archeology: digging up the past

Autry & Burdette Archeology 1

Archeology

Digging up the Past

Brenda Autry and Maria Burdette

What is Archeology? Scientific vs. Humanistic… let’s combine both.

Determining Ownership…using archeological dating, excavations, and research to solve mysteries and find answers.


Archeology

Brenda Autry and Maria Burdette

Research Paper

Autry & Burdette Archeology 3 Abstract

Archeology is the study of past cultures. The process is executed by analyzing artifacts

left behind to find out how people lived. The informal study of past cultures and human behavior

began around 5,000 years ago. Archeology became a formal science as early as 19th century.

Some different types of archeology are classical archeology, which is the study of Greek and

Roman culture, historical, which is the study of past cultures that use some form of writing,

Egyptologist, who study generations of Egyptians, and geoarchaeology, who study the

environment and landscape of areas. Archeologist use a variety of tools, such as brushes,

shovels, trowels, measuring devices, recording items, soil screens, tarps, and many others.

Procedures that archeologist use to examine past human lives are field work, excavations, and

lab work. Archeologists use many other scientific fields to help make their findings more

accurate.


Archeology

Archeology

The word archeology comes from the Greek word archaia (“ancient things”) and logos

(“theory” or “science”) (Encyclopedia Britannica, n.d.). Archeology is the study of human

cultures and behaviors. By means of archeology, scientists (archeologists) examine the evidence

and interpret the data to reconstruct what went on in a society during an earlier period (Reinhard,

1998). It tells the story of ancient burial rituals and how people interacted with each other.

Although archeologists have helped in the study of ancient societies, they have several hurdles to

overcome. Many do not agree on how to interpret the artifacts, solves disputes of ownership, or

how to study and preserve the past simultaneously.

Archeologists

Archeologists specialize in different time frames and cultures. Examples of some

different types of archeology are classical, historical, and Egyptology (Archeology, 2003).

Archeologists study the remains of human civilizations such as human bones, tools, food,

buildings, pottery, and jewelry. According to Gamble (2004), “It is quite simply the study of the

past through material remains” (p15). Archeological research help verify if something is a legend

or a fact. Rinaldo, (2008) stated that archeologists investigate and solve mysteries from an

earlier period, such as solving questions about lost civilizations. They study the culture of

different civilizations by researching the people, their languages, religions, and artifacts. It is a

misconception that archeologists spend most of their time engaged in fieldwork. In fact,

Rinaldo, (2008) pointed out that the majority of an archeologist’s time is spent on research and

Autry & Burdette Archeology 5 lab work. Gamble (2004) cites that there is nothing more silent than a piece of archeological

evidence. “Stones, pots and bones do not speak to us. They make no sense by themselves. It is

only through research and interpretation that they become relevant” (Gamble 2004, p 45). When

archeologists put the pieces together, then they can solve the mystery and answer the questions to

determine whether information is fact or legend.

Tools and Work of an Archeologist

Archeological sites are found when doing construction, farming, or other chance findings.

Other ways that sites are found are through aerial photos, scouting, or if the site was visible

above ground, like in the case of Stonehenge or the Parthenon in Greece. Most sites are found by

intentional searching and not by accident. According to Dowdey (2008) some devices used to

discover sites are geographic information systems (GIS), computers, surveys, satellites, land

metal detectors or ground penetrating radar.

Archeologists have several goals when they discover a site (Goals of Archeology, n.d).

The first objective is to find the age or chronology of the materials from the site. The ages of

artifacts are determined by a number of ways. In the earlier years, archeologists used mainly

stratigraphy (giving a sequence) and typology (identifying artifacts typical of different time

periods) (Archeology, 1994). Today, modern archeologists use radio carbon dating and radio

metrics based on the rate of decay. A major breakthrough in carbon-14 dating occurred with the

introduction of the accelerator mass spectrometer (AMS). Encyclopædia Britannica (2010) cites

that this instrument is highly sensitive and allows precise ages on as little as one milligram of

carbon, where the older method might require as much as 25 grams for ancient material. There

two types of dating: relative dating and absolute dating. Both techniques must be used when

artifacts are first collected to determine how old a site and/ or artifact is. Relative dating deals

Autry & Burdette Archeology 6 with the relationship to the other artifacts within the site and its stratigraphic layer in which the

artifact was found. It is done by first estimating a date to an artifact. This estimated date is based

on many factors such as; location, type of artifact, and geology. Absolute dating determines the

year the artifact was deposited. It is a more accurate way to date something. A couple of ways

archeologists use absolute dating is through analyzing tree growth rings and radioactive isotopes

in decayed products.

The second goal that archeologists want to meet is to reconstruct how life looked at the

specific time (Goals of Archeology, n.d). The archeologists thoroughly investigate the artifacts,

buildings, and other findings from that site to reconstruct how that particular society lived. The

location of the site is also important to recreating the life of the people that resided there.

The final goal archeologists try to accomplish is an explanation of the past from the site

(Goals of Archeology, n.d). Archeologists use scientific theory, theoretical models, experiments

and observations of the world today to try to explain the past culture that inhabited the area.

During an excavation, the archeologist uses many tools. Digging tools like bulldozers,

picks, and shovels remove large layers of earth if needed. Trowels and mesh screens allow for

sorting through small areas of dirt. Dental picks and air compressors are used for cleaning out

areas in small crevices. Another way to sort through soil is through flotation in which sediments

mixed in water and the organic matter floats to the surface.

Archeologists must keep meticulous records on the placement of where the artifacts were

found. Dowdey (2008) acknowledged that archeologists use a grid system to record the accurate

location of the artifacts. The artifacts found are photographed and marked on the grid indicating

depth and location. The depth and soil sample are used to help calculate a time line date.


The Importance of Archeology

Archeology is an important science where people can learn about past cultures and

behaviors. By analyzing the past, archeologists can see how a community adapted to changes

over time. For instance, ancient farming was one discovery made that has improved the way that

it is done in present day. Archeology preserves history so that society can learn from its past

mistakes.

Cultural history places the importance on data, facts and classifications (Gamble, 2004).

It defines a society according to its material findings; such as objects and the landscape. These

materials provide information regarding ethnic and cultural groups. However, it does not

consider adaptations and variations in cultural changes. This is where processual archeology

comes in. It looks for answers or reasons to why there are changes in societies and whether they

prospered or not. For example; “Why did these cultures have to make or choose not to make

adaptations?” Gamble (2004) acknowledged the importance of the relationships in inferring the

archeological evidence and connecting it to the issues concerning past human behavior and the

progression of that behavior.

Rinaldo (2008) points to some important key dates as pinnacles in archeological history.

Two of these dates are 1648 and 1748. In 1648, a young man named John Aubrey discovered

the site of Stonehenge and started wondering, who lived there and why it was built. He was the

first person known to use a scientific approach in order to answer the questions about an ancient

culture (Rinaldo, 2008). The second key date in archeological history is 1748. On this date, the

city of Pompeii, which was buried in ash during a volcanic eruption in AD79, was rediscovered

Autry & Burdette Archeology 8 (Rinaldo, 2008). This was the first site ever to undergo an archeological excavation.

Consequently, the foundation of archeology was set in motion.

Hurdles to Overcome

Hazards to the craft of archeology lie in the way it is perceived. Some archeologists

argue that there may not be such things as “facts” because it is impossible to truly determine the

reasons for buildings and artifacts from a different time period and society. Another hazard is

emphasizing the importance of preserving its ancestry. Constable (2000) declared that

archeology, in general, is working against the natural order because it is attempting to preserve

fossils and corpses. Archeologists want to know how these civilizations came into existence.

What do the archeological data tell us about the origins of these civilizations, and in essence

about the origins of civilization itself (Reinhard, 1998)? Therefore, the root of this hazard lies in

our human curiosity. It makes us want to know what happened.

“For all the arguments that rage in archeology, Constable (2000) reminds us that in

essence it is a fantastically enriching, uplifting, and fascinating subject that within a few hundred

years have transformed our knowledge of the human race” (p.190). Even though archeologists

are scientists who are interested in learning about the way people lived in the past, they do not

concur on the processes or analyses. However there is one thing that archeologists all agree on.

Through archeology, we are able to transport ourselves to an ancient time and place and emulate

how past societies evolved and interpret their odyssey.

Autry & Burdette Archeology 9 References

Accelerator mass spectrometer. (2010). Encyclopædia Britannica. Retrieved from

http://www.britannica.com/EBchecked/topic/2850/accelerator-mass-spectrometer

Dowdey, S. (2008). How archeology works. Retrieved from

.http://science.howstuffworks.com/environmental/earth/geology/archeology.htm

Constable, N. (2000). The world atlas of archeology. New York: The Lyons Press.

Gamble, C. (2004). Archeology: The basics. New York: Routledge.

Goals of Archeology. (n.d.).

http://www.nd.edu/~ikuijt/anth301/general_public/a1g6/a1g6.html#framework

Hammond, N. (1994). Wonders of the ancient world: National Geographic atlas of archeology.

Washington, DC: The National Geographic Society Gilbert M. Grosvenor.

McIntosh, J. (1994). Eyewitness books: Archeology. New York, NY: Alfred A Knopf.

Reinhard, J. (1998). Discovering the inca ice maiden: My adventures on Ampato. Washington,

D.C.: National Geographic Society.

Rinaldo, D. (2008). Cities of the dead: Finding lost civilizations. New York: Scholastic Inc.

