5 Event an Occurrence Or Happening. Excavate

event an occurrence or happening. Law of Superposition a geologic concept excavate to dig up the soil in a scientific that states that layers of soil deposited manner. first are below those deposited at a later feature structure; could be either man- date. The layers that are the oldest are made or naturally occurring. beneath those that are younger. final report after an excavation takes lithic referring to stone. place, all the information is gathered maize corn. by the archaeologists and written into a mano a hand-held rock used to grind final report that is released for peer grains, used in conjunction with a review prior to being published. metate. forage to gather food from land. metate a rock used as a base to hold granary a building used to store surplus grains for grinding, used in grains. conjunction with a mano. grid a checkerboard-like network of mission a community established by and uniform horizontal and vertical lines focused on the Catholic Church. Set up that provides guidelines for by Spaniards to colonize New Spain, archaeological excavations. the mission’s purpose was to convert hearth fireplace. North American natives to Christianity history recorded past events. and turn them into tax-paying Spanish Hohokam (means “all gone” or “all used citizens. up” in the O’odham language) the Mogollon refers to the culture found in culture that occupied the desert of the Mogollon Mountains. The south-central Arizona from about A.D. Mogollon Culture existed 300–1450. approximately A.D. 200–1200. huerta a private Mexican-owned garden ostracod water-dwelling crustacean. in Tucson in the 1800s, 25–30 feet paddle and anvil method a pottery square in size. technique used by Hohokam and hunter-gatherer culture people who O’odham people. First, coils of clay are hunt small game animals and gather stacked on top of one another. Once plants from the land to satisfy their the basic shape is decided, the potter diet. places his/her hand inside the pot irrigate to divert water from a river, while holding a smoothing rock (the stream, or lake to farmland usually anvil). The other hand gently pats the using ditches and canals. pot with a paddle to smooth out the laboratory analysis to decipher coils. information in a scientific laboratory Paleo-Indian migratory people who usually involving tests. crossed exposed land in the Bering Law of Original Horizontality Strait from Siberia and spread a geologic concept that states that soils throughout the Americas, following are deposited first horizontally. herds of mammoth, bison, and other big game, around 12,000–8,000 B.C.

Vocabulary 5 Piman relating to a language from the research design a plan of action that Uto-Aztecan family. guides an archaeological excavation. pithouse a house built partially below riverine pertaining to an aquatic setting, the surface of the earth. Generally, the such as a river or stream. above surface part was made of sticks, sample grids specific grids chosen by desert brush, and mud. Pithouses archaeologists to excavate usually had a dome shape, no sedentary to remain in one place. windows, and one entrance. sediment material deposited by water, plaiting braiding. wind, or glaciers. pothunter one who illegally removes site a place or area that was used by evidence from an archaeological site. humans. potsherd piece of pottery or ceramic. staple crop a principal plant raised for prehistory the period of time occurring food or used for manufacturing. prior to written language. storage pit underground storage used for presidio a walled fort housing soldiers surplus food. and their families, built by the strata layers. Spaniards to help colonize Spanish- stratification different layers of soil piled claimed land in North America. on top of each other. Presidios were part of a two-pronged stratigraphy the study and approach, in conjunction with interpretation of soil or rock layers. missions, to settle the land. stylistic analysis determining the radiocarbon dating tests organic meaning of an artifact by comparing an materials such as charcoal, bone, or artwork style with that of other wood, to determine the quantity of a cultures. radioactive form called carbon 14 survey to examine a parcel of land to (usually written 14C). Living things ascertain location, condition, and ingest carbon 14, which decays at a extent of property. An archaeological steady known rate. By determining the survey examines land to identify and ratio between carbon 14 and regular record any cultural materials present. carbon in the object, it is possible to temper adding products, such as grass, discover an age range for the object. mica, or sand to clay, to strengthen the relative dating techniques scientific clay for firing measures that tell the age of an artifact, zanjero an elected water judge who site, or feature by relating the object to oversaw the fair and equitable another object. This technique can tell distribution of irrigated water. us whether an artifact is older than, younger than, or the same age as another. It cannot provide an exact calendar date for an artifact.

