Teacher's Guide for DIG ^TM Discoveries from the Deep

butcher paper
index cards or small squares of paper
glue
drawing paper
colored pencils or markers
see below for additional supplies for the "Build a Ship" activity

Understanding ships and boats
Objective: to attune students to visual and mental images of ships and boats
Procedure: Several days before they read the magazine, ask students to find and copy one or two images of (preferably) old or modern ships or boats to bring to class. They should record a sentence or two about the pictures that they select from their sources. Possible sources include books, photographs, old maps, magazines, brochures, or the Internet. As a class project, array the images and determine how they might be grouped - for example, by style, age, construction, or complexity. Based on these classifications, have students affix their images and descriptions, the latter written on index cards or slips of paper, to the butcher paper, add other labels as appropriate, then display this as a mural. Guide students in a discussion about the features that distinguish, or that are common among, ships and boats over time. (This discussion probably will be based on observation rather than knowledge.)



Understanding underwater archaeology
Objective: to determine student knowledge, impressions, and myths about the science of underwater archaeology
Procedure: Ask students to draw their ideas about what underwater archaeologists do, how they record shipwrecks, or what a wreck looks like. Lead a group discussion that allows students to describe their drawings. If space permits, add these images to the mural.



Vocabulary
Objective: to introduce terms that are commonplace in underwater archaeology and that are found in the readings in this issue of DIG^TM
Procedure: Review the basic vocabulary list. (See definitions at the end of this activity outline.) Tell students that, during the course of their reading, they must list and define five additional unfamiliar words. After the reading activity, discuss the new words as a group.
Basic list: archaeological site, archaeology, artifacts, ballast, cargo, conservator, excavate, fleet, hull, maritime, nautical, record (verb), scuba, side-scan sonar, submerged, timbers, treasure hunting, underwater archaeology

"Beneath the Waves" (pp. 7 - 9)

1. How does nautical / maritime archaeology differ from other types of underwater archaeology?
2. How has technology helped or harmed the investigation of shipwrecks?
3. What types of questions can cargo and other artifacts answer about a wreck?

"Mystery at Uluburun" (pp. 10 - 13)

1. Why does it take so much longer to analyze a wreck than to excavate it?
2. What new information did artifacts from the Uluburun wreck reveal about the Bronze Age in the Mediterranean region?
3. What techniques do underwater archaeologists use to find sites?
4. What problems or challenges face underwater archaeologists working on deep sites?
5. Why could deep depth help to preserve a site?

"Tales of the Armada" (pp. 16 - 19) and "Detectives at Work" (pp. 20 - 21)

1. Which Armada ships have been studied?
2. Where or how did these Armada ships sink?
3. How did artillery play a role in the Armada's defeat?
4. What evidence indicated that the Armada was an invasion fleet?
5. How do underwater archaeologists record (document) a site?
6. Why is it important and necessary to document a site?

"Lost Wonders" (pp. 24 - 26)

1. How did the "wickedest city on earth" sink into the sea?
2. What happened to LaSalle and the four ships in his expedition?
3. What is happening to the remains of the Belle?

"Saving the Day" (pp. 27 - 28)

1. Why is it necessary to conserve artifacts recovered from the sea?

Understanding underwater archaeology
Objective: to revisit student understanding of the work of underwater archaeologists
Procedure: Ask students to discuss the drawings that they made before reading DIG^TM to see whether they have new perspectives about underwater archaeology. (Alternatively, ask them to draw a second image based on what they have learned.)



Unanswered questions
Objective: to explore topics that have been introduced but not completely explained by readings in the magazine
Procedure: Divide the class into teams of four or five students each. Ask groups to talk about questions that they have about underwater archaeology as a result of their readings and to formulate one question that summarizes their uncertainties. Ask each group to present its question to the entire class and encourage students to suggest answers. From among the group questions, ask students to select one to send to Dr. Dig (pp. 2 - 3) for reply.



