Digging Into Our Past

Digging Into Our Past, Gifted 2001 Conference 1

Digging Into Our Past Grade Level: Second Grade Gifted Presented by: Marcie Swank, S.L. Mason Elementary School, Valdosta, Georgia Length of Unit: Nine lessons I. ABSTRACT

This hands-on archaeology unit incorporates the Core Knowledge areas of social studies, science mathematics, and language arts for early elementary gifted students. It is an extension of the study of Ancient Egypt from the first grade Core Knowledge sequence and is designed to help students understand that archaeology is a science, not just digging. While participating in an actual “dig”, the importance of careful measuring, observing, and note taking is stressed. Measuring in metric units, graphing, classifying, and journal writing help the students become aware of the importance of science and scientists and their role in helping us understand the past. This is a cooperative project with the archaeologist and curator at the local historical society and a professor of archaeology at the university.

II. OVERVIEW A. Concept Objectives for this unit:

1. Students will understand the role archaeologists play in establishing facts about past cultures.

2. Students will demonstrate knowledge of archaeological methods and develop and use technical language associated with archaeology. 3. Students will have hands-on experiences.

B. Content covered from Core Knowledge Sequence 1. Reading Comprehension and Response – Gain answers to specific questions from

reading nonfiction materials, and interpret information from simple diagrams, charts and graphs.

2. Pose plausible answers to how, why, and what-if questions in interpreting texts, both fiction and non-fiction.

3. Explain and describe new concepts and information in his or her own words. 4. Writing – Produce a variety of types of writing- such as stories, reports, letters, poems,

descriptions-and make reasonable judgements about what to include in his or her own written works based on the purpose and type of composition.

5. With assistance, produce written work with a beginning, middle, and end, and when appropriate, organize materials in paragraphs.

6. With assistance, revise and edit to clarify and refine his or her meaning in writing, and attend to spelling, mechanics, and presentation in final drafts of selected works.

7. Geography – Spatial Sense – Understand that maps have keys or legends with symbols and their uses.

8. Find directions on a map: east, west, north, south. 9. Numbers and Number Sense – Create and interpret simple bar graphs. 10. Measurement – Make linear measurements in feet and inches, and in centimeters. 11. Measure and draw line segments in inches to l/2 inch, and in centimeters.

C. Skill Objectives 1. Students will describe specified locations on a map using cardinal directions.

[Georgia Quality Core Curriculum, Social Studies 2.7] 2. Students will increase vocabulary to reflect a growing range of interests and knowledge.

[QCC Language Arts 2.7] 3. Students will communicate effectively when using descriptive language, relating

experiences. [QCC LA 2.8]


4. Students will draw conclusions, make predictions, and comparisons. [QCC LA 2.29]

5. Students will write in a variety of genres to include correspondence (including writing letters and addressing envelopes). [QCC LA 2.42]

6. Students will use available technology to assist in writing. [QCC LA 2.45] 7. Students will use beginning dictionaries as information sources. [QCC LA 2.53] 8. Students will use guide words to locate words in dictionaries and topics in

encyclopedias. [QCC LA 2.54] 9. Students will use book parts, including title page, table of contents, and glossary

as information sources. [QCC LA 2.56] 10. Students will use the media center and available technology as sources of information and

pleasure. [QCC LA 2.58] 11. Students will ask questions, classify objects based on similarities and differences,

communicate with others, make inferences and predictions, use estimation and measurement, use evidence to construct explanations, and make sketches and diagrams to explain ideas. [QCC Science 2.1]

12. Students will use books and other media to obtain information related to science concepts. [QCC S 2.2]

13. Students will identify and practice accepted safety procedures in manipulating materials and equipment. [QCC S 2.3]

14. Students will actively engage in the learning process via hands-on/minds-on science activities and experiences; use appropriate tools to collect and analyze data and solve problems. [QCC S. 2.4]

15. Students will recognize and compare physical properties of objects. [QCC S. 2.7] 16. Students will measure length using inches and centimeters. [QCC Math 2.7] 17. Students will organize elements of sets according to given characteristics (color, shape,

size, design, and use). [QCC M2.27] 18. Students will construct and interpret simple bar graphs and pictographs with up to five

columns using whole unit data. [QCC M 2.32] 19. Students will develop and practice learning skills, including listening, observing, staying

on task, following directions, working cooperatively, interpreting charts, tables, graphs and maps, and improving study skills. [VCS Gifted Benchmark II – Learning Skills]

20. Students will develop and practice the research and reference skills including classifying, locating materials in the media center, using various reference books, expanding vocabulary, and using technological resources. [VCS Gifted Benchmark III – Research and Reference Skills]

21. Students will develop and practice communication skills by expressing ideas through verbal and non-verbal presentations. [VSC Gifted Benchmark IV – Communication Skills]

III. BACKGROUND KNOWLEDGE

A. For Teachers 1. Fradin, Dennis B. A New True Book – Archaeology: Chicago: Children’s Press, 1983

ISBN 0-516-01691-1. 2. Dickens, Roy S., Jr. and McKinley, James L. Frontiers in the Soil – The Archaeology

of Georgia. Atlanta, GA: Frontiers Publishing Co., 1979. 3. Hawkins, Nancy. Classroom Archaeology: An Activity Guide for Teachers. Baton

Rouge, LA: State of Louisiana Department of Culture, Recreation and Tourism, Division of Archaeology, January 1991.


