Archaeology: Whose Story?

Developed by Sarah McFadden Western New York Writing Project Summer Institute 2011 8 July, 2011

Now come the passionate midnights in the museum basement when out of that random rubble youll invent the dusty market smelling of sheep and spices, streets, palmy gardens, courtyards

set with wells to which, in the blue of evening, one by one come strong veiled women, bearing their perfect jars. Katha Pollit, Archaeology Context: This lesson is designed for upper middle- or high-school students, though it could be adapted for younger students. The sample lesson is designed to stand alone and may be used as is for creative writing; adapted for more expository writing (thesis and supporting details); or adapted to fit into a particular unit by using specific objects that fit particular time periods, places or characters (i.e. Japanese artifacts for Farewell to Manzanar, WWI military replicas for All Quiet On The Western Front, etc., substituting photos for actual artifacts if needed). This lesson should adapt well to cross-curricular use, especially with history or science/forensics classes. Rationale: Looking at objects or artifacts with the eye of an archaeologist asks students to notice details and use those details to develop hypotheses about a character or person. These critical thinking skills can then be applied to noticing an authors use of details in description to understand characterization, and using details in ones own writing to develop a character. Asking students to use details to support a hypothesis can be carried over into using details and arguments to support a thesis statement. Students are allowed choice and creative expression throughout to foster engagement and interest. Objective/Standards: Students will learn how an authors use of detail can help to develop a character, and apply use of appropriate details to support and enhance their own writing [NY ELA Commencement Standard I.1.d; I.2.d; II.2.c] Lesson Design/Procedures: Anticipatory Set: Students will be shown a series of photographs of houses. For each, students are asked to briefly write down a description of who might live there [5 min] 1. Review anticipatory set responses--what details in the photograph

helped you imagine the people/owners? [5 min] 2. Give students Abandoned Farmhouse description worksheet. Ask them (individually or in groups) to write a description of who might have lived there. [5 min] 3. After listening to responses, flip worksheet over and read The Abandoned Farmhouse. [5 min] 4. On response worksheet, identify and explain definitions of archaeology and artifact: observations (attributes, context); interpretation (traits); and hypothesis (evidence). [5 min] 5. Ask students (individually or in groups) to complete hypothesis section on worksheeta statement of what you think happened, supported by at least 3 details. [5 min] 6. Explain artifact assignment and allow students to choose their artifact. [5 min] 7. Individually, students will complete artifact cataloging/interpretation assignment [10 min] 8. Explain creative response assignment and allow students writing time to respond individually [20 min] 9. Share responses. Materials: o Photographs of houses (could be adapted to specific objects, interiors of houses, paintings/still life); projector/PowerPoint/Elmo o Abandoned Farmhouse worksheet/poem (Ted Kooser) o Archaeology artifact worksheet/creative response assignment o Individual objects (more than there are studentscan be adapted to a specific theme, or general junk) Vocabulary: Archaeology--study of ancient things. The science of studying material evidence to find out about human cultures of the past. Artifact--Any object that was made, used, and/or transported by humans that provides information about human behavior in the past. Examples include things like pottery, stone tools, bones with cut marks, coins, etc. Attribute--A characteristic or recognizable quality of an object, such as size, color, material, shape, age, etc., which is used to describe, analyze, or characterize an artifact. Context--The complete environment in which an artifact is found, including its exact location, its surroundings (soil, water, etc.), and its relationship to other artifacts.

Evidence--Data proving a point or contributing to a solution. Hypothesis--A tentative and testable guess or premise. Observation--Looking at and critically noting the details of a site, an artifact, or cultural behavior. Traits--Any element of human culture, material objects, or human practices. Follow-up: A number of possible exercises could be used to follow up on responses. Options include:

Writing about an object associated with a loved onecan be carried into writing about the person by only writing about the object Writing about artifacts you will leave behind Study of characterization through details in a particular novel/story/poem Publishing creative responses in a virtual museum Bringing in a personal artifact, exchanging with another student, and imagining a history/story for the new artifact Researching the people/culture associated with given artifacts Study of specific poemssuggested: o Compendium of Lost Objects, Nicole Cooley [http://www.poets.org/viewmedia.php/prmMID/21526] o The Things, Donald Hall [http://www.poets.org/viewmedia.php/prmMID/22263] o Artifact, Claudia Emerson o Sigma, Anthony Thwait [http://www.poetryarchive.org/poetryarchive/singlePoem.d o?poemId=1707 o Dispatch, Frankie Drayus [http://www.boxcarpoetry.com/012/drayus_frankie_001.ht ml] o Sloe Gin, Shelf Life, The Pitchfork, Seamus Heaney o Remembered, The Music Box, The Hat, Naomi Shihab Nye o Any of Pablo Nerudas Odes to Common Things

Additional Resources/Links: Dig: The Archaeology Magazine for Kids [http://www.digonsite.com]

Archaeology Magazine [http://www.archaeology.org] Smithsonian Institution [http://si.edu]