Ryan, S. (2010). The history of archeology. Retrieved from

http://ezinearticles.com

http://www.britannica.com/EBchecked/topic/2850/accelerator-mass-spectrometer

http://science.howstuffworks.com/environmental/earth/geology/archeology.htm

http://www.nd.edu/~ikuijt/anth301/general_public/a1g6/a1g6.html

http://ezinearticles.com/


Part A: What is odyssey?

Odyssey is an epic journey that depicts a life story of an individual or group. It is not just

a story of their travels. Their odyssey tells their story of trials, tribulations, celebrations and

important events. It is living outside of the normal day experiences. Each and every one of us

exists day to day, but our odyssey is made up of the experiences that are memorable, and often

define who we are.

Part B: How is the concept of odyssey depicted by your subtopic?

Our subtopic is archeology. In our unit, odyssey is depicted in archeology through

discovering people from an earlier period and determining their life story. The students will

review that an archeologist studies past civilizations and their behaviors through their skeletal

remains, artifacts, and environmental surroundings. These things are used to convey an odyssey

by reconstructing how people of an ancient time lived and what was important to them. An

archeologist uses his or her knowledge of history and artifacts to reveal experiences that define a

particular people and their heritage, therefore uncovering the odyssey of that civilization. In our

unit, the students will look at present day artifacts to reveal the life story of the owners. The

students will also learn how to use archeological tools and dating processes to unearth how,

when, and why a journey transpired. They will continue this process of reconstructing life stories

by learning how some ancient artifacts are moved, and different ways archeological discoveries

impact the people who live in the area today. It is this movement of the artifacts that has caused a

dispute between Egypt and Germany. The students will address this problem using the

knowledge that they have gain through camp to generate ideas on how to solve this problem.

This will be submitted through a voice thread project.

Autry & Burdette Archeology 11 Technology Infused Authentic Product Paper

Introduction

The students participating in the ECU AIG summer camp will step into the shoes of an

archeologist. They will experience some of the problems archeologists encounter while

working with local governments and citizens of the community. Archaeology is often necessary

when it is part of a solution to an obstruction in construction and development, disputing

ownership of artifacts, or planning to avoid a predicament in the future. Although the field of

Archeology faces several problems, our students will focus on repatriation.

Real World Problem

Our real world problem is a dispute between Germany and Egypt and the rightful owner

of the Bust of Nefertiti. The students will discover how researching history and ownership can

be in conflict of each other, and then generate ideas on how to avoid and/or resolve these

conflicts.

We are addressing the issue of repatriation and returning objects to the country of

Egypt. Zahi Hawass, who is in charge of antiquities there, wants 6 major objects returned to

Egypt. They are in different museums and all have different stories. Some left the country

legitimately, others more suspiciously. The students will come up with ideas on how to resolve

the ownership of the bust of Nefertiti in Berlin. The Egyptians recently asked (again) for the

bust to be returned. How does that request look now in the face of the violence and uncertainty

in Egypt? What is the archeologist’s responsibility in this situation?

Synopsis of Unit

A community and its member’s odyssey present the trials and tribulations it

experiences over a period of time. The students will begin this unit by viewing a website from

Autry & Burdette Archeology 12 the National Park Service introducing them to background knowledge of archeology. Next the

students will examine trash to decide the value of the artifacts and make inferences about the

person’s life. During this activity, they will be using digital cameras or video cameras to record

their findings.

The next day the students will meet an expert in the field of archeology. Dr. Ewen from

East Carolina University (ECU) will explain how digs are excavated and how technology is

used in the field of archeology today. He will bring some authentic artifacts for the students to

examine and discuss the tools needed for excavations. Then Dr. Ewen will elaborate on how

he uses the process of dating artifacts by their period of origin.

During our third day, the students will engage in a Webquest project to research facts

concerning the dispute of the Bust of Nefertiti. After their research, the students will engage in

a Socratic Seminar through a Voicethread link. This will allow both camp groups to have a

conversation together about their questions and concerns over this dispute. One of the link the

students will explore on the Webquest project is, “The Ethics of Repatriation”, which will give

them background knowledge in addressing repatriation.

On the last day the students will conclude their Webquest research about laws and

regulations that archeologists deal with in their occupation, as well as the history behind both

Germany and Egypt’s claim to the Bust of Nefertiti. Then they will present their persuasive

opinion on their Voicethread project.

Authentic Product and Audience

Our authentic product will include a Voicethread in which the students will be presented

with the issue of the Bust of Nefertiti and Dr. Hawass’ request for its return. They will record

their solution based on their knowledge gained throughout the four days. The students will

examine the history and claims represented by both Germany and Egypt through the

Autry & Burdette Archeology 13 Webquest links. The repatriation issue will be presented on the Voicethread and the students

will have to respond and present a persuasive opinion on whether or not the Bust of Nefertiti

should be given back to Egypt or kept in the Egyptian Museum Berlin. Then, the students’

completed Voicethread project presenting their ideas/solutions will be sent to Dr. Peter Der

Manuelian, Professor of Egyptology, at Harvard University for review. Dr. Peter Der

Manuelian’s seminar group will look over the students’ persuasive opinions for discussion with

his class. (Voicethread, 2010).

Resources

[email protected]

http://www.nps.gov/archeology/public/kids/index.htm#

Voicethread. (2010). Voicethread Software [Software]. Available from http://voicethread.com

http://heritage-key.com/world/give-it-back-ethics-repatriation

http://www.dr.hawass.com/

http://www.zunal.com/webquest.php?w=87962

http://www.speakingofhistory.com/speakingofhistory65.mp3

http://archaeology.about.com/cs/ethics/a/realworld.htm

http://webmail.ec.rr.com/do/mail/message/mailto?to=peter_manuelian%40harvard.edu

http://www.nps.gov/archeology/public/kids/index.htm

http://voicethread.com/

http://heritage-key.com/world/give-it-back-ethics-repatriation

http://www.dr.hawass.com/


http://www.speakingofhistory.com/speakingofhistory65.mp3

http://archaeology.about.com/cs/ethics/a/realworld.htm


Catchy Phrases

Archeology “Digging Up the Past”

Where did it come from? Whose trash is it anyway? If you like to dig in the dirt, find things that are lost, and figure out stories from clues, then this is the unit for you. Let’s walk like an Egyptian and dig through layers of time to find out who really owns artifacts from the past. Join us to find out what archeologists do and solve some archeological mysteries of our own!

Autry & Burdette Archeology 15 Unit Summary Form: For Camp Summer 2011

Catchy Unit Title: Archeology “Digging Up the Past” Partners’ Names: Brenda Autry and Maria Burdette Circle One: ELEM Unit or Middle Grades Unit Real World Problem: Egypt and Germany are disputing the ownership of the Bust of Nefertiti Real World Audience: Dr. Peter Der Manuelian, Professor of Egyptology at Harvard University Technology Product: Voicethread Project

Connection to Odyssey: In our unit, odyssey is depicted in archeology through discovering

people from an earlier period and determining their life story. The students will review that an archeologist

studies past civilizations and their behaviors through their skeletal remains, artifacts, and environmental

surroundings. These things are used to convey an odyssey by reconstructing how people of an ancient time lived

and what was important to them. An archeologist uses his or her knowledge of history and artifacts to reveal

experiences that define a particular people and their heritage, therefore uncovering the odyssey of that

civilization. In our unit, the students will look at present day artifacts to reveal the life story of the owners. The

students will also learn how to use archeological tools and dating processes to unearth how, when, and why a

journey transpired. They will continue this process of reconstructing life stories by learning how some ancient

artifacts are moved, and different ways archeological discoveries impact the people who live in the area today. It

is this movement of the artifacts that has caused a dispute between Egypt and Germany.

Lesson

Title

Lesson Content Lesson Hook Lesson Activities

Monday

Trash Pickers

1. Overview of archeology: 2. Ownership of the Bust of Nefertiti. 3. Impact of movies on archeology Vocabulary words antiquities (n) archeology (n) artifacts (n) civilization (n) date (v) egyptology (n) legend (n) repatriation (n) voicethread (n) http://disruptivetechnologiesk-16.pbworks.com/w/page/17910651/VoiceThread-Tutorials webquest (n). nefertiti (n)

Webquest projected on the screen -Your quest... You are a world-renowned archeologist. Dr. Peter Der Manuelian, Professor of Egyptology at Harvard University and asked to give your opinion on the fate of a the Bust of Nefertiti

1. Webquest Introduction http://www.zunal.com/webquest.php?w=87962

2. review archeology 3. Introduce

repatriation 4. Whose trash is it

anyway? 5. Podcast from

archeologist. http://www.speakingofhistory.com/speakingof history65.mp3 6. Create a Socratic

seminar post to the Voicethread project. http://voicethread.com/share/1465479//




http://disruptivetechnologiesk-16.pbworks.com/w/page/17910651/VoiceThread-Tutorials



http://www.speakingofhistory.com/speakingof history65.mp3



http://voicethread.com/share/1465479//



Day 2 Tuesd

ay

Meet the Expert

4. Archeologist: a. Archeologist: Tools b. Processes

5. Interpreting a community’s odyssey from remains & artifacts

Vocabulary words- cataloging(v) evidence (n) excavating (v) radiocarbon dating(v) stylistic difference dating (v)

The tools are ready for use… Wait! Let’s check its date. http://www.zunal.com/webquest.php?w=87962 (FIRST RESOURCE DAY2)

1. tools from the Prehistoric Period

2. Dr. Ewen, Professor of Archeology

3. Socratic Seminar: postings http://voicethread.com/share/1465479//

4. Satellite photos of landscape-determine where to dig. http://heritage-key.com/world/googles-satellite-revolutionn

Day 3

Wednesd

ay

Can You Dig It?

