DOCSLIB.ORG

Topic Planning Year 3 from Stone Age to Iron

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Topic Planning Year 3 from Stone Age to Iron Topic Planning Year 3 From Stone Age to Iron Age Learning Objective Whole Class input Independent/group activities Assessment: Plenary & (key questions) (including differentiation) Success criteria Home Learning LO - To arrange Input All children to arrange the I know some of the Plenary: events from the past Pose 4 questions on A3 pieces of sugar paper – What do events in chronological order major Chn to write on thing in chronological order you do for entertainment? What are your favourite foods? and stick onto time line. developments in they would like to learn What types of transport do you use? What is it like where human history from about this topic on a onto a timeline. you live? Chn to work in mixed ability groups (HAL to HA children can add other this period. post it note. scribe) and write down notes to each question. Ask ‘How images of artefacts to the time QUESTION different would life be if we were to take this all away?’ line linked to particular periods I can use a timeline Who were the first Imagine a world with no electricity, no shops, no houses of time. to arrange the people to live in like ours, no transport etc. events in Britain? Allow time for chn to talk to TP, encourage them to think chronological order. Hstory about what they would do for food/ clothes/ shelter etc. 1 NC I know how Pupils should be Main Teaching: evidence is lesson lesson Introduce the topic to the children. Talk partners Q: Mini Plenary: gathered about pre- taught about changes in Britain What do they already know about stone age, iron Discuss the chosen order for historic Britain. from the Stone Age age or bronze age Britain? What does pre-historic the dates, emphasising how to the Iron Age mean? How then do we find out about pre-historic the higher a BC date is, the This could include: Britain? longer ago it happened. a.late Neolithic Use IWB and notebook to take chn on a whistle stop hunter-gatherers and journey from stone age through to the iron age, early farmers, for introducing key events in each time period and explaining example, Skara Brae b.Bronze Age that we will be covering each of these in further detail religion, technology during the term. and travel, for example, Stonehenge Introduce the idea of a timeline to children, explaining c.Iron Age hill forts: how we often use timelines in history to put things in tribal kingdoms, order of when they happened (chronology). farming, art and Explain that we arrange our dates from the time Jesus culture was born: BC and AD. Independent Work: Show chn a timeline and model placing recent events onto a timeline with the chn’s help. Introduce the chn to their task where they will be cutting out events and periods of time and trying to arrange these in chronological order. The chn can then stick these onto the timeline given. LO To understand Starter: I’m a child, get me out of here- give the children Task: children must persuade I can explain Children present their what humans needed the scenario: they have woken up without clothes, food, a Stone Age man to buy a bow challenges for early adverts to the class. for survival in the water or shelter etc. On tables, decide which order you and arrow. Watch example of man Stone Age would need to complete these tasks. sales pitch (either video or What persuasive teacher). What persuasive I can tell you why features did they use? To create an advert Introduce what The Stone Age means- features did they use? tools were for a stone age tool Why do you think it is called this? How long ago was this? (adjectives, rhetorical important What types of tools would they have had? questions) History 2 I can write a Construct informed responses that Go through introduction to The Stone Age (on IWB) On tables, create a sales persuasive advert involve thoughtful http://www.bbc.co.uk/programmes/p00dtrcn advert for the bow and arrow. selling a Stone Age lesson lesson selection and tool organisation of Introduce the task Independent: historical information LA: annotate picture with adjectives MA: use writing frame HA: write an advert using a rhetorical question Introduction Activity ‘How did humans in the Stone Age collect their food?’ HA Independent Same as Have question on IWB and ask chn to discuss with their below and chn to also write TP. Listen to chn’s ideas and discuss as a class. Go about which weapons would through PowerPoint. have been used and what describe how they were used. Main Teaching Input Explain that for this lesson, we are going to become MA Chn to write a paragraph hunter-gatherers! We need to go out and hunt or gather explaining what Stone Age our own food. What types of food would the Stone Age people would eat and how people eat? How would they prepare this food? Would we they collected their food. do that today? Why not? Explain which food would be Split children into groups. Explain that we are going to hunted and which would be take on the role of hunter-gatherers. Equip children with gathered. ‘spears’ (use javelins). Around the playground will be different images of foods that would be ‘gathered’ and LA (Guided group) Chn to some animals that would be ‘hunted’. Chn will search the write simple sentences. Create playground for the food and bring back as much as column with