kukulkan(Appendix A). They will
compare this with a recording of the call of the
quetzal. Students will decide in light of all that
they have seen and read whether this was
intentional or not.
5. Students will write a brief report in Spanish (112
page) saying whether they believe none, one, or
both of the effects were produced intentionally or
unintentionally by the Mayan builders and support
their answers.
6. Following this, students will discuss with a
partner their beliefs and why they believe what they
do followed by a class discussion.
120
-
AppendixA
TeacherNotesandSuggestedResources
Iusedavarietyofdifferentresourcesto learnaboutMayanculture. Thefollowingbooks
aregreatresources:
Carmack,RobertM.,JanineGasco,andGaryH.Gossen.TheLegacyofMesoamerica:
HistoryandCultureofaNativeAmericanCivilization. 1
st
ed. PrenticeHall,NJ,
1996.
Schele,LindaandDavidFreidel. AForestofKings:TheUntoldStoryoftheAncient
Maya. 1
st
ed. WilliamMorrowandCompany,Inc.,NewYork: NY, 1996.
Visuals and information about the quetzal bird were taken from the following Internet
sites:
"TheQuetzal." (1997-copyright).Traveliog. [Online].Available:
http://www.travellog.comlguatemalalguetzal.htmll[2002.June5].
Ouellette,Jennifer. (Ed.).(1998-copyright)."TheCallofthePast."Ivory Tower.
[Online].Available: http://www.salon.comlbooks/itlI999/09/15/guetzallprint.htmll
[2002,June5].
Thelegend"Quetzalnomuerenunca"maybefoundinthefollowingbook:
Barlow,Genevieve.Leyendaslatinoamericanas.2
nd
ed. "Quetzalnomuerenunca"
NationalTextbookCompany. Chicago:IL, 1996.
Therecordingsofthequetzalbirdandtheclappingatthe foot ofthepyramidweretaken
fromthissite. Iburnedthemontoacompactdiskbutyoucouldalsovisitthesitewhen
youwantstudentstohearthequetzalbirdrecordings.
Lubman,David. (Ed). (1998-copyright)."ShapingSound."Scientific American Explore!
[Online].Available:http://www.sciam.comlexplorations/1998/122198soundlbird.ht
ml/[2002,May23].
121
AppendixB
TranslationandSummaryofthelegend"Quetzalnomuerenunca"
EI Quetzalnomuerenunca"
"QuetzalNeverDies"
ThisisaMayanlegendthatteIIs theoriginofthequetzalbirdanditscolorfulfeathers.
Accordingtolegend,Quetzalwasayoungwarriorwhowasdestinedbythegodsneverto
die. Hewasreveredbyhistribeandwasknowntoshowpromiseasaleader. Chiruma,
thepower-hungrybrotherofthechief,becamejealousofhimbecausehewantedto
becomechiefupon hisbrother'sdeath.WhileQuetzalwassleepingChirumastolethe
amuletthatprotectsQuetzal,ahummingbirdfeather. Afterthedeathofthechief,the
eldersappointedQuetzalchief. Oneday,whileQuetzalwasinthewoodsahummingbird
warnedhimthathewasindanger. Soonafter,Chirumashothimwithanarrowinthe
chest. Quetzalfell tothegroundandwascoveredwithfoliage. Destinedtoneverdiehe
wasturnedintothequetzalbird. Thegreenfeatherswerethecolorofthefoliagethat
coveredhimandtheredfoundonallquetzalbirds'chestsiscausedbythebloodfromthe
arrowthatpiercedQuetzal.
-.
122
.-.
AppendixC
"Quetzalnomuerenunca"StoryStripswithEnglishTranslation.
Quetzalesunmuchachopopularymuyvaliente. Vaparaescucharsudestino.
Quetzalisapopularandbraveboy. Hegoestohearhisdestiny.
EI adivinodeclaraeldestinodeQuetzal: Nuncavaamorir. Vaavivirsiempre.