7. What are the archeological processes? Vocabulary words dig (n) fieldwork (n) sediment (n) provenience quadrant (n)

Some tools of archeology will be set up for students to explore.

1. Scenario: You are an archeologist http://www.zunal.com/webquest.php?w=87962

2. processes an archeologist applies

3. The students’ mock dig

4. Socratic Seminar: postings Voicethread

Day 4 Thursday

I Am An Archeologist

8. Ethics and Repatriation: Review http://www.saa.org/AbouttheSociety/PrinciplesofArchaeologicalEthics/tabid/203/Default.aspx

9. Analysis of ethical dilemmas 10. Connection to returning artifacts Vocabulary Words ethics (n)

Students will be given a dilemma in which they have to decide what is ethical.

1. “Money” dilemma 2. Ethical decision. 3. Review the Ethics

and Repatriation 4. Persuasive opinion-

decision is ethical. 5. Revisit the link sites

to resolve the ownership of the bust of Nefertiti.

6. Use the persuasive opinion rubric as a guide- create & post a position statement to the Voicethread project.






http://heritage-key.com/world/googles-satellite-revolutionn







http://www.saa.org/AbouttheSociety/PrinciplesofArchaeologicalEthics/tabid/203/Default.aspx



Autry & Burdette Archeology 17 Content Outline

Archeology “Digging Up the Past”

Lesson Title Lesson Content Lesson Hook Lesson Activities Monday Trash Pickers 4. Overview of

archeology: a. It is the study of past

cultures and human behavior.

b. The process is executed by analyzing artifacts left behind to find out how people lived.

5. Ownership of the Bust of Nefertiti.

a. Who is Nefertiti and what is her Odyssey?

b. Repatriation 6. Impact of movies on

archeology a. Positive impact is

increase interest in the field of archeology

b. Negative impact is the illusion of adventure and excitement as displayed in the Indiana Jones movies

Vocabulary words antiquities (n) (an-TIK-wi-teez) something belonging to or remaining from ancient times, as monuments, relics, or customs archeology (n) (ar-kee-OL-uh-jee) the study of past cultures. Archeologists study building, graves, objects, human remains, and artifacts.

The students will enter the room with their Webquest projected on the screen

Your quest... You are a world-renowned archeologist and an expert on preservation, protection and maintenance of cultural objects. You were recently approached by Dr. Peter Der Manuelian, Professor of Egyptology at Harvard University and asked to give your opinion on the fate of a the Bust of Nefertiti that is located in Germany.

In the past, you have worked mainly on the repatriation of human bones and funeral objects. Now you have been asked to give your opinion on the best procedure to preserve and protect the Bust of Nefertiti. You will need to develop your knowledge of Egyptian and German history and culture in order to determine the best way to handle this ancient object. Remember, this object is extremely fragile. One wrong

11. Through the use of a Promethean board, the teachers will begin by discussing the Webquest Introduction page displaying their quest and start the discussion with the statements below: The teacher will ask the students to think about the statements and ask, “Is this true?” Then state, “This is our quest”. a. Cultural objects

should be returned to their country of origin

b. Stable countries should be the protectors of cultural objects

c. Museums that excavated the cultural objects should remain the caretakers of these artifacts

http://www.zunal.com/webquest.php?w=87962 12. After exploring the

“Hook” link, the teacher will have the students share their thinking and relevant information about archeology. This will pull together the students background knowledge. Next the teacher will open the Archeology Webquest Introduction page to review archeology and



Autry & Burdette Archeology 18 artifacts (n) (ART-uh-fakts) objects made by humans, especially tools or weapons used in the past civilization (n) (siv-ih-luh-ZAY-shuhn) a highly developed and organized society with its own culture and technology date (v) (dayt) to determine the age of an artifact egyptology (n) (ee-jip-TOL-uh-jee ) the study of the archeology and language of ancient Egypt legend (n) (LEJ-uhnd) a story passed down from earlier times that have not been proven to be true. repatriation (n)(ree-PEY-tree’uh-shun) to send back or return to one’s own country. voicethread (n) strategy known as digital storytelling. It is an online media album that can hold essentially any type of media (images, documents and videos): http://disruptivetechnologiesk-16.pbworks.com/w/page/17910651/VoiceThread-Tutorials webquest (n) as implied by the name, is an inquiry-based, on-line learning activity. During this activity students work in groups, dividing assignments among each other, so that everyone participates in a group-assigned role.

move or uninformed decision could result in the loss of it to civilization forever!


why it is important in proving or disputing history. http://www.zunal.com/webquest.php?w=87962

13. The teachers will then introduce students to the issue of repatriation and its relevance to their quest. Review Germany and Egypt’s claim to the Bust of Nefertiti. Next, the students will discuss the issue of Repatriation: Ethics. (link on Webquest page)

http://www.zunal.com/webquest.php?w=87962 14. Whose trash is it

anyway? Today the students will look at artifacts left behind by two people living in the same community. First, the students will explore the “It’s in the Garbage” project with a partner. Each group will receive a different trash bags. The partners will examine the trash and make inferences to determine the odyssey of that person’s life. They will use their “It’s in the Garbage” sheet to record their analysis. The students will then present their analysis to the group by creating a story of a typical day. The journey description may include a possible age, gender, socioeconomic status, etc... These descriptions can be a half page long,













Autry & Burdette Archeology 19 nefertiti (n) Nefertiti (c. 1370 BC – c. 1330 BC) was the Great Royal Wife (chief consort) of the Egyptian Pharaoh Akhenaten. Nefertiti and her husband were known for a religious revolution, in which they started to worship one god only.

a poster, reenactment of the character, or a three minutes presentation to read in class. Some questions to ponder are: How does the trash (artifacts) left behind tell us about the people’s odyssey and their life journey? The students may ask questions, make connections/ assumptions about this time period, state hypothesis, etc… a. It’s in the Garbage”

project material i. 2 different trash

bags per group containing different items. The first bag will include some Acrombie & Finch clothing tags, a hair clip, high price restaurant receipt, concert tickets for Justin Bieber & Taylor Swift, a carnival cruise itinerary flyer, and a Play Station 3 game wrapper. The second bag will contain a flyer for the Second Chance Mission shelter, a baseball cap, a candy bar wrapper, playing cards, receipts from a second hand clothing store, fishing line, Wal-Mart receipt for lures, and a TV dinner box.

Autry & Burdette Archeology 20 ii. Poster board,

markers, writing paper

iii. Recording sheet (posted below)

15. The student will listen to a brief podcast from an author and archeologist. They will create 2 to 3 questions to ask our guest speaker concerning the science of archeology.


(We are only going to listen to the section referring to Indiana Jones and the positives and negatives that the movie created-its start about a third into the interview)

16. Create a Socratic seminar discussion post to the Voicethread project.


The students will post their questions/ideas concerning the dispute of ownership in regards to the Bust of Nefertiti and what they have learned thus far (Socratic Seminar posting for days 1-3 only). The students will submit their questions/ideas post on a Voicethread. Upon completion, it will be submitted to Dr. Peter Der Manuelian, Professor of






Autry & Burdette Archeology 21 Egyptology, at Harvard University. His seminar class is planning to talk about this same issue and will utilize the students Voicethread Socratic discussion and persuasive opinion statements as a springboard for his class to debate.

Day 2 Tuesday

Meet the Expert

6. Archeologist: A scientist that studies ancient people, societies, and their cultures

7. Archeologist: today the students will meet an archeologist and learn about data analysis, carbon dating, and cataloging.

c. Tools d. Processes

8. Interpreting a community’s odyssey from remains & artifacts

Vocabulary words- cataloging(v) (KAT-l-awg, -og-ing) identifies the evidence and makes a record of them. To do the job well, archeologist need to know when and how things were made, their names, styles, and uses. evidence (n) (EV-uh-duhnss) information or facts used to prove something excavating (v) (EK-skuh-vay-ting) digging up and recovering artifacts and other clues about people of the past radiocarbon dating (v) (rey-dee-oh-KAHR-buhn) basically, all living

The tools are ready for use… Wait! Let’s check its date. The students will view pictures of various tools from the times during the Prehistoric Period. The teacher will inquire about the style of tools, their purpose, and how the style tells the age and time period. http://www.zunal.com/webquest.php?w=87962 (FIRST RESOURCE DAY2)

3. The teacher will present a PowerPoint slide depicting various tools from the Prehistoric Period from the Webquest Day 2 page.

http://www.zunal.com/webquest.php?w=879622 While viewing the pictures of the tools, the teacher will ask about the style of the tools and how these styles give insight to the tools’ age. 4. The students will meet

an expert in the field, Dr. Ewen, Professor of Archeology at East Carolina University.

a. Visit NAGPRA website to review concerns that Native American remains were not being treated with due respect by archeologists and museum curators. http://

b. Tools of archeology and how artifacts are dated- Dr Ewen will present information on how to date artifact using Stylistic Differences. The shapes and proportions help determine time






Autry & Burdette Archeology 22 things absorb carbon during their lives. Scientists know that it takes about 5,500 years for half the carbon to break down. By measuring the remaining radioactive carbon, researchers can thus calculate the age of the item. stylistic difference dating (v) (stahy-lis-tic-dif-er-uhns) researchers can thus calculate the age of the items based on their shapes and proportions as well as curving, paintings, and decorations are indicators to specific time periods

periods. Curving, paintings, and decorations are also indicators to specific time periods as well as regions/ cultural

c. The students will be allowed to ask Dr. Ewen questions.

d. Responsibility of the Archeologist

i. Inventory-prepare list of all human remains and objects in their collection together with cultural affiliation (if known)

ii. Notification- notify closest-affiliated descendant

iii. Repatriation- culturally affiliated descendants can request the repatriation of the remains and objects

e. Seriation: Ordering Archeological Evidence by Stylistic Difference- The students will participate in a Seriation ordering exercise using archeological tools and processes skills for dating. They will be presented with the following problem:

The Data and the Problem- 12 stirrup spouts were excavated in a single cemetery. Radiocarbon measurement on tissues from individuals buried in the cemetery ranged from

Autry & Burdette Archeology 23 3800 years to 2600 years, suggesting that the cemetery was used for over a 1,000 years. This means that the stirrup spout bottles excavated from the different tombs might have different ages. The style of the bottles determines its age. The first step is to set up a matrix in which as many features as possible have continuous time spans. Significant features include the shape and proportions of the spout, the shape and proportions of the body, the kind of decoration that is used, where the decoration is applied on the bottle, and the orientation of the design field.

