MONTANA ANCIENT TEACHINGS How To Use This Curriculum
MONTANA ANCIENT TEACHINGSHow to Use This CurriculumTHE BIG PICTUREamong teachers, within a building orMontanaAncientTeachingsis a setof curriculum materials designedtointroduce human prehistory andarchaeologyinto Montana schools.district, is necessary to determinewhich themes are to be taught atMontana Ancient Teachingstargetsintermediate students in grades 4-5,and middle school students in grades6-8. Activities are adaptable to otherlevels.Montana Ancient Teachings isdivided into theme presentations:able, one or more traveling kits from theMontana Historical Society's Educationwhich grade levels.Each theme has, or will have avail-Department to accompany instruction.Also available throughout the state is avarietyof other materials.Montana Archaeology Education ResourceCatalog below for further information.MontanaTheme 1 -Ancient Teachings inArchaeologyTheme 2 -Ancient Origins andPeopleTheme 3 -Ancient TechnologyTheme 4 -Ancient SubsistenceTheme 5 -Ancient ShelterSee theAncientTeachingsisdesigned to be an interdisciplinaryunit. Mold it to suit your content andskill delivery requirements. See theEducational Guide later in this introduction to determine the focus for yourcurriculum needs.Step right into archaeology, matchyour learner needs and goals, and haveEach theme contains informationfun!necessary for a general understandingof prehistory and archaeology.THE PIECESAncient Teachings in ArchaeThe themes in Montana Ancientology and Ancient Origins andTeachingsfollow a consistent format.People (Themes 1 and 2) are designed Eachtheme is identified by its number:for introductory use. Ideally, intermeI, 2, 3, 4, or 5. Each lesson within adiate students would receive thistheme is indicated by a letter (A, B, C,instruction. Instruction may also be at etc.). Thus, IB is Theme I-Lesson B;the middle school level if students did 40 is Theme 4-Lesson 0; and so on.not receive Themes 1 and 2 in a prior Each theme is presented with a dividerpage. Located on this divider page is agrade.Ancient Technology, Ancientlist of lessons,eachwith a leadingquesSubsistence, and Ancient Sheltertion and an overview statement. Eachpresent a more in-depth look at lesson consistsof a naITative,a vocabuMontana prehistory and archaeological lazy list,and one or more activities.methods and theories. Themes 3, 4,and 5 are best taught upon completion TEACHER DELIVERY STRATEGIES:of Themes 1 and 2. Collaboration-Use the leading question andviii Ancient TeachingsMontana Historical Society
activity first to instruct from an inquirymodel of delivery. Then follow up byreading the narrative.-Or use the narrative first for areading lesson, along with the vocabulary list. Then follow up with the activity.Review the format to determineyour instructional path and choice ofdelivery. Develop a plan to accompanyyour teaching style and curriculumneeds and, most importantly, to guidelearners.1. NalTatives target the upper endof intermediate readers and aredesigned for use as a reading lesson.The narrative presents information toconvey a main idea about archaeologyand the ancient past. Vocabularywords are printed in boldface.2. Vocabulary is listed, in alphabetical order, on a separate page. AGlossary for Teachers-defining allvocabulary words highlighted in thenarratives-appears at the end of thiscurriculum.3. Activities follow the narrativeand vocabulary list. One or more maybe included with an individual lesson.Activities may be used prior to thenarrative, or upon completion of it.Communication arts, history and geography, math, science, arts, and technology content areas are represented.The Curriculum Connections at theend of this curriculum offer a crossreference for content areas, both bytheme and curriculum area.The activity format has beendesigned with the relevant data at thetop. This data includes grade level,activity time, subject matter, cooperative learning groupings, and the materials needed to perform the activity.Next comes the objective and outcome,Montana Historical Societyfollowed by the activity itself,presented step-by-step. The finalportion is the extension, which offersideas about how to delve further into atopic; sometimes there is also a listinghere of additional availableresources.A student prerequisite to this unitis the creation of an Arch(aeology)Journal. A student completes activitywork and vocabulary in the ArchJournal. Upon completion of a theme,students can use the information intheir journals for culminating projects,such as books or presentations basedon the knowledge they have acquired.TIPS FORTFACHERSAND ARcHAEOlOGISTSA Hitchhiker's Guide to the Universeof Archaeology EducationWhetheryou are a teacherbitten bythe archaeologybug or an archaeologistmaking a foray into the school system,how do you ensure that a Big Mistakedoes not occur? The answer is planning, communication, and developingadeeper understanding of the needs,demands,and issuesrelated to teachingand archaeology.This sectionoffers tipsto intrepid archaeology educationadventurers. These tips should helpboth studentsand teachersavoid problems and should help to create a mutually rewardingexperience.TIPS FOR TEACHERS1. Archaeology is not a treasurehunt. Archaeologists seek knowledgeof the past through a rigorous scientificprocess. Encouraging students to lookfor treasures in the ground may soundromantic and motivating, but it is seenas looting by archaeologists,and oftenAncient Teachingsix
