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Lesson plan: Archaeological Self-Study: What do our belongings and trash tell about us?
By Kim Locke (Sullins Academy)
Level: Elementary
Overview:
Archaeology is the study of people and cultures of the past through
objects they left behind. However, it is much more than that academic term.
Archaeology is exciting and arouses curiosity in students -- it is like
solving a mystery or piecing together a puzzle. Archaeology can be used to
teach skills across the curriculum: problem solving, communication,
classification, measurement, making inferences, and research methods; as well
as fostering an appreciation for our historic resources.
Background:
These lessons do not focus on a particular location, but on the
process of archaeology in general. The information in the history textbooks
can seem very abstract to students. By learning about archaeology, students
can gain some understanding of where that information comes from.
Documents and similar primary sources provide much of the knowledge, but much
is also learned through the artifacts people left behind. This is especially
true for groups not well represented in the documentary evidence, including
women, children, African Americans, and Native Americans.
By examining what our own material culture tells about us, we can begin to
see how artifactual evidence can inform us about people of the past.
Objectives:
The students will:
list different ways cultures meet basic human needs categorize lists of human needs and artifacts describe how archaeological study can show how past cultures met their needs infer identity of the owner of a bag of artifacts using knowledge of
classmates and material evidence analyze contents of a garbage bag, making linear measurements and
determining weight when applicable classify materials from trash and arrange in chronological order create a chart or graph to record findings make a hypothesis about the origin of the garbage and use evidence to
support conclusion present findings to the class
Standards of Learning:
This lesson is designed for third grade, but I have included applicable SOLs
for 2nd-4th grades.
Math
2.12 The Student Will (TSW) estimate and then use a ruler to make linear
measurements 2.15 TSW estimate and then determine weight/mass of familiar objects
using a scale 2.21 TSW read, construct, and interpret a simple picture and bar graph 3.14 TSW estimate and use actual measuring devices to measure length
and weight/mass 3.22 TSW read and interpret data represented in bar and picture graphs 4.11 TSW estimate and measure weight/mass using actual measuring devices 4.12 TSW estimate and measure length using actual measuring devices 4.19 TSW collect, organize, and display data in line and bar graphs
Science
picture and bar graphs are constructed linear and mass measurements are made observation is differentiated from personal interpretation, and conclusions
are drawn based on observation 3.1 TSW plan and conduct investigations in which
questions are developed to formulate hypotheses predictions and observations are made data are gathered, charted, and graphed objects with similar characteristics are classified into at least two sets
and two subsets inferences are made and conclusions are drawn natural events are sequenced chronologically length and mass are measured
distinctions are made among observations, conclusions (inferences), and
predictions appropriate metric measures are used to collect, record, and report data
English
2.2 TSW use words that reflect a growing range of interest and knowledge 2.3 TSW share information orally with an audience, and participate as a
contributor and leader in a group 3.1 TSW use effective communication skills in groups activities 3.2 TSW present brief oral reports 3.10 TSW record information from print and non-print resources 4.1 TSW begin to use evidence to support opinions 4.2 TSW make and listen to oral presentations and reports
Social Studies
The lesson does not directly correlate with the following SOLs, but it can
be used to relate to and enhance lessons in these areas.
2.1 TSW study the contributions of ancient Egypt and China 2.2 TSW compare rural, urban, and suburban communities and describe how the
local community has changed over time 2.3 TSW compare the tribes of American Indians in VA with those in other
regions of America 3.1 TSW describe the ancient civilizations of Greece and Rome 3.2 TSW describe the settlement of Jamestown and the Virginia Colony 3.7 TSW describe the economic specialization and interdependence involved
in the production of goods and services in various types of communities in
the past 4.3 TSW explain the economic, social, and political life of the Virginia
colony, with emphasis on characteristics and contributions of various groups
of people 4.5 TSW evaluate the social, political, and economic life in Virginia from
the Reconstruction period to the 20th century, with emphasis on the economic
and social transition from a rural, agricultural society to a more urban,
industrialized society 4.7 TSW develop historical analysis skills including identifying, analyzing,
and making generalizations about life in Virginia history using primary sources,
including artifacts, diaries, letters, photographs, art, documents, and newspapers distinguishing fact from fiction by comparing documentary sources on
historical figures and events with fictionalized figures and events
Time Required:
Approximately two weeks for the unit, 3 days or class periods
for specific lessons given here.
