Intrigue of the past : a teacher's activity guide for fourth through seventh grades

160 Pages·1993·27.4 MB·English

TRIGUE OF THE PAST
A Teacher’s Activity Guide
for Fourth through Seventh Grades
| araig ©
United States Department of the Interior
Bureau of Land Management _

ea OF THE PAST
A Teacher’s Activity Guide
for Fourth through Seventh Grades
BLM L ibrar y
Denver Federal Center
Bidg. OC-521
PO. Box 25047
Denver, CO 80225
Shelley J. Smith
Jeanne M. Moe
Kelly A. Letts
Danielle M. Paterson
United States Department of the Interior
Bureau of Land Management
Reprint 1996
Original printing1993 by the United States Department of the Interior, Bureau of Land Management.
Activity sheets and masters may be reproduced for classroom use. Please credit the specific authors and
contact the Bureau of Land Management's Heritage Education Program for permission to publish the lessons.
Design by Richard Firmage
Graphics by John Nielson and Shelly Fischman
Rock art drawings by Joe Pachak
Rock art photograph by Stephen F. Poreda
Project Archaeology is an outgrowth of Intrigue of the Past: Investigating Archaeology, a joint project of the Utah
Interagency Task Force on Cultural Resources:
Bureau of Land Management
National Park Service
US. Forest Service
The State of Utah
‘CONTENTS
POTC L ACC Reena pe aoceye es iste ec ERE oe teens eae fe eel NNN MAIO A Nelere aNP ooh cy at tnkv en beta eadst bead besanacbhth Vv
TEtPOGUCHION. CO SEC CA LOTS es cies een, ease snes tsa say te, heen ae re ote eT Sea.h emes ake Men So 5 esl ae acc ental dee 1
Plowslo Useclhis, BOOKs, Ws avi s.cncts cut Sie bets cote ssn ste seas on RUAN tos Pec genes Peron Woah aaa aaases Nau eEs ASM Essig Rae ea IA Saads 2
SECTION ONE - FUNDAMENTAL CONCEPTS
it Wiiry letite Past Ti pOrtalit peccn mm cre. ttens Gta sea hte ee areca. case oss itimocs dey eeaaoceasye ess acune-eacansaucsvsoonsuennonnsoee Y)
Pa COTE ESE VCTV WLC 0 mee een ere nae ee Meet oer rae crea eee sce gs geese aca dntaeeenucee Aiseeatervusniortesdecss 11
Bs CODSEEV ALIOLN ATIC MCL ETICE ercrcaa asses ee sceset Sass Et Nge ose rn ob are ce tench eg ccrae i Ged seks né tanec ssrass nindebevdcder er’ 14
4. CCO TILCK G n cena ayse cn tate er net ey 2 cerns conc on cers Soon eneet ay as aha stearate ned gy seas anaielSasneer ese snanceeuinonnensdrsansbitnbe i
De SiironG loyal Nemo Omiya ileme te ns ee ee ee ee Bence rac meet sah ess oct eS: 22
65 CLEeaC Ya rea Tae Lighs lyUA SENo al ia UE A OI Pie A ae, lel Sar oe er 27,
7a SCLC LCC TICTU LE Vim stam castetscs pce acer hgsoy tc vas gationa lte Mas ucs conde AMM cet bua ves ye choot ts aes vase omunas BR ate aun eiees 30
8. Ttsunthe Garbac ements ater ie Ot lahat Gest tsi abes Set oes ee TREN. 2.L oak he Sono ewes 34
SECTION TWO - THE PROCESS OF ARCHAEOLOGY
ETOVC EUCHCIOU LI patie MMs ohne Tee re ee ic rn eset eee gn Sects Tee desc anno stale sateen ode desastaasetiedestsrsusesecsnsectousbos 40
9% CBr CUCLITIS ea oUL tere atte ere teen eee ses reese ese ake n cet eatet asa Nara danas atte comsercbeiccseseisus haelopieeasascne es AS
10. SULA NROLNC Ol OSSACLAILE Orem seer ereeee ed tai etn ot Me eee cc Saka gt ets terse st so hcboussssabt Poseudscan 49
et feN aLeeT e GsB LOGs Favors LA LGSN Y.A otssen yas fences rtviarien ie eats sey hecho URR PN A FO Rr RE Do
12; iW CaOl VSK)ey g CW ael (a eed ghee) BLPa val: < can oed nt: Alen exch ee Me WO ely We lea yn teen 56
13; |G INS laa te UNIECHS Nt easer pie vit oe eae easier ley eee ces 7 oe FY PEEP OO 63
14. DIC ASUPINS OCS ec sare ectatttster ite eee eachs Meee ones ton DENG take aus daria cua sasn au sacantnian-Asplgeusnsssiouanets<chPt riciuvneele l 70
key Archaeology and Ethnographic Analogy: The Anasazi and the Hopi...........ccccccsccsee secseeesesseeseenensseeee s 13
iN Expermmental Archacology siViaking Cordage qin. ca mevieites.5 5.0 sotse rat erat arate taste UES «Sse. 81