pictures to show possible. which food would be hunted and which would be gathered. Session 3:Session Hunter gatherers Return to class – discuss which foods would be hunted SEN: Pictures stuck in to show 5:Session Hunter gatherers and which would be gathered, which food was hunted and which was gathered. Copy Look at some of the food that hunter-gatherers would sentences to explain what food have eaten (fruit, nuts, seeds, veg and lentils) for chn to was eaten. try. LO To understand Main Teaching: I know the evidence PLENARY: what stone age Show Chn a range of pictures of different species of ACTIVITY 1 which is used by Share work and discuss. artefacts tell us animals – can they place them in order of those who To match each picture to each archaeologists to appeared on the Earth first and last? Where might we information box. Cut and stick learn about how about this period of include humans? Q: How long have people been on side by side into exercise book. stone age people time. Earth for? Explain that people have been on earth for Try to answer the question used to live. about 3 million years –AFTER the dinosaurs (emphasis orally. Who were the first that the dinosaurs had died out long before humans I can ‘read’ a people in Britain? arrived). historical object. The first people probably came from Africa and MA-HA extension How do we know were travellers. They did not live in one place Answer the questions in I can successfully and did not farm. Q: What might these writing using the blank boxes match each object about people from people have eaten? They collected berries and and stick with pictures and to it’s description. the past? hunted animals. They were known as HUNTER- information boxes. GATHERERS. Q: What might the weather have been like LA Extension in Britain millions of years ago? Explain that Puzzle Objects – to match History climate used to be much colder and that Britain up each stone age tool to its esson esson 4 3 L n and much of Europe used to be covered in ice so use. Children to cut out each NC life was very difficult. Q: Why might life have artefact and mount on a Pupils should be been difficult? square of black sugar paper. taught about Explain that the first people arrived in Britain at Then cut out each label and changes in Britain the end of the last Ice Age at around 800,000 attach at an angle with glue. from the Stone Age years ago. These can then be stuck onto to the Iron Age They travelled, by foot, across Europe. Q: Why A4 coloured paper for folders This could include: might they have travelled by foot? At this or display. a.late Neolithic time Britain was joined to Europe. (Show STONE hunter-gatherers and AGE to IRON AGE powerpoint – the slide showing early farmers, for Britain joined to Europe). example, Skara Brae Q: How do we know about people from the b.Bronze Age past? Archaeology, objects (stone, bone, antler religion, technology tools), bones/skeletons, cave paintings, pottery, and travel, for monuments. EVIDENCE!! example, Stonehenge c.Iron Age hill forts: Explain that we do not know much about these tribal kingdoms, people because it was so long ago, not much farming, art and evidence has been found. They did not write or culture draw and they did not live in one place. They lived in caves or in camps. Independent Work: Model tasks to chn; look at a picture, does it resemble any of the descriptions? Match together and stick side by side neatly in book. HA chn can be challenged to answer given questions about each object, requiring them to make inferences and deductions about the given period in time (links to English AF3 and AF7). To use the internet Main Teaching: Lesson 4 J.B I understand how Plenary: to gather research Quick recap from last lesson: Q: who can remember Children to work in MA pairs to stone age people Share examples of good about Skara Brae.
Load more

Recommended publications
  • Durham Research Online
    Durham Research Online Deposited in DRO: 18 October 2018 Version of attached le: Published Version Peer-review status of attached le: Peer-reviewed Citation for published item: Caswell, E. and Roberts, B.W. (2018) 'Reassessing community cemeteries : cremation burials in Britain during the Middle Bronze Age (c. 16001150 cal BC).', Proceedings of the Prehistoric Society., 84 . pp. 329-357. Further information on publisher's website: https://doi.org/10.1017/ppr.2018.9 Publisher's copyright statement: c The Prehistoric Society 2018. This is an Open Access article, distributed under the terms of the Creative Commons Attribution licence (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted reuse, distribution, and reproduction in any medium, provided the original work is properly cited. Use policy The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that: • a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders. Please consult the full DRO policy for further details. Durham University Library, Stockton Road, Durham DH1 3LY, United Kingdom Tel : +44 (0)191 334 3042 | Fax : +44 (0)191 334 2971 https://dro.dur.ac.uk Proceedings of the Prehistoric Society, page 1 of 29 © The Prehistoric Society. This is an Open Access article, distributed under the terms of the Creative Commons Attribution licence (http://creativecommons.org/licenses/ by/4.0/), which permits unrestricted reuse, distribution, and reproduction in any medium, provided the original work is properly cited.