TheshamandeclaresthedestinlyofQuetzal: Hewillneverdie. Hewillliveforever.
Chiruma,elhermanodelcacique(rey)estacelosoporquequiereserreycuandosu
hermanomuere.
Chiruma,thechief'sbrother,isjealousbecausehewantstobecomechiefwhenhis
brotherdies.
ChirumatieneunplandeasesinaraQuetzaL RobaelamuletoqueprotegeaQuetzal,'una
plumadecolibri.
Chirumahasaplantokill Quetzal. HestealstheamuletthatprotectsQuetzal,a
hummingbirdfeather.
ElcaciquemuereylosancianoseligenaQuetzalcomosunueverey.
ThechiefdiesandtheelderselectQuetzalastheirnewchief.
UncolibriposaenelhombrodeQuetzalyIedicequeestaenpeligro.
AhummingbirdlandsonQuetzal'sshoulderandtellshimheisindanger.
Chirumadispar6unaflechaenelpechodeQuetzal.
Chirumashootsandarrow intoQuetzal'schest.
Quetzalsecaesobrelahierbaverdeyesperaamorir.
Quetzalfallsinthegreenfoliageandwaitstodie.
Quetzalcambiaaunahermosaaveconelpechorajoacausadelasangrequecaus6la
flechayelcuerpoverdeacausadelashierbas verdesenquesecay6. Quetzalnunca
morira.
Quetzalchangesintoabeautifulbirdwith aredchestcausedbybloodfromthearrow
andgreenbodycausedbythegreenfoliagethatQuetzalfell into.Quetzalwillneverdie.
123
Title:TheMixtureofTwoCuisines
ShowMeStandards: CA5,6,7 Grade: 912
Goals: StudentswillpracticetheirSpanishwhileanalyzingbotha SpanishandMexicanmeal.
Theywilldiscusstheoriginsofeachfooditemwithinthemeal.Inordertodothis,studentswill
learntotellwhichfoodswereintroducedtoSpainbySpanishcolonists'contactwiththeNative
Americanpeople,flora,andfauna. TheywillalsolearnwhichfoodswereintroducedtoAmerica
bytheimportationoffoodoftheSpanishColonists.
Objectives:
StudentswillfurthertheirknowledgeofSpanishlanguagebydiscussingfoodsinSpanish.
StudentswillfurthertheirknowledgeofSpanishculturebylearningaboutthefoodsofSpain,
Mesoamerica,andNorthAmerica.
Studentswill tellsomeoftheeffectsoftheintroductionofSpanishfoodtoAmericancuisine.
StudentswilltellsomeoftheeffectsoftheintroductionofAmericanfoodtoSpanishcuisine.
GivenMexicanrecipes,studentswillbeabletoidentifytheoriginsofeachfooditem.
Givena typicalSpanishmeal,studentswillbeabletoidentifytheoriginsofeachfooditem.
Skills ActivitieslProcedure Assessment
Studentswill interpret Studentswillbe givencardsoffoodvocabularyin Duringthepairand
writtenSpanishas well Spanish. In pairsstudentswillflipoverthecard wholeclassactivities,
asacquirenew andorallylistfoods inSpanishorbrandnamesthat theteachercirculates
vocabulary. containthatitem. Forexample,forelmaiz(corn) andmonitorsstudent
Studentswillpractice
theymaysay"tortillas"orforelchocolatemaylist participationand
theirspokenSpanish.
"mole"or"Hershey's." progress.
Students willpractice
Ontheboard,theteacherwillprojecta Studentswillrandomly
theirwrittenSpanish
transparencyofthelistofthefoodcards. Students beshownthree
andgiveanopinion.
willtaketurnscorninguptotheboardandwriting
foods theyknowcontainthatparticularfood item
differentfoodcardsand
tellwherethefood is
Studentswillpractice
ortheteachermay writethestudents' suggestions. from.
speakingSpanish,and
supportingtheir
Studentswillbegivenapapercontainingthe
followingcategories: "Comidasconocidasen
Studentswillanalyze
theoriginsofthe
opinions.