6 Vocabulary Archaeological Techniques: Documenting Evidence

In this lesson, students will practice data recording and observation skills. Students will learn the importance of detailed and accurate data recording by mapping a designated area, recording and reevaluating data, and comparing final product with the original source.

Getting Started

Objectives Materials • to introduce students to the scientific • graph paper method, archaeological procedures, and • pencils vocabulary terms • rulers • to enable students to perform an • classroom, playground, or gymnasium archaeological survey using scientific methods • tape, clothesline, or chalk • compass Standards Addressed Grades 4–5 1SC-E3 (PO1, PO2), 2SC-E4 Time (PO1) 1–2 class periods Grades 6–8 1SC-E3 (PO1, PO2), 2SC-E4 (PO1), 2SC-E5 (PO3) Key Words archaeology artifacts ceramics context data interpretation excavate features grid lithics research design site survey 7 teacher’s corner

Archaeology is the study of human for evidence of human activity, such as behavior by examining the artifacts, or broken pottery, stone chips, broken material objects people have made or glass bottles, or mounds of earth. Earth used. Among these pieces of evidence are mounds could indicate a buried ceramics (pottery), lithics (stone tools), structure or garbage dump. and features (structures). A location that Archaeologists make detailed maps people used (blacksmith shop, school, showing the location of everything animal carcass preparation area) or a they find. Photographs may also be location in which they lived (pithouse taken to record what the site looked community, presidio, boarding house) is like. called a site. Once archaeologists excavate Q. How are archaeological excavations a site and recover the artifacts, they must planned? piece together the story that the objects A. Before archaeologists excavate a site, tell, just like a detective pieces together they prepare a research design. This is a the clues at a crime scene to determine plan of action that addresses the Who, what happened. How do archaeologists do What, When, Where, How, and Why what they do? Archaeologists do their job questions. Some research design in stages: questions might be: a. Survey and records check 1. What kinds of crops were grown b.Testing here? 2. b. Research design Who lived at this site? 3. d. Excavation When did the people use the area? 4. e. Laboratory analysis Where did the people get food? 5. f. Data interpretation Why was the site abandoned? 6. g. Final report How old are the artifacts? The research design summarizes what is Q. What is the first step for an already known about the site and other archaeologist? sites in nearby locations. It identifies A. Archaeologists are often asked to the best excavation methods and the examine an area before development experts who will analyze the artifacts. and construction take place. The first Q. Why do archaeologists try to preserve step is to do a records check and some sites without digging them? survey. Archaeologists read public A. Archaeologists develop new techniques records to discover if the area or all the time. Radiocarbon dating, for surrounding areas have been examined example, first became available in the before and whether any archaeological early 1950s; techniques for “floating” sites are present. Archaeologists will the burned wood and seeds to recover then walk across the surface of the them from soils were not widely project in transects, or lines spaced at practiced until the 1970s. These new regular intervals. Archaeologists search techniques have provided a great deal

