Archaeology and Communities A Second Grade Social Studies Unit By Jeffrey D. Reed Archaeology and Communities Washington Social Studies Grade Level Expectations (GLE’s) for 2nd Grade 1.1.1 - Understands the key ideal of public or common good within the context of the community 3.1.1 - Understands and applies basic mapping elements such as compass rose, labels, and a key to read and construct maps that display information about neighborhoods or local communities 3.2.1 - Understands that people in communities affect the environment as they meet their needs and wants 4.1.1 - Understands and creates timelines for events in a community to show how the present is connected to the past 4.2.1 - Understands individuals who have shaped history in the local community 5.3.1 - Engages in discussions to learn about different points of view on issues. Part One: Understanding What Makes a Community Lesson 1: What is a community? What are the important parts of a community? How are urban and rural communities alike and different? Objective: Students will be able to understand the definition of community. Objective: Students will identify parts of a community, and how those parts help the community function. Objective: Students will be able to identify the differences between what makes a rural community, and what makes an urban community. Materials: Letter to send home to parents Computer with projector to show an online video to the class Books about communities (There is a suggested list below.) Vocabulary Terms: Community, Urban, Suburban, Rural, Population Unit Pre-test: Have each student write about what they know about artifacts and urban and rural communities. Procedure: 1. Send home a letter to the students’ families, informing them that their children will be handling artifacts from the past, and that their children will be wearing protective gloves when handling the artifacts. This letter will also be asking for parent volunteers, for days in which the students will be handling the artifacts. The Clark County Historical Museum will also be referenced in the letter, informing parents about the exhibits that are on display at the museum. 2. Use the following link to show this PowerPoint presentation to the class: http://www.graves.k12.ky.us/powerpoints/elementary/ffklyle.ppt#1 3. Show the following link that contains a video that introduces the ideas of urban, suburban, and rural areas. This video can be a great place to begin the discussion about, “What is a community?” http://www.youtube.com/watch?v=GuF2o7SaRWU&feature=related 4. Pose the following questions to your class for a class discussion: o What is a community? o What are the important parts of our school community? o What are the important parts of our city’s community? o How are urban and rural communities alike and different? During this discussion, point out the important aspects of communities, such as police, fire fighters, hospitals, government, schools, stores, families, etc. 5. The following is a list of books that you may choose to read to your class to help your students understand the meaning of communities: o What is a Community: From A to Z by Bobbie Kalman o The Hospital by David and Patricia Armentrout o The Police Station by David and Patricia Armentrout o I want to be a Police Officer by Dan Liebman o Children Just Like Me: A Unique Celebration of Children Around the World by Barnabas and Anabel Kindersley o The Mayor’s Office by David and Patricia Armentrout Assessment: Have the students write about what they learned about communities on a piece of paper for the teacher to collect. Lesson 2: Mapping Our Community Objective: Students will be able to construct a map of the classroom community, or the school community. Objective: Students will understand the meaning of North, South, East, West, Key, by studying a real map. Materials: A map of Vancouver that has a key, scale, and a compass rose A map of the teacher’s own backyard, or a map of a room in their house A map of a neighbor teacher’s classroom Chalkboard or whiteboard 1cm grid paper, enough for each student to have at least two pages Pencils, colored pencils, crayons Vocabulary Terms: Map, North, South, East, West, Key, Label, Accurate Procedure: 1. Ask the class: “What is a map?” Discuss items that may be seen on a map, and make a list on the board. 2. Show the class the map of Vancouver. Ask the students to match the items in the map to their list on the board. Point out the similarities and differences of the map and the items on the board. 3. Now, show the class the map of the teacher’s backyard or the room in their house. Ask the students to match the items in the map to their list on the board. Point out the similarities and differences of the map and the items on the board. 4. Introduce the vocabulary terms of North, South, East, West, Key, Label, Accurate, Scale, and Compass 5. Now, show the map of the neighboring teacher’s classroom, and have the students compare/contrast this map, with the list on the board. After the compare/contrast discussion, tell the kids that this map is of the teacher’s room next door. 6. Ask the class: “Why is it important for maps to be accurate?” Accept reasonable responses. 