Espanaantesde 1492,"Comidasdesconocidosen ingredientsofthe
Studentswillfollow Espanaantesde 1492"(FoodsKnowninSpain recipes.
directionsinSpanish Before 1492,FoodsUnknowninSpainBefore
Asstudentsareeating,
tomakeanauthentic 1492.)
theywillbeasked
124
Spanishmeal.
-
-,
Inpairs,studentswillplaceeachfoodcardunder
oneofthe twocategoriesaccordingtowherethey
thinkit belongsusingtheexpression"Creoque
elJla esde las Americas/Espana"("Ithink
that the___is fromthe Americas/Spain.")
Asaclass,students willdiscussandcometoa
consensusinSpanishastowheretheythinkthe
foodsoriginatedand,iftheyareableto, tell the
reasonstheybelieve whatthey believe. For
examplethey maysay,"Yocreoqueelchocolate
es de las Americasporquetienenchocolatefamosa
enSwitzerland." ("Ithinkthatchocolateis from
theAmericasbecauseSwisschocolateisfamous.")
Afterthediscussiontheteacherwilltake a
transparencycopyofthefood cardsandplacethem
accordingtowhich categorythe studentsbelieve
thefood corresponds,askinginSpanishabouteach
food itemuntil they areplacedwherethestudents
believetheybelong. Forexampletheteachermay
ask, "l,D6ndepongoel aguacate? ("Where shouldI
puttheavocado?") "l,y lacanade azucar?" ("And
thesugarcane?")
Theteacherwillassessthefoods andtell how many,
ifanyneedtobemoved. Thestudentswill take
guessesas towhichonesare wrong. Forexample,
theteachermayask, Hl,Es correcto0 incorrectoque
lacanadeazucares deEspana?" Is itrightor
wrongthattheavocadooriginatedin Spain? After
the studentshavefinished. iftherearestillcardsin
thewrongcategories,theteachermovesthemtothe
correctcategoriesandstudents willmove theircards
attheirdesksaccordingtowhatissaid.
Students willbetoldaboutwhatfoodfromSpain
individuallytoidentify
theingredientsin
Spanishandtelltheir
origins.
125
-. was like in the 1500' s prior to any influence of the
flora, fauna, and people of the Americas on their
cuisine. According to Elizabeth Reitz and C.
Margaret Scarry, Authors of "Reconstructing
Historic Subsistence with an Example from
Sixteenth-Century Spanish Florida" Spanish diet
consisted in a lot of meat such as mutton (although
sheep were used mainly for wool), beef, pork,
chicken, and goat as well as cheese and eggs made
byproducts of these animals. The Spanish ate
citrus fruits, mulberries, almonds, olives, grapes,
and products derived from them, wine and olive oil.
Meals usually consisted of garbanzo beans, lentils
or rice served with meat. Seasonings were olive
oil, garlic, onions, and saffron. Another popular
food, gazpacho, was a cold soup made with olive
oil, bread, vinegar, water, onions, and garlic.
Students will now apply what they have learned
from the cards to analyzing Mexican recipes and
tell where the various ingredients come from.(For
sample recipes see Teacher Notes). Each pair will
receive a recipe. They will go through and tell the
origin of each ingredient.
The teacher will divide the class in half. Each half
will prepare one part of a simple Spanish meal.
(For recipes see Teacher Notes) One half will
make gazpacho (made with the ingredients above
but now made with tomatoes, and green peppers as
well). The other half will prepare una tortilla
espanola (an omelet type of dish made with eggs,
potatoes, onions, and salt), and bread. For dessert,
they will eat vanilla natilla (a custard). They would
normally drink wine but will be served grape juice.
