Welcome to King Manor Archaeology!
King Manor is one of just a few historic sites in the New York City area using an
archaeology program to teach students about the past. Through the use of the
enclosed teacher packet and site visit to King Manor, your students will be
introduced to another way of studying our country’s rich history. Please review the
teacher packet and feel free to contact the staff at King Manor if you require
additional assistance.
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The King Manor Archaeology Unit will meet the following goals:
1. Encourage an appreciation of New York’s history through archaeology.
2. Introduce the idea of the study of artifacts as a way of studying the past.
3. Introduce the concept that history is all around/beneath us, using King Manor and its
artifacts.
4. Emphasize the importance of archaeological sites and artifact collections and the need to
preserve them.
5. Practice observation, analysis, individual research and teamwork - all parts of the
archaeological process.
6. Introduce students to some of the steps and people involved in the archaeological process.
Students will be able to answer the following questions:
1. What is archaeology?
2. What do archaeologists do?
3. What is an artifact?
4. Why should we care about the past?
King Manor Museum’s
Archaeology Program will satisfy these
educational goals:
Goals Graphic Organizer
KING MANOR ARCHAEOLOGY & NYS LEARNING STANDARDS
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English Language Arts
Standard 1 - Students will read and write for information and understanding from the pre- and
post-visit materials; they will collect data, facts, and ideas from it and other materials. They will
discover relationships, concepts, and generalizations about the past inhabitants of Jamaica, of
Queens, and the U.S. They will use oral and written language to acquire, interpret, apply, and
transmit this information about the past in class assignments and field trips to historic sites.
Standard 2 - Students will develop an understanding, from the pre- and post-visit materials, the
site artifacts and the Dutch architecture of the site, of diverse social, historical, and cultural
dimensions of this region and our society. They will relate pre-visit texts of Rufus King’s life to
their own.
Standard 3 - Students will listen, speak, read, and write for critical analysis and evaluation of
materials in the pre- and post-visit packets.
Standard 4 - Students participating in the teamwork of archeology practice listening, speaking,
reading, and writing for social interaction.
Languages Other than English
Standard 2 - Students will gain cross-cultural skills and understandings by viewing and analyzing
the culture of a time different from their own.
The Arts
Standard 1 - Students will actively engage in creative processes by making a drawing of their
chosen artifact on site and other art in class.
Standard 2 - Students will learn about and use the plastic arts in creating the crafts, games, and
foods included in the supplemental packets.
Career Development & Occupational Studies
Standard 1 - Students will learn about careers not usually
observed, such as archaeologists, craftsmen who created the
artifacts found, and craftsmen who built and furnished King
Manor.
Standard 2 - Students will learn how the academic knowledge
and skills of archaeologists are used in analyzing their
findings, and how their personal skills may apply to those
needed to be an archaeologist.
Math, Science & Technology
Standard 1 - Students use scientific inquiry and mathematical analysis participating in the site
archaeology activities. These and the pre- and post-visit activities will enable them to pose
questions, seek answers and develop solutions.
Standard 2 - Students will process and transfer information by using archaeological methods
during site activities as well as in the pre- and post-visit activities.
Standard 3 - Students reason mathematically, including data analysis participating in archaeology
and history site activities and through the pre- and post-visit activities.
Standard 4 - Students will use and apply scientific concepts in the site archaeology activities (eg:
stratigraphy, chronology applied to artifacts, organic vs. inorganic remains, etc.)
Standard 6 - Students will experience the interconnectedness of math, science and technology
through the various archaeological activities (eg: different materials in different layers of the
stratigraphy activity; uses of different materials in the Discovery Boxes; connecting the
assemblages to the rooms in which they may have been used, etc.)
Standard 7 - Students will apply the knowledge and thinking skills learned from the pre-visit
materials and site archaeology activities to address contemporary problems, such as the worth of
preserving historic sites, the relationship of the environment to human life, etc.
Social Studies
Standard 1 - Students will learn about the 300 years of regional
history, a major part of New York and U.S. history. They have
many media, in the pre- and post-visit activities, to demonstrate
their understanding of it.
Standard 2 - Students will learn, from the supplemental materials,
of the multi-national origins of this region and its relation to
national and world history by integrating the Dutch and English
connections to King Manor.
Standard 3 - Students will learn the geography of the
interdependent world of the people from Colonial times to today
through studying the way Jamaica looked historically through time and what the King Manor
artifacts tell us compared with today’s environment.