4. Morrison, Velma Ford. Going On a Dig. New York: Dodd, Mead & Company, 1981. (Out of print – ordered through Amazon.com) ISBN 0-396-07915-6.

5. National Park Service, U.S. Department of the Interior Archaeological Assistance Division, Everything We Know About Archaeology For You to Use in Your Classroom. October 1990.

6. Society for American Archaeology, Public Education Committee. Teaching Archaeology: A Sampler for Grades 3 to 12. Washington, D.C. (no date).

7. Sterling, Mary Ellen. Archaeology. Huntington Beach, CA: Teacher Created Materials, Inc. ISBN 1-55734-296-2.

B. For Students: 1. Students will have the basic understanding that archaeologists are scientists that help

discover clues about past cultures from their study of ancient civilizations of the Egyptian and Mayan cultures in the first grade.

IV. Resources

A. Archaeology. Kids Discover Magazine. B. Cork, Barbara & Reid, Struan. The Usborne Young Scientist: Archaeology. C. Duke, Kate. Archaeologists Dig for Clues. Let’s-Read-and-Find-Out Science. D. Fradin, Dennis B. A New True Book – Archaeology. E. McIntosh, Jane. Archaeology. F. Morrison, Velma Ford. Going On a Dig. G. Pickering, Robert B. I Can Be An Archaeologist.

V. LESSONS Lesson One: Just What Does an ARCHAEOLOGIST Do?

A. Daily Objectives 1. Concept Objectives

a. The students will understand the role archaeologists play in establishing facts about past cultures.

b. The students will have hands-on experiences. 2. Lesson Content

a. Reading Comprehension and Response – Gain answers to specific questions from reading nonfiction materials.

b. Pose plausible answers to how, why, and what-if questions in interpreting texts, both fiction and non-fiction.

c. Explain and describe new concepts and information in his or her own words. d. Writing – Produce a variety of types of writing-such as stories, reports,

letters, poems, descriptions-and make reasonable judgements about what to include in his or her own written works based on the purpose and type of composition.

3. Skill Objectives a. Students will communicate effectively when using descriptive language

relating experiences. b. Students will draw conclusions, make predictions, and comparisons. c. Students will use beginning dictionaries as information sources. d. Students will increase vocabulary to reflect a growing range of interests and

knowledge. B. Materials

1. New True Book – Archaeology, by Fradin 2. Student pencils 3. Dictionaries


4. Appendix A- What Do They Do? C. Key Vocabulary

1. Archaeology (archeologist)- scientists who study people by the things they leave behind

2. Geology (geologist)- scientists who study rocks and minerals 3. Paleontology (paleontologist)-scientists who study fossils, dinosaurs and other

prehistoric animals 4. Anthropology (anthropologist)-scientists who study human groups (archaeology is

a sub-group of anthropology). 5. Culture-persons who lived in a given area at approximately the same time

D. Procedures/Activities 1. Begin by referring to the study of Ancient Egypt that they did in first grade.

Ask if they recall what the scientist was called who studied the contents of tombs, etc.

2. Point out that if they have ever been walking along and stopped to pick up an interesting looking object from the ground and were curious about what is was, then they are thinking like an archaeologist.

3. Explain that we are going to actually become archaeologists and conduct our very own “dig” right in our schoolyard. But before we do, we must learn more about archaeologists, the tools they use, and how they go about their work.

4. Explain that most archaeologists are trained in other areas of science as well as archaeology or work closely with those scientist and that we are going to use our dictionaries to find out what those other areas are, what those scientists study, and what the scientists who work in those areas are called. (Appendix A).

5. Read the New True Book – Archaeology. Allow students to ask questions to help them understand the concepts being introduced in the book.

E. Assessment/Evaluation 1. Check Appendix A.

Lesson Two: ARTIFACTS – What Are They? A. Daily Objectives

1. Concept Objectives a. Students will understand the role archaeologists play in establishing facts

about past cultures. b. Students will demonstrate knowledge of archaeological methods and develop

the use of technical language associated with archaeology. c. Students will have hands-on experiences.

2. Lesson Content a. Reading Comprehension and Response – Gain answers to specific questions

from reading nonfiction materials, and interpret information from simple diagrams, charts, and graphs.


c. Explain and describe new concepts and information in his or her own words. d. Writing—Produce a variety of types of writing – such as stories, reports,

letters, -poems, descriptions- and make reasonable judgements about what to include in his or her own written works based on the purpose and type of composition.

e. With assistance revise and edit to clarify and refine his or her meaning in writing, and attend to spelling, mechanics, and presentation in final drafts of selected works.


3. Skill Objectives

a. Students will communicate effectively when using descriptive language relating experiences.

b. Students will make comparisons and draw conclusions. c. Students will actively engage in the learning process via -hands-on/minds-on

science activities and experiences. d. Students will recognize and compare physical properties of objects.

B. Materials 1. I Can Be An Archaeologist by Pickering 2. Penny for each child 3. Appendix B – The ABC’s of Archaeology 4. Appendix C – Reading an Artifact 5. Bags of artifacts from local historical society/worksheet 6. Stratigraphy poster 7. Going On A Dig by Morrison 8. Poster – How Do Things Get Buried So Far Down

C. Key Vocabulary 1. Artifact-object made, used, or changed by people 2. Stratigraphy (relative dating)-the layering of dirt and rock 3. Archaeological site-a place where people lived, worked, or left things behind

which archaeologist discovered. 4. Ceramic-pottery 5. Charcoal-burned woody plant material 6. Feature-remains more complex than a single artifact, such as posts, house floors,

fire hearths, or cooking pits 7. Finds-all objects that are discovered 8. Lithic-a stone artifact 9. Organic remains-remains of something that was formerly living 10. Shard/sherd-a broken piece of pottery 11. Stratigraphy-the layering of dirt and rock

D. Procedures/Activities 1. Teacher will read I Can Be An Archaeologist, pp.5-8. Allow for discussion and

questions. 2. Display an example of each type of artifact listed in key vocabulary. Have

students check Appendix B to find the definition of artifacts. Answer any questions students may have about artifacts as they arise.

3. Distribute Appendix C and a penny to each student. Explain that they will be archaeologists today looking at an artifact (the penny) to try to discover clues about the penny. They may work in a group or, if they choose, alone to answer questions.

4. Discuss answers to questions. 5. Display poster “How Do Things Get Buried So Far Down?” and discuss how

artifacts get in the ground and how natural processes bury items with layers of soil that build up over time.

6. Display stratigraphy poster. Discuss layers, i.e., which layer would contain the oldest artifacts; the newest, etc.

7. Have students write hypotheses about the types of artifacts they think will be found during our dig and give reasons for their hypotheses.


Lesson Three: What Kinds of TOOLS Do Archaeologists Use?

A. Daily Objectives 1. Concept Objective

a. The students will have hands-on experiences. 2. Lesson Content

a. Explain and describe new concepts and information in his or her own words. b. Writing – Produce a variety of types of writing – such as stories, reports,

letters, poems, descriptions – and make reasonable judgements about what to include in his or her own written works based on the purpose and type of composition.

3. Skill Objectives a. Students will actively engage in the learning process via hands-on/minds-on

science activities and experiences. b. Students will practice accepted safety procedures in manipulating materials

and equipment. c. Students will recognize and compare physical properties of objects.

B. Materials 1. Tape measure 2. Sieve 3. Trowel 4. Brushes 5. Shovel 6. Brown paper lunch bags or zip-lock bags 7. Permanent markers 8. Nylon string 9. Notebook and pencil 10. Gloves 11. Magnifying glass 12. Camera 13. Large nails 14. Flagging tape or surveyors tape 15. Small picks (wooden or bamboo skewers) 16. Appendix B – The ABCs Of Archaeology 17. Appendix D – The Tools of Archaeology 18. Appendix E – Tools of the Trade

C. Key Vocabulary 1. Trowel-hand-held tool used by archaeologists while digging 2. Sieve-wire screen which is used to sift soil in order to catch small remains 3. Excavation-removing dirt from a location in a systematic way in order to look for

artifacts and features 4. Catalogue-listing of items found and where

D. Procedures/Activities 1. Explain that archaeologists at a dig site must be careful workers so that valuable

objects will not be damaged or lost while digging. The tool that they use will depend on the type of job to be done. Explain that they will be expected to know how to use each of the tools when we conduct our dig.

2. Place tools in centers around room. Rotate to each center and introduce each tool. 3. Display shovel. Explain that they begin digging with a large tool such as a shovel. 4. Display trowel. Explain that a trowel is used once the top layers of soil are

removed. Refer to Appendix B for definition.


5. Display brushes and picks. Ask students to speculate on why a brush or pick might be needed. Tell students that when they come to an artifact, they sometimes switch to a finer tool to clear away loosened dirt around the artifact.

