Ancient Civilizations in the Sixth Grade Curriculum MODEL LESSON PLAN
Name, Grade
Level
Fran Sheppard, 6th grade; Adapted by Debbie Neighbors, 6th grade
Year/Unit
Topic
Topic: Historical Thinking/Observing Artifacts
Depending on when you teach the lesson: at beginning of the year, after Egypt, introduce Greece, or as pre-instruction to a
field trip to the Legion of Honor Museum.
CA H-SS Content
& Common Core
Standards (R/W)
Grade 6 History-Social Science Content Standard: (1) 6.4.4. Explain the significance of Greek mythology to the
everyday life of people in the region and how Greek literature continues to permeate our literature and language today….
(2) Distinguish the main features of Egyptian art….
Common Core Standards: Reading Standards for Literacy in History / Social Studies 6-12: Grade 6-8 Students:
Integration of Knowledge and Ideas: (7) Integrate visual information (e.g., in charts graphs, photographs, videos or maps)
with other information in print and digital texts; (9) Analyze the relationship between a primary and secondary source on
the same topic;
Common Core Standards: Wring Standards for Literacy in History / Social Studies 6-12: Grade 6-8 Students: Text
Types and Purposes (1a) Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate
or opposing claims, and organize the reasons and evidence logically.
Text/Sources
Textbook Pgs.
Topic Focus
Question
Topic Teaching
Thesis
Lesson Focus
Question
Discovering our Past: Ancient Civilizations, Glencoe California Series, 2006.
Get Smart with Art @ the de Young, Ancient Civilization Object Information Sheet #8
What can we learn by closely examining an ancient artifact? (possible early in the year lesson question)
- or What can we infer about an artifact based on examination? (possible end of the year lesson question)
Close examination of artifacts, the use of “below and above the surface” questions”, and the use of inference can reveal
interesting and important information such as the beliefs, social structure, and geography about cultures/civilizations of
origin.
Depending on when you teach the lesson:
At beginning of the year, pre-instruction to a field trip to the Legion of Honor Museum.
 How can we study artifacts to learn about earlier civilizations?
Ancient Civilizations in the Sixth Grade Curriculum Summer Institute
Lesson Application #1: Using Artifacts by Fran Sheppard, adapted by Debbie Neighbors
1
After Egypt, introduce Greece, or as
 What can be learned about ancient Greece and Egypt by examining these two artifacts?
Lesson
Teaching
Thesis
Historians use a variety of types of evidence to understand the past, including written sources and physical artifacts. When written
sources are unavailable, careful examination of artifacts can reveal clues imbedded in an object. By looking closely at these artifacts,
noticing important details, asking questions “above and below the surface questions”, and reading background information about one
artifact, students can infer relevant information about a second artifact and its culture.
Duration
2 – 3 class periods (50 minutes)
Primary
Source
and
Strategy
Primary Source: Two statues on display at the Legion of Honor Museum: Statue of Asklepios (2nd century BC, Greece,
Lesson
Assessment
#1981.41), Get Smart with Art @ the de Young #8 and Torso of a God (1390-1352 BC, Egypt, #54661)
PS Strategy: Observing Artifacts
Reading Instruction: Partner-reading of Object Information Sheet #8 featuring the Statue of Asklepios, Get Smart with Art
@ the de Young
Reading/Writing Strategies – Answering Questions, Making Inferences
.
Student Reflection Chart – Students will be able to articulate what skills they used to complete lesson and how studying
artifacts gives us insight into a civilization’s culture. (Look for specific cultural references if using lesson later in the year.)
Ancient Civilizations in the Sixth Grade Curriculum Summer Institute
Lesson Application #1: Using Artifacts by Fran Sheppard, adapted by Debbie Neighbors
2
UC Berkeley History-Social Science Project
Ancient Civilizations Summer Institute
Fran Sheppard--6th Grade Teacher
Adapted by Debbie Neighbors – 6th Grade Teacher
Unit Topic: Observing Artifacts from Ancient Civilizations
Topic Focus Questions: What can we learn by closely examining an ancient artifact? (early in
the year)
What can we infer about an artifact based on examination? (end of the
year)
Topic Teaching Thesis: Close examination of artifacts, use of “below and above the surface”
questions”, and use of inference can reveal interesting and important information such as the
beliefs, social structure, and geography of the cultures/civilizations of origin.
History-Social Science Content Standard: (1) 6.4.4. Explain the significance of Greek
mythology to the everyday life of people in the region and how Greek literature continues to
permeate our literature and language today…. (2) Distinguish the main features of Egyptian
art….
