Teacher's Guide for DIG ^TM Archaeology USA

Objective:
To activate prior knowledge to prepare students to understand the information presented in several articles

Procedure:
The day before reading the articles divide the students into groups of 4 - 5 students. Have the groups brainstorm the following topics:

1. What kinds of artifacts could be found at different sites around the world?
2. What techniques do archaeologists use to uncover artifacts?
3. How do archaeologists use the artifacts to learn about the culture that once inhabited the site?

Use a class discussion format to activate prior knowledge and to set the stage for understanding the articles the students will be reading in their groups.

Objective:
To introduce students to the actual digs which are taking place in five different locations in the United States and be able to compare and contrast their similarities and differences

Procedure:
Use the same group of students from the previous day""'s brainstorming session. Assign one of the following articles to each group:

1. "A Pueblo's Past" - pp. 6-9
2. "Beneath Archaeology at the Hermitage" - pp. 12-15
3. "Hope for the Hopewell" - pp. 16-19
4. "Clovis Country" - pp. 20-23
5. "Exploring Heritage" - pp. 24-25

Each group should read their assigned article and prepare an oral report to present to the whole class the next day. Each student in the group should be responsible for presenting one of the following items:

1. Presenting the name of the article and reason for the dig
2. Giving the location and date of the dig and telling about the people involved in the dig
3. Explaining how the dig was conducted, including the tools used
4. Reporting on the artifacts and / or building found
5. Answering any questions from the class about the article

As the class is listening to the presentations, they should be taking notes using a graphic organizer set up to put facts presented into appropriate categories. Preparing a web or a chart with the four categories listed above would be helpful.

Using the information from the graphic organizer ask the students to write a paragraph comparing and contrasting the sites and the artifacts found at the site.

1. Objective:
   • To simulate an actual archaeological dig, measure and record finds, and make inferences about the site uncovered
   • Demonstrate their knowledge by analyzing a group of archaeological artifacts and creating their own observation-inference statements
   
   Materials:

   6 plastic bins (16" x 11x6") filled with about 5 inches of sand
   6 - 7 artifacts buried at different levels. Each bin should contain artifacts taken from a specific location ie. a child's room, a school, a tool shed, a garage etc.
   popsicles sticks
   small trowel
   ruler
   grid paper
   6 sifters
   newspapers

   Procedure:
   Use the same five groups from the previous exercise and assign each group a bin to excavate and record findings. Give exact directions on the correct way to excavate. Remove layers of soil slowly one inch at a time with a trowel. When discovering an artifact, use popsicle sticks to push dirt away from the artifact without breaking or destroying the artifact. When the artifact has been mostly uncovered, find its location on the grid paper. Using a predetermined scale, draw the artifact. Next to the drawing of the artifact record the depth at which it was found. Each layer of soil removed should be sifted on newspaper to make sure all artifacts have been discovered. When students have excavated to the bottom of the bin, carefully return soil to the bin and put the found artifacts on top.
   
   Each group should look at the artifacts and make inferences about the site where the finds were made. Can something be inferred about the people who lived there, what they did, how old the people who lived there were? etc. Point out that sites and artifacts can be messengers from the past. If we know how to read their messages, material remains can tell use about the people who made and used them and then left them behind. The students will need to explain how they drew their conclusions. The inferences made about the site and the artifacts found there will be presented to the class.
   
   As students listen to each presentation they should complete a web of the main ideas of each group. A chart with titles could also be used. Possible titles for each organizer could be:
   • Location of Site
   • Artifacts / Buildings Found
   • Tribes Who Lived There
   • Time in History
   • Special Discoveries
   • What Was Learned from the Excavation
   After listening to each presentation and recording information on the graphic organizer, each student is to write a paragraph comparing and contrasting the sites.
   
   
2. Objective:
   To put students in contact with a local archaeologist / flintknapper
   
   Procedure:
   Invite a local archaeologist to speak to the class about any local digs that have taken place in their area, the findings, and the procedures used. A fintknapper could speak to the class about how arrowhead heads are made by demonstrating the procedure.
   