6. Display sieve. Ask students what this tool might be used for. Tell students that all soil that is loosened must be put through a screen to find any tiny objects that may have been missed. Demonstrate how it is used. Refer to Appendix B.

7. Display brown paper lunch bag or zip-lock bag, permanent marker, notebook and pencil. Ask students why these objects might be needed at an excavation. Refer students to Appendix B for definition of catalogue. Discuss the importance of cataloguing every item, no matter how small or insignificant it seems. Since archaeology destroys a site, careful records must be kept. These records will be used to help figure out how the different parts of a site were used.

8. Display string, large nails, and flagging tape. Demonstrate how students will use these items to mark each shovel test site.

9. Display camera. Tell students that the camera will be used to keep a record of our dig and the artifacts we find.

10. Play guessing game—“I’m Thinking of a Tool”. Students must ask questions describing the tool or its use (like Twenty Questions).

E. Assessment/Evaluation 1. Students will complete Appendices D and E.

Lesson Four: How Do We GATHER INFORMATION About the Site? A. Daily Objectives

1. Concept Objective a. Students will have hands-on experiences.

2. Lesson Content a. Reading Comprehension and Response – Gain answers to specific questions

from reading nonfiction materials, and interpret information from simple diagrams, charts and graphs.


c. Explain and describe new concepts and information in his or her own words. d. Writing –Produce a variety of types of writing – such as stories, reports,


e. With assistance, produce written work with a beginning, middle, and end, and when appropriate, organize materials in paragraphs.

f. With assistance, revise and edit to clarify and refine his or her meaning in writing, and attend to spelling, mechanics, and presentation in final drafts of selected works.

g. Find directions on a map: east, west, north, and south.

3. Skill Objectives a. Students will read a variety of materials for information and pleasure. b. Students will write in a variety of genres to include correspondence

(including writing letters and addressing envelopes). c. Students will use available technology to assist in writing. d. Students will develop and practice research and reference skills, including

locating materials, and using various reference books.


B. Materials 1. Interview questions 2. Computers 3. Journals 4. Museum materials 5. Tape recorders/cassette tapes 6. Video cameras/tapes

C. Key Vocabulary 1. Aerial photographs-photographs taken from an airplane 2. Interview-speaking with an individual in order to gain information 3. Research-a systematic search for facts or truth about a subject

D. Procedures/Activities 1. Explain that before we can begin an excavation, research must be done to locate

the best place to conduct the excavation and that permission must be obtained from the landowner.

2. Begin with a field trip to the Lowndes County Historical Society Museum in order to locate photographs, newspaper articles, etc.

3. Make copies of all relevant information to bring back to the classroom. 4. Study the materials obtained from the Museum to determine the best place to

conduct the excavation. 5. Students will write a letter to the principal asking for permission to conduct the

excavation on the school property. 6. Students will try to locate people in the neighborhood of the school or in the

community to interview about what might have been on that land before the school was built.

7. Students will write letters to those persons asking permission to interview them. 8. Students will conduct personal interviews using a questionnaire form with specific

questions. They will ask permission to tape or video record the interview. 9. Following the interview, students will write a thank you note to person they

interviewed. 10. Students will compile all research and reach a decision about the area for the

excavation site. E. Assessment/Evaluation

1. Check letters and thank you notes for spelling, punctuation, grammar, etc.

Lesson Five: Getting the Site Ready for the Dig A. Daily Objectives


about past cultures. b. Students will demonstrate knowledge of archaeological methods and develop

and use technical language associated with archaeology. c. Students will have hands-on experiences.

2. Lesson Content a. Geography- Spatial Sense – Understand that maps have keys or legends with

symbols and their uses. b. Find directions on a map: east, west, north, and south. c. Measurement – Make linear measurements in feet and inches, and in

centimeters. d. Measure and draw line segments in inches to ½ inch, and in centimeters.


3. Skill Objectives a. Students will describe specified locations on a map using cardinal directions. b. Students will ask questions, classify objects based on similarities and

differences, communicate with others, make inferences and predictions, use estimation and measurement, use evidence to construct explanations, and make sketches and diagrams to explain ideas.

c. Students will identify and practice accepted safety procedures in manipulating materials and equipment.

d. Students will actively engage in the learning process via hands-on/minds-on science activities and experiences; use appropriate tools to collect and analyze data and solve problems.

e. Students will develop learning skills, including listening, observing, staying on task, following directions, working cooperatively, interpreting charts, tables, graphs and maps, and improving study skills.