Standard 4 - Students will learn from the artifacts found that people
of the past, as well as today, engaged in extensive trade networks as
part of a market economy to secure needed goods not available
locally; from historic documents, students will see how a non-market
bartering economy functioned because of a shortage of coinage.
Standard 5 - Students will learn, from Rufus King’s biography and
materials at the site, the governing system of the regional groups
towns and counties), and their relationship to state and national
government (through Rufus’ participation in writing the U.S.
Constitution, election to the Senate, and being appointed
Ambassador to England.) They will understand the importance of
each person’s role and responsibility of citizenship from his
example.
KING MANOR ARCHAEOLOGY
BIBLIOGRAPHY
For Students:
Coffel, Steve and William L. Rathje. The Encyclopedia of Garbage. Portland: Book News, Inc.,
1999.
An alphabetic reference for students that covers waste in all its forms, environmental
hazards, and waste management. 5th grade and up.
Henson, Joyce and Gary McGowan. Breaking Ground, Breaking Silence: The Story of the
African Burial Ground. New York: Henry Holt, 1998.
Ages 10-14.
Pickering, Robert B. I Can Be an Archaeologist. Chicago: Children’s Press, 1987.
Easy read. Good for taking one artifact and following the clues used by archaeologists. 2nd
grade and up.
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For Teachers:
Cantwell, Anne-Marie and Diana diZerega Wall. Unearthing Gotham: The Archaeology of New
York City. New Haven: Yale University Press, Oct. 2001.
Fascinating and very readable look at what archaeologist have “dug up” in New York City.
Deetz, James. In Small Things Forgotten: The Archaeology of Early American Life. New York:
Anchor Press, Doubleday, 1977.
The underlying tenets of historical archaeology are presented, detailing how the discipline
enriches the documentary record of American life.
Macauley, David. Motel of the Mysteries. Boston: Houghton Mifflin Co., 1979.
A very funny look at how archeologist solve the mysteries of the past. 6th grade through
adults.
Noel-Hume, Ivor. All the Best Rubbish. New York: Harper and Rowe, 1974.
Films/Videos:
The Mole and the Telephone. New York: Phoenix Films. Donnel Media Center, New York
Public Library.
7 minute cartoon about a mole excavating a telephone and without knowing what it is, tries
to deduce its use.
Other People’s Garbage. Public Broadcasting System, Odyssey Series.
Historical archaeology of coal mining towns in California, slave quarters in coastal Georgia
and urban archaeology in Boston. All ages.
Unearthing the Slave Trade (4 parts), Library of Congress.
For Teachers: (continued)
Magazines:
Dig - for children.
Archaeology - for adults.
Web Sites:
www.archaeology.org - Archaeology Magazine’s site
The Lott House Site - Archaeology Magazine’s first on-line dig: uncover the buried past of a
Dutch family living in Brooklyn from the 1700s until the present.
www.digonsite.com - Dig magazine
www.saa.org/PubEdu/a&pe/index.html - Society for American Archaeology on line newsletter.
Often includes curriculum ideas for classroom use.
www.cr.nps.gov/toolsfor.html - Choose archaeology. Includes a Timeline of Public
Archaeology; guideline to classroom resources.
Other Places to Visit:
Lott House. Old Dutch Farmhouse and Archeological Sit in Brooklyn. (see website)
New York Unearthed: City Archaeology. A program of the South Street Seaport Museum. This
an archaeology museum and laboratory with many programs for children and adults; day
camp; offers teacher workshops. 17 State Street, opposite Old Battery Park, 212-748-8628.
Closed weekends and holidays.
Fraunces Tavern. Programs for families and children. 54 Pearl Street, 212-425-1778.
OPEI: Office of Public Education and Interpretation for the African Burial Ground. School
Programs and newsletter. U.S. Custom House, 6 World Trade Center, 212-432-5707.
King Manor Archaeology Unit Instructions for Teachers
Please allow 45 - 60 minutes per lesson.
Lesson 1 - Pre-visit
Rufus King Biography
If possible, provide each student with a copy of the Rufus King
biography and have each student highlight 10 facts. This will serve as
a basis for Worksheet #1, Rufus King’s Life in Layers.
For teachers unable to make individual copies for each student, please
read aloud and encourage students to take detailed notes. Each student
should have at least 10 facts about Rufus King’s life.
Worksheet 1
Worksheet 1, Rufus King’s Life in Layers, can be assigned as an inclass or at-home activity.