   
3. Objectives:
   To provide opportunities for students to research various archaeology topics and choose a project to present what they have learned
   
   Procedure:
   Set up an archaeology center in your classroom. Gather resources, including textbooks, trade books, magazines, atlases, maps, websites, to display at this center. Newspaper clippings of recent archaeological sites are particularly motivating.
   
   Prepare a list of activities from which to choose. Write choices on enlarged arrowheads to create a bulletinboard display. Here are some activities which could be used:
   1. On a map of the world, show major archaeological findings. Label each location with a name and illustraton and write a brief description.
   2. Delve into ancient religions and cults. What remnants remain today? List and explain what you find.
   3. Read about ancient civilizations and archaeological finds. Compare or conrast the two cultures in a chart, report, or display.
   4. Read about famous archaeologists. Write a play about some aspect of the archaeologist's life.
   5. Write to state organizatons, university groups, and institutes for information about archaeology. Prepare a display.
   6. Imagine yourself as a well-known archaeologist. Describe your training, goals, frustrations, etc. Choose a format: poetry, journal, story . . .
   7. Read a fictional account of an ancient civilization. Compare it to what archaeologists believe is true. Is it realistic? Prepare a debate to showcase your beliefs.
   8. Write a newspaper article about an imaginary find as if you were a reporter at the site.
   9. Compile a collection of archaeological legends. Share your compilation with the class.
   10. Investigate the decline of a culture. What factors precipitated the downfall? What can we learn from this? Prepare a 2 minute presentation.
   11. Find out about the use of dating methods in archaeology. Explain how this is done in an oral or written report.
   12. Learn about ancient inventions found in digs. Make a picture collage of them.
   13. Recreate an ancient vessel, plate, or statue. Use materials similar to the original ones. Write a paragraph to give important information about your artifact.
   14. Build a reproduction of some ancient structure.
   15. Photograph artifacts on in a local museum. Share the photos with the class in a display. Explain the significance of each.
   16. Create an ancient culture. Include as many components of that culture as you can. Display your product.
   17. Make a list of artifacts that might be found at the site of your school 1000 years from now. Draw a picture of the artifacts and include an explanation by the archaeologist of what it might be and how it was used.
   18. Write a paragraph about each of the following areas and how they would be useful to an archaeologist.
       1. anthropology
       2. biology
       3. chemistry
       4. geology
       5. paleontology
       6. photography
       7. zoology

Web Sites:

http://archnet.asu.edu/archnet/regions/north_america.php3 - Links to archaeological parks, projects, homepages, and local societies.

www.uark.edu/misc/aras/ - Lists archaeological parks in U.S.

www.moundville.ua.edu - Visit North America's largest city 800 years ago.

http://sipapu.gsu.edu/ - Find out about the Anasazis.

www.mammothsite.com - Watch the work in progress at the Mammoth site of Hot Springs.

www.txarch.org - Gault site in Texas.

www.texasbeyondhistory.net - Gault site in Texas.

www.saa.org/student/index.html - Gault site in Texas.

www.apva.org - Jamestown Rediscovery project.

www.digonsite.com - Excavations at Colorado's Mesa Verde National Park.

Books:

Avi-Yonah, Michael. Dig This! How Archaeologists Uncover Our Past. Runestone Press, Minneopolis, 1993.

Cooke, Jean Isobel Esther. Archaeology. New York: Warwich Press, 1976 1977.

Cooke, Jean Isobel Esther. Archaeology. New York: Bookwright, 4/94, 1987.

Hicks, Peter. The Hidden Past. Raintree Streck-Vaughn Publishers, Texas, 1997.

James, Carolyn. Digging up the past. Franklin Warrs, 1990.

Marston, Elsa. Mysteries in American Archaeology. New York: Walker, 1986.

McGowen, Tom. Adventures in Archaeology. Henry Holt, 1997.

McIntosh, Jane. Archaeology. Dorling Kidersley Books, 2/96, 1994.

Moscati, Sabatino. Archaeology. London: Collins, 1975.

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Updated: 8/29/08 12:45 pm
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