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PROJECT ARCHAEOLOGY: PENNSYLVANIA AN EDUCATIONAL STANDARDS BASED CURRICULUM FOR GRADES FOUR THROUGH EIGHT LESSON PLANS (FOR USE WITH STUDENT TEXT) AN EDUCATIONAL INITIATIVE OF THE PENNSYLVANIA ARCHAEOLOGICAL COUNCIL EDUCATION COMMITTEE THIS PROJECT IS SUPPORTED BY A GRANT FROM THE PENNSYLVANIA HISTORICAL AND MUSEUM COMMISSION PROJECT ARCHAEOLOGY: PENNSYLVANIA AN EDUCATIONAL STANDARDS BASED CURRICULUM FOR GRADES FOUR THROUGH EIGHT LESSON PLANS (FOR USE WITH STUDENT TEXT) Project Directed and Edited by Renata B. Wolynec, Ph. D. Contributing Authors: Renata B. Wolynec, Ph. D. Ellen Dailey Bedell, Ph. D. Edinboro University of PA Ellis School, Pittsburgh Sarah Ward Neusius, Ph. D. Beverly M. Chiarulli, Ph. D. Indiana University of PA Indiana University of PA Joseph Baker PA Department of Transportation, Harrisburg SECTION ONE -- BASIC CONCEPTS Lesson 1 What Is Anthropology? (Wolynec) Lesson 2 What Is Archaeology? (Wolynec) Lesson 3 Meet an Archaeologist (Wolynec, Bedell, Neusius, Baker, and Chiarulli) Lesson 4 How Do Archaeologists Do Their Work? (Wolynec) Lesson 5 How Old Is It? (Wolynec) SECTION TWO -- PENNSYLVANIA BEFORE THE EUROPEANS Lesson 6 History and Culture in Pennsylvania Place Names (Wolynec) Lesson 7 What Was Pennsylvania Like Before European Contact? (Neusius) Lesson 8 Where Did the Ancestors of Native Americans Come From? (Wolynec) Lesson 9 Native American History in Pennsylvania Before the Europeans (Wolynec) SECTION THREE -- COMPARING CULTURES Lesson 10 What Basic Needs Do All Cultures Meet? (Wolynec) Lesson 11 Written in Stone: Pre-European Rock Art in Pennsylvania (Baker) Lesson 12 Ancient Egyptian Hieroglyphics (Bedell) Lesson 13 Who Are the Maya? (Chiarulli) Lesson 14 Comparing Communication Systems (Wolynec) Lesson 15 Who Owns the Past? (Wolynec and Chiarulli) Lesson 16 The Time Line (Wolynec) Appendix A Recommended Educational Standards (Shelley) Appendix B PAC Speakers List Curriculum Development Specialist – Daniel J. Shelley, Ph. D., Robert Morris University, Pittsburgh Project Illustrator and Text Illustration Coordinator – Bernard Werner (Illustrations for Chapters 3, 11, 12, and 13 were provided by the authors.) This project is supported by a grant from the Pennsylvania Historical and Museum Commission. October, 2003 Edinboro, Pennsylvania i TABLE OF CONTENTS Introduction . 1 Setting the Stage . 5 SECTION ONE – BASIC CONCEPTS Lesson 1 What Is Anthropology? . 6 Lesson 2 What Is Archaeology? . 16 Lesson 3 Meet an Archaeologist . 27 Lesson 4 How Do Archaeologists Do Their Work? . 37 Lesson 5 How Old Is It? . 48 SECTION TWO – PENNSYLVANIA BEFORE THE EUROPEANS Lesson 6 History and Culture in Pennsylvania Place Names . 67 Lesson 7 What Was Pennsylvania Like Before European Contact? . 73 Lesson 8 Where Did the Ancestors of Native Americans Come From? . 85 Lesson 9 Native American History in Pennsylvania Before the Europeans . 93 SECTION THREE - COMPARING CULTURES Lesson 10 What Basic Needs Do All Cultures Meet? . 110 Lesson 11 Written in Stone: Pre-European Rock Art in Pennsylvania . 116 Lesson 12 Ancient Egyptian Hieroglyphics . 125 Lesson 13 Who Are the Maya? . 147 Lesson 14 Comparing Communication Systems (Wolynec) . 183 Lesson 15 Who Owns the Past? (Wolynec and Chiarulli) . 188 Lesson 16 The Time-Line (Wolynec) . 192 Appendix A Recommended Educational Standards . 195 Appendix B PAC Speakers List . 202 ii INTRODUCTION About the Pennsylvania Archaeological Council The Pennsylvania Archaeological Council (PAC) is an organization of practicing professional archaeologists active in promoting public awareness about archaeology in Pennsylvania. This project is an important addition to the many public education projects undertaken by Education Committee members. These include co-sponsorship of PA Archaeology Month; an annual essay contest for students in Grades 4-9; a traveling exhibit series; Project Archaeology: Pennsylvania, An Archaeology Curriculum for Grades 5-8; and a traveling trunk and multimedia series to provide teachers with resource material for the curriculum. Project History In 2002, Local History Project Support grant ME #230361 from the Pennsylvania Historical and Museum Commission (PHMC) was awarded to PAC for the development and production of Pennsylvania and national education standards based curriculum materials for students and teachers focused on Pennsylvania archaeology. The curriculum materials include a student reader, a separate lesson plan guide tied to specific standards, and a CD with all of the materials. To our knowledge, there is currently no archaeology based curriculum which addresses educational standards in Pennsylvania. In keeping with the educational goals of the time, these curriculum materials address several needs. First, they were designed to facilitate