it is illegal. You should convey tostudentsnot assure that he or she has a naturalthe ethic that the past is aability to be an effective communicatorshared heritage. The true romance ofin the classroom. A boring or poorlyarchaeologyis not in finding treasures, organized program is little better thanbut in helping people to understandno program at all, for in neither casetheir shared past. Excavated materials do communication and educationhelp us to explain bygone lifeways.occur.They do not belong to anyone person;2. A public talk, whether in a classrather, as stewards, we all have aroom or to a group of adults, isresponsibility to treat prehistoric anddifferent from "reading a paper" at ahistoric materials in a specialway. Any conference. A classroom talk should beexcavation should be conducted under prepared and presented with the audithe auspicesof a trained archaeologist. ence in mind. Here are a few key do's2. Students should be taughtand don't's:.Do keep your talk short.proper archaeological methodology,which involves more than digging. ItTwenty minutes is long enough.begins with a research design, where.Don't read your presentation.questions and potential sites areBe down to earth.considered. A permit or license often.Do be relevant. Put details inis required to set foot on a site, andthe context of your audience'smany sites purposely are left undislives.turbed unless potentially destructive.Do use props and visual aids.forces require their study to reduceArtifacts and pictures add life andloss to the archaeological record.depth.Archaeologists use techniques like.Do invite questions.Andsurface collecting, aerial photography,answers.and mapping of artifacts. They spend3. Slides often are the visualhours cataloging, restoring, and intermedium of choice for an archaeologistpreting the larger site picture. Finally, communicating about archaeology.they write a site report and submit it toHowever, what the trained eye of anthe appropriate authority, such as thearchaeologist can see will often beMontana State Historic Preservation invisible to the untrained eyes of kidsOffice (SHPO).and the public audience.3. Because they are dealing with.Choose your subjects careprofessionals in another field, teachersfully. Make the images undershould be aware of the ethics, pracstandable and interesting.tices, and demands of the archaeology.Start your show with a map.Put archaeology into spatialprofession.context.TIPS FOR ARCHAEOLOGISTS.Avoidpictures of invisible1. Most archaeologists are happysites. A map or drawing may illusto contribute their fair share to publictrate such a site better.education. Unfortunately, an archaeol.Don't show detailed profIles.ogist's willingness to participate doesMost profiles don't photographx Ancient TeachingsMontana Historical Society
Archaeologists:well enough.Use artifact pictures. While wewant to avoid the "treasure hunt"image of archaeology, kids dowant to see the objectsuncovered.Use slides of people in action.Images of the crew excavating,screening, or gluing a pot createhuman interest.Paceand plan your slidesequence. Don't leave kids staringat one slide too long; use duplicateslides to return to a previous imageto make a point.Previewyourslides.Backwards, upside-down, andstuck slides can compromise eventhe best show.will be at the site; providing for personalneeds, snacks and lunch, and trashcollection; having a foul weather plan;and sharing safety precautions andemergencyprocedureswith the teacher.Teachers and Archaeologists:1. Communicationbetweenteachersand archaeologistsis essential.Clarify inadvance the class size, dates, times,purpose of the visit for the students,and the teacher's and archaeologist'sobjectives.2. Determine the level of intellectual and physical skills that you canexpect from the students. Do they havethe mathematical skills to handlesimple graphing and mapping of artifacts? Can they lift a wheelbarrow indi*Adaptedfrom "Tips For Archaeologists vidually, or will partners be necessary?Involvedin Public Education"by Mary L.3. Assess the knowledge thatKwas, SAA Archaeology and Publicstudents bring to the visit. Have theyEducationNewsletter5(4):18[1995].studied local history? Do they knowabout the role of an archaeologist? IsTIPS FOR FIELD VISITS TO SITESthe teacher clear about the problems oflooting and the importance of archaeological ethics?1. When a teacher wants to visit a4. Understand any special needs ofparticular site, he or she needs to show the studentscoming to the site. Do theythat the visit and related activities have have specialabilities or disabilities?Areeducational value and fit into thethey academically accelerated or chalimmediate curriculum. Archaeologists lenged? Can they work cooperativelyincan learn about the students' course of