126
Appendix A
List of Food Origins
Spanish American
poultry cacao
beef potatoes
mutton(sheep) vanilla
pork common bean
goat avocados
cheese tomatoes
eggs squash
olives com
olive oil turkey
grapes peppers
wine chili peppers
citrus fruits
wheat
sugar
rice
peaches
.-
127
Appendix B
Teacher Notes and Suggested Resources
Mexican Recipes: Make sure that you use authentic Mexican recipes. Books with
pictures would be ideal. Otherwise, the Internet has many recipes. Below is a site that
has these recipes in Spanish or English.
"Mexico Hot...or Not!"La Cocina Mexicana, Ingredientes y recetas en espafiol.
[Online]. Available: http://mexconnectlmex lrecipes/foodindexsp.htmll[2002,
May 23].
Spanish Recipes: Gazpacho, Tortilla Espanola, and Natilla recipes may be found on the
Internet on many sites. Here are a few examples:
Biggs, Melissa. (Ed). "Tortilla Espanola." La Olia Latinoamericana.
[Online]. A vailable:http://www.planeta.com/ecotravel/recipesl0594011a.htmll
[2002, May 23].
"Gazpacho from Spain" [Online]. Available:
http://www.xmission.com:8000/-dderhaklgazpacho.txtl [2002, May 23].
"Natilla." Cocina Mexicana. [Online]. Available:
http://mexico.udg.mxlcocinaipostres/Natilla.htmll[2002, May 23].
The following book is the one on which I based my lesson:
Reitz, Elizabeth J. and Margaret C. Scarry. Reconstructing Historic Substistence with an
Example from Sixteenth-Century Spanish Florida. The Society for Historical
Archaeology. Braun-Brumfield, Inc., Ann Arbor: MI, 1985.
128
AppendixC
FoodCards
--.
EI pan EI queso Clliles

(, .......
Las EI puerco Los
EI pallo
el
chocolate
La el tamate La carne
Los
frijoles
la cafia de
;
azucar
129
Appendix D
Category Sheet for Transparency
Comidas Conocidas en Espana Comidas Desconocidas en
Espana
130
-. Glossary:
anthropology:
archaeologist:
archaeology:
artifact:
artifact
reproduction:
assemblage:
association:
chronology:
context:
cultureresource:
culture:
datingtechniques:
Thestudyofhumans.
Apersonwhostudiesculturesbylookingatthethingsthatwere
madeandusedbypeopleinthepast.
Asub-groupofanthropology,itisthescienceoflearningabout
pastculturesthroughthethingstheyleftbehind.
Anythingmadeorusedbyhumansthatcanbecarriedaway
fromasite,
Copiesofartifactsmadesomanypeoplecanseeasingle
artifactandforpeopletohandle.Reproductionsare alsomade
tohelpdeterminehowpeopleinthepastmadeandusedthe
artifacts.
Thecombinedartifactsandfeaturesfound atasite.
Anobjectinrelationtoitssurroundingartifactsandfeatures at a
site.
Puttingthingsinorderbywhentheyoccurred.
Whereanobjectisfoundandwhatitisfoundwith.
Theaspectsofaculture(currentorpast)thatarerepresentative
ofthecultureorthatcontaininfonnationabouttheculture.
Thetraditionsandbehaviorsofagroupofpeople.These
traditions andbehaviorsarelearnedfromotherswithinthe
culture.
Absolutedating: Anydatingtechniquewherespecificdatescan
begiventoanartifactorareasuchas dendrochronolgyor
radiocarbondating.
Dendrochronology: Treeringdating.Thisdatingtechniqueis
basedonthefactthatthecharacteristicsofaseeringwillbe
thesameinalltreesofthesamespeciesinoneareaina
givenyear.
Radiocarbon dating: Alsoreferredtoascarbon-14(CI4)
dating. ThismethodofdatingisbasedontheamountofC14
leftin anorganic(somethingoncealive,eitherplantor
animal)artifactinrelationtotheamountofcarbon-12(CI2).