6-8 Historical and Social Sciences Analysis Skills: Research, Evidence, and Point of View:
(1) Students frame questions that can be answered by historical study and research. (2) Students
distinguish relevant from irrelevant information
Common Core Standards: Reading Standards for Literacy in History / Social Studies 612: Grade 6-8 Students: Integration of Knowledge and Ideas: (7) Integrate visual
information (e.g., in charts graphs, photographs, videos or maps) with other information in print
and digital texts; (9) Analyze the relationship between a primary and secondary source on the
same topic;
Common Core Standards: Wring Standards for Literacy in History / Social Studies 6-12:
Grade 6-8 Students: Text Types and Purposes (1a) Introduce claim(s) about a topic or issue,
acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the
reasons and evidence logically.
Ancient Civilizations in the Sixth Grade Curriculum Summer Institute
Lesson Application #1: Using Artifacts by Fran Sheppard, adapted by Debbie Neighbors
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Lesson Plan
Lesson Topic: Observing Two Artifacts: Statue of Asklepios and Torso of a God
Lesson Focus Question: Depends on when you teach the lesson:
Why do we study artifacts to learn about earlier civilizations?
What can be learned about ancient Greece and Egypt by examining these two artifacts?
Lesson Teaching Thesis: By looking closely at these artifacts, noticing important details,
asking questions “above and below the surface questions”, and reading background information
about one artifact, students can infer relevant information about a second artifact and its culture.
Text: Ancient Civilization Object Information Sheet #8 (Get Smart with Art @ the de Young)
May also have textbook pages depending on when it is taught during the year.
Primary Source: Two statues on display at the Legion of Honor Museum: Statue of Asklepios
(2nd century BC, Greece, #1981.41) Get Smart with Art @ the de Young #8 and Torso of a God
(1390-1352 BC, Egypt, #54661)
Overview: Observing Artifacts Lesson:
Historians use a variety of types of evidence to understand the past, including written sources
and physical artifacts. When written sources are unavailable, careful examination of artifacts
can reveal clues imbedded in the object. By studying physical objects, students develop the skill
of careful observation. The following lesson helps students closely examine and ask questions
about physical artifacts (two sculptures). The lesson can be used in several ways: 1. early in the
school year after Egypt to develop students’ skills of observation, analysis, and inference, 2. as
a preview before a field trip to the ancient civilization collection exhibited at the Legion of
Honor Museum.
Reading Instruction: Partner-reading of Object Information Sheet #8 featuring the Statue of
Asklepios, Get Smart with Art @ the de Young
Writing Instruction: Students will: 1. write questions at multiple levels, 2. write short answers
based on information, 3. write short answers using inference, 4. write short answers about the
skills they learned from the activities.
Necessary Equipment: Overhead projector transparency/document camera for displaying
photos of statues
Ancient Civilizations in the Sixth Grade Curriculum Summer Institute
Lesson Application #1: Using Artifacts by Fran Sheppard, adapted by Debbie Neighbors
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Lesson Steps:
1. Share Background Information:
a. Inform students that they will be seeing two artifacts that are on display at the Legion of Honor
Museum. An artifact is anything “made by humans”.
b. Introduce the skills students will be using by telling them that they will need to observe (look
very closely) at the pictures noticing as many details as possible. Using their observations,
students will “read between the lines” to learn about the culture of the artifact.
2. Show photograph of Statue of Asklepios, and tell students to turn to the student next to him/her and tell
each other at least one observation about the statue.
a. Explain that an “observation” is not an opinion/judgment (ex: “I like it”) nor a summary of the
whole statue (Ex: “I think it’s a statue of a Greek man”). Instead an observation is a statement
about a specific detail (Ex: “I notice the statue’s clothing is like draped fabric”).
3. Elicit one or two observations from the students for whole-class modeling of noticing details (and to
get past the obvious – “the head and arms are broken off”). (SEE ANSWER KEY TO SEE THAT
ANSWERS LEAD TO CONCLUSION DESIRED.)
4. Elicit one or two questions students have about the statue (but don’t answer their questions).
a. Explain that you want students to think “below the surface” as they ask their questions (a “below
the surface” question can be a question that asks you describe something deeply and you have to
think hard about it; it’s not a “simple fact” or “yes or no” question).
b. Model an observation for students
5.
Distribute worksheet Observing Artifacts: Asklepios to student pairs. Give students five to ten minutes
to work in pairs to complete the worksheet. Have students share with their partner aloud some of their
observations and questions, using complete sentences (“I noticed...”, “I see…”). Allow them to add a
partner’s observation and/or question if they like it!
