I. Curricular Framework

Concept:

Assumptions about Culture

Essential Question:

Why do archeologists make inferences supported by evidence?

Bridge:

Archeological Dig Guided Imagery

Content:

The Study of Archeology

Outcomes:

II. Standards Aligned

III. Instruction and Assessment

1. Connect: Connecting to the Concept Experientially

Objective: To develop an awareness of how assumptions are made.

Activity: Activity. Students quietly study an assortment of things left behind . . . cracker crumbs . . . empty cup with residue . . . paper with shape cutout . . . shoe with heel worn in a certain way . . . an unusual old hat with a feature in the headband.

Assessment: Inventiveness of observation.

2. Attend: Attending to the Connection

Objective: To become aware of how we use the analog of our own experience to make assumptions and draw conclusions.

Activity: Identification and discussion of assortment of things left behind . . . cracker crumbs . . . empty cup with residue . . . paper with shape cutout . . . shoe with heel worn in a certain way . . . an unusual old hat with a feature in the headband. What did someone eat or drink? What shape is missing? Why might it be gone? What kind of person wore the shoe? What age might he/she have been? How might this person have walked? How do we know? What might the person who wore this hat look like? What might the person do? What can we determine from what is left? How can we reconstruct what is missing? How can we validate?

Assessment: Active response both oral and written.

Assessment, Phase One, Level of Engagement, Fascination:

3. Image: Creating a Mental Picture

Objective: To develop the ability to visualize. To begin to understand the work of an archaeologist.

Activity: Students will go on a guided journey with music. The script will take them through a search of an ancient site and the uncovering of an artifact, a treasure from the past. As you are reading the script, quietly place a small bag containing a shovel cut-out on each desk top.

Assessment: Student's quiet involvement.

Assessment, Phase Two, Seeing the Big Picture:

4. Inform: Receiving Facts & Knowledge

Objective: To become aware of sources of knowledge of history and the importance of basing assumptions on more than one fact.

Activity: Students will view and discuss the validity of assumptions presented in a Reading Rainbow video showing the reconstruction of the mummy. Students will be instructed in sources of historical research--journals, artifacts, writings and drawings of the period, etc. Students will participate in activities to show the work of archaeologist. Data sheets on possible facts about civilizations are distributed and discussed. Inferences are made concerning what the culture might have been like? Practice in drawing conclusions using supporting evidence from the data sheet. Students will research the development of pottery.

Assessment: Ability of students to make inferences supported by evidence.

Assessment, Phase Three, Success with Acquiring Knowledge:

5. Practice: Developing Skills

Objective: To become aware of sources of knowledge of history and the importance of basing assumptions on more than one fact.

Activity: Students will view and discuss the validity of assumptions presented in a Reading Rainbow video showing the reconstruction of the mummy. Students will be instructed in sources of historical research--journals, artifacts, writings and drawings of the period, etc. Students will participate in activities to show the work of archaeologist. Data sheets on possible facts about civilizations are distributed and discussed. Inferences are made concerning what the culture might have been like? Practice in drawing conclusions using supporting evidence from the data sheet. Students will research the development of pottery.

Assessment: Ability of students to make inferences supported by evidence.

Assessment, Phase Four, Success with Acquiring Skills:

6. Extend: Extending Learning to the Outside World

Objective: To provide an opportunity for students to extend on their learning through a problem solving exploration.

Activity: Students in groups of four will follow a treasure map on the playground. At a certain point, each group will dig up a "treasure." Inside each cloth bag, the group will find a fragment of a pot. Students will return to the classroom and make some determinations about what the original pottery might have looked like. Each group represents an archaelogical company that wishes a contract with a large national museum. The award of the contract will depend on the valid replication of the original and the creative proposal by the company as to how the replica will be displayed.

Assessment: Quality of the students' plan.

7. Refine: Refining the Extension

Objective: To have students experience the process of getting museum backing for their artifacts

Activity: Students write proposals in group to be presented to a museum board detailing their artifact discovery and its significance and researched history.

Assessment: Ability of the groups to come to conclusions based upon reliable data

8. Perform: Creative Manifestation of Material Learned

Objective: To imagine possible real-life applications of the learning and to provide the opportunity for students to refine skills of presentation via a persuasive proposal.

Activity: Students will make their presentation to the museum board (their classmates). Presentations will be videotaped. Students will evaluate proposals with regard to a student generated set of criteria to determine which company or companies will be awarded the museum contract.

Assessment: Quality of presentations and ability of students to evaluate proposals according to criterion.

Assessment, Phase Five,Performance, Creative Use of Material Learned: