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Lesson plan: History Underfoot
By Vicki Browne (Evergreen Elementary School)
Level: Elementary
Overview:
Much of what we know about the earliest Virginians comes from the
work of archaeologists. In order for students to understand the history of
our state it is important for them to understand how we know what that
history is. Cultures that existed before written history, or cultures such as
those of Virginia's native Americans which are based on oral histories,
might be lost to us without the ability of archaeologists to locate and
interpret artifacts left behind by these cultures. In addition to providing
lessons in history, archaeology is a wonderful way to teach science skills
such as classifying, interpreting, observing, and investigating; math skills
such as patterns, graphing, preparing and interpreting grids, measuring, and
calculating; and language skills such as journal and report writing.
Children love hands-on learning, mysteries and puzzles. Using
archaeology to teach students in elementary school is a creative way to grab
students' attention and hold their interest as they learn SOL's in numerous
subject areas.
Unit Time Required:
1 to 2 weeks
Lesson Plan 1 - Mystery, Puzzles, and the Archaeologist:
Background:
Historians learn about the past by studying written records left behind
by people of the past. Since writing goes back only about 5,000 years,
other sources of information are needed to learn about cultures that
flourished before written documents existed. Archaeologists study the
material remains of our past artifacts and "read" the layers of the earth
that these artifacts are found in, in order to try to piece together the puzzle
of our past. Archaeology is part science and part mystery, based on
scientific methods applied to try to solve mysteries of the past.
Objectives:
The student will analyze information about a site and artifacts. The student will draw conclusions about what happened at this site. The student will solve a problem by completing a pattern or puzzle.
Standards of Learning:
Science 3.1, 4.1, 5.1; Math 3.25, 4.22; History and Social Science 4.7, 5.1,
5.9.
Time Required:
45 minutes to 1 hour
Materials:
Transparency with Mammoth Mystery written or typed on it. (copies of
information for students with learning disabilities who may require
written copy). Puzzles (one for every two students) Photo copy pictures from student
textbook. Glue each copy to posterboard. Cut apart in random shapes
to make a jigsaw puzzle. Put shapes into a ziploc bag, leaving out at
least one shape per puzzle. Ziploc bags (one for each puzzle).
Activities:
Share background information about archaeology with the class. Explain that they are going to try solving a mystery the same way that
archaeologists do by reading the artifacts left behind by a culture. Assign students partners to work with on the Mammoth Mystery. Tell
them that they will be given some information and then asked to use
their skills as scientists to try to solve the mystery of what happened.
They should jot down notes as they work with their partners so that
they can share their conclusions with the class.
Hand out Mammoth Mystery sheets, put transparency on the overhead.
Read information to the class as they follow along.
Give students 10-15 minutes to work with partners. Walk around and
offer encouragement, ask questions, remind partners to record support
for their conclusions.
Have students share their solutions to the Mammoth Mystery.
Explain puzzles to students. (A jigsaw puzzle usually has a picture of the
the final product on the box cover. Archaeologists don't know what
the final product should look like when they are trying to piece
together artifacts they find. They also usually don't find all the
pieces to each object. When students work on these puzzles they
will be working like archaeologists without a picture and without
all the pieces. They need to work with their partners to try to
piece together the original picture.) Allow students the rest of the period to complete the puzzles.
Mammoth Mystery
Fifteen years ago, while looking for natural gas, a member of a gas
drilling crew found the leg bones of a mammoth standing in what had once
been a swampy lake. The bones were 11,000 years old and had been
preserved in the black mud of the former lake. The rest of the mammoth's
bones were found nearby, along with stone tools such as spear points,
knives, a chopper, and a scraper.
Using just this information, what do you think might have happened
in the swampy lake 11,000 years ago? How did the leg bones get here and
why were the other bones and stone tools separate from them?
Possible explanation:
The prehistoric hunters of the mammoth hid by the shores of the lake
until the mammoth came by looking for a drink. When the beast arrived the
hunters ran toward it, yelling wildly and throwing their spears. The startled
mammoth backed into the lake and became caught in the muddy bottom,
sinking deeper into the mud as it struggled. Since the mammoth couldn't
run away, the hunters threw their spears at it again and again until it died.
The hunters used sharp stone knives to cut the dead mammoth apart. They
dragged the pieces from the lake, cut off the meat, and cleaned the skin.
Every part of the mammoth was used (even the tusks were made into tools
and weapons), except for the leg bones which were too big and heavy to
drag out of the sticky mud.
Lesson Plan 2 - Archaeology Journal:
Background:
When archaeologists dig up a site and withdraw artifacts, they are
destroying the site. Never again will the information be arranged in the
same order it was before the excavation was begun. For this reason, it is
important that archaeologists keep careful records and notes. When the dig
is completed, all that is left of the original site is the detailed records and the
artifacts that were recovered.