Lesson 2 - Pre-visit
Life at King Manor
If possible, provide each student with a copy of Life at King Manor
and have each student highlight 10 facts. This will serve as a basis for
Worksheet #2, Fill-In King Manor.
For teachers unable to make individual copies for each student, please
read aloud and encourage students to take detailed notes. Each student
should have at least 10 facts about Life at King Manor.
Worksheet 2
Assign, either individually or in groups, Worksheet 2, Fill-In King
Manor.
Lesson 3 - Pre-visit
Worksheet 3
Teacher will need to prepare a mock excavation. Fill a trash can with a
variety if items (artifacts). Items that may be used include:
newspapers, test papers, pictures, photos, cards, cans, milk cartons,
magazines, old dried leaves, fresh leaves and other dated materials
work well. Instruct students to remove artifacts from the trash can
while recording their finds onto Worksheet 3, Trash Can Excavation.
Artifacts should be placed on a table in the order of removal
(excavation). Complete Worksheet 3.
King Manor Archaeology Read with your students King Manor Archaeology and share glossary
terms.
Lesson 4 - Pre-visit
Worksheet 4
Assign your students Worksheet 4, K-W-L Chart. Have students
complete the “K” and “W” columns. (Column “L” is to be completed
after your site visit to King Manor.)
UPON COMPLETION OF LESSON 4, YOU ARE READY FOR YOUR ON-SITE VISIT.
Your site visit will consist of:
1. A tour of King Manor (Parlor, Dining Room, Library & Kitchen)
2. Discovery Box/Stratigraphy archaeology activities (complete Worksheets 5 & 6)
Lesson 5 - Post visit
Worksheet 7
Use Worksheet 7, Is This An Artifact?, as a verbal review of the site
visit.
Worksheet 4 completion Have students complete the “L” column.
Worksheet 8
Have students fill in the blanks of Worksheet 8, The King Manor
Information Tree.
Worksheet 9
Assign Worksheet 9, Write a Story, as an in-class or at-home activity.
Worksheet 10
Assign Worksheet 10, What Rufus Had To Say, as an in-class or athome activity.
Worksheet 11
Complete Worksheet 11, Food Remains Worksheet, as an in-class
project.
A Biography of
Rufus King
1755 - 1827
A Founding Father
of The United States
Rufus King was born on a farm in 1755 in what is now the state of
Maine. He was the oldest son of Captain Richard King, a successful
merchant, and his wife Isabella.
When Rufus was 18 years old he entered Harvard College. He
became an honor student, as well as an outstanding athlete in running,
jumping and swimming. In 1774, while he was studying in college,
Massachusetts and other colonies that belonged to England decided they
wanted to be free. The leaders of the
American colonies asked King George to let
them be independent, but King George said,
"No."
The American colonists created the
Continental Congress , a group of people to
make laws. The Continental Congress first
met in 1774 and again in 1775 when the
American colonists decided that the only way
to be free was to fight a war with England. This war is called the American
Revolution. In 1776, the Congress asked Thomas Jefferson to write a
declaration that would make the colonies free from England. This is The
Declaration of Independence.
After Rufus graduated from Harvard
College, he studied law and then served in
the American Revolution.
By 1783, the
American colonists had defeated the English
troops.
The states joined
together to become the United States of America. They
created their first constitution known as the Articles of
Confederation. During this time, Rufus became a successful
lawyer and entered politics.
In 1786, Rufus married Mary Alsop, and
they moved to New York City. Rufus and
Mary raised five sons (John, Charles,
James, Edward and Frederick).
Because
the
Articles
of
Confederation were not working well,
delegates were sent to a convention in
Philadelphia to change or amend the
Articles to create a stronger central
government.
Rufus helped write the
Constitution, and he was one of its signers.
Soon after the convention, he became a U.S. Senator representing New
York. In 1796, President George Washington appointed him as
Ambassador to England. He finished his term in 1803 and returned to the
United States.
In 1805, Rufus purchased a large farm in Jamaica, New York. He
grew crops, raised cattle and kept up a large correspondence with family,
friends and politicians.
Rufus ran for Vice President in 1804 and
1808, but lost both elections. In 1816, he lost
to James Monroe in the presidential election.
Although he lost the presidency, King
continued to serve as a U.S. Senator and took
a strong stand against slavery.