8 Lesson 1 Archaeological Techniques: Documenting Evidence of fresh information and have A. If artifacts are large and easily visible, improved archaeologists’ abilities to archaeologists carefully remove them understand the past. Many more new and pack them for shipment to the lab. techniques may become available in the Screening is the most efficient way to next 50 or 100 years that will help recover small items that may be hidden answer questions that are mysteries in dirt clumps or piles. Excavators today. This is one very important shovel dirt onto screens, which are reason for preserving archaeological shaken so that dirt falls through, sites. leaving behind gravel and artifacts. The Another reason for preservation is artifacts are collected, sorted by material that many archaeological sites contain (pottery, stone, animal bone, shell, cemeteries, places, or artifacts that are metal, glass, etc.), and placed in labeled important to Native Americans and bags. The artifacts are taken to the other descendants of people who lived laboratory, where most items are here in the past. Although specific washed and dried. procedures for carrying out Q. What happens during the analysis excavations—even human burials— phase? have been developed, most groups A. Artifacts and samples are sent to experts prefer to see these sites remain for identification and interpretation. undisturbed. In these cases, human Experts look at potsherds to determine remains and other sensitive artifacts are the type and age of a pot, who made it, turned over to descendant groups for and how it was created. Modern special treatment, which generally materials, such as tin cans and nails, includes reburial of human remains. can provide similar information. In Q. What happens during an archaeological order to reconstruct past environments excavation? and diets, zooarchaeologists study A. Archaeologists use a variety of tools and animal bones and ethnobotanists study methods to remove soil. Smaller tools, plant parts. Once the experts have such as picks, shovels, and trowels, completed their analyses, the project remove dirt to locate the edges of pits, director collects and collates all the foundations, and floors. Sometimes reports and then writes a final report excavators lay out the site in large about the history of the site. squares, called grids. This allows for Q. What is in the final report? easier and more accurate mapping. The A. The report usually includes a summary relationship between one artifact and of previous work in the area, techniques another gives archaeologists important used in excavating the site, information; this is called context. For documentation of what was found, example, finding small pieces of stone conclusions, and suggestions for future together with drilling tools and finished research. At the end of the project, all beads might tell archaeologists that a of the paperwork, photographs, and jeweler lived in the house. Because artifacts are sent to a museum, where excavating a site is a destructive process, they may be exhibited for the public or accurate recording of information is stored for future researchers. Sometimes essential. new technologies, or a reexamination of Q. What happens to artifacts after they are the information, yield different excavated? conclusions.

Lesson 1 Archaeological Techniques: Documenting Evidence 9 lesson setup

Students will map the school playground, were either unsure of what it was or gymnasium, or classroom. Prior to the how old it was. Did they ever drop activity, prepare a transparency from the something outside and never see it handouts in the Pass It On! Section. again? What do they think happened to Prepare one transparency of the map and that item? What would people in the a separate one for the grid. future think they had found if they Prepare a grid area that students are to came upon the lost item? map. Use masking tape, clothesline, 2. Explain to students the processes and sidewalk chalk, etc., to establish lines for steps in archaeological survey. Define the grid on playground, in classroom, or context and emphasize the importance in gymnasium. Grid lines should be 1' × 1' of taking detailed notes. Inform squares, or 2' × 2' squares. Number grid students that they will be participating squares in any manner so long as there is in a mapping activity. some order to the grid. Materials used will 3. Using the overhead map transparency, depend on the type and location of the point out different structures and areas grid. of activity. What artifacts could Within each square, place objects that students expect to find in the trash students can draw, such as jump ropes, area? What about the monkey bar area? balls, rocks, and pencils. Try to choose Should they expect to see playground objects that pertain to student life. To structures like picnic tables and make it interesting, place some items so monkey bars? that they overlap grid marks. Have 4. Place the grid over the map and show students draw ONLY the portion of the the students how the appearance of the items that fall within their square. area changes if viewed only in smaller Students will record data on graph paper. squares of the grid. If students were Instruct students to use the graph paper only responsible for one grid square, to record object information according to could they still get an idea of the entire scale. Students can work in teams or area? Explain how archaeologists grid individually. an area and then choose sample Students need to be aware that they squares to determine where they will are creating a primary source for future excavate. What areas would students researchers. Recording information choose to excavate? What about the properly will insure proper context from squares that appear to be empty? which researchers can make plausible Should archaeologists select some of conclusions or inferences. the empty squares? (Yes, because some of the artifacts may not be visible on the surface. If they do not choose some empty lesson outline grids, they may miss some artifacts below the surface.) 5. Hand out the graph paper and 1. Ask students if they have ever found an pencils, and lead the class to the item while walking in the desert and previously established grid.