Objectives:
The student will use evidence to support conclusions. The student will record information and organize it for clarity. The student will evaluate and synthesize information.
Standards of Learning:
English 3.8, 3.10, 4.1, 4.9, 5.1, 5.7, 5.8.
Time Required:
15-20 minutes
Materials:
Archaeology Journal (one per student) Type up a cover with "My
Archaeology Journal" in large print and room for student's name at the
bottom. Copy onto brightly colored paper. Staple alternate pages of
looseleaf and blank paper (approximately 10 of each) between front
cover and a blank back page. If desired, cover staples with brightly
colored tape.
Activities:
Use background information to explain to students why it is important
for them to document their work in archaeology. Either at the end of the day following lesson 1, or as morning work the
next day, have students record their conclusions about the Mammoth
Mystery on the first page of looseleaf in their journals. They may
use their notes from their work with their partner, but each student
should generate her or his own conclusions. Students may also write
about the frustrations, success, etc. of their work with the puzzles. For the remainder of the archaeology unit, students should complete at
least one written page in their journals each day. Blank pages may be
used to illustrate their data and analysis.
My Archaeology Journal
___________________________ Name
Lesson Plan 3 - 20th Century Artifact Inquiry:
Background:
Archaeologists learn about the past by interpreting the artifacts they
find in the ground. Artifacts are the objects used by people in their
everyday lives. They include dishes, pots, furniture, toys, gadgets,
decorations, weapons, tools, etc. Artifacts provide information about the
people who used them, but archaeologists need to learn how to "read" this
information.
Objectives:
Standards of Learning:
History and Social Science 4.7, 5.9.
Time Required:
45 minutes to 1 hour
Materials:
6 different artifacts for students to evaluate. Examples: gadgets used at
least 30 years ago (older if you can obtain them) such as tools, kitchen
equipment, electrical construction supplies, etc.; old toys (skate key).
Check out flea markets, attics, basements, etc. for objects that students
might not be familiar with. Label each artifact with a different number. Brainstorming web, 6 for each group. Put the number of each artifact in
the middle of the web, draw boxes radiating out from the center for each
group's ideas about their artifacts.
Activities:
Divide the class into 6 groups. Give each group a brainstorming web for
each of the 6 artifacts. Explain that groups should inspect each artifact and try to decide what
it is and what it was used for, writing ideas on brainstorming web. Give each group one artifact. Allow each group 3-4 minutes to examine
the object and write down ideas they have about the artifact. Rotate artifacts and allow groups another 3-4 minutes to inspect them. Continue to rotate artifacts until every group has inspected all 6 artifacts. Share students brainstorming webs, then tell the class each artifact's
actual name and function.
Lesson Plan 4 - Wastebasket Archaeology:
Background:
Often artifacts are found grouped together in areas that served as a
trash pit for their owners. Disposing of trash and using landfills are 20th
century practices. Prior to the 20th century, people usually tossed their trash
and debris out the nearest window or door. This practice makes it easier for
archaeologists to locate foundations once they have located domestic trash
heaps. At the beginning of the new millennium, a good way to learn about
people's lives is to inspect their wastebaskets!
Objectives:
Standards of Learning:
Science 3.1, 4.1, 5.1; History and Social Science 4.7, 5.9.
Time Required:
45 minutes to 1 hour
Materials:
1 trash bag full of waste from a preschooler (examples: page from a
paint with water book, fat broken crayon, playdough box, wrapper from
kid's meal toy, popsicle stick, juice box, party hat, party favor, small
toy) 1 trash bag full of waste from a school age child (examples: graded
paper, used notebook, pencil sharpened down to tiny size, snack
wrapper, used eraser, empty pen, nametag, pen with toothmarks, lunch
money) 1 trash bag full of kitchen waste (examples: boxes/bags from prepared
food, plastic utensils, paper cups, paper towel outer wrapper and inner
empty core, old sponge, eggshells, chicken bones) 1 trash bag full of teenager's trash (examples: CD wrapper, empty
shampoo container, old Seventeen magazine, Clearasil container, soda
bottle or can, Nintendo or Gameboy box, a quarter) 1 trash bag full of waste from office worker (examples: coffee cup,
floppy disc, business card, staples box, loose stapes, paper clip, ledger
book, index tabs, legal pad, fancy pen, tape dispenser, coins) 1 trash bag full of teacher's trash (no examples necessary!) List of questions for wastebasket archaeologists to answer. (examples:
Where was most of this trash produced? Who used these things? What
did these people eat? What were their health habits? What were their
hobbies? What time of year was it when this trash was thrown away?
What were these things used for? What was the location like where
these things were used? Approximately what time period was this trash
from?)