5. Socratic Seminar: listen to postings from fellow campers, and then add discussion posts to others’ comments/questions on the Voicethread project


The students will post their questions/ideas concerning the dispute of ownership in regards to the Bust of Nefertiti and what they have learned thus far (Socratic Seminar posting for days 1-3 only). The students will submit their questions/ideas post on a Voicethread. Upon completion, it will be submitted to Dr. Peter Der



Autry & Burdette Archeology 24 Manuelian, Professor of Egyptology, at Harvard University. His seminar class is planning to talk about this same issue and will utilize the students Voicethread Socratic discussion and persuasive opinion statements as a springboard for his class to debate. This final exercise will prepare the students for their Day 3 excavation exercise. The link below will provide a virtual experience is viewing landscapes to determine possible “dig” sites.

6. The students will view satellite photos, focusing on the landscapes, to determine where to dig.


Day 3 Wednes

day

Can You Dig It?

17. What are the archeological processes?

a. Pre-Field investigations- to conduct research on the area of the archeological find.

b. Fieldwork- Use the basic elements of site excavation and record keeping

• An archeologist compares the layers in which artifacts are found to determine the age based on the its context and this is called stratigraphic dating

c. Lab analysis- In the

Some tools of archeology will be set up for students to explore. They will be using the tools in their mock dig. Cards will be positioned beside the tools asking: Can you identify what each tool is and what it is used for? The tools will be numbered and the students will record their answers in their field notebooks. Books about actual digs and activities will also be set up for the students to look through.

4. Hook-Through a power point (Webquest Day 3- hook link), the teachers will introduce the following scenario: You are an archeologist who is part of Germany’s archeological team. Your quest is to excavate an area in Egypt where the Museum Berlin acquired permits to dig. http://www.zunal.com/webquest.php?w=87962

5. The teacher will then review the processes an archeologist applies using the following websites: (Webquest Day 3 Archeological






Autry & Burdette Archeology 25 lab stage an archeologist will classify artifacts by color, shape, size, and material in which it is made.

d. Interpretation- Archaeologists study artifacts from the past, and evaluate the context of those artifacts to understand how the artifacts were used and who used them.

Vocabulary words dig (n) in archeology, a dig is a site that is being excavated- or dug up fieldwork (n) (FEELD-wurk) work done at a dig or archeological site sediment (n) (SED-uh-muhnt) solid stuff that has been carried by water provenience (proh-VEE-nee-uhns, -veen-yuh ns) a place of origin, esp that of a work of art or archaeological specimen quadrant (n) (KWOD-ruhnt) geometry, astronomy. one of the four parts into which a plane, as the face of a heavenly body, is divided by two perpendicular lines, numbered counterclockwise from upper right: the first quadrant of the moon.

Process and think quest links) http://www.zunal.com/webquest.php?w=87962

6. The students will participate in a mock dig

a. Pre-field investigation- the students will determine what they want to accomplish in this mock dig and will create a research design plan

b. Field-work and lab analysis-the students will split into two teams and will choose one of the containers to excavate. The students will use a camera, grid and log book to record the location of each artifact found and its relevance

c. Interpretation- The students will then describe each artifact and interpret what it was used for, how old it is, and who may have used it.

7. Socratic Seminar: listen to postings from fellow campers, and then add discussion posts to others’ comments/questions on the Voicethread project. http://voicethread.com/share/1465479/

The students will post their



http://dictionary.reference.com/browse/the

http://dictionary.reference.com/browse/face

http://dictionary.reference.com/browse/moon

http://voicethread.com/share/1465479/


Autry & Burdette Archeology 26 questions/ideas concerning the dispute of ownership in regards to the Bust of Nefertiti and what they have learned thus far (Socratic Seminar posting for days 1-3 only). The students will submit their questions/ideas post on a Voicethread. Upon completion, it will be submitted to Dr. Peter Der Manuelian, Professor of Egyptology, at Harvard University. His seminar class is planning to talk about this same issue and will utilize the students Voicethread Socratic discussion and persuasive opinion statements as a springboard for his class to debate.

Day 4 Thursday

I Am An Archeologist

18. Ethics and Repatriation: Review the seven principles http://www.saa.org/AbouttheSociety/PrinciplesofArchaeologicalEthics/tabid/203/Default.aspx

Principle No. 1: Stewardship The archaeological record, that is, in situ archaeological material and sites, archaeological collections, records and reports, is irreplaceable. It is the responsibility of all archaeologists to work for the long-term conservation and protection of the archaeological record by practicing and promoting stewardship of the archaeological record. Stewards are both caretakers

Students will be given a dilemma in which they have to decide what is ethical. Dilemma: You are out of money and want to go to the movies with your friends. Your parents do not lend you money for any reason because they are trying to teach you responsibility. Your mom and dad don’t know that you have spent all of your allowance at the football game last night. You know that they have a cash fund drawer that they do not check very often and your parents are gone and won’t be back for hours. The money is

7. The teacher will begin the class with a brief discussion the “Money” dilemma which will be given as the students enter the door.

8. The students will give their opinions on what they believe to be an ethical decision.

9. The teacher will review the Ethics and Repatriation Issues and the 7 guiding principles archeologists follow.


S tewardship A ccountability C ommercialization P ublic Education &









Autry & Burdette Archeology 27 of and advocates for the archaeological record for the benefit of all people; as they investigate and interpret the record, they should use the specialized knowledge they gain to promote public understanding and support for its long-term preservation.

Principle No. 2: Accountability Responsible archaeological research, including all levels of professional activity, requires an acknowledgment of public accountability and a commitment to make every reasonable effort, in good faith, to consult actively with affected group(s), with the goal of establishing a working relationship that can be beneficial to all parties involved.

Principle No. 3: Commercialization The Society for American Archaeology has long recognized that the buying and selling of objects out of archaeological context is contributing to the destruction of the archaeological record on the American continents and around the world. The commercialization of archaeological objects - their use as commodities to be exploited for personal enjoyment or profit - results in the destruction of

not yours to take but you will pay it back when you get your allowance next week. Do you take the money even though it is not yours and pay it back later or do you just tell your friends, “No, I can’t go because I spent all my money last night?” What is the right thing to do? Be ready to discuss with the other campers.

Outreach I ntellectual Property P ublic Reporting & Publication R ecords & Preservation T raining & Resources (display on previously prepared poster)

10. Remind students that when they create & post their persuasive opinion, to make sure that their decision is ethical.

11. Then the students will revisit the link sites through the Webquest pages. They will generate ideas on how to resolve the ownership of the bust of Nefertiti located in Egyptian Museum Berlin, Berlin, Germany.


12. The students will use the persuasive opinion rubric as a guide to create and post a position statement to the Voicethread project. http://voicethread.com/share/1465479/

On the final day of this project, the students will post their persuasive opinion statement on the issue of repatriation and the request for the Bust of Nefertiti to be returned to Egypt. The students will present their position on this dispute through a post on the





Autry & Burdette Archeology 28 archaeological sites and of contextual information that is essential to understanding the archaeological record. Archaeologists should therefore carefully weigh the benefits to scholarship of a project against the costs of potentially enhancing the commercial value of archaeological objects. Whenever possible they should discourage, and should themselves avoid, activities that enhance the commercial value of archaeological objects, especially objects that are not curated in public institutions, or readily available for scientific study, public interpretation, and display.

Principle No. 4: Public Education and Outreach Archaeologists should reach out to, and participate in cooperative efforts with others interested in the archaeological record with the aim of improving the preservation, protection, and interpretation of the record. In particular, archaeologists should undertake to: 1) enlist public support for the stewardship of the archaeological record; 2) explain and promote the use of archaeological methods and techniques in understanding human behavior and culture; and 3) communicate archaeological interpretations of the past. Many publics exist for

Voicethread project. Upon completion, it will be submitted to Dr. Peter Der Manuelian, Professor of Egyptology, at Harvard University. His seminar class is planning to talk about this same issue and will utilize the students Voicethread Socratic Seminar discussion and persuasive opinion statements as a springboard for his class to debate.

Autry & Burdette Archeology 29 archaeology including students and teachers; Native Americans and other ethnic, religious, and cultural groups who find in the archaeological record important aspects of their cultural heritage; lawmakers and government officials; reporters, journalists, and others involved in the media; and the general public. Archaeologists who are unable to undertake public education and outreach directly should encourage and support the efforts of others in these activities.

Principle No. 5: Intellectual Property Intellectual property, as contained in the knowledge and documents created through the study of archaeological resources, is part of the archaeological record. As such it should be treated in accord with the principles of stewardship rather than as a matter of personal possession. If there is a compelling reason, and no legal restrictions or strong countervailing interests, a researcher may have primary access to original materials and documents for a limited and reasonable time, after which these materials and documents must be made available to others.

