1 / 49

Project Archaeology is a comprehensive archaeology and

Project Archaeology is a comprehensive archaeology and heritage education program for anyone interested in learning or teaching about our nation’s rich cultural legacy and protecting it for future generations to learn from and enjoy. Mission.

cjohns
Download Presentation

Project Archaeology is a comprehensive archaeology and

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Project Archaeology is a comprehensive archaeology and heritage education program for anyone interested in learning or teaching about our nation’s rich cultural legacy and protecting it for future generations to learn from and enjoy.

  2. Mission Project Archaeology uses archaeological inquiry to foster understanding of past and present cultures; to improve science and social studies education; and to enhance citizenship education to help preserve our shared archaeological legacy.

  3. Project Archaeology Network

  4. Workshop Outcomes • Participate as a learner in selected sections of Project Archaeology: Investigating Shelter • Learn about the interdisciplinary nature of archaeology • Explore how scientific inquiry and culture are integrated in archaeology; and • Prepare to teach Project Archaeology in your classroom.

  5. Teaching an inquiry-based archaeology curriculum The Sage on the Stage vs. The Guide on the Side

  6. Thinking Like an Archaeologist Inquiry through the lens of archaeology.

  7. Project Archaeology: Investigating Shelter Investigating the Poplar Forest Slave Cabin

  8. Investigating Shelter Database • Kingsley Plantation (Florida, Georgia) • The Basin House (Colorado, Wyoming, Utah) • Northwest Coast Plank House (Alaska, Washington) • Great Basin Wickiup (Oregon, Idaho, Nevada, California) • Colonial Earthfast House (Maryland, Virginia, US History) • Tinsley Historic Farmhouse (Montana) • Poplar Forest Slave Cabin (Virginia, US History) • Rock Shelter (Colorado, Utah, Wyoming) • Plains Tipi (Wyoming, Montana, South Dakota) • Pawnee Earthlodge (Kansas, Nebraska, Iowa, Missouri)

  9. The Structure ofInvestigating Shelter Curriculum Development Model: Understanding by Design Grant Wiggins and Jay McTighe 1998 and 2005

  10. Enduring Understandings – what do you want students to remember 20 years from now? Essential Questions – questions that guide the uncoverage of knowledge Assessment – Evidence of understanding. How do you know students understand? Plan learning events and activities – based on essential questions Understanding by Design:The Basics

  11. Enduring Understandings • Understanding the past is essential for understanding the present and shaping the future. • Learning about cultures, past and present, is essential for living in a pluralistic society and world. • Archaeology is a systematic way to learn about past cultures. • Stewardship of archaeological sites and artifacts is everyone’s responsibility.

  12. The Structure of Investigating Shelter • Unit Organization • Lesson Organization • Enduring Understanding • Essential Question • What Students Will Learn • What Students Will Do • Assessment • Materials • Background Information • Preparing to Teach • Procedure (Uncover Prior Knowledge, Discover New Knowledge, Assessment, Reflect On New Knowledge) • Assessment Procedure Word Bank Misconception Alerts

  13. The Learning Cycle

  14. Lesson One: Knowing Shelter—Knowing PeopleAll people need shelter, but shelters are different from one another. • Basic needs • Determine why shelters are different

  15. Lesson One: Knowing Shelter—Knowing People

  16. Lesson Two:By Our Houses You Will Know UsWe can learn about people by exploring how they build and use their shelter. • Collect information (data) about their own homes • Analyze and graph the data

  17. Lesson Two: By Our Houses You Will Know Us • What do you think, “By Our Houses You Will Know Us” means? • If I were to visit your home tomorrow, what might I learn about you from the objects in your house?

  18. Lesson Three:Culture EverywhereEveryone has a culture and our lives are shaped by our culture in ways we may not even see. • Show the different ways cultures meet basic human needs.

  19. Conceptual Tools of ArchaeologyUsing the tools of scientific inquiry, archaeologists study shelters and learn how people lived in them. • Lesson Four: Observation, Inference, and Evidence • Lesson Five: Classification • Lesson Six: Context • Lesson Seven: Every Picture Tells a Story

  20. Lesson Four: Observation, Inference, and Evidence

  21. Lesson Four: Observation, Inference, and Evidence • Is this an old house? • How long ago did people live in this house? • Which is a better question? Why?