10 Lesson 1 Archaeological Techniques: Documenting Evidence 6. Divide children into groups and 10. Once the map is complete, the teacher assign them to squares. This can be should take the class back to the either a group or an individual mapped area. Ask students to imagine project. As a group, use a compass to that over many years four feet of soil determine the location of North. has been deposited at this site. Diagram the objects with north to the Illustrate to the students how high top of the page. four feet is. What structures would 7. Have each group diagram the items still be visible on the surface? (tops of within their square according to scale. monkey bars, swing sets or trees). What Include vegetation, rocks, cracks in objects would not be visible on the the playground, playground surface? (jump ropes, seats, low lying equipment, desks, changes in material objects). Would students miss some (going from asphalt to gravel). valuable information if they only Remind students that they are excavated the areas where they could creating a historical document. Future see things protruding above the researchers may use their maps as surface? primary sources. 11. Based on the samples the class has 8. Once the students feel comfortable chosen, what can they conclude about with their squares, hang squares on the site? bulletin board and arrange them in proper order to form the entire mapped area. Have students determine whether or not the squares pass it on! match the original area mapped. What are the differences? What are Following two (2) pages are to be used as the similarities? By looking at the overhead slides or copied for handouts for squares, can students tell which area the class. was mapped? Could they reconstruct the site? Would someone unfamiliar with the area be able to locate the site by consulting the student maps? 9. Explain how historical archaeologists rely on primary sources to guide or double check their studies. Archaeologists may use maps, photographs, letters, and diaries to guide them toward areas that may then be excavated. They may also use primary sources to help them explain something they might have found.

Lesson 1 Archaeological Techniques: Documenting Evidence 11 Name ______GRID

60 58 56 54 52 monkey bars bushes 50 48 46 44 42 40 38 36 34 32 30 28 26 24 22 20 18 16 14 12 10 8 6 picnic table 4 trash bin 2

024681012141618202224262830323436384042444648505254565860

1" = 2 feet trash grass

wood chips rocks N

The Science of Archaeology

It is sometimes difficult to visualize different layers of soil. By using a layered dessert, students will understand the layering of soils. When spooning out the dessert, teachers illustrate how soil layers, and therefore artifacts, can be disturbed because of digging or animals burrowing.

Getting Started

Objective Materials • to introduce students to the geologic • Glass bowl in which to construct the concept of stratigraphy dessert • to illustrate the Law of Superposition. • Six layer dessert ingredients; ingredients • to enable students to apply these will vary concepts to the archaeology of the Rio a. graham crackers Nuevo Project b. instant chocolate pudding • to learn Tucson’s history through the c. vanilla wafers interpretation of stratigraphic layers d. instant vanilla pudding e. sliced bananas f. non-dairy whipped topping Use your imagination when deciding upon ingredients. Experiment with raisins, apple slices, sliced strawberries, Jello jigglers, jelly beans, peanuts, M&Ms, peanut butter, jelly, etc. Make certain students’ allergies, dietary restrictions, and taste preferences are taken into consideration when choosing ingredients for the layer dessert. Time Approximately one hour for overview; longer if detailed extensions are employed.

Drawing by Hannah Willet, age ten. 15 teacher’s corner

One way archaeologists determine the age layers and mix the original order. The of an artifact is through the use of process of one layer of soil being relative dating techniques. Relative deposited on top of another is called dating techniques provide the age of an stratification. The study of strata is called artifact, site, or event by relating one stratigraphy. object to another. There can be no absolute calendar date assigned to the artifact by using this method. Instead, relative dating techniques tell us if one lesson setup object is older than another, younger than another, or appears to be the same age as Prepare ingredients for layered dessert another. ahead of time. Preparation time will vary Relative dating techniques are based according to ingredients chosen. on the Law of Superposition and the Law of Original Horizontality. The Law of Superposition states that soils deposited first lie below those deposited at a later lesson outline time, unless the soils have been disturbed. 1. Therefore, the soil layers, or strata, on the Have you ever been on a walk in the bottom are older than those found at the desert and found something lying on top. The Law of Original Horizontality the ground that looked old, like a states that initially, soils are deposited spoon, bottle, or piece of pottery? Did horizontally. Therefore, layers of soil can you wonder who might have used it? be followed to determine the original How old is it? How was it used? It’s placement of the layers. interesting to try and guess how old the These geologic concepts can be object is; and who left it in that spot? If extended to archaeology. Artifacts found you think you have found something in lower layers of soil are said to be older really old, don’t pick it up and take it than artifacts found in the higher layers. home, rather contact an archaeologist It may be helpful to get students to think because you might have found an of the classroom waste basket. When artifact, which is any material object students throw items into the trash can, made or used by humans. 2. the can fills from the bottom to the top. Using the transparency, or copying the Items at the bottom may have been master for handouts, explain how deposited in the morning. Those items at Tucson’s history can be interpreted the top may have been deposited in the through six layers. You may want to afternoon. Therefore, students can deduce find some pictures to help illustrate that the items at the bottom have each layer to the class. A good focus for probably been there longer, and are each layer is to discuss how each group probably older, than the items deposited used the river. The six layers on which on the top. There can be exceptions to to concentrate, from youngest to oldest, this general theory. For instance, animals are: burrowing into the ground may upset soil