Principle No. 6: Public Reporting and Publication

Autry & Burdette Archeology 30 Within a reasonable time, the knowledge archaeologists gain from investigation of the archaeological record must be presented in accessible form (through publication or other means) to as wide a range of interested publics as possible. The documents and materials on which publication and other forms of public reporting are based should be deposited in a suitable place for permanent safekeeping. An interest in preserving and protecting in situ archaeological sites must be taken in to account when publishing and distributing information about their nature and location.

Principle No. 7: Records and Preservation Archaeologists should work actively for the preservation of, and long term access to, archaeological collections, records, and reports. To this end, they should encourage colleagues, students, and others to make responsible use of collections, records, and reports in their research as one means of preserving the in situ archaeological record, and of increasing the care and attention given to that portion of the archaeological record which has been removed and incorporated into archaeological collections, records, and reports.


Principle No. 8:Training and Resources Given the destructive nature of most archaeological investigations, archaeologists must ensure that they have adequate training, experience, facilities, and other support necessary to conduct any program of research they initiate in a manner consistent with the foregoing principles and contemporary standards of professional practice. 19. Analysis of ethical

dilemmas 20. How does it play a part

in returning artifacts to its place of origin?

Vocabulary Words ethics (n) (ETH-iks) the body of moral principles or values governing or distinctive of a particular culture or group: the Christian ethic; the tribal ethic of the Zuni.

Autry & Burdette Archeology 32 DIGGING UP THE PAST: ARCHEOLOGY

LESSON 1: TRASH PICKERS

I. DEFINE THE CONTENT LESSON OBJECTIVE: After completing this lesson the students will be able to determine the correlation between artifacts found and their significance in the odyssey of the owners. Furthermore, they will be able to interpret the impact of archeologists. LESSON POINT TO PONDER: If I excavated it, then it belongs to me.

II. PREPLANNING: BEGIN WITH THE END IN MIND

A. WHAT 3 ITEMS ARE WORTH KNOWING? (THINK ABOUT THE CONTENT YOU HAVE SELECTED. WHAT IS IMPORTANT FOR STUDENTS TO KNOW?)

AFTER THE LESSON, STUDENTS WILL KNOW THAT… archeologists are trying to attain a view of the past. The people of the past to determine why and how they did things, as well as what was significant to them. STUDENTS WILL KNOW THAT… archeologists are determining the records of the past and sequences of culture history to find out what happened. STUDENTS WILL KNOW THAT… it is important to know that preservation of the evidence of the past is for the benefit of all.

B. WHAT 3 ITEMS ARE IMPORTANT FOR STUDENTS TO BE ABLE TO DO? (DEFINE WHAT STUDENTS SHOULD BE ABLE TO DO AS A RESULT OF YOUR LESSON.)

AFTER THE LESSON, STUDENTS SHOULD BE ABLE TO… gather information and construct their own opinion about the artifacts recovered in the trash and how the artifacts depict an account of someone’s life from the past. STUDENTS SHOULD BE ABLE TO… use problem solving skills to determine how people lived by examining their garbage. STUDENTS SHOULD BE ABLE TO… communicate their predictions by explaining the relationship between the artifacts and the owner.

C. WHAT ARE THE ENDURING UNDERSTANDINGS THAT STUDENTS SHOULD TAKE AWAY FROM THE LESSON? (DEFINE THE BIG IDEAS.)

AFTER THE LESSON, STUDENTS WILL UNDERSTAND THAT… Archeology is the study of people. Archeologists are scientists who look at old things and sites to investigate how people lived in the past. STUDENTS WILL UNDERSTAND THAT… The artifacts that archeologists find tell about a person’s story over time. Archeologists make observations and connections about the artifacts found to how people lived their lives. STUDENTS WILL UNDERSTAND THAT… In a sense, archeologists are time travelers because they transport themselves from the present to the past through the stories they discover. They find out something about everything people did in the past: how they made tools, why they moved around, and what kind of foods they ate.


III. PLANNING

D. ESSENTIAL QUESTION: (ONE OVERARCHING LESSON QUESTION )

How do artifacts tell a journey of a community/family/individual?

E. ASSESSMENT: (PERFORMANCE TASK) WHAT WILL THE STUDENTS DO TO SHOW YOU THAT THEY MASTERED THE CONTENT?

As the lessons progress, the teachers will gather information to informally assess the students understanding of the material presented. The students will engage in an “It’s in the Garbage” project. The purpose of this exercise is to interpret artifacts and its relevance to the former owners. The students will utilize an activity sheet for recording their responses and guiding their presentations of the trash owners. The presentations will be assessed for relevance, completeness, and accuracy. Questions guiding their thinking should be; how did the owner of these artifacts live? What is the importance of the artifacts to the owner? What do the artifacts tell about the owners’ odyssey? The students will generate 2 or 3 questions for our Day 2, “Guest Expert”, Dr. Ewen. The teacher will use these questions to informally assessment the students’ level of understanding so far and make necessary adjustments for the next lessons.

F. CONTENT LIST THE CONTENT FOR THIS LESSON ONLY. (OUTLINE THE CONTENT YOU WILL TEACH TODAY-THIS MAY COME FROM YOUR CONTENT OUTLINE)

7. Overview of archeology: a. It is the study of past cultures and human behavior. b. The process is executed by analyzing artifacts left behind to

find out how people lived. 8. Ownership of the Bust of Nefertiti.

a. Who is Nefertiti and what is her Odyssey? ii. Queen of Egypt iii. Bust was made of her and is now a famous symbol

of Egypt iv. Powerful Queen v. Bust is now located in Germany

a) Repatriation 7. Impact of movies on archeology

a) Positive impact is increase interest in the field of archeology b) Negative impact is the illusion of adventure and excitement as

displayed in the Indiana Jones movies Vocabulary words antiquities (n) (an-TIK-wi-teez) something belonging to or remaining from ancient times, as monuments, relics, or customs

Autry & Burdette Archeology 34 archeology (n) (ar-kee-OL-uh-jee) the study of past cultures. Archeologists study building, graves, objects, human remains, and artifacts. artifacts (n) (ART-uh-fakts) objects made by humans, especially tools or weapons used in the past civilization (n) (siv-ih-luh-ZAY-shuhn) a highly developed and organized society with its own culture and technology date (v) (dayt) to determine the age of an artifact Egyptology (n) (ee-jip-TOL-uh-jee ) the study of the archeology and language of ancient Egypt legend (n) (LEJ-uhnd) a story passed down from earlier times that have not been proven to be true. repatriation (n)(ree-PEY-tree’uh-shun) to send back or return to one’s own country. voicethread (n) strategy known as digital storytelling. It is an online media album that can hold essentially any type of media (images, documents and videos): http://disruptivetechnologiesk-16.pbworks.com/w/page/17910651/VoiceThread-Tutorials webquest (n) as implied by the name, is an inquiry-based, on-line learning activity. During this activity students work in groups, dividing assignments among each other, so that everyone participates in a group-assigned role. Nefertiti (n) Nefertiti (c. 1370 BC – c. 1330 BC) was the Great Royal Wife (chief consort) of the Egyptian Pharaoh Akhenaten. Nefertiti and her husband were known for a religious revolution, in which they started to worship one god only.

G. HOOK: (DESCRIBE HOW YOU WILL GRAB STUDENTS’ ATTENTION AT THE BEGINNING OF THE LESSON. BE CREATIVE.)

The students will enter the room with their Webquest projected on the screen Your quest... You are a world-renowned archeologist and an expert on preservation, protection and maintenance of cultural objects. You were recently approached by Dr. Peter Der Manuelian, Professor of Egyptology at Harvard University and asked to give your opinion on the fate of a the Bust of Nefertiti that is located in Germany.

In the past, you have worked mainly on the repatriation of human bones and funeral objects. Now you have been asked to give your opinion on the best procedure to preserve and protect the Bust of Nefertiti. You will need to develop your knowledge of Egyptian and German history and culture in order to determine the best way to handle this ancient object. Remember, this object is extremely fragile. One wrong move or uninformed decision could result in the loss of it to civilization forever!






H. INSTRUCTION: (TELL, STEP-BY-STEP, WHAT YOU WILL DO.)

21. Through the use of a Promethean board, the teachers will begin by discussing the Webquest Introduction page displaying their quest and start the discussion with the statements below: The teacher will ask the students to think about the statements and ask, “Is this true?” Then state, “This is our quest”. a. Cultural objects should be returned to their country of origin b. Stable countries should be the protectors of cultural objects c. Museums that excavated the cultural objects should remain the

caretakers of these artifacts http://www.zunal.com/webquest.php?w=87962 22. After exploring the “Hook” link, the teacher will have the students

share their thinking and relevant information about archeology. This will pull together the students background knowledge. Next the teacher will open the Archeology Introduction page on the Webquest to review archeology and why it is important in proving or disputing history. http://www.zunal.com/webquest.php?w=87962

23. The teachers will then introduce students to the issue of repatriation and its relevance to their quest. Review Germany and Egypt’s claim to the Bust of Nefertiti. Next, the students will discuss the issue of Repatriation: Ethics. (link on Webquest page) http://www.zunal.com/webquest.php?w=87962

