Lesson Four: Think Like An Archaeologist
For this activity, students will take on the role of an archaeologist as they study an artifact from Mesoamerica. Students will again work in teams to observe an artifact found at an archaeological site.
Goals/Objectives:
Students will investigate ways archaeologists and historians learn about the past.
Students will analyze artifacts
Standards:
NCHS Historical Thinking Standard 3: Historical Analysis and Interpretation
Materials:
Computers (at least one per team)
Artifact Gallery (in the Student Activities section of this website)
Vocabulary:
(to be reviewed after the activity, since the artifacts are first presented without background information in order to challenge students to figure out what they might have been used for.)
metate
censer
atlatl
palma
yoke
Activities
Assign each team an artifact number before beginning the activity.
Explain that archaeologists sometimes find artifacts that are difficult to identify. They need to use their observation skills and their historical knowledge to unravel the mysteries they encounter.
Since the students will be viewing the artifacts online, provide them with the facts about the artifacts' sizes as they begin their observations. (All of the artifact information is on the "Post Activity Artifact Information" page (pdf below) - but don't reveal the other information until the students are finished with their analysis.
Ask teams to view their assigned artifact in the Artifact Gallery (Student Activities section of the website). Tell the teams that they will present their findings to the class at the end of the work period.
Give students the "Artifact Analysis" graphic organizer (pdf file below).
Ask students to note everything they observe about the artifact first, and then apply their analytical skills to theorize what the artifacts may have been used for.
As you are wrapping up the student work time, you could give the teams clues (such as, "Artifact Four was found in a kitchen." or "Artifact Three was used with a weapon. How do you think it was used?"
Ask teams to present their theories to the class. You could have the class view the artifact gallery during the presentation, so that students can dialogue about the artifacts.
Finish the activity with reflections in field notebooks and wrap up by having students share their insights with their neighbors and the whole class (if time).
Evaluation
Evaluate student participation on Teacher Observation Rubric.
Evaluate portfolio documents on Student Portfolio Rubric.
Ask students to reflect on their learning in their field notebook after each lesson.
Goals/Objectives:
Students will investigate ways archaeologists and historians learn about the past.
Students will analyze artifacts
Standards:
NCHS Historical Thinking Standard 3: Historical Analysis and Interpretation
- Formulate questions to focus their inquiry or analysis.
- Formulate historical questions.
- Obtain historical data.
- Interrogate historical data.
- Marshal needed knowledge of the time and place, and construct a story, explanation, or historical narrative.
Materials:
Computers (at least one per team)
Artifact Gallery (in the Student Activities section of this website)
Vocabulary:
(to be reviewed after the activity, since the artifacts are first presented without background information in order to challenge students to figure out what they might have been used for.)
metate
censer
atlatl
palma
yoke
Activities
Assign each team an artifact number before beginning the activity.
Explain that archaeologists sometimes find artifacts that are difficult to identify. They need to use their observation skills and their historical knowledge to unravel the mysteries they encounter.
Since the students will be viewing the artifacts online, provide them with the facts about the artifacts' sizes as they begin their observations. (All of the artifact information is on the "Post Activity Artifact Information" page (pdf below) - but don't reveal the other information until the students are finished with their analysis.
Ask teams to view their assigned artifact in the Artifact Gallery (Student Activities section of the website). Tell the teams that they will present their findings to the class at the end of the work period.
Give students the "Artifact Analysis" graphic organizer (pdf file below).
Ask students to note everything they observe about the artifact first, and then apply their analytical skills to theorize what the artifacts may have been used for.
As you are wrapping up the student work time, you could give the teams clues (such as, "Artifact Four was found in a kitchen." or "Artifact Three was used with a weapon. How do you think it was used?"
Ask teams to present their theories to the class. You could have the class view the artifact gallery during the presentation, so that students can dialogue about the artifacts.
Finish the activity with reflections in field notebooks and wrap up by having students share their insights with their neighbors and the whole class (if time).
Evaluation
Evaluate student participation on Teacher Observation Rubric.
Evaluate portfolio documents on Student Portfolio Rubric.
Ask students to reflect on their learning in their field notebook after each lesson.
File for Downloading:
Graphic Organizer for Artifact Analysis
Graphic Organizer for Artifact Analysis
artifact_analysis.pdf | |
File Size: | 52 kb |
File Type: |
Post-Activity Artifact Information
artifact_analysis_teacher_info.pdf | |
File Size: | 397 kb |
File Type: |