SECTION THREE - ISSUES IN ARCHAEOLOGY
BVE ALANCE te ne RON CORR Re PU ee TT cess orn TCT eee sas nn ta eteas reached Sooo actedecetendonedhecersndvestbeoes 88
17; PAPC MAC OSV cls cu ATCOI memes ster ress wre Nears n inca sistses asthaec enter secu feet sacsaela teartnowen ticiaenesseratavibcaniroweuess 89
18. HOC Rete IRE eNeT O EVEDOCIGLLOL mere eet ne ce Se eh oeer e ence Sete ache ced exes csiea gas scnndesadbybionanesneageeveonsnes 95
Ne) IRC nT EELW NC aRO T COLI SYC ULES) let ce cerca fect re ape ee cece n cst Sasnes sas eabu sel ot cp asealicastentssnctiasenipsecalsneaiesbies 99
20. ROCKO eelC ONE POLCCUI ONE ast err eem ree ty eer ce gM meteors GEES e acu Seis sde cna gra eed ank eed sncensiSEctboey 102
20 ISOCK GATE E OUT CLedp Vie EX DL CaslOH been iat teen te hero ok soo catenin sceneries «sun sead SoiSnd a SErksonesdedsosSivousbindns 107
a2. TLRA C AL LC Se eaten ees acy nae e reece ae ce eae eRe Reso o Seng sn oc n ste oenl ss Sar unacehtucunstadbovaieesovacGsboasnst 108
2 UERCRIS ACIS TIaV AG LO WU aeentea teee ct cae nase ta erage os SaaS cnc tne aS torc a tod ogo dann asesvtuneilevvbangepeandaee 114
24. CEPOL ee ee ree eee enn ecco eran autem ica vnnsthecudtheined esa idaconeahavcholdadnacions Haws
20. BAM OLILING pate OL IN VAIL eaters eciscae ces scott aes tence menor Seca o Baes oe eande tuatales inna vaniySestayvivtanliseaavat capaavan ey aubashveugnenders 19
26. PAS TIACORSM mOee e ONISCLV AtIOLY LSS se feta Sessa otek sope ch ocSeac bon anaseu ssn eapts Uden puns Bl asontaesonnsiadedayees 122
Peg RAE tgA CG ONE TN eee rene soy ese chee tures ase ee aan c neon Saad sea susAsvetoispuvaMigadpnesdneancaasesnsedeectnecesssese 127
28. LEE SLN GI VONSE S WT AIO OU aR ok «ern ae adeno cll BOP QCA CARO ene OP 131
Vv CsA ntiriguuee of the Past
APPENDICES
1.. Cross Reference by Skills and Strategies s. cc icsnsscaressicao snssserevancsrscvtepeesenssceveyeceetetnashetees uasesrt essc esvtrc esee scerseaseaaa me 137
2. Vocabulary ssa.c cvcscccsssvce ve asnsssecnconensiee ansaelecedshscescceceupe eae teataas ott stee Pei ce sane catetae exten sates oe see O ace en aera: ae 141
3. Rules for Brainstorming .ocscc. co.cc resets ccecsnesssnncessssec ceemnmeeenessee s wvseseesesscenesssssnctessessnecusssecuceneseceneeesennenscnssnssnccneseseses 144
REFERENCES
List ‘of, References t2x.iietcsscsesetsssensaianst tieencotSesereteereee tenes neuer teas Ds deRaetee ages ae ote eee 145
LIST OF FIGURES
Figure 1. A-structure for teaching Intrigue Of thé PASE. -iccc-nccrssracccscsecatcroseorgs tatosestete ieees Sesseseet tas- 6
Figure 2. Drawing which shows how a Site 1S CxCaVated eersccccccescarevenccreeaceereerersetoteenseestscessssuesevso succnroecee ceeese 43
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- PREFACE
Project Archaeology is an education program ence in the New World, are under custody of the
sponsored by the United States Department of the BLM. The BLM is committed to use these resources to
Interior, Bureau of Land Management (BLM). The teach America's schoolchildren about their nation’s
ultimate goal of this program is to educate students cultural heritage, and has developed its Cultural Heri-
to take responsible and thoughtful actions towards tage Education Program to accomplish this ambitious
our archaeological heritage. Our national lands con- goal. Investigating the mystique of the past is an
tain a remarkable and important record of past innovative way to capture students’ interest. The
cultures, but this fragile record is increasingly threat- Cultural Heritage Education Program builds on
ened. The problem is widespread, occurring that interest to enhance student skills in science,
throughout the United States (and the world), and math, higher-order thinking, and communicating.
