Teacher's Guide for DIG TM Kid Power: You Can Dig Around the WorldFebruary 2006
Teacher Guide prepared by: Alyssa Loorya.
This issue focuses on children and their experiences in archaeology. Many public education programs exist that allow grade school students to participate first hand in archaeology. This guide focuses on having students further develop their research and writing skills.
"Secret in the Thicket" (pp 6-9)
Read this article together as a class. Follow up with a discussion on the discovery of the Lascaux caves.
Research the Lascaux caves and the discovery of the cave art. Have students work in groups to create visual reports about Lascaux.
Have each group present their findings to the class. Afterward, discuss the following: What have we learned about ancient man thanks to the discovery by Marcel and his teen-age friends?
How was Marcel's lamp similar to the lamp used by the Ice Age artists?
1. Create a timeline of lighting devices.
Provide each student with 1 of a few different color images of the cave art from Lascaux. Have students write a short story to accompany the image.
"On Site with Dig" (pp. 10-11)
In this article Dig (Joyce Tyldesley) discusses her own early archaeology experiences as well as introducing her son to archaeology. Some of the activities that Dig involves her son in can easily be implemented as a class project.
Read the article aloud in class. Have students take notes about the process of archaeology talked about in the article.
After reading the article create a bulleted list of how archaeology is done.
For homework provide students with a copy of the article and as them to write a brief summary of Dig's day on the excavation in Egypt.
Dig has her son survey a local historic site. This can easily be done as a class activity and helps students further develop their observation, writing and math skills.
- Create an outline of the general process of site survey as described in the article.
- Choose a site to survey or involve students in the selection by taking suggestions from the students and holding a vote to select the site to survey. Once a site has been decided upon, work together as a class to write a letter from the site's owner seeking permission to conduct a survey. Things to include in the letter are a description of your project and why you would like to survey the site.
- After permission has been secured and the project is about to begin divide the students into groups and rotate activities. Among the activities are to write a physical description of the site, photograph the site, measure the site and draw a map of the site. While one group is photographing the site another can be measuring and another writing their descriptions, etc..
- Compile all the information into a final portfolio that can be presented to the site owner. In your introductory statement be sure to include why your class chose the site and its importance.
"My Jigsaw Playground" (pp. 16-17)
Have students read this article on their own for homework or in class.
The Leakey's are perhaps the most famous family in archaeology and anthropology. After reading the article have students research the Leakey family and write a biography for one of the family members In that biography have students include a brief history of the family and their importance in the field.
Where is Lake Turkana? Discuss how the geography of this region has changed over time (i.e. since the time of the early humans to today).
Extra Curricula Activity:
Use the web links provided in the article to explore the different archaeological sites in that region.
"Love at First Site" (pp. 18-21)
Research and Briography:
Have students read the article and choose one of the archaeologists from the article to learn about. Students should prepare a report on one of the sites excavated by the archaeologist they chose. As part of the report they should include a brief biography of the archaeologist.
"Chasin' Jason" (p.22)
This article briefly discusses an excellent archaeology program that involves school age children. Visit the website http://www.jason.org for learning opportunities.
Arrange for an archaeologist to visit your class by contacting a local University or museum. If possible arrange for students to visit a local archaeological site.