B. Materials 1. Map of Golden Garden area 2. Tape measure 3. Nails 4. Flagging tape 5. Permanent markers 6. Hammer

C. Key Vocabulary 1. Test grid-a map showing the locations of each test hole 2. Shovel test-small shovel or post holes dug to find out if artifacts are present 3. Meters-unit of metric measure 4. Site-the area set apart for the excavation

D. Procedures/Activities 1. Teacher will explain that the area chosen for the dig was the “Golden Garden”

because of information gained during an interview with one of the teachers at the school about objects that were found in that area when a pond was added to the garden.

2. Teacher and archaeologist will take the children to the garden area and explain that they will measure the area in five-meter segments from the central area on the map and align the grid to the school.

3. With adult supervision, students will use tape measure to measure the segments. At each five-meter interval, students will drive a nail in the ground and label the number of the test site on the tagging tape with permanent marker and tie it around the top of the nail.

4. The number of the shovel test location will then be labeled on the map.

Lesson Six: Let’s Dig Into Our Past! A. Daily Objectives

1. Concept Objectives a. The students will understand the role archaeologists play in

establishing facts about past cultures. b. The students will have hands-on experiences.

2. Lesson Content a. Reading Comprehension and Response – Gain answers to specific

questions from reading non-fiction materials, and interpret information from simple diagrams, charts, and graphs.


b. Explain and describe new concepts and information in his or her own words.

c. Geography - spatial Sense – Understand that maps have keys or legends with symbols and their uses.

d. Find directions on a map: east, west, north, and south. e. Measurements – Make linear measurements in feet and inches, and in

centimeters. f. Measure and draw line segments in inches to ½ inch, and in

centimeters. 3. Skill Objectives

a. Students will identify and practice accepted safety procedures in manipulating materials and equipment.

b. Students will actively engage in the learning process via hands-on/minds on science activities and experiences; use appropriate tools to collect and analyze data and solve problems.

c. Students will develop and practice the use of learning skills, including listening, observing, staying on task, following directions, working cooperatively, and interpreting charts, tables, graphs and maps and improving study skills.

B. Materials 1. Tape measure 2. Trowels 3. Sieves 4. Brushes 5. Shovels 6. Brown paper lunch bags or zip-lock bags 7. Permanent markers 8. Notebooks and pencils 9. Gloves 10. Camera 11. Small picks (wooden or bamboo skewers) 12. Tarp 13. Map identifying and locating shovel test sites 14. Appendix B 15. Tut-ankh-Amen’s Tomb edited by Glubok

C. Key Vocabulary 1. finds – all objects that are discovered 2. catalogue – listing of items found and where found 3. backfill – the dirt that has been removed from a test pit or trench that will be put

back into the hole when the project is complete 4. ceramic – pottery 5. feature – remains more complex than a single artifact, such as posts, house floors,

fire hearths, or cooking pits 6. lithic – a stone artifact 7. organic remains – remains of something that was formerly living 8. preservation – protection from injury or destruction 9. shard/sherd – a broken piece of pottery 10. stratigraphy – the layering of dirt and rock, which often contains the remains from

people’s past activities 11. stratum – a distinct layer in the earth recognized by change in color, etc. 12. note taking – recording information


D. Procedures/Activities 1. Teacher will review vocabulary terms that may be used during the actual dig to make

certain that the children understand the terminology that will be used. 2. Teacher will display map of garden area and discuss where the first shovel tests will be

done. 3. Teacher will discuss safety procedures to be followed. 4. Teacher will explain that there are two objectives in digging. The first is to uncover

evidence and the second is to avoid destroying any of it. 5. Read pages 58-63 in Tut-ankh-Amen’s Tomb – “Duties of An Archaeologist.” 6. Discuss with students the importance of preservation (placing all artifacts in the bag and

the reasons (ethics) that they should not keep anything found themselves). 7. Review each person’s duty before moving to the garden area. 8. Once in the garden, the archaeologist will remove the top layer of soil and sod, keeping

it as much intact as possible so that it might later be replaced. 9. Students will spread tarp near test hole to catch dirt from sieve. 10. The diggers will carefully remove the layers of soil and transfer them to the sieve. 11. The sifters will hold the screen over the tarp and sift until all dirt has fallen through.

They will then check the sieve for any remaining material and significant remains will be given to the collectors to be placed in the bag.

12. The collectors will write the number of the test site and date on the bag and place all significant objets in the bag. The recorders will list items placed into each bag, then measure and record in centimeters, the approximate depth where objects were found.

13. If a large object is disclosed by the diggers, the trowel team will carefully use their trowels, picks, or brushes to remove the object without damage, then give it to the collectors for proper marking. The recorder will measure and record the depth of the location where the object was found.

14. The digging at the test site continues until no more artifacts are found. The recorder will measure and note the overall depth of the hole when no more artifacts are found. Digging should be discontinued when a depth of about 30 centimeters has been reached and no artifacts have been found.

