Welcome 3rd, 4th, & 5th Graders, parents, and teachers!
I've shared files/ideas with Fremont County 3rd, 4th, and 5th grade teachers and have
given permission to pass the ideas on. Please feel free to adapt anything to meet your
needs and to encourage the joy of learning!
Thank you Fremont County School District #25, The Wyoming Association of
Professional Archaeologists, and The Wyoming Archaeological Society, Inc. for the
privilege of sharing!
Leniegh Schrinar
3rd Grade Teacher
Aspen Park Elementary School
121 N. 5th W.
Riverton, WY 82501
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Legal Disclaimer: Neither the State of Wyoming, the Wyoming Department of Parks and Cultural
Resources, the Office of the Wyoming State Archaeologist, The Wyoming Archaeological Society,
Inc. nor their employees or appointed or elected officials, nor Wyoming Association of
Professional Archaeologists can be held responsible for any comment or viewpoint expressed on
this page. Each teacher who has created a webpage is totally responsible for the content and
views expressed on that page.
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Teaching Trunks from the Dubois Museum
The Dubois Museum in Dubois, Wyoming is offering trunks for loan to educators nationwide:
* Sheep Eaters
* Rock Art/Petroglyph
* Geology of the Upper Wind River Valley
* The UWR Railroad Tie Industry
Dubois Museum www.duboismuseum.org 307-455-2284
PO Box 896
Dubois, WY 82513
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Archaeologists are SESQUIPEDALIANS!
What's a sesquipedalian?
Click here for the file
How can you adapt this?
ADAPTATION
Explain adaptation to your classmates. What could be the many varied definitions of this word?
Draw representations of your ideas. Turn your representations into words, sentences, and
paragraphs following the 6 Traits of Writing using the writing process cycle and recycle of
Prewrite, Draft, Revise, Edit, Publish
LESSON PLANS
See: Project Archaeology http://www.projectarchaeology.org/
INVESTIGATING SHELTER
The text, PROJECT ARCHAEOLOGY: Investigating Shelter, Montana State University
copyright 2009, is a "joint project of the U. S. Department of the Interior, Bureau of Land
Management and Montana State University." Quotes from page 5:
-The program as a whole teaches four overarching enduring understandings.
1. Understanding the past is essential for understanding the present and shaping
the future.
2. Learning about cultures, past and present, is essential for living in a pluralistic
society and world.
Understandings for Project Archaeology: understandings are derived from and support the four
overarching enduring:
1. All people need shelter, but shelters are different from one another.
2. We can learn about people by exploring how they build and use their shelter.
3. Everyone has culture and our lives are shaped by our culture in ways we may not
even see.
4. Using the tools of scientific and historical inquiry, archaeologists study shelters
and learn how people lived in them.
5. Studying shelter can help us understand people and cultures.
6. Stewardship of archaeological sites and artifacts is everyone's responsibility.
BEYOND ARTIFACTS
by the Florida Public Archaeology Network
Click on these files. Thank you Della Scott-Ireton, PhD, RPA, Director, Northwest Region, Florida Public
Archaeology Network, University of West Florida!
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Treasures of the Nation: search by artifact name
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IS YOUR WORK
SESQUIPEDALIAN?
click here for "Is your work
sesquipedalian" Is it a sesquipedalian class project? The books 501 Hebrew Words and
The Jews of
Wyoming inspired the class project: 501 English Verbs. How it works. Each day the student Helper of
the Day writes in 4 verbs in our class 501
English Verbs journal. In May students will take turns
typing the words for a letter of the alphabet
into a word file set up in a
three column format. (Yes, we will need to alphabetize our words
and provide opportunities for
adding more!)
These will be printed out for each student to
design their individual cover
complete with bar code and their publishing company logo on the
back.
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MAKE YOUR OWN PORTABLE SCIENCE LAB
How would you make a portable science kit or What Do You Notice Kit? that's ready to go at
a moment's notice for your classmates? How can you adapt the following ideas? Concepts to
consider: total cost, places of storage, accessibility.
Check out this photo of a 9 x 17 x 8 inch 'kit' made from a plastic carrying case with handle, which
can be filled with sandwich containers or bags, etc. Each container has 2 objects in them labeled
A, B. 30 notation sheets are double sided and are stored inside to be ready to use.
