Uncovering Pre-historic Georgia
Amanda Okrutny
Angie Evans
Annotation:
Students will explore the four pre-historic time periods in Georgia using a hands-on
approach through archaeology. Students will use a simulation to locate, identify, analyze
and collect data using artifacts and eco-facts from a given pre-historic period of Georgia.
Students will research their assigned time period of pre-history and write an informative
essay about the period. Students will then present and teach the information to
classmates.
Primary Learning Outcome:
 identify the four pre-historic Indian Periods; Paleo (?–8000B.C.), Archaic
(8000B.C.-1000B.C.), Woodland (1000B.C.-900A.D.), and Mississippian
(900A.D.-1600A.D.)
 identify and describe the importance of Etowah, Ocmulgee, Rock Eagle and
Kolomoki as examples of Indian mounds in Georgia
 demonstrate knowledge of the following terms:
- carbon 14 dating
- site
- anthropology
- prehistoric
- archeology
- nomad
- stratigraphy
- chiefdom
- artifacts
- Bering land bridge theory
- excavating
- post molds
- eco-facts
- palisades
- projectile points
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collect evidence using appropriate, reliable data
determine adequacy, relevancy and consistency of information for justifying
conclusions or generalizations
analyze interpretations of the same event from multiple types of sources.
distinguish between primary and secondary sources and determine respective
uses
Assessed and Un-assessed QCC:
8th Grade
Social Studies
8th Grade
Earth Science
6, 52, 55, 59, 60, 63
14 Geology
Duration:
Approximately 2 weeks
Materials:
-
“Uncovering Pre-Historic Georgia” syllabus
“Steps to Excavation” instruction sheet
rubric for each activity to be assessed
“Projectile Points” example sheet
dig sites with appropriate artifacts and eco-facts
-
centimeter graph paper for site maps
thread for creating grid of the site
rulers
brushes for dig
extra soil if reusing site for additional classes
Technology Connection:
- Computers, printers, paper
- Internet for research
- AlphaSmarts or word processing program software
Procedures:
Before Class Preparation
- Teacher will need to prepare a minimum of four dig sites; one for each
pre-historic Indian period
- Teacher will need to place artifacts and eco-facts in the proper dig site
according to the specific time period
EXAMPLE:
Woodland Period – non-decorative pottery shards; bow and arrows; arrow
points made from stone, shark teeth, deer antler; clay pipes
Mississippian Period – decorative pottery shards; beads made from clay,
shell, and copper
- Teacher will need to copy samples of projectile points for each time period
and place them accordingly in the proper dig site * Note: students will
keep this sample artifact for dating purposes.
- Teacher will need to copy appropriate rubrics, the “Steps to Excavation”
instruction sheet, and the Content Map/ Graphic Organizer for student use
- Teacher will need to reserve the media center and/or computer lab for
research
In Class
Day One:
- Students will take a pretest about archeology and Georgia’s pre-historic past
- Students and teacher will review the pretest answers
- Students will read background information on archeology and pre-history
- Students and Teacher will review instructions for the “Uncovering PreHistoric Georgia” project
- Students and Teacher will review the assessment rubrics for the project
Day Two:
- Students will read introductory background information on archeology and the
pre-history of Georgia
- Student will be introduced to new vocabulary by use of word walls, word
splash, dictionary drills, etc.
- Students will develop a Content Map/Graphic Organizer to be used to record
information during group presentations
Day Three:
- Students will be organized into a minimum of 4 groups
- Students will assign group members the following tasks – each group member
should have more than one task to complete – the tasks should be divided
equally between group members
o Diggers
o Recorders
o Cartographers (artist)
o Researchers/typist
o Presenters/teachers
- Students will then perform their excavation
Day Four and Five:
- Students will conduct research in the Media Center and/or Computer Lab
- Students will use AlphaSmarts or a word processing program to type, edit and
print an informative essay
Day Six and Seven:
- Students will present their findings to fellow classmates
- Students will use a Content Map/Graphic Organizer to record information
about each presentation
Attachments:
“Steps to Excavation” direction sheet
assessment rubric for project
assessment rubric for informative essay and group presentation
Assessment:
- Project includes: title page, site map, record of procedures and findings,
classification of artifacts and eco-facts, and assessment rubric for the project
- Informative essay and group presentation includes: title page, informative
essay, bibliography page, and presentation
- Comprehensive test includes: all pre-historic time periods of Georgia,
vocabulary terms and definitions