15. The hole is refilled and the sod is put back in place. The site should be left as near to the same condition as when digging began.

16. The next test site is opened and the same procedure followed until all test sites have been opened.

17. All artifacts are labeled and bagged for later analysis in the classroom. E. Evaluation

1. Students will be observed for on-task behavior.

Lesson Seven: Let’s Find Out What We Have A. Daily Objectives


about past cultures. b. Students will demonstrate knowledge or archaeological methods and develop

and use technical language associated with archaeology. c. Students will have hands-on experiences.

2. Lesson Content a. Explain and describe new concepts and information in his or her own words. b. Numbers and Number Sense – Create and interpret simple bar graphs.


3. Skill Objectives

a. Students will increase vocabulary to reflect a growing range of interests and knowledge.

b. Students will communicate effectively when using descriptive language, relating experiences.

c. Students will draw conclusions, make predictions, and comparisons. d. Students will ask questions, classify objects based on similarities and

differences, communicate with others, make inferences and predictions, use estimation and measurement, use evidence to construct explanations, and make sketches and diagrams to explain ideas.

e. Students will identify and practice accepted safety procedures in manipulating materials and equipment.

f. Students will actively engage in the learning process via hands-on/minds-on science activities and experiences; use appropriate tools to collect and analyze data and solve problems.

g. Students will recognize and compare physical properties of objects. h. Students will organize elements of sets according to given characteristics

(color, shape, size, design, and use). i. Students will construct and interpret simple bar graphs using whole unit data. j. Students will develop and practice learning skills, including listening,

observing, staying on task, following directions, working cooperatively, interpreting charts, tables, graphs and maps, and improving study skills.

B. Materials 1. Newspapers 2. Plastic dishpans 3. Toothbrushes 4. Styrofoam meat/produce trays 5. Paper towels 6. Water 7. Graph paper 8. Colored pencils/crayons 9. Bagged artifacts

C. Key Vocabulary 1. catalogue – listing of items found and where 2. ceramic – pottery 3. charcoal – burned woody plant material 4. finds – all objects that are discovered 5. measurement – precise measurement is essential in archaeology 6. preservation – protection from injury or destruction 7. verify – double check information

D. Procedures/Activities 1. Divide students into groups of four or fewer. 2. Cover tables with newspapers. Set up work stations containing the following:

plastic wash tubs, water, toothbrushes, paper towels, styrofoam trays, and bagged artifacts.

3. Stress the importance of preserving the artifacts. Instruct the students to carefully remove the artifacts from their bag and place the items in the water. Then gently, wash each item with their toothbrush and place it on a paper towel to dry.

4. Write the identifying information from the bag which contained the artifacts on the styrofoam tray. Keep the bag.


5. Once items in the bag have been cleaned and dried, place them in the styrofoam tray along with the bag which contained the items. Make certain that all items have been removed from the water. Move cleaned items to the shelf.

6. Get clean water, another tray, another bag and artifacts, and continue process. 7. Once items from each shovel test site have been cleaned, clean up work areas to

get ready to sort and graph the items. 8. Pair students with a partner. Give each pair a tray containing the cleaned artifacts. 9. Instruct each group to sort their artifacts into groups of like objects. 10. Give each group graph paper and colored pencils or markers. 11. Instruct each group to count and verify the number of each type of artifact in their

bag, then graph each item. 12. Instruct students to write the name of the shovel test site at the top of their graph

paper. Along the bottom, write the names of each type of artifact found. Graph the number of each item in the appropriate column.

13. Continue this process, with students only working with one bag of artifacts at a time, until the contents of each shovel test site bag have been sorted, identified, and graphed.

Lesson Eight: Writing Our Report

A. Daily Objectives 1. Concept Objectives

a. Students will understand the role archaeologists play in establishing facts about past cultures.

b. Students will demonstrate knowledge of archaeological methods and develop and use technical language associated with archaeology.

c. Students will have hands-on experiences. 2. Lesson Content

a. Reading Comprehension and Response – Gain answers to specific questions from reading nonfiction materials, and interpret information from simple diagrams, charts and graphs.

b. Explain and describe new concepts and information in his or her own words. c. Writing – Produce a variety of types of writings – such as stories, reports,


d. With assistance, produce written work with a beginning, middle, and end, and when appropriate, organize materials in paragraphs.

e. Numbers and Number Sense – Create and interpret simple bar graphs. 3. Skill Objectives

a. Students will communicate effectively when using descriptive language, relating experiences.

b. Students will use beginning dictionaries as information sources. c. Students will use guide words to locate words in dictionaries and topics in

encyclopedias. d. Students will use book parts, including title page, table of contents, and

glossary as information sources. e. Students will draw conclusions, make predictions, and comparisons. f. Students will use available technology to assist in writing. g. Students will develop and practice communication skills by expressing ideas

through verbal and non-verbal presentations.