Activities:
Divide class into 6 groups. Give each student a list of questions. Share background with students. Tell them that they will be inspecting
6 different bags of trash, trying to answer as many questions about
each bag as possible. They should work together as a group and
each student may write down their own answers to the questions. Give each group a bag of trash. Allow 5-8 minutes per bag for groups
to examine the contents. Rotate bags until every group has inspected all 6. Call on students to share some of their conclusions about each of the
6 bags of trash. Point out to students the difference between the "artifacts" found in
each trash bag and the "artifacts" they examined in Lesson 3
since these artifacts are in context it is easier to interpret the
information they have to offer than to try to classify artifacts
examined in isolation. Also, these artifacts were probably
familiar to students. Have students write about their results in their archaeology journals.
This may be done as morning work the next day.
Lesson Plan 5 - Historic/Prehistoric Artifact Inquiry:
Background:
One of the most important parts of an archaeologist's job is
interpreting the artifacts excavated from the ground. Digging up sites
should never be done as a treasure hunt, since the site is forever destroyed
once the layers have been disturbed. Instead, excavations should only be
undertaken when a site is endangered by impending construction or if
archaeologists are seeking more information about previous cultures that
existed on that site. Properly removing the artifacts and recording all data
of the excavation is important. Equally important is interpreting the
artifacts from the site, "reading" them to discover answers to our questions
about the people who used the artifacts.
Objectives:
The student will classify objects by their appearance. The student will identify the functions of previously unknown objects by
their appearance and/or structures. The student will draw conclusions about the use of artifacts and what
they tell us about the people who used them.
Standards of Learning:
English 3.10, 4.9, 5.8 ; Science 3.1, 4.1, 5.1; History and Social Science 4.7,
5.9.
Time Required:
30 - 45 minutes
Materials:
Activities:
Divide the class into 6 groups. Give each group a set of artifacts. Tell students they will be examining real artifacts that were uncovered
during archaeological excavations here in Virginia. Have each student select one artifact in their group to examine. First,
they should write down attributes of their artifact (This can be done
on the next blank page in their journals). Next, they should try to
draw a picture of what they think the complete artifact looked like
when it was used by its owner. Finally, they should write down what
they think the object was, what it was used for, when it was used. After 10-15 minutes have each student share their conclusions with
the rest of their group. Allow each group a few minutes to summarize the information they
have learned from all the artifacts in their set. (i.e., do they think
that these artifacts were used by native Americans or English
settlers? Were these things used to obtain and eat food, for shelter,
or for recreation?) Call on each group to share their information with the class. Encourage students to do research to try to find out if their conclusions
are correct (look in books, encyclopedias, Internet, etc. for
similar artifacts and information about their use).
Lesson Plan 6 - Stratigraphy:
Background:
Artifacts are important to archaeologists in the context of their
location in the ground. Since objects are deposited in chronological order,
the stratigraphy (layers) of a site is important in interpreting the site.
Archaeologists are careful to maintain the layers as they excavate so that
artifacts are analyzed in the context of other artifacts from the same time
period. It is important that students understand that the layers are
uncovered in the reverse order of their use the newest artifacts should be
nearest the top and the oldest artifacts should be on the bottom. If a site has
been disturbed, the layers will be mixed up and the artifacts will no longer
be in chronological order, rendering much of their information useless.
Objectives:
Standards of Learning:
Science 3.1, 4.1, 5.1; History and Social Science 4.7, 5.9.
Time Required:
30 minutes
Materials:
Edible stratigraphy, either individual cups filled with layers of
different puddings, whipped cream, oreo cookie crumbs, etc. with small
animal crackers or other edible "artifacts" imbedded in them (one cup
per student), or a sheet cake made from layers of different types of cakes,
pudding, icing, etc., with edible "artifacts" imbedded in them (try
pushing M and M's and/or chocolate chips into the layers before baking). Overhead transparencies, at least 4, with each one showing a side view
of one strata of artifacts. Draw the layers so that all 4 transparencies can
be laid on top of each other to form a stratigraphy of the entire site, with
the youngest strata on top. On the second transparency include a trash or
storage pit that dips down into the third layer.
Activities:
Display the stratigraphy transparencies on the overhead. Explain to the
students what the various layers represent. Emphasize the importance
of maintaining the layers during excavation. Remove the top transparency and explain that this layer would be the
first one removed by archaeologists during an excavation. Talk about the
artifacts shown on this level. Continue to remove one layer at a time, discussing each layer's artifacts.
Ask students why the second layer is not level all the way across.
Explain to students that when an archaeologist excavates a site he or
she looks for changes in the color of the soil which usually indicate
that something different occurred here (these changes are called
features and are usually excavated separately). If a storage or trash
pit was dug at the time of the second strata, the artifacts in the pit
would date to the same time period as the second strata, not the strata
below it. After sharing each of the transparencies, give students their "edible"
sites to excavate by layers. Have students write in their Archaeology Journals.