7. Discuss with the class that it is possible to read and create maps of our communities, and that they will be creating a map of their classroom community. Demonstrate for students how to use a ruler to create straight lines on paper, and how to label items in a map. Refer the students to the three maps previously shown, and make these maps available for students to refer to them as they work. For students who may struggle to make a map of their own, pair them up with a partner to work with them. Assessment: Use the students’ maps for assessment. Part 2: Connecting Archaeology and Communities Lesson 1: What is an artifact? What is archaeology? Objective: Students will be able to make conclusions about their teacher(s) based on artifacts that the teacher(s) provides about herself/himself. Objective: Students will understand archaeology is a study of the past, and artifacts are items that give us evidence. Materials: Large, clear plastic storage box. Small “artifacts” from the teacher’s personal life, which could give students clues about the interests or hobbies of the teacher, clues about where the teacher has lived or visited, clues about the teacher’s family members, or any other clues about the teacher’s past. It will benefit the students to use some items that have dates, such as dated letters, coins, or baseball cards. For this lesson, it is best NOT to use family photos or items containing names. Small “artifacts” mentioned above, but from another teacher that the students know well, such as a neighbor teacher or specialist. Three or four different colors of shredded paper, preferably black, dark blue, green, and yellow. Chart paper and markers Archaeology journals (Described below in the procedure.) Vocabulary Terms: Artifact: Objects made, modified, used, and deposited in the past Archaeology: The study of past societies – primarily through their material remains Archaeologist: Archaeologists seek to reconstruct the lifeways of past cultures through the analysis of material remains that people in the past have left behind Layers of Sediment: Solid, inorganic particles accumulated by natural or human processes Stratigraphy: The study of the sequence and correlation of sediments and soils Procedure: (Day 1: Archaeology Journals - Day 2: Teacher Artifacts) Day 1: Introduce “Archaeology Journals.” In a guided lesson, demonstrate for the students how to set up a journal entry for each day. Each journal entry must have a date and title for each day’s lesson. The back two pages of the journal should be reserved for a glossary of terms that the students will learn throughout the unit, including the words from part 1. Add the words Community, Urban, and Rural to the glossary of the archaeology journals using the following format: Word community How we say it Kum-Yoon-i-tee Meaning a place where people work, play, and live Drawing (draw a picture representing the word) urban Day 2: (Set-up) In the large, clear storage box, make four equally-thick layers (sediments) of shredded paper that will represents layers of soil. Make the darkest color the bottom layer, with the lightest color being the top layer. . ←Lightest Color (possibly yellow) ← 2nd Lightest color (possibly green) ←2nd Darkest color (possibly dark blue) ←Darkest color (possibly black) Place both teachers’ personal “artifacts” into the layers of sediment (colored paper)(the artifacts may need to be taped to the inside of the clear box), with the oldest being in the bottom layer, with the most recent being in the top layer. Day 2 - Lesson 1. Ask the class, “What are artifacts?” Take a few responses, but if nobody knows, don’t give the answer yet. 2. Place the large, clear plastic storage box onto a table for all students to see. 3. 4. 5. 6. 7. Do NOT tell the students from where the items came. Explain to the class that the box contains colored paper that represents dirt or soil. Choose one student to carefully look through the bin, and when they find something, to hold it up for the class to see. Write a description of the item on the chart paper, noting which layer of sediment the item was found in. Repeat step 2 until all items are located and labeled on the chart paper, noting which layer of sediment in which each item was found. Lead a discussion with the class, guiding them into realizing that the oldest items were found near the bottom of the box, and the more recent items were found near the top of the box. Explain to the class that these “artifacts” were found in the same way that artifacts are found in the real world, with the oldest being in the lower layers of soils and “sediment”, and the more recent being in the higher layers of soils and sediment. Discuss the meaning of artifacts and layers of sediment. Consider using a jar filled with water and containing silt, soil, and small gravel. Shake it up, let it rest, and discuss with the class how the layers are formed by the materials in the jar. Ask the class: “What do these artifacts tell us about the person or people they belonged to?” Lead the class in a discussion about whether or not the person was male or female, how old they might be now, and whether or not the artifacts are from one or more people. Also, have the students sort the artifacts into categories created by the students in order to gain more understanding of where the artifacts came from. Reveal to the students that the artifacts were from the teachers. Add the following vocabulary words into the students’ archaeology journals: Artifact, Archaeology, Archaeologist, Layers of Sediment, Stratigraphy Assessment: In the students’ archaeology journals, have them write to the following questions: Where do artifacts come from? What did you learn about artifacts? Lesson 2: How do urban and rural communities change? Objective: Students will discuss the difference between urban communities and rural communities in the Vancouver, Washington area between the years of 1890 and 1920, and in