After his term ended in the Senate, Rufus wanted to lead a private life
at his farm in Jamaica. However, he again accepted the position as
Ambassador to England. Unfortunately, soon after arriving in England, he
became ill and had to return to home. Rufus died on April 29, 1827 and is
buried one block away from King Manor in the Grace Episcopal Church
Cemetery.
Suggested Vocabulary List
The following words appear in the text in italics. Please review with your
students.
merchant
colony
independent
Continental Congress
American Revolution
declaration
Declaration of Independence
Articles of Confederation
delegate
convention
amend
central government
Constitution
Senator
Ambassador to England
correspondence
slavery
Rufus King’s Life in Layers
Worksheet #1
Instructions: Choose 7 facts from the Rufus King Biography and place in chronological order.
Start at bottom!
Life at
King Manor
King Manor Museum
Jamaica, New York
King Manor was the home of statesman
Rufus King and his family from 1805 to 1827.
Rufus bought the house and 90 acres of land for
$12,000. The manor was preserved because of
Rufus King’s importance in local and national
affairs. However, in some ways, the manor is
more important than Rufus himself. This is
because the house has stories it can tell about
what life was like in Jamaica in the early 1800s
for the people who lived in and near King
Manor.
King Manor was a home with
children clattering up and down the
stairs and friends and family coming to
visit.
To avoid New York City’s
summer heat and disease, the King
family stayed in the manor from early
spring through late fall. The family
usually spent winters in Manhattan or
Washington, D.C.
When Rufus and his wife, Mary,
moved into King Manor in 1806, they
brought their two youngest sons, Edward
(11) and Frederick (4). The three older
sons were away studying in Europe but
stayed in Jamaica during school
holidays. Even when the King boys
were older and had families of their own,
they often returned to the farm with their
wives and children to visit their parents.
Rufus spent a great
deal of his time in the
library at King Manor
writing, managing the
farm’s accounts, taking
care of business and
reading the 5,000 books
that filled the library’s
shelves.
When Rufus and
his family lived at King
Manor, the area around
it (Jamaica) was a village. By 1830, the village had a post office, prison, police
and fire departments, churches, schools, a library, 7 stores, taverns, mills and
sidewalks. The village had 2 printing offices publishing weekly newspapers, 2
doctors, 3 lawyers and craftsmen. Rufus enjoyed riding his horses in the open land
around Jamaica. He was often seen riding or hunting with his sons or neighbors.
Jamaica was 12 miles east of New York City, and there was a road that connected
Jamaica to the Brooklyn ferry that ran across the river to the city. There was a toll
charge for each traveler who used the road. More expensive carriages paid more
money than farm wagons. In addition, a stage coach carried passengers, mail,
newspapers and small packages between Jamaica and Brooklyn. The trip took 90
minutes and cost about 50 cents. Rufus sent his mail by stage coach, but he would
make the trip in his own private carriage driven by a coachman (driver).
Rufus was very active in the village. There
was a church near King Manor (Grace Episcopal
Church), and Rufus gave a lot of time and money to
support it. Jamaica had a public school and a few
private schools for white boys and girls. Black
children did not have a school until 1837. Most of
the children between 5 and 15 years of age spent
only a few weeks to a couple of months in school
every year, enough to learn the basics of reading,
writing and arithmetic. The King children attended
private schools along with other children from wellto-do families. Some of the children who lived at
private schools had to provide their own bed,
bedding, towels, tablespoons and teaspoons.
18
The residents of Jamaica
could enjoy concerts, dances,
debates, lectures and horse races.
Horse races were held around
Beaver Pond, across from King
Manor. Usually men went to the
taverns to discuss business and
news. Women met at sewing circles and church meetings. In the winter, there
were sleigh rides, and in the summer, Rockaway Beach was a 10 mile carriage ride
away. The neighbors celebrated marriages, births, plantings, harvests and barn
raisings together. Dancing teachers conducted classes and arranged dances in
taverns and in the hotel in Jamaica.
In the early 1800s, many residents
of Jamaica were from England, the
Netherlands, France or Africa. Most of
Jamaica’s residents were connected with
farming. Gentlemen farmers like Rufus
hired laborers to work their fields and
care for their livestock. While Rufus
managed the farm, the actual work was
left to his two full-time gardeners and
farm laborers. Part-time help did specific
jobs such as putting up fences and
harvesting crops. Rufus also employed coachmen, a cook and at least three
housemaids to do the cleaning, cooking, spinning, dairying and laundry. While
some servants stayed with the family over several years, others were hired just for
the few months each year that the Kings lived at the manor.