Whenanorganismdiestheradiocarbongradually,atasetrate
(half-life),disappearsthroughradioactivedecay. Thehalf-lifefor
C14is 5730years,meaningafter5730onlyhalfoftheoriginal
C14remains.
Relativedating: datingsomethinginrelationtosomethingelse.
Law ofstratigraphy:
- Somethingfounddeeperwithinthestratigraphyofasite
isgenerallyolderthansomethingfoundclosertothe
surface.
- If somethingpenetratesalayer,thelayermusthavebeen
therefirstandisthereforeolderthanwhatentersit.
Cross dating: datinganartifactbyitssimilarityto another
artifactthathasalreadybeenassociatedwithatimeperiod
131
--
--
-
datumpoint:
diagnosticartifact:
domestication:
effigy:
excavation:
fauna:
grid:
historic:
insitu:
inference:
inorganic:
lithic:
looter:
museum
collections:
observation:
organic:
potsherd:
pottery:
prehistoric:
preserve:
screening:
settlement
patterns:
oraculture.
Theprimarylocationofasitefromwhichall otherpointsare
setandnamedinrelationto.Thepointfromwhichthesitegrid
isset.
Anartifactthatcanbeattributedtoaparticulartimeorgroupof
people.
Changingthenaturalformofaplantoranimaltomakeitmore
useful.
Somethingmadeintheimageofsomethingelse.Forexample,
afrogeffigypotisonemadetotooklikeafrog.
Alsoreferredtoas adig.Thesystematicuncoveringofasiteto
discoverartifactsandfeaturesin ordertodeterminewhat
activitiesoccurredinthepast.
Animals
Thesectioningasiteintoequalunitssopreciserecordscanbe
keptregardingthelocationofartifactsandfeaturesthatare
found.
Theperiodoftimesincewrittenrecordswerekept.
Literallymeaninginplace.Studyingan artifactorfeature
exactlywereitwasfound.
Astatementbasedonobservationandresearch.
Somethingthathasneverbeenalivesuchasrocks.
Rock
Someonewholooksforandremovesartifactsfromasite
withoutregardforthescientificstudyofthearea. Alsoreferred
toas apothunter.
Theobjectsthemuseumpossesses.Thesecanincludeartifacts,
specimensandresearch materialsuchasbooks,lettersand
journals.Themuseumpreservestheseitemsforthefutureand
usesthemforresearch andtomakeexhibits.Mostmuseums
maketheircollectionsaccessibletothepublicforresearch
purposes.
Somethingthatisseen.
Somethingthatisorwasoncealive.
Apieceofbrokenpottery.
Alsoreferredtoasceramics,claythathasbeentempered,
shapedandfired.
Thetimebeforewrittenrecordswerekept.
Tomaintainsomethinginitscurrentstate.
Siftingthedirtfrom an excavationthroughascreentodiscover
smallartifactsthatmightbemissedwhenexcavatingaunit.
Nomadic: Asettlementpatternwherepeoplemovefromplace
toplacetotakeadvantageoftheresourcesindifferentareas.
Semi-nomadic: Asettlementpatternwherepeoplemovefrom
placetoplacetotakeadvantageoftheresourcesindifferent
areas,butremainwithinaprescribedterritory.
132
-,
Sedentary: asettlementpatternwherepeoplestayinonearea
site:
stratigraphy:
surface survey:
temper:
-
throughouttheyear.
An areabeingstudiedbysurveyingand/orexcavation.
Thelayersofsoil,rock, andculturalremainspresentinthesoil
profileandtheirrelationshiptoeachother.
Walkingan areato discoverwhatartifactsarepresentonthe
surfaceofthe groundtodeterminewhatactivitiesmighthave
occurredthere.