Click here for notation sheet
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Practice stretching sentences to try to add the WHO WHAT WHEN WHERE WHY HOW
to a short sentence to make a coherent longer sentence. Just as the water absorbing snake
soaks up water and expands, you can make your sentences juicy, too!
Rattlesnake Paragraphs
Now make your well written sentences flow into well written
paragraphs about conservation. Check out the
American International Rattlesnake Museum … an animal
conservation museum http://www.rattlesnakes.com/
· What would be the causes/reasons for conserving
rattlesnakes?
· What could be the effects/results of conserving them?
DID YOU KNOW?: The mascot for Rendezvous Elementary
School in Riverton, Wyoming is the rattlesnake. They are known as the
Rattlers!
· Why do you think a student body would vote for a rattlesnake to
represent them?
· What is your school’s mascot? Why do you think it was chosen?
· If you could pick a mascot to represent you, what would you
select? Why?
· What’s an icon?
2010 is the 10th Anniversary of the
National Landscape Conservation System
of the Bureau of Land Management (BLM)
Check it out at:
http://www.blm.gov/wo/st/en/prog/blm_special_areas/NLCS.html
· What is a landscape?
· What would be the causes/reasons for conserving
landscapes?
· What could be the effects/results of conserving landscapes?
· What landscape would you like to see conserved? Why?
What else needs to be conserved in our universe? WHY?
Never Fear! Archaeologists get disequalibrium, too!
What's disequalibrium? It's the feeling that everyone gets throughout life when a person doesn't
understand a question, a math problem, or where your thinking went wrong. It's when you don't
know how to figure things out.
You feel stuck...helpless...with no solution in sight.
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When my 3rd graders feel this way, I say something like this,
"I am so happy! I've been waiting for this moment.
You have disequalibrium and that means you are going to
learn something new. It may not be in this class session, or today, or tomorrow,
but eventually it all will click and you will LAUGH! Laugh at your triumph at figuring
it out and laugh at yourself now that it all seems so simple."
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click here for file
This file makes a 3 inch by 40 inch word wall continuum poster for these words:
certain, impossible, most likely, least likely, likely, unlikely
Where does the phrase equally likely fit into the continuum? Explain why.
Tell someone how you would organize these words in a continuum and why.
Challenge yourself and write your reasoning. Share it with someone.
MORE WRITING TECHNIQUES & BRAINSTORMING
Northern Nevada Writing Project http://www.unr.edu/educ/nnwp/
WritingFix: For Teachers, Students & Writers:
interactive prompts, lessons, and resources for writing classrooms http://www.writingfix.com/
HistoryFix: learning to write and writing to learn in social studies and history class
http://www.writingfix.com/WAC/HistoryFix.htm
ScienceFix: learning to write and writing to learn in science class
http://www.writingfix.com/WAC/ScienceFix.htm
NumberFix: learning to write and writing to learn in math class
http://www.writingfix.com/WAC/NumberFix.htm
REVISE? What do you mean, revise? I'm done!
Have you ever felt your eyes cross and feel your stomach flip flop after you show someone
your writing "work "project"only to have them ask, "Have you revised?".
Revising Tools Toy carpentry tools can free up your thinking regardless of your age.
Match up these tools with a thinking process.
Use these tools to make revising be your friend!
Click here for revising sign guide
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Survey Guide for Articles, Books, Presentations
Article Source:
Publisher. (Year, month, day), Title of article. Journal. Note: If no author is given, the source is cited instead.
Online article source:
Publisher. (Year, month, day). Title of article. Journal. Retrieved month, day, year, from http://
Note: If no author is given, the source is cited instead.
Book Author, Title. Publisher, Date.
Presenter: (Title: Dr. Mr. Mrs. Ms.) First Name, Last Name
Affiliation:
Name of presentation:
Date of presentation:
Location of presentation:
FIRST PARAGRAPH:
"Dig" through the article/book/presentation to find the:
Who______________________________________
What___________________________________
When_____________________________________
Where_____________________________________
Why______________________________________
How______________________________________
SECOND PARAGRAPH:
1. List questions that either the researcher is still trying to answer or questions that
other researchers are asking about the author's research.
2. Please include any questions the researcher feels confident that their research has answered.
For a good example go to: http://www.americanarchaeology.com/aatoc.html
Thank you Lois Wingerson!
