ARCHAEOLOGY

            The purpose of this incredible kit is twofold.  First, the kit is user friendly and is designed to spark a high interest level in archaeology.  Historically speaking, students will learn the need to respect artifacts for their historic importance.  Features of this kit include actual artifacts and a field survey.  Second, the discussion parts of the activities will provide students with knowledge about lesson content and will address several grade level 6 standards as well.  Thorough lesson plans are included with the kit.

            The two-week scope of lesson plans uses the California Frameworks for Social Sciences as a guide.  The focus of the lesson plans is to connect students to the past.  The lessons engage students by placing authentic artifacts right in their hands.  After learning some archaeology basics, students will participate in a field survey in an effort to understand how rigorous the field of archaeology is.  Although the concepts are aligned with the sixth grade standards, they can be easily aligned with many grade level standards.  While this study is rich in social studies components, it is also infused with state curriculum standards in science, language arts, and mathematics.

            Credit and thanks are given to Rochelle Pinkham and Christi Milleson, teachers at Thompson Middle School in Murrieta, CA, who developed the kit during the 2002 Inland Area History/Social Science Project’s Teacher Leadership Institute at the San Bernardino County Museum in Redlands, CA.

Kit contents include:
            Teacher’s Guide, thorough, with objectives, standards, and analysis skills for each lesson
Assorted artifacts including points, drills, mano, etc.
Assorted modern day items
Assorted archaeological tools
Assorted photographs
Books include:
Boy of the Painted Cave, ages 8-12
Rock Art Symbols field guides

LEARNING STYLES ADDRESSED IN ARCHAEOLOGY  INCLUDE:

Visual-spatial – The kit contains many visual features including facet images (photographs) and artifacts.
Verbal-linguistic – Shared orally or in written format, background information provides much detail. 
Physical-kinesthetic – Handling the representative artifacts and tools will encourage students to value the past.
Logical-mathematical – These students will enjoy archaeological analysis.
Auditory-musical – Students may develop an auditory/musical report
Interpersonal – Students will share highlights and will discuss points of view.  Some may have experience in these lessons.
Solitary-intrapersonal – The intrapersonal learner can gain knowledge through self-study; reading the enclosed books, working alone with samples, etc.

STANDARDS-BASED ANALYSIS SKILLS accessible in this kit
Historical and Social Sciences, grades 6-8

Research, Evidence and Point of View
1.   Students frame questions that can be answered by historical study and research
3.   Students distinguish relevant from irrelevant information; essential from incidental information; and verifiable from unverifiable information in historical narratives and stories
4.   Students assess the credibility of primary and secondary sources and draw sound conclusions from them.
5.   Students detect the different historical events and determine the context in which the historical statements were made (the questions asked, sources used, author’s perspective.
Historical Interpretation
1.   Students explain the central issues and problems from the pase, placing people and events in a matrix of time and place
3.   Explain the sources of historical continuity and how the combination of ideas and events explains the emergence of new patterns.
4.   Students recognize the role of chance, oversight, and error in history.
5.   Students recognize that interpretations of history are subject to change as new information is uncovered.

CALIFORNIA CONTENT STANDARDS of ARCHAEOLOGY