16 Lesson 2 The Science of Archaeology 6. Modern Tucson (1912–present) (much like today). Who lived here? 5. Territorial Tucson (1854–1912) (Native American groups: O’odham, 4. Mexican Period (1821–1854) Apache, earliest Spanish missionaries like 3. Spanish Colonial Period (1775–1821) Father Kino). Why would we mark the 2. European Contact (1690–1775) end of the Prehistoric times with the 1. Prehistoric Tucson (10,500 arrival of Father Kino? (Because he B.C.–A.D.1690) introduced the Spanish language to the 3. “Layer Dessert” activity. Teacher creates area. Prior to his arrival, the Native a six-layer dessert in a glass bowl so that American groups had no written language.) students can view the six layers. The How did the people use the Santa Cruz teacher writes a list of all possible River? (They farmed using irrigation ingredients on overhead or on a techniques. They also probably bathed in, chalkboard and explains that each drank, and fished the river). 6. ingredient represents one layer of Proceed to the next layer: Spanish Tucson history. Identify which food Colonial. What was the climate like? represents which layer and describe as (little changed from the arrival of Father you go. For example, the first layer of Kino). Who lived here? (O’odham, graham cracker crumbs represents Apache, Spanish settlers, missionaries, prehistoric Tucson. The dessert can be Spanish soldiers and their families). How shared with students upon completion. did they use the river? (farmed using The teacher can also share the recipe irrigation techniques, bathing). 7. with students to try at home with their Proceed to the next layer: Mexican families. Period. What marks the change between 4. The teacher discusses with the class the Spanish Colonial and Mexican period? different layers of Tucson history, (Local people wanted their independence beginning with Prehistoric Tucson. from the Spanish Crown. After a ten-year What was the climate like? (In Paleo- war leading to independence, the area Indian times it was rainy, grassy, there became Mexico.) Who lived here? (Native were many trees and no saguaros. Later the American groups, Mexicans) How did they climate began to dry out.) Who lived use the river? (people continued to farm here? (American Indians, including early the land using irrigation techniques, farmers, Hohokam, O’odham) How do we drinking, and bathing). 8. know anything about the people who Proceed to the next layer: Territorial lived here? (Through archaeological Tucson. What marks the change in discoveries) How did these people utilize periods between the Mexican period and the Santa Cruz River? (Through farming the territorial period? (The Gadsden using irrigation canals. Also probably Purchase of 1854 transferred ownership of bathed in, drank, and fished the river.) 29,000 square miles of present-day Once the teacher feels that the students southern Arizona and southern New have a sense of Tucson in prehistoric Mexico to the United States from Mexico.) times, put the first layer into the bowl. Who lived here? (Native American groups, 5. Proceed to the next layer: European Hispanics, railroad laborers, miners, contact. What was the climate like? explorers, American and European pioneer