Think, Discuss, Write GUIDES
WHO WHAT WHEN WHERE WHY HOW
Double-sided BOOKMARK
Suggestion: Print off lots of these to have in your
writing supply center for the students to use at a moments notice.
click here for file
4 x 5 cards topic file?
database with fields?
DATA ARE YOUR FRIEND
HOW do you keep track of your own growth in learning?
WHAT data do you track and WHAT type of tracking system do you use?
WHEN do you track your data?
WHERE do you store your data?
WHO gets to view your data?
WHY would anyone want or need to track their own growth in learning?
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VOCABULARY USED TO ANALYZE PLUS
DEFINITIONS
Print these off on colored paper and fold them the "hotdog way", length-wise, and glue the inside
of each one before laminating. Tape them around the room so that they will flip up to show the
definition.
Example: "Class, find 'sources of information'. What color is it? Everyone point at it.
Sources of information means...(class responds with definition before teacher flips work to reveal
the definition: 'where you look to find information about a topic such as...'". click here for file
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How can you adapt this to fit your needs?
I CAN'T CHANGE THE WHOLE WORLD, BUT I CAN
MAKE A DIFFERENCE NOW!
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Students join in on the last word as we leave the classroom while turning off the lights.
What "little things" can you and your classmates or scout group do to make a difference NOW? MAKE A PLAN PLACEMAT
click here for file
Suggestion: Print this off in black and white using coloring book mode.
How else can you adapt this?
PROTOCOL POSTERS THINKING
MATHEMATICALLY
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Here's my sign!
These protocols can set the stage for the entire year's class discussion for any subject.
I am so proud of my 3rd graders' courtesy and respect for themselves and others as they explain
their reasoning while their work is projected through the Elmo onto the Smartboard.
Example: They use an 18 inch long soft plastic BBQ basting brush and a handheld microphone
to make their presentations after they have had time to work on a math problem.
They try to get the seal's approval by:
- making a quick draw to represent the problem
- labeling the parts of the problem
- writing an equation that represents their work
- writing a sentence that states the answer to the question
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Each student gets to select the sign that fits their work.
Classmates also suggest signs with kindness!
The teacher gets to give herself signs, too!
Don't worry... the 3rd graders don't miss a beat when the teacher needs a sign!
See: https://secure.ncctm.org/documents/Hoover01.pdf
Microsoft PowerPoint - Hoover01
Teachers Development Group 2007
Thinking Mathematically slide 12 Reason, Justify, How, Make conjectures and generalizations ...
ARCHAEOLOGY IS SEUS-E-OLOGY
Write the Right way in all sorts of ways all along the way
A major part of archaeology is learning to write the right way using all sorts of
formats for a wide variety reports, documents, memos, summaries, forms,
etc. Archaeologists must be able to communicate well with a wide
variety of agencies while remembering that all their work will
preserve our heritage and crack clues to the past.
In the meantime, I have homework to find the podcast
on www.Booktv.org that goes with the following from my notes:
In response to a comment from the audience about Kevin Hays'
book, The Road to Monticello, the author laughingly replied,
"If you're not having fun when you're writing, you're doing
something wrong."
Dr. Kevin Hays is an English professor at the University of Central Oklahoma.
LEAVING YOU WITH SOME LAUGHTER
Campin' on the Laramie
Choral reading written June 12, 2003 at Fort Laramie National Historic Site.
Click here for background information on why I was driven to write it.
Why not try read this to your classmates? What voice techniques are you going to use?
Click here for poem.
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NAVAJO CODE TALKERS
What do you notice about this collection of objects?
Write about an Aha! that you discovered.
Share it with your writing partner.
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Quotes from the back of the GI Joe Navajo Code Talker box:
"PRESS HERE!"
Speaks in Navajo Code AND English
Tse-gah tkin nas-doie-tso nash-doie-tso
a-la-ih hastaa ashdia ye-dzhe-al-tsisi-gi
Hill 165 secured
Jo-kayed-goh be-al-doh-cid-da-hi coh
Request mortar fire
Jo-kayed-goh chay-da-gahi ba-ah-hot-gli
Request tank support
Al-tah-je-jay be-gha a-knah-as-donih
Attack by machine gun
Jo-kayed-goh nilchi ba-ah-hot-gli
Request air support
Jo-kayed-gohbe-al-doh-tso-lani ba-ah-hot-gli
Request artillery support
Dibeh shi-da dah-nes-tsa yeh-hes shus
be-la-sana moasi tsa-gah yeh-hes ye-dzhe-al-tsisi-gi
Suribachi secured"
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Oh, what a relief!