24. Whose trash is it anyway? Today the students will look at artifacts left behind by two people living in the same community. First, the students will explore the “It’s in the Garbage” project with a partner. Each group will receive a different trash bags. The partners will examine the trash and make inferences to determine the odyssey of that person’s life. They will use their “It’s in the Garbage” sheet to record their analysis. The students will then present their analysis to the group by creating a story of a typical day. The journey description may include a possible age, gender, socioeconomic status, etc... These descriptions can be a half page long, a poster, reenactment of the character, or a three minutes presentation to read in class. Some questions to ponder are: How does the trash (artifacts) left behind tell us about the people’s odyssey and their life journey? The students may ask questions, make connections/ assumptions about this time period, state hypothesis, etc… a. It’s in the Garbage” project material

i. 2 different trash bags per group containing different items. The first bag will include some Acrombie & Finch clothing tags, a hair clip, high price restaurant receipt, concert tickets for Justin Bieber & Taylor Swift, a carnival cruise itinerary flyer, and a Play Station 3 game wrapper. The second bag will contain a flyer for the Second Chance Mission shelter, a baseball cap, a candy bar wrapper, playing cards, receipts from a second hand clothing store, fishing line, Wal-Mart receipt for lures, and a TV dinner box.

ii. Poster board, markers, writing paper iii. Recording sheet (posted below)




Autry & Burdette Archeology 36 25. The student will listen to a brief podcast from an author and

archeologist. They will create 2 to 3 questions to ask our guest speaker concerning the science of archeology. http://www.speakingofhistory.com/speakingof history65.mp3 (We are only going to listen to the section referring to Indiana Jones and the positives and negatives that the movie created-its start about a third into the interview)

26. Create a Socratic Seminar discussion post to the Voicethread project. http://voicethread.com/share/1465479/

The students will post their questions/ideas concerning the dispute of ownership in regards to the Bust of Nefertiti and what they have learned thus far (Socratic Seminar posting for days 1-3 only). The students will submit their questions/ideas post on a Voicethread. Upon completion, it will be submitted to Dr. Peter Der Manuelian, Professor of Egyptology, at Harvard University. His seminar class is planning to talk about this same issue and will utilize the students Voicethread Socratic discussion and persuasive opinion statements as a springboard for his class to debate.



Autry & Burdette Archeology 38 Grid Paper in Student Log Book

Autry & Burdette Archeology 39 Quest for the Bust of Nefertiti

Quest for the Bust of Nefertiti: Repatriation of Cultural Objects Worksheet (for use along with the Webquest) Student name(s) ________________________________________________________________________ 1. Describe what repatriation means in your own words. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2. Who is Queen Nefertiti? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 3. Where, when and by whom was the Bust of Nefertiti taken?? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 4. What is the cultural significance of the Bust of Nefertiti to Egypt? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 5. What is the cultural significance of the Bust of Nefertiti to Germany? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

https://blackboard.ecu.edu/courses/1/SPED6402640201130/content/_4578168_1/embedded/Quest for the Bust of Nefertiti webquest worksheet.docx

Autry & Burdette Archeology 40 Your Quest: Persuasive Opinion Post through a Voicethread You have now studied generally about the issue of repatriation of cultural objects and learned of the Bust of Nefertiti. Now, as part of the committee of archeologist making a recommendation, you will give your expert opinion as to where the Bust of Nefertiti should be located. Here are some questions that might help you in your decision: • Who owns the world’s significant cultural objects? • Why are such objects important and to whom? • Should ownership/control be in the hands of the more powerful? Or should it be returned to the geographic place of origin? Or should it go to the cultural group (e.g. language or religion) with which it is associated? Or should such artifacts be placed where they can best be preserved? • What are the legalities if the artifact had been sold to another? What if the conditions under which an artifact was moved are in question? Now, you will develop your opinion. Your position statement should include the following criteria: Position clearly stated and a minimum of two facts that support your position.

Archeology: Digging Up the Past Instructions for Socratic Seminars

Participant Preparations — what do we all do before we come to a Socratic Seminar?

• Research the topic thoroughly • Write notes on key points and interesting facts • Notate or highlight any Internet printouts • Brainstorm themes relevant to the topic. • Brainstorm connections among facts and details • Create questions.

Dialogue and expectations are characterized by:

• suspending judgment • examining our own work without defensiveness • exposing our reasoning and looking for limits to it • communicating our underlying assumptions • exploring viewpoints more broadly and deeply • being open to disconfirming data • approaching someone who sees a problem differently not as an adversary, but as a colleague in

common pursuit of better solution • asking for help to clear up confusion • supporting each other • questioning each other in a civil manner


Persuasive Opinion Statement: Rubric Quest for the Bust of Nefertiti CATEGORY 4 -

Above Standards

3 - Meets Standards

2 - Approaching Standards

1 - Below Standards

Score

Position Statement

The position statement provides a clear, strong statement of the author's position on the topic.

The position statement provides a clear statement of the author's position on the topic.

A position statement is present, but does not make the author's position clear.

There is no position statement.

Support for Position

Includes 2 or more pieces of evidence (facts, statistics, and examples) that support the position statement. The author anticipates the reader's concerns, biases or arguments and has provided at least 1 counterargument.

Includes 2 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement.

Includes 2 pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement.

Includes no evidence (facts, statistics, examples, real-life experiences).

Evidence and Examples

All evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position.

Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position.

At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author's position.

Evidence and examples are NOT relevant AND/OR are not explained.

Accuracy All supportive facts and statistics are reported accurately.

Almost all supportive facts and statistics are reported accurately.

Most supportive facts and statistics are reported accurately.

Most supportive facts and statistics were inaccurately reported.


DIGGING UP THE PAST: ARCHEOLOGY LESSON 2: Meet an Expert

Dr. Charles Ewen, Professor of Archeology, East Carolina University

I. DEFINE THE CONTENT LESSON OBJECTIVE: After meeting Dr. Ewen, the students will be familiar with the responsibilities of an archeologist and be able to use archeological tools/time periods correctly to examine and analyze artifacts. LESSON POINT TO PONDER: Historical accounts accurately present the story of people and their things.



AFTER THE LESSON, STUDENTS WILL KNOW… that archeologists utilize several methods to calculate the age of an item. STUDENTS WILL KNOW… that archeologists spend more time conducting research than doing fieldwork. STUDENTS WILL KNOW… that archeologists use precise methods for cataloging the evidence, as well as a variety of tools to excavate the artifacts and/or remains


AFTER THE LESSON, STUDENTS SHOULD BE ABLE TO… engage in an archeological activity selecting appropriate tools. STUDENTS SHOULD BE ABLE TO… analyze artifacts & assess possible methods used for dating the items. STUDENTS SHOULD BE ABLE TO… to view satellite landscapes and make educated guesses on where to excavate.


AFTER THE LESSON, STUDENTS WILL UNDERSTAND THAT…. As scientists, archeologists are reconstructing and interpreting the past. STUDENTS WILL UNDERSTAND THAT… archeologists employ various tools while completing fieldwork. STUDENTS WILL UNDERSTAND THAT… archeologists utilize multiple methods for calculating the chronology date of artifacts

III. PLANNING


How do archeologists process and date artifacts and why is this relevant?

E. ASSESSMENT: (PERFORMANCE TASK) WHAT WILL THE STUDENTS DO TO SHOW YOU THAT THEY

1. The teacher will informally assess the students for understanding throughout the discussion.

2. Seriation: Ordering Exercise will be assessed using the matrix rubric that is included in the resource, provided by Dr. Ewen

Autry & Burdette Archeology 43 MASTERED THE CONTENT?


1. Archeologist: A scientist that studies ancient people, societies, and their cultures

2. Archeologist: today the students will meet an archeologist and learn about data analysis, carbon dating, and cataloging.

e. Tools f. Processes

3. Interpreting a community’s odyssey from remains & artifacts g. Research topic to form opinion on a topic h. Learn how to write their opinion on a controversial topic through

Socratic Seminar Vocabulary words cataloging(v) (KAT-l-awg, -og-ing) identifies the evidence and makes a record of them. To do the job well, archeologist need to know when and how things were made their names, styles, and uses. evidence (n) (EV-uh-duhnss) information or facts used to prove something excavating (v) (EK-skuh-vay-ting) digging up and recovering artifacts and other clues about people of the past radiocarbon dating (v) (rey-dee-oh-KAHR-buhn) basically, all living things absorb carbon during their lives. Scientists know that it takes about 5,500 years for half the carbon to break down. By measuring the remaining radioactive carbon, researchers can thus calculate the age of the item. stylistic difference dating (v) (stahy-lis-tic-dif-er-uhns) researchers can thus calculate the age of the items based on their shapes and proportions as well as curving, paintings, and decorations are indicators to specific time periods


The tools are ready for use… Wait! Let’s check its date. The students will view pictures of various tools from the Stone times during the Prehistoric Period. The teacher will inquire about the style of tools, their purpose, and how the style tells the age and time period. http://www.zunal.com/webquest.php?w=87962 (FIRST RESOURCE DAY2)


5. The teacher will present a PowerPoint slide depicting various tools from the Prehistoric Period from the Webquest Day 2 page. http://www.zunal.com/webquest.php?w=87962

While viewing the pictures of the tools, the teacher will ask about the style of the tools and how these styles give insight to the tools’ age. 6. The students will meet an expert in the field, Dr. Ewen, Professor of

Archeology at East Carolina University. a. Visit NAGPRA website to review concerns that Native American

remains were not being treated with due respect by archeologists



Autry & Burdette Archeology 44 and museum curators. (Webquest Day 3 –resource link 3)

b. Tools of archeology and how artifacts are dated- Dr Ewen will present information on how to date artifact using Stylistic Differences. The shapes and proportions help determine time periods. Curving, paintings, and decorations are also indicators to specific time periods as well as regions/ cultural

c. The students will be given an opportunity to ask Dr. Ewen questions.

d. Responsibility of the Archeologist i. Inventory-prepare list of all human remains and objects in

their collection together with cultural affiliation (if known)

ii. Notification- notify closest-affiliated descendant iii. Repatriation- culturally affiliated descendants can request

the repatriation of the remains and objects e. Seriation: Ordering Archeological Evidence by Stylistic

Difference- The students will participate in a Seriation ordering exercise using archeological tools and processes skills for dating. They will be presented with the following problem:

The Data and the Problem- 12 stirrup spouts were excavated in a single cemetery. Radiocarbon measurement on tissues from individuals buried in the cemetery ranged from 3800 years to 2600 years, suggesting that the cemetery was used for over a 1,000 years. This means that the stirrup spout bottles excavated from the different tombs might have different ages. The style of the bottles determines its age. The first step is to set up a matrix in which as many features as possible have continuous time spans. Significant features include the shape and proportions of the spout, the shape and proportions of the body, the kind of decoration that is used, where the decoration is applied on the bottle, and the orientation of the design field.