    [Show full text]
  • Bronze Age Iron Age Anglo-Saxons the Mayflower Thames Tunnel The
    Monday 11th – Friday 15th May 2020 History Think about what the word ancient means. Which description below do you think is the most accurate? 1. Ancient means a period of time five years ago. 2. Ancient means a period of time five hundred years ago. 3. Ancient means a period of time five thousand years ago. This half term, we will be looking at a time in history when people lived many thousands of years ago. People who lived many thousands of years ago lived in what we call ancient times. There were three main time periods (long lengths of time) in ancient times in Britain (the country we live in). We call these periods of time the Stone Age, the Bronze Age and the Iron Age. Bronze and iron are types of metal. Why do you think these periods of time were named after metals? Look at the pictures below. Can you match the ancient artefact (object) to the right time period? What clues can you see? We will be looking in more detail at the Bronze Age and Iron Age – they both happened after the Stone Age. The Bronze Age began around 2,100BCE (over 4,000 years ago). It lasted for around 1500 years until 750BCE when the Iron Age began. Bronze Age Anglo-Saxons Thames Tunnel 2,100BCE 750BCE 55BCE 0 410 1620 1825 1940 2020 Iron Age The Mayflower The Blitz Just like the Stone Age when early humans made tools from stone, the Bronze Age was called that because humans started making tools from…bronze! The Bronze Age started at different times around the world – depending on when humans in different countries discovered how to make bronze by mixing other metals together.
    [Show full text]
  • Neolithic Report
    RESEARCH DEPARTMENT REPORT SERIES no. 29-2011 ISSN 1749-8775 REVIEW OF ANIMAL REMAINS FROM THE NEOLITHIC AND EARLY BRONZE AGE OF SOUTHERN BRITAIN (4000 BC – 1500 BC) ENVIRONMENTAL STUDIES REPORT Dale Serjeantson ARCHAEOLOGICAL SCIENCE Research Department Report Series 29-2011 REVIEW OF ANIMAL REMAINS FROM THE NEOLITHIC AND EARLY BRONZE AGE OF SOUTHERN BRITAIN (4000 BC – 1500 BC) Dale Serjeantson © English Heritage ISSN 1749-8775 The Research Department Report Series, incorporates reports from all the specialist teams within the English Heritage Research Department: Archaeological Science; Archaeological Archives; Historic Interiors Research and Conservation; Archaeological Projects; Aerial Survey and Investigation; Archaeological Survey and Investigation; Architectural Investigation; Imaging, Graphics and Survey; and the Survey of London. It replaces the former Centre for Archaeology Reports Series, the Archaeological Investigation Report Series, and the Architectural Investigation Report Series. Many of these are interim reports which make available the results of specialist investigations in advance of full publication. They are not usually subject to external refereeing, and their conclusions may sometimes have to be modified in the light of information not available at the time of the investigation. Where no final project report is available, readers are advised to consult the author before citing these reports in any publication. Opinions expressed in Research Department Reports are those of the author(s) and are not necessarily those of English Heritage. Requests for further hard copies, after the initial print run, can be made by emailing: [email protected]. or by writing to English Heritage, Fort Cumberland, Fort Cumberland Road, Eastney, Portsmouth PO4 9LD Please note that a charge will be made to cover printing and postage.