The workers at King Manor planted and harvested the crops and cared for
the horses, sheep, cows, pigs, and chickens. Rufus spent a great deal of time and
money planting trees, caring for the lawns and transplanting shrubs and flowers
from the nearby meadows and woods. He added peach and apricot trees to his
apple orchard and planted strawberries, vegetables, clover, English hay, grains and
potatoes.
19
Those who were not farmers or laborers were tradesmen. By reading
Rufus’s account book, which dates from 1806 to 1825, we learn that he made
payments to a blacksmith, carpenter, wheelwright, harness maker, carriage maker,
plasterer, well digger, spectacle maker, shoemaker, chimney sweep, millers,
masons, cabinetmakers and tailors.
Jamaica also had a tinsmith, druggist, portrait painter, bookbinder, printer,
clockmaker, jeweler, teachers, lawyers and doctors. Women cared for their own
homes and sometimes worked for others as nurses, dairymaids, spinners, cooks,
seamstresses, or domestic help. At least 8 women in Jamaica were teachers in the
local schools at the time Rufus lived
in King Manor.
After Rufus King died in 1827,
the farm and King Manor remained
in his family until 1896 when the
village of Jamaica bought it. When
the five boroughs became Greater
New York in 1898, the ownership of
the house passed to the City of New
York. In 1900, the King Manor
Association of Long Island, Inc. was
created to preserve and maintain
King Manor. Under its care, the house was furnished and opened as a museum
with the help of the New York City Department of Parks.
In 1987, King Manor was closed for major restoration. It reopened in 1992
as King Manor Museum, and its job is to preserve, collect and present the history
of King Manor, the King family and Jamaica. In addition to preserving the manor
and its artifacts, the museum also offers tours and special events for its visitors.
20
Life at King Manor Vocabulary List:
statesman
preserve
accounts
village
taverns
mills
craftsmen
carriages
stage coach
harvests
gentlemen farmer
spinning
dairying
blacksmith
carpenter
wheelwright
harness maker
carriage maker
plasterer
well digger
spectacle maker
shoemaker
chimney sweep
miller
mason
cabinet maker
tailor
tinsmith
druggist
portrait painter
bookbinder
printer
clockmaker
jeweler
restoration
artifacts
21
22
ARCHAEOLOGY
AT KING MANOR
23
King Manor is a New York City landmark; therefore, the law
requires that archaeology be done when the ground is going to be
disturbed by any construction work. In 1990, archaeologists
began to do careful excavations at King Manor whenever the
house or grounds needed work. Although we knew a lot about
Rufus King and his political career from history books and
documents, we did not know much about daily life at King Manor
until archaeologists began to work in and around Rufus King’s
home. Archaeologists have recovered many interesting artifacts
dating from the time period when Rufus King lived in the Manor.
The Rufus King Period of the house is the time when he owned
King Manor. The date range of the Rufus King Period is 18051827. Rufus bought the house in 1805, and he died in 1827.
24
An artifact is anything made, used or changed by a person. Artifacts
are a source of information about the past. By studying the artifacts and
interpreting them, archaeologists have been able to provide new
information about life at King Manor in the early 1800's.
For example, one of the excavated artifacts was a
metal gambling chip (also called a counter) that
looked like an English coin. This artifact was
probably a souvenir that Rufus King brought back
from England and then lost or threw away. The
date range during which the gambling counter
could have been made (1798-1820) is almost the
same as the date range Rufus King lived at King
Manor (1805-1827). Game playing might have
been a popular way to spend time at King Manor in the early 1800s.
Many artifacts found during excavations are small. Sometimes though
an artifact is too large to take out of the ground, like the remains of a
wall or a well. This type of artifact is called a feature.
25
Ceramics are artifacts made of fired clay. Broken pieces of ceramics
called sherds or shards are often found at archaeological sites. Since
people used different styles of dishes at different times in history,
archaeologists can get a lot of information from ceramic sherds.
Sometimes there are maker’s marks on ceramics. These marks can
include the name of the company and the town or city where the
ceramics were made. Look at your dishes at home to see if there are
maker’s marks on the bottom.
One of the ceramic sherds found at King Manor had a mark which said
“Castleford Pottery.” This was the name of the company that made the
plate. Archaeologists did research to find out when the Castleford
Pottery made this particular type of plate and learned that the plate was
made in England during the date range 1790-1820. At that time, people
believed that English ceramics were better than those made in America.
