Learning Content Information Page
Ancient Civilizations Artifact Analysis
By Lori Beza
bezal@schenectady.k12.ny.us
Grade 9/Social Studies
Schenectady High School/Schenectady City School District
Introduction
Can you make connections between artifacts and theory about ancient civilizations?
Students will read about ancient civilizations and decide if artifacts support the theory
the current theory describing that civilization. They will learn to critically evaluate
historic theory & use historic evidence to support their findings. In order to successfully
complete this activity, students should have some prior knowledge of the ancient
civilization they choose to explore. They should be able to read and write at the 9th
grade level. This activity will take 3-4 class periods as well as some time outside of
class.
Learners
This activity is appropriate for global history and geography students, grade 9.
Instructional Modifications
To use this activity with more advanced readers, find, or direct students to find, several
descriptions of the political, cultural and economic life of the chosen civilization.
Students should evaluate the extent to which the descriptions agree with each other
and whether or not the artifacts support the theories. Another way to extend the activity
is to have students search for artifacts other than those listed.
To use this activity with students who have limited reading ability, teachers may find
information about each civilization at an easier reading ability and identify information
about political, cultural or economic life.
NYNET Resources for Teachers
NYS Virtual Learning Space Grant
2002-2003
Resources
To complete this activity, each student must have access to a computer and printer for
two class periods.
Supplemental Activities
To extend this activity, students should choose a civilization other than those listed. He
or she can then find historical evidence and textual descriptions of political, economic
and cultural life of that civilization and analyze the extent to which the evidence
supports the theories.
To extend this activity for creative students, ask them to choose three or more pieces
of historical evidence from their own civilizations and write descriptions of the political,
economic and cultural life of the civilization that might be inferred from them.
In addition to a written report, students could present their findings in a PowerPoint
Presentation.
NYS Learning Standards and Performance Indicators
This activity aligns with the following New York State Learning Standards
Social Studies, Standard 2: World History Commencement Level. For this standard, students
are required to: “use a variety of intellectual skills to demonstrate their understanding of major
ideas, eras, themes, developments, and turning points in world history and examine the broad
sweep of history from a variety of perspectives.
o Key Idea 4 states “the skills of historical analysis include the ability to investigate
differing and competing interpretations of the theories of history, hypothesize about why
interpretations change over time, explain the importance of historical evidence, and
understand the concepts of change and continuity over time.”
 Performance Indicator: To meet this requirement, students must “interpret and
analyze documents and artifacts related to significant developments and events
in world history.”
English Language Arts, Standard 1: “listening and reading to acquire information and
understanding involves collecting data, facts, and ideas; discovering relationships, concepts, and
generalizations; and using knowledge from oral, written, and electronic sources.”
o To meet this requirement, students must “synthesize information from diverse sources
and identify complexities and discrepancies in the information” and “make distinctions
about the relative value and significance of specific data, facts, and ideas.”
 Performance Indicator: Achievement of this standard is met when a student is
able to “determine the relative value of different reference materials for a
particular research question.”
NYNET Resources for Teachers
NYS Virtual Learning Space Grant
2002-2003
English Language Arts, Standard 2: “Speaking and writing to acquire and transmit information
requires asking probing and clarifying questions, interpreting information in one’s own words,
applying information from one context to another, and presenting the information and
interpretation clearly, concisely, and comprehensibly.”
o To do so, students must: “write and present research reports, feature articles, and
thesis/support papers on a variety of topics related to all school subjects” and “support
interpretations and decisions about relative significance of information with explicit
statement, evidence, and appropriate argument.”
 Performance Indicator: Evidence that a student has achieved this standard can
be shown by his or her ability to “write an extended research report on a complex
issue or topic that documents sources of information and is well organized to convey
overarching ideas and supporting evidence and details”
Process
Students will choose an ancient civilization and research the economics, politics and
culture of the civilization and complete a chart with the information. Next, students will
look at three artifacts from that civilization and analyze whether those artifacts support
the generalizations about politics, economics and culture that they previously found –
completing a chart. Finally students will write a report with a review of their analysis.
Evaluation
This project will be evaluation using a rubric. Click here to see a copy of the rubric.
Credits and References
"1 Up Info." Encyclopedia: South Asian History. 2003. Columbia University Press. 21 August 2003
<http://www.1upinfo.com/encyclopedia/I/Indusval.html>.
"Encyclopedia Britanica." . 2003. Encyclopedia Britanica. 21 August 2003
<http://www.britannica.com/search?query=han%20dynasty&ct=&fuzzy=N>.
Fisher, Grant and Harlan, Cheri Beth . "Government in Greece." Voyage Back in Time:. 1998. University of
Richmond. 21 August 2003
<http://oncampus.richmond.edu/academics/as/education/projects/webunits/greecerome/Greecegovt1.html>.
Harris, William . "TRADE AND BARTER IN ANCIENT GREECE:." Classics. 07 March 2003. Middlebury
College. 21 August 2003 <http://community.middlebury.edu/~harris/Classics/EconomicsinGreece.html>.
"History Channel. com." 21 August 2003. The History Channel. 21 August 2003
<http://historychannel.com/perl/print_book.pl?ID=92152>.
"History for Kids." Europe, Africa and Asia Before 1500 AD. 21 August 2003. History for Kids. 21 August
2003 <http://www.historyforkids.org/learn/greeks/religion/greekrelig.htm>.
Hooker, Richard. "Ancient India: The Age of Guptas and After." World Civilizations. January 1996.
Washington State University. 21 August 2003 <http://www.wsu.edu:8080/~dee/ANCINDIA/GUPTA.HTM>.
NYNET Resources for Teachers
NYS Virtual Learning Space Grant
2002-2003
Koeller, David W. . "Harappan Civilization." Indian and Southern Asian Chronology. 14 September 1998.
Northpark University. 21 August 2003 <http://campus.northpark.edu/history/WebChron/India/Harappa.html>.
March, Paul Halsall . "Code of Hammurabi, c. 1780 BCE." Ancient History Sourcebook: . 1998. Fordham
University. 21 August 2003 <http://www.fordham.edu/halsall/ancient/hamcode.html>.
Melville, Duncan J.. "A Breif History of Mesopotamia." . 30 May 2001. Saint Lawrence University. 21 August
2003 <http://it.stlawu.edu/~dmelvill/mesomath/history.html>.
"Metropolitan Museum of Art." The Collection. 21 August 2003. Metropolitan Museum of Art. 21 August 2003
<http://www.metmuseum.org/collections/>.
Reshafim, André Dollinger . "An introduction to the history and culture of." . January 2000. . 21 August 2003
<http://nefertiti.iwebland.com/economy/>.
NYNET Resources for Teachers
NYS Virtual Learning Space Grant
2002-2003