the present. Objective: Students will understand that communities change over time, through observing photographs. Materials: Pictures and books showing current urban and rural life: The following is a list of possible books that you may want to use with your class: o Why Do Roosters Crow: First Questions and Answers about Farms, by Time Life for Children o Parents in the Pigpen, Pigs in the Tub by Amy Ehrlich and Steven Kellogg o Biscuit Visits the Big City, by Alyssa Satin Capucilli o Town Mouse, Country Mouse, by Jan Brett o This is New York, by Miroslav Sasek o Where Things Are, From Near to Far, by Tim Halbur Chart paper and marker to make a Venn diagram or other comparing/contrasting graphic organizer Photographs from Clark County between the 1890’s and the 1920’s. Find photographs that the students can easily see the differences between people living in urban and rural communities. These can be found at the Clark County Historical Museum website: http://archive.vancouver.wsu.edu/cchm/ Photographs from Clark County from the 1890’s through the present. Try to choose 1-2 photos per decade, both urban and rural, so that students can see how the community changes over time. These photographs can be found at the Clark County Historical Museum website: http://archive.vancouver.wsu.edu/cchm/ Archaeology journals Vocabulary Terms: Urban(review), Rural(review), Procedure: 1. Begin this lesson by asking the student what they remember about the terms urban and rural. Consider writing the definitions of each word on the chart paper, even though the terms are already in the students’ journals. 2. Read a book to the whole class that shows how urban and rural communities are alike and different. 3. Show the set of photographs between the 1890’s and the 1920’s that show urban and rural life in Clark County. 4. Using a Venn diagram, or another type of comparing/contrasting graphic organizer, lead a class discussion to compare urban and rural life in Clark County between the 1890’s and the 1920’s. 5. Following the discussion about rural and urban life, explain to the class that the next set of pictures show communities in Clark County. Begin by showing the older photographs first, and continue through the photographs by showing the most recent ones last. Assessment: In their journals, have students make a “T” chart, with “Urban” on the left, and “Rural” on the right. Have the students write about how both urban and rural communities in Clark County have changed over time. Lesson 3: How can we learn about people from long ago? Objective: Students will demonstrate understanding of how photographs, written documentation, and artifacts allow people to learn about the past. Objective: Students will view and hold a Convention Center artifact and begin to predict what it is and how it was used. Materials: 3-4 artifacts from the Convention Center dig - Make sure to choose artifacts in which the students can fairly easily guess what they are. (Possibly choose a piece of ceramic from a dining room or kitchen, a button, and a doll or toy.) Make sure to keep the artifacts hidden until they are called for in the procedure. Chart paper with markers 7-8 Photographs of the teacher that show the teacher changing over time Letters, newspaper articles or clippings, or diaries/journals about the teacher, showing written documentation about the teacher’s life Archaeology journals Procedure: 1. Begin the lesson by asking the students, “How can we learn about people from long ago?” 2. Show the students the photographs of the teacher. Begin with the oldest photographs, and end with the most recent. 3. Ask students how photographs can let us know about the past. 4. Next, read to the students the letters, newspaper articles/clippings, or diaries/journal entries about the teacher’s past. 5. Ask students how written words can let us know about the past. 6. Now, ask the students, “What are artifacts?” Hopefully, students will mention the previous lesson in which the teacher’s personal “artifacts” were found in the clear box or they will refer to the glossary in their archaeology journals. 7. Pull one Convention Center artifact out of a box. Do not explain where it came from, just let the students know that it is a real artifact. 8. In their archaeology journals, have the students sketch the artifact, write about what they predict the item is, and how it was used. Also, have the students predict about how old the item is. 9. Call on a few students to share their ideas. This is where the lesson will end today, as it will lead into tomorrow’s lesson. Assessment: Use the class discussion and the archaeology journal entries for assessment. Part 3: Convention Center Artifacts Small groups of 2nd and 5th graders will be working together for the duration of part 3. Objective – Students will clean, sort and analyze Convention Center Artifacts. Objective – Students will be able to distinguish artifacts by material, patterns, shapes, categories, etc. to help with the cross-mend process. Objective – Students will learn to use a modified New Brunswick Method of Analysis. Objective – Students will learn about the tools archeologists use when processing artifacts. Materials: archeology journals Artifact Kit Convention Center artifacts supply bag from Artifact Kit: sieve, toothbrush, wire brush, water basin, cm/mm ruler, rubber gloves, masking tape Field Guide References from kit. broken plate (thrift store) New Brunswick Method of Analysis – in kit Procedure: 1) Review what an artifact is and have the students make a list of predictions of what artifacts they think they will be looking at from the given time period of the Convention Center Dig. Have them record in their journal. 