Understanding local underwater history
Objective: to relate underwater archaeology to local circumstances
Introduction: All U.S. states have waterways of some sort - including coasts, bays, rivers, lakes, bayous, streams, swamps, quarries, and other places in which cultural remains have been deposited and submerged over time. Many unlikely locations, such as Nevada, have sponsored underwater archaeological research. (Remember that underwater archaeologists don't only study shipwrecks.)
Procedure #1: Ask student teams to research underwater archaeology projects in their state to understand how submerged cultural resources are regarded. During a class discussion, invite teams to share their findings.
Procedure #2: In states that have considerable access to waterways, ask students to research sites other than shipwrecks that relate to waterborne commerce or travel - for example, lighthouses; ports; or coastal forts, communities, or natural environments.



Research a site
Objective: to engage students in research about shipwreck projects
Procedure: Divide the class into teams of four or five students. Instruct groups to research the shipwrecks listed on page 5 of this issue of DIG^TM, using the suggested Internet sites. (Older students might be required to use bibliographic sources as well.) During a class discussion, allow groups to share their findings.



Build a Ship
Objective: to understand features that allow watercraft to float by creating a vessel
Materials:
For each student team:
1 gallon-size plastic storage bag (i.e., Ziplock^TM) to hold all materials
4 pint-size plastic storage bags
4 plastic straws
4 "egg compartments" from a styrofoam egg carton
4 twist ties
4 pieces of string about twelve inches long
4 rubber bands
4 bamboo skewers or popsicle sticks
1 new pencil
For the "sea trials"
fishing weights, pennies, or pebbles to represent cargo and crew
water to test the vessels: e.g., large plastic tub, sink, pool, pond
Procedure: Divide the class into small teams, give a bag of supplies to each group, and explain that each must create a watercraft using the materials that they have been given. (If students created a mural of ship types as suggested above, encourage them to look at ship features that seem standard or necessary.) Tell students the rules of this activity:
1. they may use only the items in the large bag, although they don't have to use all of the items
2. the "boat" must have a place where "cargo and crew" (i.e., fishing weights, etc.) can be placed after the vessel has been constructed.
Allow at least twenty minutes for the boat-building activity. After the boats have been constructed, add a few weights (cargo and crew) before putting each vessel in the water to test its stability and seaworthiness.



Invite a professional
Objective: to put students in contact with an underwater archaeologist
Procedure: Invite an underwater archaeologist to speak to the class. You can determine whether there are individuals in your state with this expertise by contacting the office of the state historic preservation officer (SHPO), which usually is based in the state capital.

archaeological site: a place where human activity or occupation occurred
archaeology: the scientific study of past cultures based on artifacts and other evidence that people left behind
artifact: an object made or modified by humans
ballast: heavy materials such as stones or iron placed in the lower part of a ship for stability
cargo: goods or merchandise carried by a ship, usually below deck
conservator: someone trained in the techniques of preserving artifacts and other evidence recovered from an archaeological site
excavate: to recover artifacts and other evidence from an archaeological site in a scientific manner
fleet: a group of ships operated under unified control
hull: the frame or body of a ship
maritime: relating to the sea or seafaring
nautical archaeology: the study of the history, construction, operation, and use of watercraft of all types
record: to measure, draw, photograph, videotape, or otherwise document the remains at an archaeological site
scuba: equipment that enables a diver to remain underwater for an extended period of time (an acronym for self-contained underwater breathing apparatus)
side-scan sonar: a remote-sensing instrument that uses sonar waves to detect items on the seabed
submerged: covered with water
timbers: wooden members of a ship's hull
treasure hunting: the pursuit of intrinsically valuable artifacts from archaeological sites for purposes of collecting, trading, or personal financial gain
underwater archaeology: the scientific recovery and preservation of submerged cultural resources by trained archaeologists for purposes of study or public display

Books for Mature Readers

Baker, William A. et al. The Lore of Sail. New York: Facts on File Publications, 1982.