Rufus probably thought it was important to have the best quality dishes.
We don’t know if he brought the plate back from England himself or if
he bought it from a store in New York. During the Rufus King Period, it
was important for wealthy families to have many sets of dishes that
could be used for different occasions. For example, certain dishes were
used for family meals and others were used when entertaining guests.
26
Food remains, particularly animal bones and shells, are other kinds of
artifacts. When archaeologists find them, the flesh is gone and all that
remains are the bones. The bones found at King Manor were studied to
find out what types of animals they came from and to learn more about
what people ate. This analysis showed that mutton (sheep meat) was
more common than beef, and that pork was hardly ever eaten. Today,
mutton is not as popular as it once was. Oysters and other shell fish
were also favorite foods. Imagine how different the meals at King
Manor were from the meals we eat today.
27
When archaeologists excavate the ground, they look for slight changes
in the color or texture of the soil. For example, some soils may be sandy
and others may be more like clay. Some soils may be dark brown while
others may be yellowish-brown or black. These differences in the soil
look almost like layers of a cake. In archaeology, each layer or level of
the soil is called a stratum, and the study of them is called stratigraphy.
These strata can be seen in the edge of an excavation. This edge is
called a profile.
An assemblage is a collection of artifacts. The assemblage can be either
a group of artifacts from an entire site or from just part of a site. An
assemblage can also be a single category of artifact (such as ceramics or
animal bones) from the same site. Archaeologists always try to find a
connection between artifacts and the color and texture of the soil. When
artifacts are found together in one stratum, they are said to come from
the same context. This information is important because it helps
archaeologists decide which artifacts belong together and also allows an
interpretation of their meaning. For example, the date range of an
artifact’s manufacture can provide information that can be applied to the
entire context.
28
Rufus King’s home is the oldest house in Jamaica and is now a museum.
King Manor Museum teaches visitors about Rufus King, his family and
his servants. King Manor plays an important role in preserving history.
Archaeologists have helped the museum learn more about what life was
like in Jamaica during the early 1800s. Archaeologists excavated some
of the artifacts you see and touch when you visit the museum.
29
Glossary of
Archaeology Words
Analysis
The finds or conclusions of a study
Archaeology
The scientific study of the human past through
excavation, interpretation and related research
Artifact
An object made, changed or used by humans
Assemblage
A group of artifacts found together
Ceramics
Objects made of fired clay or pottery such as dishes
Context
The relationships of artifacts to each other and the
soil in which they were found
Date range
The period of times between two dates (for example:
“1805-1827")
Documents
Written sources, such as letters, journals or maps
Excavation
An archaeology dig
Feature
An artifact unable to be removed from the ground in
one piece (for example: a building foundation or a
well)
Interpret
Landmark
Maker’s mark
To explain the importance or meaning
A place that is preserved because of its history
A mark, sometimes a picture or word, which helps
identify the maker
30
Preservation
The protection of historical and archaeological
material and sites from damage or destruction
Profile
A side view of an excavation showing the layers of
soil/strata
Sherd
A broken piece (fragment) of pottery/ceramic or
glass (sometimes called “shard)
Site
An area containing artifacts from where people
lived/worked
Soil
Dirt
Stratum/Strata
Layer (or layers) of soil
Stratigraphy
The study of the layers of soil
Time period
An era (for example: the Colonial Period)
31
Trash Can Excavation
Worksheet 3
You will need: a full trash can, rubber gloves, pencil, ruler and record sheet.
Instructions: 1. Get a trash can. 2. Put on gloves. 3. Remove trash inch by inch recording what
you find below. 4. Draw some of the most important finds in the can making sure that they are
32
When you have completed your excavation answer the
following:
1. Which trash was deposited in the can first?
A. Stuff at the top
B. Stuff at the bottom
2. Which trash was deposited in the can last?
A. Stuff at the top
B. Stuff at the bottom
3. Look carefully at the things that you found in the can and make a list of the
activities that you think might have taken place in the classroom.
33
King Manor Museum Archaeology Education Program
(Worksheet #4)
Name ________________________________________ School __________________________
Class ________________________________________ Date ___________________________
K - W - L Chart
K - W - L stands for What I Know, What I Want to Know, and What I Learned. After reading A
Biography of Rufus King, Life at King Manor, and King Manor Archaeology, fill out the K - W L Chart below before and after your visit to King Manor.