6. Tell students that now they will learn some information about the statue, and see if some of their
questions are answered. Distribute copies of Object Information Sheet #8 featuring the Statue of
Asklepios from Get Smart with Art @ the de Young to student pairs and allow enough time for partner
reading.
7. As students finish reading, distribute worksheet Statue of Asklepios -Part 2 on which students may
answer questions. Give students time to complete, and then display (project) the blank worksheet.
Discuss the answers students have found by reading, as well as their own new questions about the statue.
Ancient Civilizations in the Sixth Grade Curriculum Summer Institute
Lesson Application #1: Using Artifacts by Fran Sheppard, adapted by Debbie Neighbors
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8. Discuss what skills they used: observing, asking questions, reading information, and answering
questions (last question on worksheet).
(This next part of the lesson may take place the same day, or the next day)
9. Remind students of their previous experience observing the Statue of Asklepios and the skills they used:
observing, asking questions, reading information, and answering questions. Explain that now they will
use the same skill of carefully noticing the details in this similar-but-different sculpture.
10. Show Torso of a God statue photo. Elicit a couple student-observations and a couple “above” and
“below the surface” questions (without trying to answer questions).
11. Distribute worksheet Observing Artifacts: Torso of a God to student-pairs. (Teacher note: It may be
important to keep the photo of this statue displayed at the front of the class, since the worksheet’s photo
may be too dark for students to see the desired level of detail.) Give students five to ten minutes to
complete these observations and write their questions. Show blank worksheet (use an overhead
projector/document camera) and elicit some of the students’ observations and questions.
12. Torso of a God Part 2 - Using Inference Explain to students that this time they will use inference to
answer the questions about a statue.
a. Explain that “to infer” is to use the visual evidence, together with any information provided and
known, to come to a conclusion or judgment. Tell students to use their own judgment, based on
their knowledge and insight, and any comparison to the Statue of Asklepios.
b. Teachers models inference with a couple of the questions.
c. If doing this at the beginning of the year, this will be a challenge. Consider dropping the last two
questions, pre-loading some information or completing as a whole class.
13. After ten minutes or so, project the blank worksheet and elicit discussion of answers and questions
generated by the observation of this artifact.
14. Remind students that they have just used many of the skills that archaeologists and historians use every
day. Ask students to turn and explain to the person on the other side of them their answer to this
question: “What are three (or more) of the skills you used to study an artifact and learn about its culture
of origin?”
Note: This is a verbal rehearsal for a quick writing reflection to follow. Students should be able to
explain that the following skills are used: 1. careful observation of details, 2. asking “below the surface”
questions, 3. reading/applying any background information, 4. making inferences.
15. Distribute the “Artifact Learning Reflection” and allow students time to complete this short metacognition writing. Tell students that the skills they have been practicing are ones that they will continue
Ancient Civilizations in the Sixth Grade Curriculum Summer Institute
Lesson Application #1: Using Artifacts by Fran Sheppard, adapted by Debbie Neighbors
6
to use throughout their studies of ancient civilizations. Depending on your class you may need to this
together or in partners with teacher direction.
Ancient Civilizations in the Sixth Grade Curriculum Summer Institute
Lesson Application #1: Using Artifacts by Fran Sheppard, adapted by Debbie Neighbors
7
Observing Artifacts
Statue of Asklepios Part 1
This statue is called Statue of Asklepios. Look
closely - what do you notice about this statue?
Name ________________________
Observations: List three or more observations
about this statue. For each observation, draw an
arrow pointing to that part of the statue.
Questions: Write at least two questions (try to make
one of them a “Below the Surface” question (ex: “Is
the statue showing a person who really lived?”)
1.
“Above the Surface” Question:
1.
2.
2.
3.
“Below the Surface” Question:
1.
4.
Ancient Civilizations in the Sixth Grade Curriculum Summer Institute
Lesson Application #1: Using Artifacts by Fran Sheppard, adapted by Debbie Neighbors
8
Statue of Asklepios Part 2 With a partner, read the “I notice…I wonder…”
Name __________________
Object Information Sheet describing the Statue of Asklepios and answer the questions below.
What culture and time period is this statue from? (See the museum label on the back on the sheet for the date)
How would you describe Asklepios’ appearance? (Consider: clothing, posture, body type, etc.)
What is the statue holding? What does it show about Asklepios? Why is the object important now?
Which of your own questions were you able to answer by reading the information? (Write any answers you discovered.)
I learned that ______________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________
Write one new question you thought of.
What does this artifact tell you about Greece?
Which skills did you use to learn more about this artifact?