Lesson Plan 7 - Maps and Grids:
Background:
Archaeologists use a grid to make an accurate map of their site to be
included in the records they keep. Since excavation destroys the site, it is
important to record all information, including exact locations of artifacts as
they are found. Cardinal and intermediate directions are used to set up the
grid. The point of reference from which all measurements are taken is
called the datum. After the cardinal directions are determined at the site
using a compass, measuring tapes are used to create grids on the ground. A
map is then created to record which squares on the grid are excavated.
Artifacts found in each square are placed in a plastic bag with a label,
identifying that square on the site map.
Objectives:
The student will create a grid using cardinal and intermediate directions. The student will use metric and U.S. Customary units to measure squares
on a grid. The student will locate artifacts on a grid and identify their location
using cardinal directions.
Standards of Learning:
Math 3.14, 4.12, 5.11; History and Social Science 4.2.
Time Required:
30 - 45 minutes
Materials:
Graph paper one sheet per student Metric and inch rulers one per student Transparency of graph paper Overhead pens various colors
Activities:
Give each student a sheet of graph paper and a ruler. Share background information with students. On overhead, draw an axis and label North. Call on students to label
the other three cardinal directions. Label center of axis Datum. Use ruler to measure and mark off squares on the transparency, 1 inch
by 1 inch, in the northeast quadrant. Call on students to identify
different squares by their location on the grid (i.e., north 2, east 3).
Use ruler to measure and mark off squares in the southwest quadrant
1 cm by 1 cm. Call on students to identify different squares by their
location (i.e., south 0, west 2). (Note: The first square nearest the
Datum would be north 0, east 0 or south 0, west 0) Instruct students to draw similar grids on their own graph paper. Have
them outline each square on their grid with a crayon or colored pencil
in order to make it easier to identify. While students are creating their grids, use different color overhead
pens to draw "artifacts" in different squares on the overhead
transparency. Number each artifact with a different number. Have students copy artifacts onto their own grids. Have students identify each artifact by its location on the grid (i.e.,
Artifact 1 N2/E3). After everyone is finished locating the artifacts, call on students
to give each artifact's location. Write the locations on the
transparency.
Lesson Plan 8 - Drying Flowers:
Background:
Organic material, anything that was once living (including plants,
wood, animals, people), is easily destroyed by dampness, fire, insects. It
decays and returns to the soil, making it difficult to recognize after only a
few years. This is why artifacts made of cloth, paper, and wood are rarely
found under normal conditions. However, certain conditions preserve
organic material. If paper was stored in clay jars (such as the Dead Sea
Scrolls) it will be protected from bacteria, animals, and insects. Mummies
have been preserved by the removal of water from the bodies and the
addition of special chemicals. Places such as deserts, where there is little
moisture and the air is dry, also tend to preserve organic matter for long
periods of time.
Objectives:
Standards of Learning:
Science 3.8, 3.10, 4.5, 4.8, 5.7.
Time Required:
30 minutes
Materials:
Fine sand Large coffee can one per student Fresh cut long stemmed flower one per student Plastic spoons and paper or plastic cup one per student
Activities:
Use flowers to conduct experiment in science, lesson on parts of a
plant. (Note: this experiment is not included in estimate of time
required for this activity). Have each student place three inches of sand in a coffee can. Cut each flower to a three inch long stem and immediately plant in
the sand in each coffee can. Have students fill cup with sand and carefully pour it around the
flower (not on top of it) until the sand is level with the top petals
of the plant. Have students use plastic spoon to carefully spoon sand over the petals
of the plant, burying them an inch and a half under the sand. Place coffee cans somewhere safe for approximately two weeks. Gently brush off sand from top of flower, lift out flower and gently tap
the stem to remove any sand sticking to it. Flower should feel like straw now that all the water has been
removed.
Lesson Plan 9 - Visit to an Archaeological Site:
Try to find an archaeological site in your area to visit with your class.
Castlewood Plantation in Chesterfield County is the headquarters of the
Chesterfield County Historical Society. Contact the Society about a field
trip to their site. Other possibilities are: Kenmore/Ferry Farm in
Fredericksburg, Jamestown Rediscovery, and sites at Colonial
Williamsburg. (Check out web sites for these locations for information
about organized visits.)
Bibliography:
Cork, Barbara and Struan Reid. Archaeology. Usborne Publishing, Ltd.,
London: 1991. Fischer, Max W. American History Simulations. Teacher Created
Materials, Inc., Huntington Beach, CA: 1993. Pickering, Robert B. I Can Be An Archaeologist. Childrens Press,
Chicago: 1987. Porell, Bruce. Digging The Past, Archaeology In Your Own Background.
Addison-Wesley Publishing Company, Inc., Reading, MA: 1979.
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