Teacher's Guide for DIG ^TM Bog People

On the Internet: Bookmarks for Further Exploration:

http://www.silkeborgmuseum.dk/index-en.html

http://www.ossabawisland.org

http://www.beirutnationalmuseum.com/3-collections.htm

http://www.libyarockart.com/index.htm

http://www.hup.harvard.edu

http://www.oldpueblo.org

http://www.english.lejre-center.dk/834.0.html

Terms of Interest:

Neanderthals, Stone Age, Technological phase, Carbon-14 dating, Peat, Anaerobic, Gruel, Ergot, Sphagnum moss, Antimicrobial, Venerated, Swabian knot, Ramada, Mano, Metate

Use library resources or "google" online for more information:

"Otzl the Iceman"

While reading this issue:

1. Use a large world map to keep track of the locations of the Stone Age "finds" described in this issue.
2. Compile a comparison chart of information about each "bog body." Use Internet or Library resources to find out more about the societies in which they lived and died.
3. After reading and discussing this issue, ask students to write a short story based on a 24^th-century excavation of their 21^st-century house or schoolyard. What would 24^th-century archaeologists find, and what would it tell them about 21^st-century living? What message or information would these 21^st-century student archaeologists like to leave behind for the future?

Don't Forget:

1. "Sneaky Peat" and the "Bog Body" puzzles on page 23
2. the "Make A Bog Braid" activity on page 27
3. the "Weave a Bookmark" project on page 30

"Tollund Man" by James M. Deem (pages 6-9)

1. Why was Tollund Man's body so well preserved? What caused it to deteriorate so rapidly after it was discovered?
2. What can historians learn from studying Tollund Man? What can medical researchers and other scientists learn?

"Grauballe & Glob" by Paul G. Bahn (pages 10-11)

1. Scientists believe that Grauballe Man lived in Denmark about 2,030 years ago. Use library or Internet resources to find out more about daily life during that time.
2. How can fingerprints help identify a person's region or tribe? Use Internet or Library resources to find out more. 

"Secrets of the Bogs" by Joyce Tyldesley (pages 12-13)

1. Why did the "bog bodies" remain so well preserved over the centuries?
2. What made bogs such dangerous places for ancient man?
3. Use Library or Internet resources to find out more about Danish bog legends, ancient rituals, and superstitions. Why did the priest tell the Bonsdorp peat cutters to leave the bog body untouched?

"Preserving the Bodies" by Joyce Tyldesley (page 14-15)

Why was peat useful to Iron Age people? What is peat used for today?

"Reading the Bodies" by Paul G. Bahn (pages 16-19)

1. Why do scientists study the remains of ancient people? What do they hope to find, and how do these investigations help 21^st-century man?
2. Why did Iron Age people worship water? Use Library or Internet resources to find out more about their religious beliefs and customs.
3. How do 21^st century archaeologists use DNA to study bog bodies? Use Library or Internet resources to find out more.

"Lindow Man" by Paul G. Bahn (pages 21-23)

1. Catalog information about Lindow Man on the bog body comparison chart. Why does he appear different from other finds?
2. Compile a list of scientific methods used in studying Lindow Man. How are these techniques used to help 21^st-century society? Use Library or Internet resources to find out more information.

"Fashion Victim" by Joyce Tyldesley (pages 24-26)

1. Why do we know so little about the clothing of Bog People?
2. After reading the article, compile a list of known facts about the general appearance of Bog People. Include as much information as possible about clothing, hairstyles, and jewelry or other adornment.
3. Use Library or Internet resources to find out more details about the clothing and hairstyles of Iron Age peoples. Working in small groups, draw some "Bog People" fashion posters. Include information from research. Display these posters in the classroom.

"Florida's Amazing Find" by K.C. Smith (page 28-29)

1. Why were scientists so excited by the Windover Pond finds?
2. What evidence led scientists to believe that Windover Pond was a semi permanent campsite?
3. Use information from this article to draw pictures of what Windover Pond's campsite may have looked like 7000 years ago. Send your pictures to DIG^TM Magazine at the address on page 31 - they may make it into a future issue!
4. How did the Windover Pond discoveries change what scientists believed about Florida's Early Archaic settlements?

"In the Field" by Courtney Rose (page 32)

1. Why does author Courtney Rose believe that archaeology is an exciting field for children and adults? What can visitors learn by participating in a 'dig'?
2. Ask a local museum or university archaeologist to lead a class 'dig' at a local park or on campus. Prepare the site and use as many 21^st-century archaeological techniques as possible. After the dig, write an article about any unusual finds for the school newspaper or website - or send a letter to Dr. Dig (address on page 3)!

"Art-I-Facts: Windeby Girl" by James M. Deem (inside back cover)

1. Why was Windeby Girl considered such a sad find?
2. The cover of this issue of DIG asks: "Can the dead talk?" What does the body of Windeby Girl "say" to scientists? What questions remain unanswered?

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Updated: 9/2/10 10:40 am
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