The students will post their questions/ideas concerning the dispute of ownership in regards to the Bust of Nefertiti and what they have learned thus far ((Socratic Seminar posting for days 1-3 only). The students will submit their questions/ideas post on a Voicethread. Upon completion, it will be submitted to Dr. Peter Der Manuelian, Professor of Egyptology, at Harvard University. His seminar class is planning to talk about this same issue and will utilize the students Voicethread Socratic discussion and persuasive opinion statements as a springboard for his class to debate.

This final exercise will prepare the students for their Day 3 excavation exercise. The link below will provide a virtual experience is viewing


Autry & Burdette Archeology 45 landscapes to determine possible “dig” sites.

9. The students will view satellite photos, focusing on the landscapes, to determine where to dig.

http://www.flickr.com/photos/opaxir/2505866623/in/pool-890580@N25

Hook: ctrl+click to open Prehistoric Tools PowerPoint link

How do these tools relate to the odyssey of the people who made and used them,

http://www.flickr.com/photos/opaxir/2505866623/in/pool-890580@N25

Autry & Burdette Archeology 46 Dr. Charles Ewen’s Seriation: Ordering Archeological Evidence by Stylistic Differences Exercise and

Rubric


DIGGING UP THE PAST: ARCHEOLOGY LESSON 3: Can You Dig It?

I. DEFINE THE CONTENT

LESSON OBJECTIVE: The students will learn and understand how to complete and excavation and keep accurate records of their findings. LESSON POINT TO PONDER: The context in which an artifact is found is as important as the artifact.



AFTER THE LESSON, STUDENTS WILL KNOW… that it is important to keep accurate records so that the archeologist can refer back to their journals when making an interpretation of the site. STUDENTS WILL KNOW… if accurate records are not kept people will not know the true story of the culture to which the artifacts belong. STUDENTS WILL KNOW… that archeology helps retell a true account of history.


AFTER THE LESSON, STUDENTS WILL BE ABLE TO… carefully excavate, record findings, and make observations about each artifact. STUDENTS WILL BE ABLE TO… reconstruct the “site” and what it might have looked like in the past. STUDENTS WILL BE ABLE TO …set up a grid system for recording the location of each artifact.


AFTER THE LESSON, STUDENTS WILL UNDERSTAND THAT …artifacts tell a story STUDENTS WILL UNDERSTAND THAT …Artifacts are important to the culture in which they belong but are also important to others so that all people can learn from other cultures. STUDENTS WILL UNDERSTAND THAT …archeology is important for discovering a culture’s history.

III. PLANNING

D. ESSENTIAL QUESTION: (ONE OVERARCHING

Why is important to keep accurate records when conducting an excavation?

Autry & Burdette Archeology 48 LESSON QUESTION )


The students will conduct a mock dig designed to simulate the processes an archeologist takes when locating artifacts at the excavation site. Students will be given grid journals to record their findings. The students will record accurately in their field journals the location of each artifact, total number of artifacts found, stratigraphy (layer) in which each artifact was found, and observations made about each artifact. The field journal recordings will be assessed for completeness and accuracy using a model grid scale and point rubric. The teacher will monitor and point out any inaccuracies during the mock dig exercise.


2. What are the archeological processes? a. Pre-Field investigations- to conduct research on the area of

the archeological find. b. Fieldwork- Use the basic elements of site excavation and

record keeping • Archeologist record where and what they find

during the excavation on a grid which is laid out in squares and labeled with coordinates.

• An archeologist compares the layers in which artifacts are found to determine the age based on the its context and this is called stratigraphic dating

c. Lab analysis- In the lab stage an archeologist will classify artifacts by color, shape, size, and material in which it is made.

d. Interpretation- Archaeologists study artifacts from the past, and evaluate the context of those artifacts to understand how the artifacts were used and who used them.

Vocabulary words dig (n) in archeology, a dig is a site that is being excavated- or dug up fieldwork (n) (FEELD-wurk) work done at a dig or archeological site sediment (n) (SED-uh-muhnt) solid stuff that has been carried by water provenience (proh-VEE-nee-uhns, -veen-yuh ns) a place of origin, esp that of a work of art or archaeological specimen quadrant (n) (KWOD-ruhnt) geometry, astronomy. one of the four parts into which a plane, as the face of a heavenly body, is divided by two perpendicular lines, numbered counterclockwise from upper right: the first quadrant of the moon.

G. HOOK: (DESCRIBE HOW YOU WILL GRAB STUDENTS’

Some tools of archeology will be set up for students to explore. They will be using the tools in their mock dig. Cards will be positioned beside the tools asking: Can you identify what each tool is and what it is used for?

http://dictionary.reference.com/browse/the

http://dictionary.reference.com/browse/face

http://dictionary.reference.com/browse/moon

Autry & Burdette Archeology 49 ATTENTION AT THE BEGINNING OF THE LESSON. BE CREATIVE.)

The tools will be numbered and the students will record their answers in their field notebooks. Books about actual digs and activities will also be set up for the students to look through.


8. Hook-Through a power point (Webquest Day 3- hook link), the teachers will introduce the following scenario: You are an archeologist who is part of Germany’s archeological team. Your quest is to excavate an area in Egypt where the Museum Berlin acquired permits to dig. http://www.zunal.com/webquest.php?w=87962

9. The teacher will then review the processes an archeologist applies using the following websites: (Webquest Day 3 Archeological Process and think quest links) http://www.zunal.com/webquest.php?w=87962

10. The students will participate in a mock dig

a. Pre-field investigation- the students will determine what they want to accomplish in this mock dig and will create a research design plan. The students will generate questions or hypotheses about the archaeological site, details about what is already known, and a layout of the various methods that will be employed during the investigation. The plan will be recorded in outline form in the log books

b. Field-work and lab analysis-the students will split into two teams and will choose one of the containers to excavate. The students will use a camera, grid and log book to record the location of each artifact found and its relevance

c. Interpretation- The students will then describe each artifact and interpret what it was used for, how old it is, and who may have used it.


The students will post their questions/ideas concerning the dispute of ownership in regards to the Bust of Nefertiti and what they have learned thus far (Socratic Seminar posting for days 1-3 only). The students will submit their questions/ideas post on a Voicethread. Upon completion, it will be submitted to Dr. Peter Der Manuelian, Professor of Egyptology, at Harvard University. His seminar class is planning to talk about this same issue and will utilize the students Voicethread Socratic discussion and persuasive opinion statements as a springboard for his class to debate.




Autry & Burdette Archeology 50 Day 3 Hook PowerPoint link

I

http://mail.onslow.k12.nc.us/exchange/mburdette/Inbox/RE: updated module 5.EML/Autry-Burdette Module 5 revised lessons plan.doc/C58EA28C-18C0-4a97-9AF2-036E93DDAFB3/Intro to processes of archeology.ppt.pptx


Grid Paper

A B C

Autry & Burdette Archeology 52 Excavation Rubric

CATEGORY 4 3 2 1 Field work The student used

a camera, grid and log book to accurately record the location of each artifact found.

The student used a camera, grid and log book to record the location of 90% of the artifacts found.

The student used a camera, grid and log book to record 80% of the artifacts found.

The student used a camera, grid and log book to record only 70% of the artifacts found.

The student classified the artifacts by color, shape, size, and material in which it is made.

The student classified the artifacts using all of the stated attributes.

The student classified the artifacts using 3 out of the 4 attributes.



Interpretation The student gives a reasonable and clear explanation of how each artifact may have been used.

The student gives a reasonable and clear explanation of how most artifacts may have been used.

The student gives a fairly reasonable and clear explanation of how most artifacts may have been used.

The student's explanations were weak and unclear as to how each artifact was used.

Time and Effort Class time was used wisely. Much time and effort went into using the archeological processes.

Class time was used wisely. Student could have put in more time and effort into using the archeological processes.

Class time was not always used wisely, but student did use some of the archeological processes.

Class time was not used wisely and the student did not use the archeological processes.

Autry & Burdette Archeology 53 DIGGING UP THE PAST: ARCHEOLOGY LESSON 4: I am an Archeologist!

I. DEFINE THE CONTENT

LESSON OBJECTIVE: Student will review information on the repatriation of Egyptian artifacts from both the German’s point of view and the Egyptian’s point of view. They will focus on the problem the archeologist, Dr. Hawass, faces and create a solution on Voicethread. Each solution will be sent to Dr. Peter Der Manuelian, Professor of Egyptology, at Harvard University for review. LESSON POINT TO PONDER: Most of Egypt’s artifacts have either been destroyed or removed to other institutes for study. They should be returned to the place of their origin: Egyptians have the only valid right to Egyptian artifacts.

II. PREPLANNING: BEGIN WITH THE END IN MIND A. WHAT 3 ITEMS ARE WORTH KNOWING? (THINK ABOUT THE CONTENT YOU HAVE SELECTED. WHAT IS IMPORTANT FOR STUDENTS TO KNOW?)