    [Show full text]
  • Bronze Age Warfare in Barbaric Europe - Current Trends and Perspectives in the Future
    Perspective Glob J Arch & Anthropol Volume 4 Issue 1 - May 2018 DOI: 10.19080/GJAA.2018.04.555628 Copyright © All rights are reserved by Davide Delfino Bronze Age Warfare in Barbaric Europe - Current Trends and Perspectives in the Future Davide Delfino* Center for Geosciences of the University of Coimbra, Instituto Terra e Memória, Portugal Submission: February 02, 2018; Published: May 11, 2018 *Corresponding author: Davide Delfino, Center for Geosciences of the University of Coimbra, Instituto Terra e Memória, Portugal, Email: Abstract Research on prehistoric warfare is in progress since 60 years. But investigation specifically on Bronze Age period, when some tools are exclusively created for fight and the warrior societies are emerging, is always young. Scholars there were mainly interested on the origins of violence in mankind, on the fighting in the Neolithic or, if Bronze Age, on the wars in the empires of the Near East or in the Minoan civilization. But the warfare in the European Bronze Age up to a decade ago, it was dealt marginally. Violence and warfare in Bronze Age in “barbarian Europe”, to use an expression by Jaques Briard, can be defined as a “fashion” since the mid-2000s. Recent trends are analyzed according to various perspectives: generals, theoretical, study of material cultures and context, and interpretative tendencies. So will be discuss what the commonly acceptedKeywords: theories and what also remain subject of doubt and debate to draw a perspective for the future. European Bronze Age; Warfare; Literature review;
    [Show full text]
  • Session 1. Archaeology Is a Political Matter
    SESSION 1. ARCHAEOLOGY IS A POLITICAL MATTER (Wednesday, 21st Dec., Lecture Theatre C) Rob Lennox, Council for British Archaeology, Chartered Institute of Archaeologists, University of York, and Lorna-Jane Richardson Umeå University, Council for British Archaeology 09:00 – 09:10 Introduction 09:10 – 09:30 The politics of Brexit. Why archaeologists need to be concerned, Kevin Wooldridge, Freelance archaeologist 09:30 – 09:50 Quitting my archaeological job as a political deed, Marjolijn Kok, Bureau Archeologie en Toekomst, Netherlands 09:50 – 10:10 Commercial archaeology and narratives of British exceptionalism, Florence Smith Nicholls, Compass Archaeology 10:10 – 10:30 Selling a political framework for the Public Value Era, Rob Lennox, University of York 10:30 – 10:50 Breaking ground, fighting back; Unite Digging for a Living Wage, Matthew Seaver, Unite Archaeological Branch, Ireland 10:50 – 11:10 Coffee Break 11:10 – 11:30 Time to bite the hand that feeds? Or, at the very least, give it a long, hard squeeze, David Jennings, University of York 11:30 – 11:50 "Another Brick in the Wall" - Archaeological Outreach in Schools as a Political Act, Penelope Foreman, Bournemouth University 11:50 – 12:10 DNA and Soil: Archaeology, Palaeogenetics and Nationalism, Tom Booth, Natural History Museum, London 12:10 – 12:30 Where history meets legend… and produces political sparks; presenting Tintagel Castle, Cornwall, Susan Greaney, Cardiff University/ English Heritage 12:30 – 12:50 Turf Wars: Politics and Peatland Archaeology in Ireland, Ben Gearey,
    [Show full text]
  • Boom and Bust in Bronze Age Britain: Major Copper Production from the Great Orme Mine and European Trade, C
    Boom and bust in Bronze Age Britain: major copper production from the Great Orme mine and European trade, c. 1600–1400 BC R. Alan Williams1,* & Cécile Le Carlier de Veslud2 The Great Orme Bronze Age copper mine in Wales is one of Europe’s largest, although its size has been attributed to a small-scale, sea- sonal labour force working for nearly a millen- nium. Here, the authors report the results of interdisciplinary research that provides evi- dence that Great Orme was the focus of Brit- ain’s first mining boom, c. 1600–1400 BC, probably involving a full-time mining com- munity and the wide distribution of metal- work from Brittany to Sweden. This new interpretation suggests greater integration than previously suspected of Great Orme metal into the European Bronze Age trade/ exchange networks, as well as more complex local and regional socio-economic interactions. Keywords: Wales, Bronze Age, copper mining, ores, lead isotopes, archaeometallurgy, trade/ exchange Introduction Over the last few decades, an increasing number of prehistoric copper mines have been dis- covered around the world (O’Brien 2015; Ben-Yosef 2018). Archaeologists studying these complex and difficult-to-excavate sites face major challenges, especially when seeking to link mine ores to metalwork, establishing the scale of production and tracing associated trade/exchange networks. To achieve these aims requires the development of a methodology 1 Department of Archaeology, Classics and Egyptology, University of Liverpool, 12–14 Abercromby Square, Liverpool L69 7XZ, UK
    [Show full text]
  • Bronze Age Review
    A Bronze Age Review The international journal of research into the archaeology of the British and European Bronze Age Volume 1, November 2008 SHERIDAN BRONZE AGE REVIEW VOL. 1, NOVEMBER 2008 Creating a research agenda for the Bronze Age in Britain For the first volume of the Bronze Age Review, the editor invited senior scholars to draw on their experience and expertise and write on what they would like to see happening in Bronze Age research in Britain in the future. They were asked to look as broadly as they can and explore issues and areas of study that they feel are currently missing or underdeveloped. The aim is to provide a period of open consultation until 31 January 2009 with suggestions, comments and proposed new chapters to the editor who can be contacted at [email protected]. The authors will subsequently revise their articles for inclusion in a volume published by the British Museum Press. Contents 1-6 A canon for the Bronze Age? Anna Brindley 7-22 The Bronze Age climate and environment of Britain Tony Brown 23-33 Prospects and potential in the archaeology of Bronze Joanna Brück Age Britain 34-47 The agenda gap? Approaches to the Bronze Age in Jonathan Last current research frameworks 48-56 Information, interaction and society Ben Roberts 57-78 Towards a fuller, more nuanced narrative of Alison Sheridan Chalcolithic and Early Bronze Age Britain 2500–1500 BC 79-96 Bronze Age pottery and settlements in southern Ann Woodward England SHERIDAN BRONZE AGE REVIEW VOL. 1, NOVEMBER 2008 Towards a fuller, more nuanced narrative of Chalcolithic and Early Bronze Age Britain 2500–1500 BC Alison Sheridan (National Museums Scotland) Abstract This contribution considers some of the many recent advances in our understanding of Chalcolithic and Bronze Age Britain and uses these to highlight the weak points in our current state of knowledge.