K
W
(complete before)
(complete before)
L
(complete after)
What do you Know about Rufus
King, his family, King Manor,
and life in Jamaica?
What else to you Want to know
about Rufus King, his family,
King Manor, and life in Jamaica?
What did you Learn from
your visit to King Manor?
What do you Know about
archaeology and the job of an
archaeologist?
What else do you Want to know
about archaeology and the job of
an archaeologist?
What does archaeology
tell you about history?
34
Teachers:
Worksheets # 5 & # 6
are distributed and used
at King Manor Museum
during your visit.
They are enclosed in this packet
for your reference only.
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Artifact Discovery
Name: ________________________ Date: _________ School: _____________ Class: _______
1. Describe and draw your artifact:
Shape:________________________________________________________________________
Texture:_______________________________________________________________________
Color(s):______________________________________________________________________
Design/Decoration:______________________________________________________________
Trademarks/Maker’s Mark:_______________________________________________________
2. What is it made of?: (Circle all that apply)
wood
plastic
ceramic
metal
stone
bone
glass
other: _______________________
3. What might it be? What do you think this artifact was used for?
__________________________________________________________________________________
__________________________________________________________________________
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Artifact Discovery
(continued)
4. Who might have used this artifact? (circle as many as apply)
women
children
men
Rufus King King’s family household servants farm workers King’s guests Other: ______________
5. Why do you think the people above (question #4) used this artifact?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
6. With your classmates, decide in which room(s) were these artifacts probably used? (circle as
many as apply)
Parlor
Dining Room
Library
Kitchen
other: ____________________________________
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Stratigraphy:
The Big Dirt Layer Cake
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Is This An Artifact?
Worksheet 7 (post visit)
______________________________________________________________________________
ARTIFACT
YES
NO
shoe
penny
ring
rock
pencil
button
leaf
bone
wood
dish
plate
bottle
Define ARTIFACT:
An artifact is ___________________________________________________________________
______________________________________________________________________________
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MAYBE
Write a Story!
Worksheet 9 (post visit)
______________________________________________________________________________
1. Based on what you learned about archaeology at King Manor, write a story about a
party that took place at Rufus King=s house. Think about the foods that were served,
the dishes that were used, the entertainment or games that might have been played, the
rooms that were used, the guests, the occasions, and the conversations heard.
2. Based on what you have learned, write a story titled, AA Day in the Life of Rufus King
at King Manor.@
3. Pretend that your teacher has just told you that Rufus King is coming to speak at
your school. Prepare a list of questions you would want to ask him.
4. Pretend that you are working with the team of archaeologists at King Manor
Museum and that you have just discovered an artifact. Describe the artifact and what
you think it might have been used. How do you think it might have gotten to its place
of discovery? What might you conclude about the King family having found this
artifact?
40
Write a Story!
Worksheet 9 (post visit)
______________________________________________________________________________
1. Based on what you learned about archaeology at King Manor, write a story about a
party that took place at Rufus King’s house. Think about the foods that were served, the
dishes that were used, the entertainment or games that might have been played, the
rooms that were used, the guests, the occasions, and the conversations heard.
2. Based on what you have learned, write a story titled, “A Day in the Life of Rufus King
at King Manor.”
3. Pretend that your teacher has just told you that Rufus King is coming to speak at
your school. Prepare a list of questions you would want to ask him.
4. Pretend that you are working with the team of archaeologists at King Manor
Museum and that you have just discovered an artifact. Describe the artifact and what
you think it might have been used. How do you think it might have gotten to its place
of discovery? What might you conclude about the King family having found this
artifact?
41
What Rufus
Had To Say...
______________________________________________________________________________
Document 1: Excerpt of a letter from Rufus King (Jamaica) to John Trumbull (London),
July 31, 1809
- Based on this letter, write a classified advertisement (help wanted ad) for the job of
cook at King Manor.
Document 2: Excerpt of a letter from Rufus King (Jamaica) to John Trumbull (London),
September 5, 1809.
- What was the problem described in this letter Rufus King wrote?
- What might have been the effects of this problem on the King household?
Document 3: Rules 8, 12, and 13 of Rules and Regulations of Union Hall Academy,
Jamaica, c. 1830.
Whole class activity:
- Express the rules in modern English.
- Compare and contrast these rules with modern school rules.
Individual activity:
- What does this document tell us about life during this time?
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