Bass, George F., ed. Ships and Shipwrecks of the Americas. A History Based on Underwater Archaeology. London: Thames and Hudson Ltd., 1988.

Delgado, James P., ed. Encyclopedia of Underwater and Maritime Archaeology. London: British Museum Press, 1997.

Muckelroy, Keith, ed. Archeology under Water. An Atlas of the World's Submerged Sites. New York: McGraw-Hill Book Company, 1980.

Throckmorton, Peter, ed. History from the Sea. Shipwrecks and Archaeology. London: Mitchell Beazley International Ltd., 1987.

Tritton, Roger et al. The Visual Dictionary of Ships and Sailing. New York: Dorling Kindersley, Inc., 1991.

Books for Young Readers
E = elementary   UE = upper elementary   S = secondary

Ballard, Robert D. Toronto: Madison Press Books, 1988. [UE/S]

Blackman, Steve. Ships and Shipwrecks. New York: Franklin Watts, 1993. [UE/S]

Bernier, Marc-André and Robert Grenier. Les archéologues aux pieds palmés. Quebec: Les Editions Héritage, Inc., 1996. [E; French only]

Delgado, James P.
  Native American Shipwrecks. Danbury, Conn.: Franklin Watts, 2000.
  Shipwrecks from the Westward Movement. Danbury, Conn.: Franklin Watts, 2000.
  Wrecks of American Warships. Danbury, Conn.: Franklin Watts, 2000.
[All books: UE/S]

Humble, Richard. Submarines and Ships. New York: Viking, 1997. [UE/S]

Kristof, Emory et al. Undersea Treasures. Washington, D.C.: National Geographic Society, 1996. [E]

Lerner Geography Department. Sunk! Exploring Underwater Archaeology. Minneapolis: Runestone Press, 1994. [S]

Macaulay, David. Ship. Boston: Houghton Mifflin Company, 1993. [S]

Platt, Richard. Shipwreck. New York: Alfred A. Knopf, 1997. [UE/S]

Smith, KC
  Exploring for Shipwrecks. Danbury, Conn.: Franklin Watts, 2000.
  Shipwrecks of the Explorers. Danbury, Conn.: Franklin Watts, 2000.
  Ancient Shipwrecks. Danbury, Conn.: Franklin Watts, 2000.
[All books: UE/S]

Teaching Manuals

Cleary, Marie and Mark J. Meister, eds. Cargoes from Three Continents: Ancient Mediterranean Trade in Modern Archaeology. Boston: Archaeological Institute of America, 2000.

Mathewson, R. Duncan. If Shipwrecks Could Talk. Hudson, N.H.: Delta Education, Inc., 1995.

Prentice-Hall, Inc. The Wreck of the Henrietta Marie. Upper Saddle River, N.J.: Prentice-Hall Interdisciplinary Explorations series, 1997.

Smith, KC and Amy Douglass, eds. History Beneath the Sea. Nautical Archaeology in the Classroom. Washington, D.C.: Society for American Archaeology Teaching with Archaeology Series, #1, 2000.

Organizations

Advisory Council on Underwater Archaeology (ACUA)
c/o Society for Historical Archaeology
P.O. Box 30446
Tucson, AZ   85751-0446
www.sha.org

Archaeological Institute of America (AIA)
656 Beacon St.
Boston, MA   02215-2006
(617) 353-9361
www.archaeological.org

Institute of Nautical Archaeology (INA)
P.O. Drawer HG
College Station, TX   77841-5137
(979) 845-6694
http://nautarch.tamu.edu

Web Sites
The following sites provide links to many aspects of underwater archaeology:

www.pophaus.com/underwater
www.cyberpursuits.com/archeo/uw-arch.asp
http://nautarch.tamu.edu/napwww.htm
www.serve.com/archaeology/uwater.html
www.adp.fsu.edu/uwdirect.html

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Updated: 11/21/08 01:54 pm
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