    [Show full text]
  • Changing Times: the Emergence of a Bronze Age on the Isle of Man
    Changing times: the emergence of a Bronze Age on the Isle of Man. Rachel Joanne Crellin Doctor of Philosophy School of History, Classics and Archaeology Newcastle University February 2014 i Abstract In this thesis I consider the study of change. I present a critique of existing approaches to the study of change and time in a prehistoric context. I develop an approach that moves beyond explanations of change where change is the result of singular causation located in a single moment of time. I critically consider how change is understood in the work of key relational thinkers such as Latour, Bennett, Ingold and DeLanda, developing an understanding of change which stresses the interplay between continuously fluxing assemblages and episodes of dramatic change (phase transitions). The theoretical position established is applied to interpreting change during the Ronaldsway Late Neolithic and Early Bronze Age on the Isle of Man in an evidence-led analysis of material culture, mortuary practices and transformation of place. I focus on axes of stone and bronze and use them as a means to explore the effects of changing technology. New use-wear analysis on the Early Bronze Age corpus of metalwork from the Isle of Man is presented as a means of exploring the impact of bronze as a new material. I consider burial practices from 3000-1500 cal BC supported by twelve new radiocarbon dates. I also address changing relations with earth, drawing together diverse evidence including Earthfast Jar practices, the construction of burial monuments and the settlement evidence from the period. A new narrative for the period emerges highlighting the strength of an approach that draws on relational thinking.
    [Show full text]
  • Bronze Age Weight Systems As a Measure of Market Integration in Western Eurasia
    Bronze Age weight systems as a measure of market integration in Western Eurasia Nicola Ialongoa,1, Raphael Hermanna, and Lorenz Rahmstorfa aSeminar für Ur- und Frühgeschichte, Georg-August-Universität Göttingen, D-37073 Göttingen, Germany Edited by Kristian Kristiansen, Goteborgs Universitet, Gothenburg, Sweden, and accepted by Editorial Board Member Elsa M. Redmond May 20, 2021 (received for review March 26, 2021) Weighing technology was invented around 3000 BCE between The very phrasing of the reform implies that the king did not Mesopotamia and Egypt and became widely adopted in Western even introduce a new unit but simply ratified as official a value Eurasia within ∼2,000 y. For the first time in history, merchants that was already widely used (14). Furthermore, the diffusion of could rely on an objective frame of reference to quantify economic weighing technology in prestate societies in Europe and Anatolia value. The subsequent emergence of different weight systems goes indicates that the existence of a state was not even a requirement. hand in hand with the formation of a continental market. However, Once weighing technology became widespread, strong public we still do not know how the technological transmission happened institutions—where they existed—would have probably played a and why different weight systems emerged along the way. Here, we role in regulating weight systems. In Mesopotamia, for example, show that the diffusion of weighing technology can be explained as the existence of public institutions with outstanding economic ca- the result of merchants’ interaction and the emergence of primary pacity and a great need for imported goods played a substantial weight systems as the outcome of the random propagation of error role in creating opportunities for trade.