B. Materials 1. Completed graphs containing information about types and numbers of

artifacts found. 2. Journals/pencils 3. Dictionary 4. Student resource books 5. Appendix B 6. Overhead showing outline for report 7. Computer 8. Scanner 9. Artifacts 10. Photographs taken during dig

C. Key Vocabulary 1. Student will choose words appropriate to his or her report.

D. Procedures/Activities 1. Display overhead showing outline for report. Discuss information to be included

in report (site number, number of artifacts found, date artifacts were found, artifacts found, depth at which artifacts were found, description of artifacts), and conclusions reached by students about the dig site based on previous research and artifacts found.

2. Teacher will point out resources that may be used, such as books on archaeology, dictionaries, and Appendix B.

3. Students will work with partner to write report. 4. Teacher will give assistance as needed. 5. Students will type completed reports on the computer. 6. Artifacts will be scanned and pictures made to be included in reports.

Lesson 9: Sharing Our Information A. Daily Objectives

1. Concept Objectives a. Students will understand the role archaeologists play in establishing facts about

past cultures. b. Students will demonstrate knowledge of archaeological methods and develop and

use technical language associated with archaeology. c. Students will have hands-on experiences.

2. Lesson Content a. Pose plausible answers to how, why, and what-if questions in interpreting texts,

both fiction and non-fiction. b. Explain and describe new concepts and information in his or her own words.

3. Skill Objectives a. Students will communicate effectively when using descriptive language relating

experiences. b. Students will develop and practice communication skills by expressing ideas

through verbal and non-verbal presentations. B. Materials

1. Completed written reports 2. Photographs from Lowndes County Historical Museum 3. Newspaper articles from Lowndes County Historical Museum 4. Photographs taken during the dig 5. Graphs 6. Appendices F and G


C. Key Vocabulary

1. Student choice – as needed. D. Procedures/Activities

1. Students will prepare a display for the lobby bulletin board which will include photographs and articles found during the research phase of the project at the Lowndes County Historical Museum, copies of their graphs, photographs of artifacts, and reports.

2. Students will write a poem relating what they have learned about archaeology. E. Assessment/Evaluation

1. Students will complete Appendix F (informal assessment). 2. Students will complete Appendix G (formal assessment).

VI. CULMINATING ACTIVITY A. Students will give a presentation to the Parent-Teacher Organization using reports, artifacts,

and pictures. B. Students will also make their presentation at a meeting of the Lowndes County Historical

Society. C. Teacher and students will prepare a bulletin board display and notebook.

VII. HANDOUTS/WORKSHETS

Appendices A-G

VIII. BIBLIOGRAPHY “Archaeology and Education: The Classroom and Beyond.” Archaeological Assistance Study,

Washington, D.C.: National Park Service, October, 1991. (ISSN 1057-9311). Archaeology. Kids Discover. Volume 8, Issue 7. New York: Kids Discover, July 1998.

(ISSN 1054-2868). Cork, B. & Reid, S. The Usborne Young Scientist: Archaeology. Tulsa, OK: EDC Publishing,

1991. 0-86020-865-6 Dickens, R.S., Jr. & McKinley, J.L. Frontiers in the Soil—The Archaeology of Georgia.

Atlanta, GA: Frontiers Publishing Company, 1979. Duke, K. Archaeologists Dig for Clues. Let’s Read and Find Out Series. New York, NY:

HarperCollins Publishers, 1997. 0-06-445175-5. (paperback) Everything We Know About Archaeology for You to Use in Your Classroom. Washington, D.C.:

National Park Service, Archaeological Assistance Division, October, 1990. (free publication) Fradin, D.B. Archaeology: A New True Book. Chicago: Childrens Press, 1983. 0-516-01691-1. Glubok, S. (Editor). Discovering Tut-ankh-Amen’s Tomb. New York: Macmillan Publishing Co, Inc., 1968. 0-02-736030-X Hawkins, N. Classroom Archaeology: An Activity Guide for Teachers. Baton Rouge, LA: State

of Louisiana Department of Culture, Recreation and Tourism, Division of Archaeology, January 1991.

Hirsh, E.D., Jr. (Editor). What Your Second Grader Needs to Know: Fundamentals of a Good Second-Grade Education. New York: Dell Publishing, 1991. 0-385-31027-7

McIntosh, J. Eyewitness Books: Archaeology. New York: Dorling Kindersley Publishing, Inc. 1994. 0-7894-5864.

Morrison, V.F. Going On a Dig. New York: Dodd, Mead & Company, 1981. 0-396-07915-6. (This book is out of print. I purchased it through Amazon.com).