2) Introduce tools activity: Prepare some brown bags so each one has a different tool in it. (sieve, toothbrush, wire brush, cm/mm ruler, rubber gloves, masking tape, and water basin.) Use a large brown bag for the basin. Have a variety of students come up and hold the closed bags in front of the class. One at a time, have the students open up their bag and show the class their tool. Ask volunteers how each tool could be used by an archaeologist. Safety: Have a talk with the class on the importance of safety with using various tools and with the artifacts themselves as some are glass and rusty. This could be a time to introduce the use of safety equipment like gloves and goggles. ** Jessica Hale ** comes in to go through steps of the cleaning process and analysis procedures. 3) Cleaning artifacts – Set up cleaning stations consisting of water basins and cleaning tools. Have a drying rack for the cleaned artifacts. The cleaning process may take several days, but needs to be completed before moving on to other activities. What do archaeologists do with artifacts? Have students answer in their journal and then discuss. 4) Teach The New Brunswick Method of Analysis (Modified) Using an already cleaned artifact, model the steps of The New Brunswick Method of Analysis. Give each group a sample of artifacts to go through the steps on their own. 5) Sort – Depending on what artifacts you are using ask student what they notice about their artifacts (colors, patterns, textures, materials.) Ask students what different ways the artifacts can be sorted. Once a method has been decided by the class, set up some designated sorting stations. Have the students get into their groups and begin sorting. Suggested sorting categories could include: Tools Dishes Food waste (bone or shell) Metal Medicine Bottles Students will use the help of the internet and the field guide references (included in kit) for the sorting and cross-mending activities. 6) Cross-mend – In order to define cross-mending, take an old plate from a thrift store and break it ahead of time into large pieces. You will use this when you demonstrate how to cross-mend. Now model using your broken pieces and masking tape how to cross-mend by fitting the pieces back together, point out to the students certain patterns or “clues” that may help puzzle it back together. 7) Categorize/Catalog/Analyze – For each item, have students work in groups to talk about the items they cleaned and sorted. Tell them each artifact is a clue about the family or person who owned it. Construct a large chart to show each item, what it is, what it was used for and what it tells us about their lives. Artifact What is it? Use? What does it tell us about their lives? 8) Photograph – Using a digital camera or iPad have the students take a picture of select artifacts to give a digital reference. Make sure they use a ruler to show scale. These pictures can be added to the chart under the artifact section. Optional Extensions or Activities: Have the students pick one artifact and follow it from cleaning to identifying to sorting then to labeling and cataloging. Have the students pick an artifact to write a narrative story about the artifacts life from how the family acquired it, to how it was used, to how it ended up being discarded or lost. Then write about how it was discovered by the archeologists and was stored and the process of being brought back to life. Crayon rubbing labels – Art activity or just for closer identification. This would work well on bottles maker marks. Bottle use identification and comparisons to today’s bottles using the identification book in the kit. Post Test: Draw your favorite artifact. Write a paragraph about what it is, where it came from, and tell what you know about the people that it belonged to. Culmination ideas of Convention Center Artifacts Mock museum as culmination comparing site artifacts and present. Draw or create a side by side comparison of past vs present vs future Draw a picture of what certain rooms might look like. Do we need all of our possessions to live happy lives? Ideas for 5th Grade helpers: Greet your 2nd grader with a smile, handshake, and a compliment every day. Stay positive! Ask questions, instead of giving answers. Make sure that you hold artifacts gently, and teach your 2nd grader to do the same thing. When your second grader is holding an artifact, DO NOT TAKE YOUR EYES OFF OF THEM! Work with your 2nd grader to o Ask questions o Make predictions o Analyze predictions Have fun! Communities and Archaeology t b t n e y w g g p c s u p h y u o b g s n q d y a t i o e z g m q e q c n h c s k e z q r s p n s j d t k d v g c q h j u e m g s u t a m j z r f t g z o r i d c b m i l b y b t k g n u x g p m s r m m e u a d h z r x z o c v b v z m t s v z a t r k e b u j d v o j y c x u y d accurate artifact east label north rural suburban west z q i g f b k s l f f o n z h d d n s a q o z w z r a e f a q y n x n s v i x a n s r e g q y n b o r j w i w e s t k p n a f b j s e y g h s u d e w j k y r p y g o l o e a h c r a r r q u w q m u k l g o j l f w t l y y a e v g z c x z y g k q k z d c n a i k g s y o x x p p w s a c f j a u v b m a o i e a s n r w b r n c e f z p t e q u a p h f l j k a n c u v i z z a s l t p a c c u r a t e k i x t r r s d z h u d u m q m h x v g h t r p u j y w e e l h t r o n q l u e t archaeology community key layersofsediment population south urban a g m k i y a p g k w z f a a l g m n z