Lesson 2 The Science of Archaeology 17 settlers, and immigrants from around the information has been removed from the world.) How did these people use the site.) What types of artifacts might we river? (farming using irrigation techniques). expect to find in the excavation of the 9. Proceed to the next layer: Modern Rio Nuevo area? (House remains, glass, Tucson. What marks the change from metal, pottery pieces, animal bones, Territorial Tucson to Modern Tucson? tools) Would we be able to tell which (Statehood was granted on February 14, artifact is older than another artifact? 1912.) Who lives in this area? (people (Possibly. We could use various dating from all over the world.) How do techniques) Tucsonans use the river today? (There 12. Review the six layers of Tucson’s is no river to use today unless it rains.) history with the class, using the 10. By now, all six layers should be visible overhead projector. to the students. 13. After the review allow students to take 11. Why would it be difficult for us to a bite out of Tucson’s history! find artifacts from people who lived in the Rio Nuevo area 2,000 or even 3,000 years ago? (The people moved around instead of staying in one area. pass it on! River flooding and continued building on top of older sites has covered evidence. The following pages are to be used as Pothunters, construction companies, transparencies or copied for handouts for archaeologists, have disturbed the sites the students. throughout the years, and some of the

Answer Key

Science of Archaeology worksheet, page 20. 1. relative dating techniques 2. artifacts 3. Law of Superposition 4. excavate 5. site 6. stratum 7. stratification 8. stratigraphy 9. relative age 10. artifact

18 Lesson 2 The Science of Archaeology Name ______

Tucson’s Six-Layer History

6 ______

5 ______

4 ______

3 ______

2 ______

1 ______

Unscramble the layers of Tucson’s history and place them in the correct sequence using the choices below.

a. Mexican Period

b. Modern Tucson

c. European Contact

d. Prehistory

e. Territorial Tucson

f. Spanish Colonial Period

Use the following word list to fill in the blanks for the following worksheet. Use each word only once. It may be helpful to read through the page once before trying to fill in the blanks.

One way archaeologists determine the age of an artifact is through the use of ______. Relative dating techniques 1 provide the age of ______, sites, or events by relating one object to 2 another. There will be no exact calendar date assigned to the artifact by using this dating technique. Instead, relative dating techniques tell us which object is older than another, which is younger than another, or which is the same age as another. Relative dating techniques are based on the ______3 ______, which states that soils deposited first are located beneath those 3 deposited at a later time. Therefore, those soils that are deposited first are at the bottom and are considered older than those soils at the top. This geologic concept can be extended to archaeology. Artifacts found in the lower layers of soil are said to be older than those found in the higher levels of soil. When archaeologists ______a ______, they 4 5 sometimes remove one layer of earth at a time. Each layer of soil is called a ______. The process of one stratum being deposited on another is 6 called ______. The study of these strata is called ______. 7 8 No matter how the earth rotates or tilts; no matter how the earth may be rearranged by earthquakes or uplifting mountains, the original placement of the sediment was horizontal, according to the Law of Original Horizontality. By understanding the Law of Superposition and the Law of Original Horizontality, archaeologists can determine the ______9 of an ______by studying the stratification of soil in which the 10 object was discovered. a. excavate e. artifact i. stratum b. relative age f. site j. artifacts c. law of superposition g. stratigraphy d. stratification h. relative dating techniques

Shoebox archaeology gives students the opportunity to see how archaeologists find artifacts in different layers of soil and how the different layers of soil help archaeologists approximate dates of the artifacts.

Getting Started

Objectives Key Words • to enable students to assemble clues artifact and indicators concerning a family context • to enable them to develop an excavate understanding of how archaeologists Materials discover the story of the past by digging • shoebox for clues. • personal items • to provide students with an exercise in problem solving and deductive • family items reasoning • small paintbrush • spoon Standards Addressed • sand or dirt Grades 4–5 1SS-E1 (PO1, PO2), 1SC-E1 (PO3, PO4) Time 1 hour 21 teacher’s corner lesson setup