groupspicked at random?study by requesting local curriculum5. Determine how you will conveyguidelines or by talking with thesafetyrules to the students.teacher. They also should know that6. Determine disciplinary alternateachers spend a lot of time gettingtives. Although not usually a problemwith a highly motivated group, thispermission, raising funds, phoningparents, and readying the class acade- potential should be considered beforemically and behaviorally for a field trip.hand by the teacherand the archaeolo2. Your plan to accommodate a gist. While a teacher bears the primaryclass visit to the field should includeresponsibility for discipline, an archaehaving enough equipmentand activities ologist must be able to deal with minorfor the size of the group and the time it situations.Montana Historical SocietyAncient Teachingsxi
7. Follow up on the visit. What willstudents be expected to do when theyreturn to their school? How will thesite visit prepare them for follow-upactivities? What form of evaluation willthe teacher, the archaeologist, and thestudents use, and what informationwill they seek?TIpsFOR DISCOVERIES: HEY, LOOKWHAT I FOUND!*Finding an artifact on the ground isperhaps one of the most excitingmoments in archaeology. Evenseasoned archaeologists still feel the"thrill of discovery" when they find an"arrowhead" lying just where it wasleft thousands of years ago.But with discovery comes responsibility. For an artifact to meananything in archaeology, it is essentialthat archaeologistsdocument where itwas found and what it was found with.If an artifact is simply picked up andtaken away, it loses its association or"context"-and the information thatthe artifact might tell about the past islost. With the removal of the artifact,the site from which it was taken is alsodamaged. Think about a book fromwhich, each year, someone removes apage. After a while, the story the booktells no longer makes anysense.Because archaeological sites onpublic land are protected under stateand federal laws, it is important toknow whose land you are on. Whenyoufind prehistoric or historic artifacts,"finders-keepers" is seldom the rule.Removing artifacts from federal andstate land without a permit is illegalunder the National ArchaeologicalResources Protection Act and theMontana State Antiquities Act. And inxii Ancient TeachingsMontana, if you find objects on privateland, those objects belong to thelandowner. You should respectthe rightof landowners (public or private) tocontrol who is on their land andwhether any artifacts are removed fromit. Montana also has a human burialprotection law (Montana HumanRemainsand Burial Site Protection Act)that protects all human burial sitesmarked and unmarked-from willfuldisturbance, on both public and privateland.So, what should you do if youfind an "arrowhead" on the ground?The simplest and best thing to do isenjoythe arrowheadand then put it backwhere you found it. If you want, you cantell the landowner about what youfound. Federaland state land-managingagencies have archaeologists on staffwho would like to hear about yourdiscoveries. And after checking themout, they would be happy to tell youmore about the artifacts you found. Inmaking your reportto such an agency,itcan be useful if you draw a picture ortake a photograph of the artifact. Youmight also want to draw a map ofexactly where you saw it. To helparchaeologistsfind the artifactagain,youcan measure its distance and directionfrom some prominent landmark like asign or a large rock. A private landownermay let you keep what you found.Professionalarchaeologists,however,donot keep artifacts for themselves.Theycatalogand add artifactsto public collections that are researchedand maybe puton displayin a museumwhere everyonecan seethem and learn from them.You should never dig for artifacts.This is called "pothunting" or "looting"and destroys an archaeological siteMontana Historical Society
very quickly. Even an archaeologicalexcavation changes a site forever. Thisis why archaeologists carefully recordwhat they dig and where they findburied artifacts. With proper archaeological excavation, it should bepossible to reconstruct in the laboratory exactly where each artifact wasMontana Historical Societyfound in the ground. This is what tellsus how old artifacts are, how theywere used, and what stories they cantell us about the ancient people whomade them.* From Mark Baumler, State Archaeologist,MontanaHistoricalSociety.Ancient Teachingsxiii
MONTANA ANCIENT TEACHINGS How to Use This Curriculum THE BIG PICTURE Montana Ancient Teachings is a set of curriculum materials designed to introduce human prehistory and archaeology into Montana schools. Montana Ancient Teachings targets intermediate students in grades 4-5, and middle schoo
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Montana Ancient Teachings: A Curriculum for Montana Archaeology and Prehistory. Helena, MT, 1997.) 2. Show a YouTube video of an atlatl competition. 3. Tell students they will be creating darts and atlatls and then participating in a competition of t
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