What do you notice?
Where do you think animals could live?
Why do you think animals would live there?
What animals are you considering?
Where do you think camps, villages, towns or cities could be located?
Why do you think so?
What would be the time frames for each of these types of places?
Explain the differences between a camp, village, town, and city.
What are the similarities between and among a camp, village, town, and city?
Explain the similarities.
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WYOMING ARCHAEOLOGY AWARENESS
MONTH
The 2010 poster is coming soon! Check out Wyoming's winning posters for previous
Where could you find Archaeology Awareness Posters from other states?
What messages are the posters conveying?
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Check out this assortment from Kansas.
Predict why these titles fit with the posters:
Kansas Rock Art: A Lasting Impression
Faces from the Past
Are We There Yet?
Crossroads of the Continent: Early Tracks in Kansas
What poster can you design? What title would you create to go with it? Why?
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DESIGN A FLAG
Check out the
* official flag of the Oglala Sioux tribe Pine Ridge Indian Reservation Pine
Ridge, South Dakota flag
* design interpretation.
Design a flag to represent something from your culture, a past culture,
or a future culture----or design a flag for each.
* What shapes, designs, or symbols do you want to use? Why?
* What colors do you want to use?
* What will the colors represent?
Write a one page design interpretation to go with your flag.
Give a presentation to your family, your class, or an organization.
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HOW TO HONOR A PERSON, AN IDEA,
A CULTURE
This quilt was presented to Bob and Irene Root in honor of their son, Dr. Barry
R. Root, who was a dentist at the Hot Springs VA Hospital in Hot Springs, SD.
* Why do you think the Oglala Sioux Tribe presented this quilt and the
Oglala Sioux flag at Dr. Root's funeral?
* What quilt could you design and/or make to honor a person, an idea, or a
culture?
* What other items could you design and/or make? Why?
* How could jewelry be used to honor? Why?
* How many different items can you design and for whom?
* How many narrative, expository, or persuasive writings can you produce
to go with what you created?
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SHELTER IN ART...and
ART IN SHELTER
* Where can you find evidence of shelters in art?
* Where can you find evidence of art in shelters?
* What art can you make for shelter/s?
* What shelters can you make for art/s?
* What message/s do you think the earrings or necklace can give?
* Why do you think someone would create these?
* What evidence of lines of symmetry can you find?
* Are any of the designs congruent?
* If you were going to design a display for a museum or a kiosk in a public
place, what messages would you want to explain.
* How would you explain the messages?
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TRY A CHALLENGE: working with an older
relative or mentor
Using the text, The Gas Station in America, by John A. Jakle and Keith A. Sculle, compare and
contrast petroglyph sites using a Venn Diagram to show which topics could intersect. Here are
some topics and quotes from The Gas Station in America, for you to consider. Explain your
reasoning.
1. "hold cultural meaning...both social and geographical, they stand profoundly symbolic" ix
2. "the roadside has been modeled by the process we call "place, product, packaging" ix
3. "landscapes structure life both physically and metaphorically" x
4. "cultural icon" p. 3
5. "cultural geography" p. 7
6. "changing special distributions...trying to understand why things were located as they were in
the past, and things did or did not change over time p. 8
7. landmarks p. 10
8. "Each generation sets itself apart from those proceeding according to distinctive experiences
widely shared." p. 14
9. "Who makes the decisions that configure the landscape?" p. 18
10. "Each place in a network must be easily anticipated by the knowing consumer" p. 19
11. "The student of landscape instinctively quests character in place, seeking to understand what
makes a place not only similar to but distinctive from other places. "Landscapes are given
time-depth where elements of several periods accrue in juxtaposition...character is found
where some new deviation appears, the novelty of the new element offering contrast with
what has come before." p. 20
12. "place-encounters in journeying" p. 24
13. "...each generation finds for itself new things which to be preoccupied. Those
preoccupations reflect a generation's place in the evolution of ideas as well as landscapes:
ideas and landscapes reflecting on one another as a mirror image." p. 26-27
14. "Places, of course, can be defined at various scales A: places nesting within places to
structure landscapes as centers of human intentionality and activity. Places are used and
thus sustained by satisfactions sought, or dissatisfactions avoided." p. 33
15. "represent a kind of habitat: a long drawn-out, linear place of highly specialized use." p. 34