AFTER THE LESSON, STUDENTS WILL KNOW…. the journey of the “Bust of Nefertiti” and how she ended up in Berlin. STUDENTS WILL KNOW…. how to use a rubric to guide their decision in developing a persuasive opinion. STUDENTS WILL KNOW…. how to apply their knowledge in Voicethread


AFTER THE LESSON, STUDENTS WILL BE ABLE TO …. create a Voicethread post that state their opinion accurately and clearly to an appropriate audience. STUDENTS WILL BE ABLE TO …. to state their opinion based on research. STUDENTS WILL BE ABLE TO …. make decisions regarding archeology following the ethical principles of archeology.


AFTER THE LESSON, STUDENTS WILL UNDERSTAND THAT….rules and regulations aren’t always cut and dry. STUDENTS WILL UNDERSTAND THAT….some situations have more than one point of view or story. STUDENTS WILL UNDERSTAND THAT….you must research a topic thoroughly to make an informed decision without bias.

Autry & Burdette Archeology 54 III. PLANNING


Who should have possessions of artifacts after they have been carefully excavated? Should the owner of the land have the artifact or should the country who conducted the dig control ownership of the artifact?


The students will create a Voicethread post. The teacher will assess their final project using the persuasive opinion rubric as a guide. Mastery of the final project will be based on the following criteria:

• Position Statement: create a position statement providing clear, strong statement of the author’s position on the topic

• Support for Position: includes 2 or more pieces of evidence (facts, statistics, and examples) that support the position statement

• Evidence and Examples: most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the position statement

• Accuracy: Almost all supportive facts and statistics are reported accurately


Ethics and Repatriation: Review the seven principles http://www.saa.org/AbouttheSociety/PrinciplesofArchaeologicalEthics/tabid/203/Default.aspx

Principle No. 1: Stewardship The archaeological record, that is, in situ archaeological material and sites, archaeological collections, records and reports, is irreplaceable. It is the responsibility of all archaeologists to work for the long-term conservation and protection of the archaeological record by practicing and promoting stewardship of the archaeological record. Stewards are both caretakers of and advocates for the archaeological record for the benefit of all people; as they investigate and interpret the record, they should use the specialized knowledge they gain to promote public understanding and support for its long-term preservation.

Principle No. 2: Accountability Responsible archaeological research, including all levels of professional activity, requires an acknowledgment of public accountability and a commitment to make every reasonable effort, in good faith, to consult actively with affected group(s), with the goal of establishing a working relationship that can be beneficial to all parties involved.

Principle No. 3: Commercialization The Society for American Archaeology has long recognized that the buying and selling of objects out of archaeological context is contributing to the destruction of the archaeological record on the American continents and around the world. The commercialization of archaeological objects - their use as commodities to be exploited for personal enjoyment or profit - results in the destruction of archaeological sites and of contextual information that is essential to understanding



Autry & Burdette Archeology 55 the archaeological record. Archaeologists should therefore carefully weigh the benefits to scholarship of a project against the costs of potentially enhancing the commercial value of archaeological objects. Whenever possible they should discourage, and should themselves avoid, activities that enhance the commercial value of archaeological objects, especially objects that are not curated in public institutions, or readily available for scientific study, public interpretation, and display.

Principle No. 4: Public Education and Outreach Archaeologists should reach out to, and participate in cooperative efforts with others interested in the archaeological record with the aim of improving the preservation, protection, and interpretation of the record. In particular, archaeologists should undertake to: 1) enlist public support for the stewardship of the archaeological record; 2) explain and promote the use of archaeological methods and techniques in understanding human behavior and culture; and 3) communicate archaeological interpretations of the past. Many publics exist for archaeology including students and teachers; Native Americans and other ethnic, religious, and cultural groups who find in the archaeological record important aspects of their cultural heritage; lawmakers and government officials; reporters, journalists, and others involved in the media; and the general public. Archaeologists who are unable to undertake public education and outreach directly should encourage and support the efforts of others in these activities.

Principle No. 5: Intellectual Property Intellectual property, as contained in the knowledge and documents created through the study of archaeological resources, is part of the archaeological record. As such it should be treated in accord with the principles of stewardship rather than as a matter of personal possession. If there is a compelling reason, and no legal restrictions or strong countervailing interests, a researcher may have primary access to original materials and documents for a limited and reasonable time, after which these materials and documents must be made available to others.

Principle No. 6: Public Reporting and Publication Within a reasonable time, the knowledge archaeologists gain from investigation of the archaeological record must be presented in accessible form (through publication or other means) to as wide a range of interested publics as possible. The documents and materials on which publication and other forms of public reporting are based should be deposited in a suitable place for permanent safekeeping. An interest in preserving and protecting in situ archaeological sites must be taken in to account when publishing and distributing information about their nature and location.

Principle No. 7: Records and Preservation Archaeologists should work actively for the preservation of, and long term access to, archaeological collections, records, and reports. To this end, they should encourage colleagues, students, and others to make responsible use of collections, records, and reports in their research as one means of preserving the in situ archaeological record, and of increasing the care and attention given to that portion of the archaeological record which has been removed and incorporated into archaeological collections,

Autry & Burdette Archeology 56 records, and reports.

Principle No. 8:Training and Resources Given the destructive nature of most archaeological investigations, archaeologists must ensure that they have adequate training, experience, facilities, and other support necessary to conduct any program of research they initiate in a manner consistent with the foregoing principles and contemporary standards of professional practice.

Analysis of ethical dilemmas

a. Mock dilemma- clear ethical choice b. Germany’s and Egypt’s reasons for ownership- both legitimate claims-unclear

ethical choice Vocabulary Words ethics (n) (ETH-iks) the body of moral principles or values governing or distinctive of a particular culture or group: the Christian ethic; the tribal ethic of the Zuni.


Students will be given a dilemma in which they have to decide what is ethical. Dilemma: You are out of money and want to go to the movies with your friends. Your parents do not lend you money for any reason because they are trying to teach you responsibility. Your mom and dad don’t know that you have spent all of your allowance at the football game last night. You know that they have a cash fund drawer that they do not check very often and your parents are gone and won’t be back for hours. The money is not yours to take but you will pay it back when you get your allowance next week. Do you take the money even though it is not yours and pay it back later or do you just tell your friends, “No, I can’t go because I spent all my money last night?” What is the right thing to do? Be ready to discuss with the other campers.


13. Remind students of final assignment…Their Quest 14. The teacher will begin the class with a brief discussion of the “Money” dilemma

which will be given as the students enter the door. 15. The students will give their opinions on what they believe to be an ethical decision. 16. The teacher will review the Ethics and Repatriation Issues and the 7 guiding

principles archeologists follow. http://www.saa.org/AbouttheSociety/PrinciplesofArchaeologicalEthics/tabid/203/Default.aspx (How will we review these –some more important than others?) S tewardship A ccountability C ommercialization P ublic Education & Outreach I ntellectual Property P ublic Reporting & Publication R ecords & Preservation T raining & Resources (display on previously prepared poster)

17. Remind students that when they create & post their persuasive opinion, to make sure that their decision is ethical.



Autry & Burdette Archeology 57 18. Then the students will revisit the link sites through the Webquest pages. They will

generate ideas on how to resolve the ownership of the bust of Nefertiti located in Egyptian Museum Berlin, Berlin, Germany.


19. The students will use the persuasive opinion rubric as a guide to create and post a position statement to the Voicethread project. http://voicethread.com/share/1465479/

On the final day of this project, the students will post their persuasive opinion statement on the issue of repatriation and the request for the Bust of Nefertiti to be returned to Egypt. The students will present their position on this dispute through a post on the Voicethread project. Upon completion, it will be submitted to Dr. Peter Der Manuelian, Professor of Egyptology, at Harvard University. His seminar class is planning to talk about this same issue and will utilize the students Voicethread Socratic Seminar discussion and persuasive opinion statements as a springboard for his class to debate.

Hook Day 4

Dilemma � You are out of money and want to go to the movies with your friends. � Your parents do not lend you money for any reason because they are trying to

teach you responsibility. � Your mom and dad don’t know that you have spent all of your allowance at the

football game last night. � You know that they have a cash fund drawer that they do not check very often

and your parents are gone and won’t be back for hours. � The money is not yours to take but you will pay it back when you get your

allowance next week. � You have two choices: 1. Do you take the money even though it is not yours and pay it back later? 2. Do you just tell your friends, “No, I can’t go because I spent all my money last

night?” Be ready to discuss your decision.




Persuasive Opinion: Quest for the Bust of Nefertiti CATEGORY 4 -

Above Standards

3 - Meets Standards

2 - Approaching Standards

1 - Below Standards

Score

Position Statement

The position statement provides a clear, strong statement of the author's position on the topic.

The position statement provides a clear statement of the author's position on the topic.

A position statement is present, but does not make the author's position clear.

There is no position statement.

Support for Position

Includes 2 or more pieces of evidence (facts, statistics, and examples) that support the position statement. The author anticipates the reader's concerns, biases or arguments and has provided at least 1 counterargument.

Includes 2 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement.

Includes 2 pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement.

Includes no evidence (facts, statistics, examples, real-life experiences).

Evidence and Examples

All evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position.

Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position.

At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author's position.

Evidence and examples are NOT relevant AND/OR are not explained.

Accuracy All supportive facts and statistics are reported accurately.

Almost all supportive facts and statistics are reported accurately.

Most supportive facts and statistics are reported accurately.

Most supportive facts and statistics were inaccurately reported.

archeology: digging up the past

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