affecting all kinds of cultural resources, from an- At the same time, a sense of responsibility for
cient ruins to historic ghost towns. A primary means stewardship of America’s cultural resources is
of reversing this trend is through education, and strengthened.
actively reaching out to schoolchildren. Project Archaeology is one of the programs
Many people feel a sense of well-being knowing sponsored by the Cultural Heritage Education Pro-
that there still remain places where they can connect gram. It builds on Utah’s archaeology education
with lifeways and peoples gone by. Forsome, itis an program, Intrigue of the Past. The Utah Interagency
archaeological site, for others it might be an historic Task Force on Cultural Resources, representing the
trail. People with an ethnic connection to certain Utah divisions of the BLM, U.S. Forest Service,
sites can experience a tangible association with their National Park Service, and the State of Utah, spon-
cultural heritage. As a society, we all can benefit sored development of the Intrigue of the Past pro-
from an understanding of how people before us gram. While the BLM directed the effort, the partici-
lived in the very places we live today. How did they pation of the other agencies and institutions has
solve problems similar to ours, what can we learn been key to Intrigue’s statewide use. The premise of
from their experiences, what is the long-term cli- interagency cooperation to achieve more thancould
matic record of a region, and how did it affect the any one agency alone is borne out by the Utah
lives of indigenous people? The answers to these experience.
questions and many others are contained in ar- Numerous archaeologists, educators, and Na-
chaeological sites. tive Americans reviewed drafts of this guide and
The Bureau of Land Management is steward of provided many useful suggestions. Seventy-five
some 270 million acres of public land, located pri- teachers taught early versions of these lessons in
marily in the western states. More than five million their classrooms; their invaluable experience and
archaeological and historical sites, representing a creative suggestions helped us to refine and im-
;
dramatic record of humanity's 12,000-year pres- prove the guide.
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INTRODUCTION TO EDUCATORS
The Challenge of Protecting the Past
The past... we all feel connected to our personal
history, how it has shaped the person we are today Everyone has the opportunity to touch the past
and will condition who we become tomorrow. Our and to access information gained by archaeological
society too has been formed by its history. For research. Sadly, however, that opportunity is dis-
hundreds of generations people have lived in the appearing. The very accessibility of America’s pre-
very places we do, have prospered, failed, and historic and historic sites could soon mean the de-
endured. The past offers us a unique perspective on struction of our cultural legacy. The number of sites
who we are, personally and culturally. that have not been disturbed or looted is dwindling
America’s past is rich almost beyond belief. Ar- at an alarming rate. Greed and ignorance are rob-
chaeological and historical sites offer the opportu- bing us of our heritage and the opportunity to
nity to travel in time: explore abandoned townsites experience and connect with our past.
along the first transcontinental railroad, follow co- An illegal and thriving market in antiquities
lonial roads, wonder at the huge and ancient supports the destruction of sites by looters in search
earthworks of the Midwest, or contemplate the mean- of artifacts. Also, hikers and tourists collect a few
ing of drawings and patterns etched in rock by sure pottery sherds or rusty horseshoes, not knowing
hands millennia ago. Refresh yourself at a spring that they are walking away with the data archaeolo-
and note by the chipped stone and broken crockery gists rely on to study the lifeways of past people.
at your feet that you are simply the most recent Vandals walk on the fragile walls of ruins or spray-
visitor to a place that has meant survival to un- paint their names over rock art panels, ignorant or
counted numbers of people. In many places in this uncaring of the fact they are desecrating places of
country you can stand at a site and take in a land- spiritual significance to Native Americans.
scape little changed by the centuries. You can see State and federal laws protect sites on public
what those who came before you saw, and imagine lands, butlaw enforcementis only part of thesolution
another way of life. You become a richer person for to protecting our past. Education and teachers can
knowing the human history of your home. influence whether the schoolchildren of today will
Studying the past gives us a rare chance to know and experienceAmerica’s rich cultural legacy
examine our place in time and forge links with the as the adults of tomorrow.
humancontinuum. Archaeologists also want tolearn
Why Teach Archaeology?
about the many cultural lifeways people have cho-
sen, and how these lifeways have changed over Education in archaeology serves two purposes.