Pickering, R.S. I Can Be an Archaeologist. Chicago: Childrens Press, 1987. 0-516-01909-0. Rogers, A.E. & Bell, P. Archaeology in the Classroom: A Case Study from Arizona. Technical Brief No. 4, May 1989. Washington, D.C.: National Park Service, Archaeological Assistance Division.


Sterling, M.E. Archaeology. Huntington Beach, CA: Teacher Created Materials, Inc. 1-55734-296-2. Teaching Archaeology: A Sampler for Grades 3 to 12. Washington, D.C.: Society for American Archaeology, Public Education Committee. (no date)



Appendix B – Digging Into Our Past

The ABC’s of Archaeology

A aerial photograph a photograph taken from a airplane to sometimes help locate a site anthropology the scientific study of humans

archaeology a branch of anthropology that studies past human cultures by analyses of the sites and artifacts that people leave behind

archaeological site a place where people lived, worked or left things behind which archaeologists discovered

artifacts objects made, used, or changed by people B backfill the dirt that has been removed from a test pit or trench that will be put back into the hole when the project is complete C catalogue listing of items found and where found ceramic pottery charcoal burned woody plant material culture persons who lived in a given area at approximately the same time D dig another word for excavation E excavation removing dirt from a location in a systematic way in order to look for artifacts F feature remains more complex than a single artifact, such as posts, house floors, fire hearths, or cooking pits finds all objects that are discovered G grid a pattern of uniformly spaced lines that divide a site into equal-size squares to help archaeologists keep track of where artifacts are found H hypothesis an assumption that can be further investigated I investigate examine closely J journal a place where an archaeologist’s finds are published K knife a common artifact L lithic a stone artifact M measurement precise measurement is essential in archaeology N New World Archaeology the areas of North and South America note taking recording information O Old World Archaeology the areas of Asia, Africa and Europe organic remains remains of something that was formerly living


Appendix B-continued P preservation protection from injury or destruction R roasting pit a pit that was dug into the ground that was used for cooking. They sometimes contain fire-cracked rocks, charcoal, ash, and remains of whatever was cooked. S screening the process of sifting excavated soil through wire screen in order to catch small remains shard/sherd a broken piece of pottery shovel testa small excavation unit dug to determine the importance of buried remains sieve a screening device used to sift dirt in order to catch small objects site a work site where people lived, worked or left things behind which is set apart for excavation sratigraphy the layering of dirt and rock, which often contains the remains from people’s past activities stratum a distinct layer in the earth recognized by change in color, etc. T test pit a larger excavation than a shovel test transit surveying instrument used to lay out a grid on a site and for mapping the site trowel hand-held tool used by archaeologists while excavating U underwater archaeology studying sites that are under water—shipwrecks, etc. V verify to double check information W water screen water is used to remove difficult soil to recover artifacts X x-ray used to identify badly corroded artifacts Y years some digs take years to uncover a site Z zoo archaeologythe study of animal remains, like meat bones found in an archaeological site. Helps archaeologists understand what people ate, and also what animals were living in an area in the past.


Appendix C – Digging Into Our Past

Reading An Artifact

Name_____________________

1. When was this artifact made? __________________ 2. What language did the people who made the artifact speak? _______________ 3. Can you find some words that are in another language? What are they? ________________________ 4. Who is the person on the artifact? ____________________________ 5. What is the building on the other side of the artifact? __________________________________ 6. In what country was the artifact made? ______________________________________ 7. Do the people of this country have a religion? ___________ How can you tell? ____________

________________________________________________

8. What is this artifact? ____________________



Appendix E – Digging Into Our Past

Tools of the Trade

Name_______________

1. Archaeologists will often change from using a shovel to a smaller tool once they have made a “find.” Name two of these tools and explain why they make this change.

2. Why do archaeologists need to use a sieve when excavating?

3. Explain why it is important to record all finds and their locations.


Appendix F – Digging Into Our Past

Being an Archaeologist

Name

A quality is something a person has that makes him, in some ways, special or different than others. What qualities do you think are necessary to become an archaeologist? How many of those same qualities do you have? ______


Appendix G – Digging Into Our Past

The Steps in Conducting a Dig

Name_____________________

Number the steps taken to complete a dig in the correct order from 1 to 10. _____ Wash, dry, and sort the “finds’. _____ Choose the site and consult the landowners to get permission to dig. _____ Use all the artifacts found to construct a theory about the people who once inhabited the site. _____ Survey and draw up an accurate plan of the site. _____ Place each find in a bag marked with the location where it was found. _____ Gather all necessary tools and equipment. _____ Conduct research to decide on the best location for an excavation. _____ Determine the number of workers and type of equipment that will be needed. _____ Conduct shovel tests to determine the best place to conduct the excavation. _____ Write a report about the excavation project.

Documents

Digging Into Our Past