Somethingaddedtoclaybeforefiringtomakethepottery
strongersoitwillfirewithoutbreaking.Crusheduprock(grit),
shell, andpottery(grog)areexamplesoftemper.
-
133
-,
AdditionalSources:
Appleton,LeRoyH.
1950 AmericanIndianDesignandDecoration.DoverPublications, NewYork.
Bareis,CharlesJ. andJamesW. Porter,eds.
1984 AmericanBottomArchaeology.Universityofillinois,Urbana.
Thiseditedvolumeprovidesagoodsummaryofartifacts, sitesandinterpretationofLate
ArchaicthroughearlyHistoricperiodoccupation.Whilethevolumefocusesontheeast
sideoftheMississippiRiver,muchoftheinformationisrelevanttotheMissouricounties
ofSt.Louis,St. CharlesandJefferson.
Baumann,TimothyE.
1998 African-American Archaeology: A Missouri Perspective. TheMissouriArchaeologist
59:39-98 .
BoyScoutsofAmerica
1997 Archaeology.BoyScoutsofAmericaMeritbadgeSeries.IrvingTexas.
Chapman,CarlH. andEleanorChapman
1975 TheArchaeologyofMissouri,I. UniversityofMissouri,Columbia.
1981 TheArchaeologyofMissouri,II. UniversityofMissouri,Columbia.
1983 IndiansandArchaeologyofMissouri.UniversityofMissouri,Columbia.
TheChapmanbooksaregoodsourcesfordescriptionofsitesandartifacts,butsomeof
theculturalinterpretationsandtemporalinformationareoutdated.
Chavarria,Joaquim
1998 CeramicClass:Hand-BuildingTechniques.Watson-GuptillPublications,New York.
Emerson,ThomasE.
1982 MississippianStoneImagesinillinois.illinoisArchaeologicalSurvey,Circular
Number6.
Emerson,ThomasE. andR. BarryLewis,eds.
1991 CahokiaandtheHinterlands:MiddleMississippianCulturesoftheMidwest.
Universityofillinois, Urbana.
-..
134
---
-,
Faulkner,CharlesH.andJanF. Simek
1996 1st UnnamedCave:aMississippianPeriodCaveArtSiteinEastTennessee,
USA.Antiquity,70:774-84.
Alookatprehistoriccaveartwithparticularemphasisonmudglyphsfoundina
Tennesseecave.
Fowler,Melvin
1989 TheCahokiaAtlas:AHistoricalAtlasofCahokiaArchaeology.illinoisHistoric
PreservationAgency,Springfield,IL.
TheauthordescribesthehistoryofarchaeologyattheCahokiasiteinillinois. Individual
mounds,borrowpits,anddowntownCahokiaanditssatellitesarediscussed.
Hudson, Charles
1976 TheSoutheasternIndians.TheUniversityofTennessee,Knoxville.
TheauthorlooksatthehistoryoftheSoutheasternCulturalareaoftheUnitedStates.
fromthePaleo-IndiantimesthroughEuropeancontact,removalandabrieflookatthose
whostillremaininthearea.Topicscoveredaresocialorganization,beliefsystems,
subsistencemethods,ceremonies,andrecreation.
Justice,Noel
1987 StoneAgeSpearandArrowPoints. IndianaUniversity,Bloomington.
Photos,drawings,anddescriptionsofprojectilepointsthroughouttheUnitedStates.The
informationgivenplaceseachprojectilepointwithinitsregionandtimeperiod.
Kelly,JohnE.
1999 EastSt.Louis'sLostLegacy: TheRediscoveryofanUrbanMoundCenter.Gateway
Heritage.20(1):4-15.
A summaryoftheauthor'sworkinEastSt.Louisandthe"rediscovery"ofprehistoric
sitesinthearea.Dr.Kellyoutlineshisarchaeologicalfindings andlooksat thehistoric
recordsfordetailsofearlyworkandwritingsabouttheEastSt.Louisarea.
Kennedy,RogerG.