  22. Lesson Five: Classification Using the tools of scientific inquiry, archaeologists study shelters and learn how people lived in them.

  23. Lesson Six: Context • Think of a room and the distinctive objects found in that room • Draw the objects on the cards (1 object on each card) • Pass the cards, removing one card each time the cards are passed • Infer the use of the room for each group

  24. Lesson Six: Context The Old Ghost Town Dilemma Imagine you are visiting an old ghost town in a state park with your family. Several rock buildings are still partially intact. There is a large sign by the ruins saying, “These walls are very fragile! Do not take anything, and do not walk on, or go into the ruins.” You are eating your lunch when a family arrives and ignores the sign. Kids are walking on top of the ruins and are picking up glass fragments and old nails and putting them in their pockets. What do you do? Would you respond in any of the following ways? You might choose more than one answer. Think about what you have learned about context as you choose your answer. • Ask the family politely if they have read the sign. • Ignore them; it is really none of your business. • Tell them they are damaging an archaeological site. • Tell them they are breaking the law. • Say nothing and go to the Park Headquarters to find a ranger and report them. • Other

  25. Assessment – Lesson 4,5, & 6

  26. Context Assessment • Directions: • Here are three drawings of the same artifact from an archaeological site. • Put a  over the picture that would tell you the least about the person who used this room. • Put a * under the picture that would tell you something about the person who used this room. • Put an X under the picture that would tell you the most about the person who uses this room. • Why can you learn more about X than  ? ______________ _______________ _________________

  27. Lesson Seven: Every Picture Tells a Story • What different kinds of scenes, events, animals, and/or people do you capture in your photographs? • Why do you and/or your family take photographs? • Do you save your photographs? Why or why not? • Do photographs tell a story? Can we learn something about you from photographs?

  28. Lesson Seven: Every Picture Tells a Story

  29. Lesson Seven: Every Picture Tells a Story

  30. Lesson Eight:Being an ArchaeologistStudying a shelter can help us understand people and cultures. • Conduct a complete archaeological investigation using authentic data • Observe, infer, and use evidence • Interpret data and make inferences • Read site maps and place data in spatial context

  31. Investigating the Poplar Forest Slave Cabin What can we learn about the history and lives of enslaved people by investigating a log cabin?

  32. Lesson Eight: Being an Archaeologist • The investigation is divided into 2 sections: • STUDENTS: Archaeology Notebook. • TEACHERS: Instructions for Teachers. • The investigation is divided into 4 parts: • Introduces Mr. Jefferson • History of slave cabins • Artifacts and Quadrant maps • Connecting the past and present

  33. Part One: Meet Mr. Jefferson

  34. Part One: Geography

  35. Part Two: History

  36. Part Two: History 1774 Entry 1805 Entry

  37. Part Three: Archaeology of the Poplar Forest Slave Cabin Just as human feet leave a footprint, shelters also a leave a “footprint.”

  38. Archaeological Map

  39. Classify Artifacts & Make Inferences

  40. Part Three: Reading the Dirt Calcium Density Map Artifact Density Map

  41. Part Four: The Slave Cabin Today

  42. Lesson Nine:Stewardship Is Everyone’s ResponsibilityStewardship of archaeological sites and artifacts is everyone’s responsibility. • Evaluate laws • Evaluate guidelines for visiting archaeological sites

  43. Lesson Nine: Stewardship Is Everyone’s Responsibility

  44. Lesson Nine: Stewardship Is Everyone’s Responsibility

  45. Final Performance of Understanding: Archaeology Under Your Feet! Debate preservation of an African American site from four different perspectives.

  46. Final Performance of Understanding: Archaeology Under Your Feet! • City Council meeting • No interrupting • Be brief and to the point • Speeches should not exceed 2 minutes • Each group presents • Groups may respond after everyone presents

  47. Teaching Scientific Inquiry and Culture Understanding through Archaeology Revisiting the Enduring Understandings

  48. You are now a member of the Project Archaeology network!

More Related