Materials:
"Comparing Cultures" worksheet, paper lunch bags for each student
(to be filled with items from home), data recording sheet, 5 filled trash
bags (one from each of the following: Kindergarten, 3rd gr., 5th gr., the
office, and the art room--or other sources which would provide similar
diversity), plastic tarps for spreading trash out, plastic/rubber gloves for
each student, "It's in the Garbage" recording worksheet.
Lesson Plan:
Introduction of the Lesson: The following are options for introducing the
lessons and the study of archaeology.
Give students a jigsaw puzzle to complete, but do not show them the
picture from the box. Also, remove several pieces before the activity. Have
them attempt to put it together, then discuss. Was this difficult? Why? Would
it have been easier if you knew what it was supposed to look like? What is
their reaction to having pieces missing? Relate this to archaeology--we don't know what the finished picture will be,
usually have gaps in the record, and have to draw conclusions without all the
answers. Show videotape-- "Discovering the Past" -- an electronic field trip to
Colonial Williamsburg. This gives an excellent overview of archaeological
methods. Ask each student to bring in a collection of items (at least 10) from
home. The items should be the same general type, and should have some
personal significance. Ex.: pins, awards, favorite books, stuffed animals,
toy cars, etc. Have students switch collections, then try to sort/classify
the other person's items. Discuss several people's methods, then give the
collection to another person and tell them to try to sort it differently.
Discuss. Ask the owner of the items how he/she classifies them. Discuss how
these collections and our ways of sorting can teach us something about each
other. This is the same challenge archaeologists face -- discovering
meaningful classifications of artifacts and using them to learn about the
past.
Activities:
Comparing Cultures--Students will compare what we need in order to live
and the items/artifacts used to do so, with the items used in another
culture. For third grade, you might choose Greece, Rome, American Indians, or
Jamestown settlers.
Procedure:
Have students list answers to "What do you need ion order to live?"
Categorize the list together (food, transportation, etc.) Distribute "Comparing Cultures" worksheet. Divide students into groups. Students complete the chart--how we meet our needs and what artifacts may
reflect this, and the same for other cultures.
Discuss responses.
Explain that archaeologists must infer past behavior from such artifacts,
and that it can be difficult because of the limit to what is found and the
fact that we cannot ask the people directly. Modifications: Assign tasks to group members based on ability if necessary. Enrichment: write a short report on your group's comparisons. At-risk: rather than writing out information, search for pictures of other
cultures' homes, etc., to discuss, or do as a teacher led activity. Extension: do comparisons with other groups as well.
Brown Bag Identification--students will analyze each other's collections
to see if they can identify the owner and make inferences about him/her
through items in the collection.
Give each student a brown paper lunch bag. direct them to place in the
bags 5-10 items from their own bedroom (preferable items that would survive a
fire or last for a long time). Explain that, if possible, the items should
represent the student and his/her interests. As students return bags, cover any identifying marks and assign each a
number. Pass out all the bags, making sure no one gets their own. (Or, if students
do get their own bag, have them pretend, and do the exercise anyway--they
will get a chance to do other bags as well.). Students should examine the objects and try to identify the owner. This
information, as well as reasons for the identification, should be recorded on
data sheet. Depending on time, rotate bags around to all students or just a few. Go through each bag, asking for student guesses and reasons. Then reveal
owner and ask that student to explain items chosen. Discuss the activity and compare it to archaeological study. What would
make it easier? What if you only had one item in the bag? How do
archaeologists draw conclusions with very few artifacts?
Modifications: Teacher could hold up items from one bag at a time, while
students record guesses at their desks. The teacher can include a bag for
him/herself as well. Enrichment: Create a graph/chart of all items represented in the class (or
categories) or write a report about what can be learned about the classroom
community as a whole from our artifacts. At-risk: Several students could work together to analyze items, grouping
students so more able students can help those having trouble or provide at-risk
students with fewer bags or more easily identifiable items to analyze. Extension: Have students create a display based on this activity or
gather materials from teachers throughout the school and place in central
location for contest/display of what we can learn about people from material
evidence.
Glorious Garbage -- students will examine filled trash bags from various
locations and analyze the contents for information about the "throw-awayers."