time. Anthropology, the parent discipline of archae- First, it promotes a sense of responsibility and stew-
ology, seeks to understand human behavior in a ardship of America’s cultural heritage. Secondly,
broad sense. Archaeology contributes to anthropo- archaeology is an innovative means to capture stu-
logical knowledge by studying behavior through dents’ attention while addressing many educational
the material remains people left behind—sites and concerns in the classroom. This interest is perhaps
artifacts. the most attractive aspect of teaching with archaeol-
Archaeologists study both the prehistoric and ogy. Almost everyone seems to be curious about
the historic periods, and some archaeological tech- it...the intrigue of the past.
niques are even applied to modern people and Archaeology is an integrative, interdisciplinary
situations. Archaeology is the only way we have to field. Archaeologists ask questions rooted in the
study people who left no written records; in North social sciences, and research those questions using
America, this includes nearly 97 percent of the hu- scientific methods. This fusion of the social and
man occupation span. The methods and issues of physical sciences means that archaeology is an ex-
archaeology apply to sites of all ages. cellent way to teach students to think holistically, to
2 Intrigue of the Past
cellent way to teach students to think holistically, to that apply in any geographic area. Fora few lessons,
integrate information from different topics. The however, it was necessary to use data from an actual
study of archaeology can also address some of the site or area to illustrate the concept. In these cases,
concerns of educators today, namely, scientific in- you are encouraged to substitute local data and
quiry, problem solving, cooperative learning, and examples where practicable.
citizenship skills. Intrigue of the Past does not include guidance for
undertaking time- and labor-intensive activities,
such as mock digs and dioramas. While these ac-
Project Archaeology as a Teaching Tool
tivities can certainly enliven the study of archaeol-
Project Archaeology is a program designed to ogy, they are best built on the basic ideas presented
teach students that America has a rich and fascinat- here, and are not necessary for giving students a
ing past, that the archaeological evidence of that grounding in the science and issues of archaeology.
past is fragile and threatened, and that we all have Also, be aware that conducting a dig ata real site on
a responsibility to see to its wise use. public land without a federal or state permit is a
Project Archaeology teaching materials include violation of law.
two main components. The Intrigue of the Past Ac- You should have received Project Archaeology
tivity Guide forms the foundation, and includes teaching materials by attending a workshop. If this
information about the fundamental concepts, pro- is not the case, you have only one piece of the
cesses, and issues of archaeology. A State Hand- complete program. Workshops provide a forum for
book has been prepared for many states, and is experiencing the activities firsthand, for asking ques-
designed to provide local and regional information tions and exchanging ideas with teachers and ar-
which complements Intrigue of the Past. The state chaeologists, and for providing current informa-
handbooks include essays about local cultural his- tion about archaeology in your area. Also, state,
tory, and also a list of available teaching resources county, and municipal preservation laws and ordi-
(i.e., speakers, museums, places to visit, teaching nances may affect projects you are planning with
kits, recommended reading). Together, Intrigue of your students. Workshops can inform you of this
the Past and the State Handbook form an integrated possibility and suggest means to facilitate your
means of teaching archaeology. The Activity Guide project. Additionally, some areas have networks
provides a comprehensive understanding of ar- you may want to tap into, such as avocational ar-
chaeology which the State Handbook relates to chaeology clubs, newsletters, and on-going field-
your students through local examples and cultural work. To find out about workshops in your area,
history. Designed with you, the educator, in mind, communicate with the contact listed in your State
all activities use readily available materials and Supplement, or with Project Archaeology.
require little preparation to teach. Many of the ac- You can contact Project Archaeology , Bureau of
tivities help you teach required concepts and skills. Land Management, Anasazi Heritage Center, P. O.
Lessons in this Activity Guide teach concepts Box 758, Dolores, Colorado 81323, [phone],
with suggestions, questions, and comments.
HOW TO USE THIS BOOK
Project Archaeology teaching materials support Instructors areencouraged throughout the guide
many state curriculum requirements in the subjects to adapt the lessons according to teaching / learning
of science, social studies, language arts, mathemat- styles, class size/age, time, subject, or any other
ics, and art. Current teaching strategies such as considerations. Educators in scouting, outdoor edu-
scientific inquiry, problem solving, values clarifica- cation, youth groups, and after-school programs
tion, higher level thinking skills (Bloom, 1956) and will also find this material useful.
teaching/learning styles (Gregorc, 1982; Butler,
Organization of the Activity Guide
1984) are woven into the lessons.
Teaching cooperative skills at all levels of think- This book is organized into three sections.
ing is important. Specific cooperative learning les- e¢ Section One—Fundamental Concepts in
sons have not been included. Rather, most of the Archaeology
lessons lend themselves to the cooperative learning e Section Two—The Process of Archaeology
process. e Section Three—Issues in Archaeology