16. "Why does one roadside form predominate here and another there?" p. 34
17. "it is difficult to separate roads from their contexts" p. 34
18. "route corridors"..."visual displays and functional containers" p. 34
19. "How does perception vary between day and night?" p. 35
20. "roadside-places-their creation, use, and symbolism--inform and are informed by issues of
gender, race, ethnicity, class, status, politics, and even religious persuasion." p. 34
21. "To what extent was the roadside originally a masculine place? To what extent does it remain
so today? In whose image was the roadside contrived as a marketplace? Who has been
discouraged in its use? Who encouraged? p. 34 -- 35
22. "What of historic preservation? The preservation of roadside American needs not only to be
promoted, but its promotion understood as a process of environmental management." p. 35
23. "diffusion of material culture outward from cultural hearths" p. 130
24. "(Green Bay) to (St. Louis)...longest street in the world." p. 186
25. "districts emerged"... p. 202
26. "Critics have attacked the use of visual icons in communicating." p. 225
27. "It's a place of anchor where movement stops for direct, personal socialization" p. 228-9
28. "Visual images convey assumptions and thereby provide social cohesion." p. 230
What topics or ideas could you add? What petroglyph sites are you using to compare and contrast the
history of gas stations? What inferences could you make? What conclusions could you make? What
generalizations could you make?
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WHAT IS PRESERVATION?
For more information for students and teachers check out this site.
http://www.nps.gov/history/preservation.htm
"Preservation is about deciding what's important, figuring out how to protect it, and passing along
an appreciation for what was saved to the next generation." Preservation is hands on.
National Park Service archeologists, architects, curators, historians, and other cultural resource
professionals work in America's nearly 400 national parks to preserve, protect, and share the
history of this land and its people. This includes:
Beyond the parks, the National Park Service is part of a national preservation partnership working
with American Indian tribes, states, local governments, nonprofit organizations, historic property
owners, and others who believe in the importance of our shared heritage -- and its preservation.
This includes:
The National Park Service also develops standards and guidelines for historic rehabilitation
projects, offers "how to" advice for hands-on preservationists, and helps find new owners for
historic lighthouses.
We can help you preserve what you care about. Find out how.
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B is for Bambi -- The Arapaho Language Version:
a Walt Disney animation released using Arapaho children and adult voices from
the Wind River Reservation; premiered Nov. 1994; Merle Haas Sky People
Higher Education Northern Arapaho Tribe 307-332-5286
1-800-815-6795 PO Box 8480 Ethete, WY Director@skypeopleed.org
Eastern Shoshone Database:
"UW American Indian Studies Program Receives Grant for Eastern Shoshone
Database Sept. 22, 2009 - - A $200,000 National Science Foundation (NSF)
grant will help create a database of the Eastern Shoshone language for the
University of Wyoming's American Indian Studies Program."
http://uwadmnweb.uwyo.edu/aist/showrelease.asp?id=35063
What other languages need to be preserved?
How are they going to be preserved?
Who is going to preserve them?
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Body Languages
Warrior Art of Wyoming's Green River Basin: Biographic Petroglyphs Along
the Seedskadee
by James D. Keyser and George R. Poetschat
Oregon Archaeological Society Publication #15
2005
Art of Warriors: Rock Art of the American Plains
by James Keyser
University of Utah Press
2004
A relative's descriptive emails of insignia, medals, equipment, uniforms, etc.
from Afghanistan made James Keyers' book the Art of Warriors even more
intriguing.
Who would like to use the table of contents to compare the Art of
Warriors with experience in Afghanistan? Iraq? World War I? WWII?
Korea? Vietnam? Civil War? -----------or long distance runners at state
track meets?
How can the past describe the present?
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What could be the reasons why VANDALISM occurs?
List as many reasons as you can why vandalism could occur.
Which of the reasons could go together because they are alike in some way?
Thinking in terms of the reasons why the items could go together, what could
be a label/name to go with each group? What is the reason why you chose the
label?
Which groups with labels could go together because they are alike in some
way?
Why did you put those groups together?
Thinking in terms of the many groups and labels and all the reasoning, what
could be the many varied conclusions you could make? What are the reasons
for your conclusions?
Thinking in terms of all the conclusions that have been made, what
generalizations can you make that would fit for the topics other than
vandalism?
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MAPS AND MAPPING
What is a unit mapping form?