Ancient Civilizations in the Sixth Grade Curriculum Summer Institute
Lesson Application #1: Using Artifacts by Fran Sheppard, adapted by Debbie Neighbors
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Observing Artifacts: “Torso of a God” Part 1This statue is called Torso of a God.
Look closely -what do you notice about this statue?
Name __________________________________
Observations: List three or more observations about
this statue. For each observation, draw an arrow
pointing to that part of the statue.
Questions: Write three questions (try to make two of
them “Below the Surface” question (ex: “How
important was this statue in its own culture?”)
1.
“Above the Surface” Question:
1.
“Below the Surface” Question:
2.
1.
2.
3.
4.
Ancient Civilizations in the Sixth Grade Curriculum Summer Institute
Lesson Application #1: Using Artifacts by Fran Sheppard, adapted by Debbie Neighbors
10
Torso of a God Part 2 “Using Inference”
Name _______________________
Look again at the statue. Based on what you learned from analyzing the Statue of Asklepios, use inference to answer the following questions.
What culture and time period do you think this statue is from? How could you tell?
How would you describe this statue-person’s appearance? (Consider: clothing, posture, body type, etc.)
What is the statue holding? What does it show about him?
Who do you think this statue is portraying? How can you tell?
What does this artifact tell us about its culture/civilization? How can you tell?
Which of your own questions were you able to answer through inference? Write one answer you discovered.
1. I think that ___________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
Ancient Civilizations in the Sixth Grade Curriculum Summer Institute
Lesson Application #1: Using Artifacts by Fran Sheppard, adapted by Debbie Neighbors
11
Artifact Learning Reflection:
Name ____________________________
What skills have you learned from “Observing Artifacts” that will help you learn about any artifact’s culture?
1. What three skills have you used to learn about this artifact?
Name the skill:
Describe how you used this skill.
2. How did learning about the Statue of Asklepios help you learn about the Torso of a God statue?
3. How does looking at an artifact tell you information about a culture? Give one example.
Ancient Civilizations in the Sixth Grade Curriculum Summer Institute
Lesson Application #1: Using Artifacts by Fran Sheppard, adapted by Debbie Neighbors
12
Observing Artifacts
(Key)
Statute of Asklepios Part 1
This statue is called Statue of Asklepios. Look
closely --what do you notice about this statue?
Name __________________
Observations: List three or more observations
Questions: Write at least two questions (try to
about this statue. For each observation, draw an make one of them a “Below the Surface”
arrow pointing to that part of the statue.
question (ex: “Who is the statue showing –is it
a person who really lived?”)
(Sample Observations)
“Above the Surface” Question:
1.
It looks like the statue is carved out of stone.
2.
(Sample Questions)
1. When was the statue made?
2. What is the statue made of?
3. Who made it?
4. Where is its head?
There’s only one foot showing, but he looks like
he’s standing casually – knees bent.
“Below the Surface” Question:
3.
1. How did the sculpture lose so many of its
parts (head, arms, foot)?
His clothing looks like a sheet wrapped around
him.
2. Since not very many people are so “wellmuscled”, who is this, and why is he idealized?
4.
His chest and stomach muscles are very
defined/strong (idealized).
Ancient Civilizations in the Sixth Grade Curriculum Summer Institute
Lesson Application #1: Using Artifacts by Fran Sheppard, adapted by Debbie Neighbors
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Statue of Asklepios Part 2. With a partner, read the “I notice.. I wonder”
information sheet describing the Statue of Asklepios and answer the questions below.
Name __(Key)_______
What culture and time period is this statue from? (See the museum label on the back on the sheet for the date)
Greece, 2nd century B.C.
How would you describe Asklepios’ appearance? (Consider: clothing posture, body type, etc.)
He’s leaning on his staff, dressed in a “gracefully draping robe” that bares his chest- showing that he’s very muscular.
What is Asklepios holding? What does it show about Asklepios? Why is the object important now?
He’s holding a staff with a snake coiled around it. The staff is Asklepios’ attribute as the god of medicine. This staff and snake has become the symbol
for the American Medical Association.
Which of your own questions were you able to answer through reading the information? Write any answers you discovered.
1 I learned that he’s so “buff” because he is a god.____________________________________________________________________
Write one new question you thought of because of reading the information about the Statue of Asklepios.
Why did American Medical Association choose Asklepios’ staff and snake as their symbol?
What does this artifact tell us about Greece?
The Greeks made a god of medicine – that shows that medicine was important to the Greeks.
Which skills did you use to learn more about this artifact?
I used observation of the details, and I read information to get answers about the artifact.