Shoebox archaeology can be performed in 1. Copy directions in the Pass It On! the classroom or outside to minimize the Section. Instruct each student to mess. Extensions to this lesson plan can prepare at home a shoebox for be added to include a mock excavation. archaeology. The teacher should go For a fee, Old Pueblo Archaeology over instructions in class and send provides an educational experience for a instructions home with each student. classroom excavation at their Shoeboxes should be layered, headquarters: alternating soil or sand with personal Old Pueblo Archaeology Center objects. Teachers may choose to use 1000 East Fort Lowell sand in various colors or soils with Tucson, AZ various textures to represent different Teachers may also want to contact a local soil layers. To prevent layers from archaeology firm to see if it has any combining beyond recognition, it may excavations in progress available for class be necessary to moisten soils or sands field trips. If no excavations are underway, prior to placing them in the box. teachers may want to contact Pima 2. Teachers may choose to create kits Community College West Campus complete with all materials and Archaeology Department, 206-6022. The instructions to send home with each college has a mock site established and student. regularly train field archaeologists. 3. See directions on worksheet. Following is a list of archaeology firms 4. Once all shoeboxes are in the that have been contacted and have agreed classroom, the teacher should number to try to accommodate students. There are them. Do not place names on the other archaeology firms in Tucson. A shoeboxes. Students should not know complete list can be obtained by whose shoebox they have. contacting the State Historic Preservation 5. Teacher should provide some sort of Office (602) 542-7159. repository for sand or soil once Desert Archaeology, Inc. students begin excavating. Students 3975 North Tucson Blvd. will need something in which to place Tucson, AZ 85716 the excavated sand or soil. (520) 881-2244 Old Pueblo Archaeology Center P.O. Box 40577 Tucson, AZ 85717 lesson outline (520) 798-1201 Statistical Research, Inc. 1. Once all shoeboxes are in the classroom P.O. Box 31865 and numbered, pass boxes out, one per Tucson, AZ 85751 student. Make certain no student has (520) 721-4309 his/her own shoebox. SWCA 2. Pass out plastic spoons or brushes for 343 South Scott Avenue the excavation. Tucson, AZ 85701 (520) 325-9194

22 Lesson 3 Archaeological Techniques: Digging the Past 3. Instruct students to gently remove the 6. Have students continue excavating soil to expose the first layer of artifacts. until they find the next layer of Make sure they know that there may artifacts. Repeat the questions from have been shifting in the boxes, so not before. How do these new artifacts all layers of soil will be the same. Some impact the students’ original of the artifacts may be fragile, so it is interpretations? Do the new artifacts important that the students do not help interpret the preceding artifact? Do simply “dig in.” the new artifacts add any information? 4. Once students have begun to uncover Or do they confuse the interpreter? artifacts, lead a class discussion as to 7. Have students remove the second layer what students are finding and how they of artifacts and place them in a separate are finding the artifacts. Sample pile or bag on their desks. questions include: 8. Continue the excavation until all a. What can you tell from the artifacts? artifacts are removed and placed in Male/Female? Old/Young? Ethnicity? their separate piles. Family interests? 9. Have students interpret their b. How many people do these artifacts assemblages for the class. represent? Can you tell what the people did to make a living? Were they farmers, bankers, photo- graphers, etc? What language did the pass it on! people speak? What other information might you need to The following pages can be copied for complete the interpretation? students as take home directions for 5. Instruct students to remove the top constructing shoebox archaeology. artifacts and place them in one pile on their desks before moving to the next layer. The teacher may want to provide paper lunch bags to keep artifacts separate.

Lesson 3 Archaeological Techniques: Digging the Past 23 Name ______

Shoebox Archaeology

Directions 1. Select a few personal objects that 5. Place a third layer of soil on top of represent three generations. An example these artifacts. of three generations is grandparents, 6. Place some of the youngest parents, and students. Objects to generation’s items on top of the third consider include photos, coins, jewelry layer of soil. (not expensive), key chains, pens, 7. Cover with a final layer of soil. toiletries, etc. If using actual items, 8. Cover shoebox and tape shut to place in Ziploc bags to prevent soiling. prevent spilling. You may also wish to draw or make 9. Bring shoebox to class for classroom representative objects dated from the activity. Try not to move the box time periods. around too much. 2. Place a thin layer of soil (or one color of 10. DO NOT write your name on the box. sand) at the bottom of the shoebox. If You will be excavating another sand or soil is too dry, you may need to student’s box. moisten the layers with a spray bottle to prevent shifting. Place the objects from the oldest generation on the first layer of soil. This will be the bottommost layer of artifacts. 3. Place a second layer of soil deep enough to cover the artifacts. 4. On top of the second layer, place objects from the middle generation.