1994 HiddenCities:TheDiscoveryandLossofAncientNorthAmericanCivilization.Penguin
Books, NewYork.
Theauthorsummarizes 18th, 19th,and20thcenturytheoriesaboutwhoconstructedthe
moundsinNorthAmerica. Thebookcoverstheoriesthatcreditalmosteverygroup
excepttheAmericanIndiansforconstructionofthemoundsanddiscussesthesettingsin
whichthetheorieswereformed.
Kopper,Phil
1986 TheSmithsonianBookofNorthAmericanIndians. SmithsonianBooks,
WashingtonD.C.
135
--.
Marshall,JohnB.
1992 TheSt.LouisMoundGroup:HistoricalAccountsandPictorialDepictions.
MissouriArchaeologist,53:43-79.
A summaryofhistoricalwritingsandmapsof themoundsthatwerepresentinS1. Louis.
Mink,ClaudiaG.
1990 Cahokia:CityoftheSun.CahokiaMoundsMuseumSociety.Collinsville,Illinois.
AgoodsourceforageneraloverviewoftheCahokiasiteinIllinois.
Mooney,James
1900 MythsoftheCherokees.BureauofAmericanEthnology.ReprintedinJamesMooney's
Historv. MvthsandSacredFormulasoftheCherokees.BrightMountainBooks,
Asheville. NC.
O'Brien,MichaelJ.
1994 Paradigmsofthe Past: TheStoryof MissouriArchaeology.UniversityofMissouri,
Columbia.
O'BriendiscussesarchaeologicalstudyofMissouriinthe19thand20thcentury.He
looksatchangingtheories,newtechnologies,andindividualarchaeologistsoverthepast
centuryand a half.
1984 Grassland.Forest,andHistoricalSettlement:ananalysisofdynamicsinnortheast
Missouri.Lincoln: UniversityofNebraskaPress.
O'Brien,MichaelJ. andW.RaymondWood
1998a ThePrehistoryofMissouri.UniversityofMissouri,Columbia.
TheprehistoryofMissourifromc. 9250be.throughhistoricalcontact. Informationis
givenontechnologies,settlementpatterns,andenvironmentinthePaleo-Indian,Archaic,
Woodland,andMississippianperiodsinMissouri.
Orser,CharlesE.,Jr. andBrianM.Fagan
1995 HistoricalArchaeology.HarperCoUinsCollegePublishers,NewYork.
Penny,DavidW.
1985 ContinuitiesofImageryandSymbolismintheArt oftheWoodlands. AncientArtofthe
AmericanWoodlandIndians.HarryN. Abrams,NewYork.
Silverberg,Robert
1986 TheMoundBuilders.OhioUniversity,Athens.
Theauthoroutlinesthehistoryofspeculationsaboutwhoisresponsibleforthe
constructionofthemoundsinAmerica.ThenarrativebeginswiththeEuropean
discoveryofthemoundsthroughmorecurrentarchaeological studies.
136
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Stuart,GeorgeC.
1972 WhoWeretheMoundBuilders?NationalGeographicMagazine, 142(5):783-801.
Swanton,JohnR.
1929 MythsandTalesoftheSoutheasternIndians.SmithsonianBureauofAmerican
Ethnology,Washington,D.C.Reprinted 1995UniversityofOklahoma,Norman.
Time-LifeBooks
1991 MoundBuildersandCliffDwellers.LostCivilizationsSeries.Time-Life
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1992 TheFirstAmericans.AmericanIndianSeries.Time-LifeBooks,pp.97-129.
Walthall,John,ed.
1991 FrenchColonialArchaeology:theminoiscountryandthewesternGreatLakes.Urbana:
UniversityofminoisPress.
Walthall,JohnandThomasEmerson,eds.
1993 Calumet&fleur-de-lys: archaeologyofIndianandFrenchcontactintheMidcontinent.
Washington: SmithsonianInstitutionPress.