Gather trash from several different locations throughout the school,
trying to be as diverse as possible (not bathroom or cafeteria trash, for
sanitary reasons). Mark each bag with an identification number, but do not
tell students where it came from. Divide students into groups, distribute gloves, and lay out plastic tarps. Students are to sort through the trash, laying it out in chronological
order (discuss how the bottom is the oldest), then analyzing and sorting as
is applicable. Have students complete worksheet noting items found, possible uses,
possible "owners," and what the trash tells us. Have each group give a report and show evidence for their conclusions. Discuss, comparing to archaeologists' work-- they usually dig through
people's garbage, also. How is our garbage different from that in the past? Does this tell us everything about the people involved? (fancier items are
kept/taken better care of, handed down, we don't know how long something was
kept before it was thrown out) Does garbage change from day to day or throughout the year? Does one site tell all? Is trash more true than what we say or write about our lives? People in the past dumped their household trash right behind the house, but
these days, trucks pick ours up and dump it all together. How will that
affect archaeology in the future?
Enrichment--students could write a paper or create a graph on variations from
bag to bag (location to location) Ex.: in the K bag, all papers had
manuscript writing, whereas 5th grade bag had 75% cursive. At-risk -- a) assign groups and tasks within groups according to
needs/ability levels; b) teacher could lead activity, and all contribute
responses and fill out the sheet together; c) give students a smaller bag or
more clearly recognizable trash items. Extension--Have students analyze trash from home, with parents' permission,
and write a paper about it. Write about "A Day in the Life Of . . ." based on trash findings--could also
be based on types of refuse found in true archaeological digs-- "A Day in the
Life of the Powhatan Indians," etc.
Follow-ups to Conclude Archaeology Unit:
Create an artificial dig. Seed an area with artifacts or divide into
groups and give each group a large pan, etc., filled with dirt and objects.
Use actual archaeological methods as much as possible. Choose an item from the "dig" or earlier activity and describe it Fully,
then draw it as it would have been used in its original context. Break painted and charred flowerpots or other ceramic type objects and
give one collection to each student or group to mend. Bake an archaeology cake to celebrate the end of the unit. Create lots of
layers with cake and frosting. Place in it edible "artifacts" and things like
red hots, or chocolate chips which will melt to create "soil stains."
Interdisciplinary Activities:
Incorporate math by requiring students to measure length and width and
determine weight of objects. When doing the dig, have students create a grid and label with coordinates.
Transfer to graph paper drawing. Read books about archaeology, famous discoveries, etc. Draw pictures of activities we've done. Record activities in journals. Survey parents/neighbors about attitudes toward archaeology and related
topics. Create a display/exhibit on what they have learned or artifacts found in
dig.
Bibliography:
Discovering Our Past Through Historical Archaeology, National Park Service
Archaeology Education Center, Fort Frederica Association, 1996. Teachers' Guide: Virginia Archaeology, Virginia Department of Historic
Resources, Richmond, VA, 1995. Discovering the Past Teachers' Guide, Colonial Williamsburg Foundation, 1997.
Reading For Students:
Archaeologists Dig For Clues, by Kate Duke, Harper Collins Publishers, 1997.
(ages 5-9)
Sources consulted:
Discovering Our Past Through Historical Archaeology
Teachers' Guide: Virginia Archaeology, Discovering the Past Teachers' Guide,
and ideas from presenters and teachers at the Virginia Historical Society's
Summer Teacher Institute.
It's In The Garbage
As you go through the trash bag, list the items and briefly answer the 2
questions below for each item.
Item Thrown Away
It's In The Garbage
Use the information on the previous sheet to help you answer the following
questions. You must give reasons for your answers.
Name two or more of the categories into which you classified your trash: How many people do you think threw their trash here? What age(s) were they? What can you tell about the types of food they ate? What can you tell about their hobbies or activities? Could you tell when your garbage was thrown away? If yes, how? If no, why
not? From where did this garbage come? Be as specific as possible. List at least two other things you can tell about the people who threw
this trash away: How do you know this garbage is from your own culture?
Whose Bag Is It?
Beside each number, list who you think that bag belongs to and why you think
that.
Ex.: Number 1 is John's bag because it has lots of basketball things and he
loves basketball.
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