Ancient Civilizations in the Sixth Grade Curriculum Summer Institute
Lesson Application #1: Using Artifacts by Fran Sheppard, adapted by Debbie Neighbors
14
Observing Artifacts: “Torso of a God” Part 1
This statue is called Torso of a God.
Look closely -what do you notice about this statue?
(Key)
Name _____________________
Observations: List three or more observations
about this statue. For each observation, draw an
arrow pointing to that part of the statue.
(Sample Observations)
1.
Questions: Write three questions (try to make
two of them “Below the Surface” question (ex:
“How important was this statue in its own
culture?”)
“Above the Surface” Question:
(Sample Questions)
1.
What kind of stone is it made of?
The stone is very dark.
2.
He’s holding some kind of staff in one hand,
and something else in the other.
“Below the Surface” Question:
(Sample Questions)
3.
1.
Why is he standing like that?
It looks like he has a beard.
This guy looks important, who is he?
4.
2.
The clothing has grooves-like vertical stripes in
it.
Ancient Civilizations in the Sixth Grade Curriculum Summer Institute
Lesson Application #1: Using Artifacts by Fran Sheppard, adapted by Debbie Neighbors
He’s holding something in each hand; what do
those objects mean?
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KEY Torso of a God Part 2 “Using Inference”
Name __________________
Look again at the statue; based on what you learned from analyzing the “Asklepios” statue, use inference to answer the following questions.
What culture and time period do you think this statue is from? How can you tell?
It looks Egyptian to me because of the headdress and clothing. I think it’s from ancient times.
(Teacher facts: This nearly life-size Egyptian torso comes from the New Kingdom reign of the pharaoh Amenhotep III -18th Dynasty-or 1390 1352 BC. It was probably carved for his royal jubilee and placed in a temple.)
How would you describe this statue-person’s appearance? (Consider: clothing, posture, body type, etc.)
The stone is very dark and smooth. The person has long hair and a beard. The skirt is striped and his chest is bare. I think he has a bracelet on his wrist.
(Teacher facts: This highly polished statue is made of granodiorite –an igneous rock, similar, but darker than true granite -the Rosetta Stone was also
carved from granodiorite! The king is portrayed as divine (a god) –shown by the symbol of a beard, and wears a pleated linen kilt.)
What is the statue holding? What does it show about him?
It looks like he’s holding a staff – usually a staff shows someone is important.
(Teacher Facts: In his left hand, the pharaoh is holding the “was”
scepter, representing dominion, and in his right he’s holding an “ankh”, a symbol of life.)
Who do you think this statue is portraying? How can you tell?
I think he’s a pharaoh, because Egyptian pharaohs wore clothes and headdresses like these.
.(Teacher facts: Since there is no inscription and in
the absence of a head, it is impossible to indentify the figure. It is consistent with the style of a portrait of an Egyptian king.)
What does this artifact tell us about its culture/civilization? How can you tell?
The pharaohs of ancient Egypt were considered gods – he holds the symbols of immortality and power.
Which of your own questions were you able to answer through inference? Write one answer you discovered.
1. I think that _he’s holding objects that show how important he is – like a king’s staff or scepter. _I also think he’s the pharaoh –the
king of Egypt.________________________________________________________________________________________________
Ancient Civilizations in the Sixth Grade Curriculum Summer Institute
Lesson Application #1: Using Artifacts by Fran Sheppard, adapted by Debbie Neighbors
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KEY Artifact Learning Reflection:
Name ___________________
What skills have you learned from “Observing Artifacts” that will help you learn about any artifact’s culture?
1. What three skills have you used to learn about this artifact?
Name the skill:
Describe how you used this skill.
1. Observation
I noticed a lot of details, like the beard and the ankh – that helped me know he was a pharaoh.
2. Questioning
My partner and I asked lots of questions that made us think about things, like where it was from and
who the statue could be.
3. Inference
Details like the beard and the scepter made us think the statue was an Egyptian pharaoh.
2. How did learning abut the Statue of Asklepios help you learn about the Torso of a God statue?
This Egyptian statue is so different from the Greek statue. Looking at one, and then at the other, makes me notice the differences more.
Even though both statues have their heads missing, the styles and details show me where they are from.
3. How does looking at an artifact tell you information about a culture? Give one example.
The statues show what each of the cultures thinks is important – like ancient Greece thought medicine was important, and the Egyptians thought their
pharaohs were gods.
Ancient Civilizations in the Sixth Grade Curriculum Summer Institute
Lesson Application #1: Using Artifacts by Fran Sheppard, adapted by Debbie Neighbors
17