Waters,AnnaLee
1989 TheSpiritofNativeAmerica:BeautyandMysticisminAmericanIndianArt.
ChronicleBooks,SanFrancisco.
Yerkes,RichardW.
1987 PrehistoricLifeontheMississippiFloodplain.UniversityofChicago,Chicago.
Theauthorlooksatsettlementpatterns,tooluse,andsubsistencepracticesinthe
AmericanbottomwithemphasisontheLabrasLakesiteinminois.TheArchaicthrough
Mississippianperiodsarecovered.
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Web Sites:
-
-.
The Alexandria Archaeology Museum http://cLalexandria.va.us/ohaJarchaeology/ar-index.html
Description of the community archaeology program in Alexandria, VA. nArchaeologists
at Work," introduction to archaeological field work. Educational activities for classroom
in print format. Kid's page with fun activities. Archaeology links.
Archaeological Institute of America http:/www.archaeological.orgl
Education pages under construction. Archaeological fieldwork opportunities. Lecture and
tour program listings. Resources.
Archaeological Survey of Missouri http://web.missouri.edu?%7Easmlmain.html
Good archaeology links.
Center for American Archaeology http://www.caa-archaeology.org!
Links to several archaeology school project pages.
Midwest Archaeological Center, NPS http://www.mwac.nps.gov/
Hopewell Archaeology Newsletter. Historical Archaeology of Fort Union Trading Post
includes excavation details, description of artifacts and research. Archaeology at the
Battle of the Little Bighorn includes history of the site, excavation methods and artifact
description. Links to archaeological sites in the Midwest. Site has not been updated.
Missouri Historical Society http://www.mohistory.org!
General description of MRS. Pages for teachers include information on the educational
programs at N4]HS and information on museum visits. History To Go! program brings
the museum to your classroom. School Theater Series.
Society for American Archaeology http://www.saa.or
General information on archaeology. Academic programs, curriculum development,
professional development/continuing education, public education and listings of
educational materials available from SAA.
Society for Industrial Archaeology http://www.ss.mtu.edulWsia.html
Industrial Archaeology Newsletter. Links to other industrial archaeology sites.
American Anthropological Association http://ameranthassn.org!
Anthropology in education. Anthropology resources for educators include
archaeology links, archaeology classroom resources and links to archaeology
resource sites.
Association for Gravestone Studies http:/www.gravestonestudies.org
Research resources for gravestone studies.
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-.
DirectorytoArchaeologicalFieldSchoolshttp://www.cincpac.com/afos/testpit.html
Listingsofarchaeologicalfield schoolopportunitiesaroundtheworld.
MissouriAssociationofProfessionalArchaeologistshttp://members.nbci.comlMAPA
Archaeologylinks
RegistryofProfessionalArchaeologistshttp://www.rpanet.orgl
Directoryofregisteredprofessionalarchaeologists.Archaeologylinks.
SocietyforHistoricalArchaeologyhttp://www.sha.orgl
Historicalarchaeologyindexandabstracts,bibliographicalresourcesandlinksto
historicalarchaeologysites.Kidspage(Kids! Is thePastYourFuture?).
SoutheasternArchaeologicalSocietyhttp://www.uark.edu/campus-resources/seac/
ArchaeologylinksforSoutheasternUS. History/SocialStudiesforK-12Teachers
http://execpd.com/% 7Edboalslboals.html
Greatarchaeology,generalhistory,Americanhistory,etc.links!
ForKids:
Archaeology/AnthropologySitehttp://www.historyserver.org/HSSWeb/arch.html
Archaeology'sDigMagazinehttp://www.dig.archaeology.orgl
Generalinfonnationaboutarchaeology,excavationmethods,mummiesandbogbodies.
"AskDr.Dig,"Q& Awithanarchaeologist.Listofeventsforkids,familiesandschools.
Resourcesforarchaeology,glossary,booksandvideos.,
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