reading comprehension. Second, they address powerful ideas, abilities, and issues which are identified by the state and national education standards. It is the position of the project team that Pennsylvania’s archaeological past is interesting, exciting, and useful for addressing a variety of these standards. The curriculum addresses four themes in 16 lesson plans and 13 student readings: • Basic Concepts (Section One) -- archaeological methods, skills, and research; • Pennsylvania Before the Europeans (Section Two) -- knowledge, attitudes, and values; • Comparing Cultures (Section Three) -- similarities and differences among cultures; • Stewardship of the Past (all sections) -- values associated with site protection . Appendix A lists all recommended educational standards, whether or not they were specifically addressed. This recommended list may be useful to teachers who may wish to readapt these or other archaeology related materials to the standards. Appendix B provides a list of PAC archaeologists who are willing to address student groups and classes about archaeological issues. How to Use the Materials The project team has attempted to produce student and teacher friendly materials. The student text is organized into short chapters with photographs and drawings where appropriate. A larger sized print was used to accommodate children with attention and vision problems. 1 The lesson plans were designed to minimize teacher anxiety in preparing and executing a lesson plan. The descriptive portion of the lesson plan includes the lesson title; recommended grade levels and content areas; recommended skills and standards to be addressed; a statement of the main concept; and materials and equipment needed. The actual lesson is divided into three sets of step-by-step activities: • anticipatory set, • procedure, • closure. Assignments, evaluation methods, adaptations, special suggestions, resources, and references are included. Whenever possible, visual aids in the form of copy-ready illustrations, exercises, vocabulary lists, etc. are included. A CD which includes all of the materials in electronic form is available as well. Lessons plans 1 – 13 coincide with Chapters 1-13 in the student text. Lesson Plans 14, 15, and 16 are culminating lesson plans which are built on previous learning. The actual lesson plans require an active collaboration between teacher and student. Active partnership in the learning process has been shown to enhance long term learning in students. Most lessons require that students read a particular portion of a chapter text, which is then discussed or considered in class. Students evaluate a few important ideas at one time, instead of trying to remember many unfamiliar ideas at once. Class discussion, cooperative group activities, as well as constructivist assignments will enable as many students as possible to be part of a discovery process. This will hopefully enable most students to not only learn in the short term, but remember the concepts under discussion. The lesson plan format used in this project is somewhat unusual in that the student text portions are included in the body of the lesson plan. This will save the teacher time by eliminating the need to work with two books simultaneously. Illustrations are included in the lesson plan only if necessary for the teacher to present or understand a point. Because of many different levels of editing both books, there may be some editorial discrepancies between the student text and the highlighted text in the lesson plans. These have been eliminated as much as possible. If they exist, they do not alter content. Whenever possible, the lesson plan tries to provide special “notes” for teachers, imbedded in the lesson plans. These “notes” may provide possible student answers to questions; provide guidelines for leading class discussion; or provide clarifications of the material under discussion. The team has assumed that many teachers have not studied archaeology or anthropology, and may therefore be uncomfortable using such material in class. The “notes” were created to provide teachers with much of the basic material needed. Choosing the Lesson Plans Each lesson plan can be used singly or in combination with other lesson plans in the curriculum. A teacher may choose one, some, or all of the lessons depending upon the needs of the class and school. Although the team designed a 2 curriculum package of complementary lessons, each lesson plan can stand on its own if so needed. Concurrently, a teacher can also choose which parts of a lesson plan to use in class. Once again, the activities for each lesson plan were designed to build upon each other. However, a teacher may still decide to use some of the activities and not others when considering the needs
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