    [Show full text]
  • Prehistoric Britain
    Prehistoric Britain Plated disc brooch Kent, England Late 6th or early 7th century AD Bronze boars from the Hounslow Hoard 1st century BC-1st century AD Hounslow, Middlesex, England Visit resource for teachers Key Stage 2 Prehistoric Britain Contents Before your visit Background information Resources Gallery information Preliminary activities During your visit Gallery activities: introduction for teachers Gallery activities: briefings for adult helpers Gallery activity: Neolithic mystery objects Gallery activity: Looking good in the Neolithic Gallery activity: Neolithic farmers Gallery activity: Bronze Age pot Gallery activity: Iron Age design Gallery activity: An Iron Age hoard After your visit Follow-up activities Prehistoric Britain Before your visit Prehistoric Britain Before your visit Background information Prehistoric Britain Archaeologists and historians use the term ‘Prehistory’ to refer to a time in a people’s history before they used a written language. In Britain the term Prehistory refers to the period before Britain became part of the Roman empire in AD 43. The prehistoric period in Britain lasted for hundreds of thousands of years and this long period of time is usually divided into: Palaeolithic, Mesolithic, Neolithic (sometimes these three periods are combined and called the Stone Age), Bronze Age and Iron Age. Each of these periods might also be sub-divided into early, middle and late. The Palaeolithic is often divided into lower, middle and upper. Early Britain British Isles: Humans probably first arrived in Britain around 800,000 BC. These early inhabitants had to cope with extreme environmental changes and they left Britain at least seven times when conditions became too bad.
    [Show full text]
  • Indus Valley Civilization
    Indus Valley Civilization From Wikipedia, the free encyclopedia Jump to: navigation, search Extent of the Indus Valley Civilization Bronze Age This box: • view • talk • edit ↑ Chalcolithic Near East (3300-1200 BCE) Caucasus, Anatolia, Levant, Egypt, Mesopotamia, Elam, Jiroft Bronze Age collapse Europe (3200-600 BCE) Aegean (Minoan) Caucasus Basarabi culture Coț ofeni culture Pecica culture Otomani culture Wietenberg culture Catacomb culture Srubna culture Beaker culture Unetice culture Tumulus culture Urnfield culture Hallstatt culture Atlantic Bronze Age Bronze Age Britain Nordic Bronze Age Italian Bronze Age Indian Subcon tinent (3300- 1200 BCE) China (3000- 700 BCE) Korea (800- 300 BCE) arsenic al bronze writing , literatu re sword, chariot ↓ Iron Age The Indus Valley Civilization (IVC) was a Bronze Age civilization (3300–1300 BCE; mature period 2600–1900 BCE) that was located in the northwestern region[1] of the Indian subcontinent,[2][3] consisting of what is now mainly modern-day Pakistan and northwest India. Flourishing around the Indus River basin, the civilization[n 1] primarily centred along the Indus and the Punjab region, extending into the Ghaggar- Hakra River valley[7] and the Ganges-Yamuna Doab.[8][9] Geographically, the civilization was spread over an area of some 1,260,000 km², making it the largest ancient civilization in the world. The Indus Valley is one of the world's earliest urban civilizations, along with its contemporaries, Mesopotamia and Ancient Egypt. At its peak, the Indus Civilization may have had a population of well over five million. Inhabitants of the ancient Indus river valley developed new techniques in metallurgy and handicraft (carneol products, seal carving) and produced copper, bronze, lead, and tin.
    [Show full text]
  • Evidence for Mummification in Bronze Age Britain
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Teeside University's Research Repository Evidence for mummification in Bronze Age Britain Mike Parker Pearson1, Andrew Chamberlain1,OliverCraig2, Peter Marshall3, Jacqui Mulville4, Helen Smith5, Carolyn Chenery6, Matthew Collins7, Gordon Cook8, Geoffrey Craig9,JaneEvans6, Research Jen Hiller10, Janet Montgomery11, Jean-Luc Schwenninger12, Gillian Taylor13 & Timothy Wess10 Ancient Egyptians are thought to have been the only people in the Old World who were practising mummification in the Bronze Age (c. 2200-700 BC). But now a remarkable series of finds from a remote Scottish island indicates that Ancient Britons were performing similar, if less elaborate, practices of bodily preservation. Evidence of mummification is usually limited to a narrow range of arid or frozen environments which are conducive to soft tissue preservation. Mike Parker Pearson and his team show that a combination of microstructural, contextual and AMS 14 C analysis of bone allows the identification of mummification in more temperate and wetter climates where soft tissues and fabrics do not normally survive. Skeletons from Cladh Hallan on South Uist, Western Isles, Scotland were buried several hundred years after death, and the skeletons provide evidence of post mortem manipulation of body parts. Perhaps these practices were widespread in mainland Britain during the Bronze Age. Keywords: Bronze Age, Britain, burial practice, mummification Introduction – the site of Cladh Hallan The
    [Show full text]