How could a person map a dance?
What are all the ways you could make a map of your life?
Check out My Map Book for inspiration.
Have you tried the inter-library loan system at your library?
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QUILTS AND RESPONSE TO LITERATURE
As you read anything........
.monitor -- Does it make sense?
.clarify -- Reread and look at the illustrations to make sense of the text
.question -- Question yourself using Who? What? Why? When? Where? How?
.infer -- Make inferences about what the author doesn't tell you.
.evaluate -- What do you like or dislike about the author's writing?
.compare -- What's alike about the texts or what are the likenesses?
.contrast -- What are the differences between the texts?
.conclude -- What conclusions can you make?
.generalize -- What generalizations can you make?
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INTERNATIONAL QUILT STUDY CENTER & MUSEUM
Search their quilt database by:
*pattern name
*origin
*state/region
*date range
*style/type
*technique
*exhibitions
Explore:
*quilt stories
*how to make a quilt
*quilt care
*textile conservation
*quilt of the month
*quilt history time line
*quilts as history
*quilts as art
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ARCHAEOLOGY IS NECESSARY
THINK TIME: What could be the pros and cons in response to the above statement?
What are the reasons to support your ideas?
SHARE TIME: Share your thoughts with your DIAD, TRIAD, or QUAD.
Share with the total group one idea your partner shared with you.
RE-THINK TIME: Now that you have heard ideas from many of your classmates, what new or
adapted ideas can you create? Draw, label, and write about them in your journal.
EXPLORING INFORMATION TIME:
Check out the text and photos about JPAC Team Returns from Vietnam
http://bit.ly/aEJv5W
THERE’S MORE TO EXPLORE……WWII Marines lost during The Battle of Tarawa
Public Affairs Office
(808) 448-1934
www.jpac.pacom.mil
Pao_mail@jpac.pacom.mil
Contact: Mr. Lee Tucker
July 27, 2010
Release # 10-09
NEWS RELEASE
POW/MIA RECOVERY TEAMS TO SEARCH FOR MISSING AMERICANS FROM WWII
JPAC searches for Marines lost during The Battle of Tarawa
JOINT BASE PEARL HARBOR-HICKAM, Hawaii (July 27, 2010) An archeological team from
the U.S. Joint POW/MIA Accounting Command (JPAC) is scheduled to arrive in the Republic of
Kiribati in early August to search for Americans still missing from World War II; notably, missing
Marines who fought during The Battle of Tarawa.
Up to six sites designated as areas likely to contain possible human remains and material
evidence will be excavated during the month and a half-long operation.
In the event human remains and/or material evidence are recovered, the findings will be analyzed
by scientific experts in the hopes of making a positive identification. A positive identification
can often bring closure to families whose loved ones are still missing. (Bolding added.)
Falling directly under the U.S. Department of Defense, JPAC specializes in humanitarian
missions. The jointly-manned organization of more than 400 military and civilian specialists has
investigated and recovered missing Americans in the Pacific region since the 1970’s.
Investigation and recovery teams travel annually to both Papua New Guinea and the Republic of
Vanuatu in the hopes of returning fallen comrades.
An investigative team and analysts from JPAC visited the island of Betio, The Republic of Kiribati,
in September 2009; JPAC’s policy officials have worked closely with the Kiribati government
since the initial visit last year.
“We truly value the support we get from our friends and officials based out of Kiribati, they really
understand the importance of what we do and are always willing to help,?” said James Darby, a
senior policy officer for JPAC.
To date there are approximately 74,190 unaccounted-for Americans from World War II. The exact
number of U.S. remains at Tarawa is unclear; however, according to recent assessments, it is
likely there are several hundred.
The ultimate goal of the Joint POW/MIA Accounting Command, and of the agencies involved in
returning America’s heroes home, is to achieve the fullest possible accounting of Americans lost
during the nation’s past conflicts.
"Until They Are Home"
-END-
This message was sent by: JPAC, 310 Worchester Ave, Bldg 45, Hickam, HI 96853
RE-THINK & RE-SHARE TIME: After viewing the JPAC information about recovering soldier
remains and the archaeology techniques used,
.What new or adapted ideas come to mind?
.What can you add to your original list of ideas?
.What effect does archaeology have on the world?
.What conclusions can you make?
.What format are you going to use to express your ideas:
letter, poster, play, speech, modern dance, painting, fiber-art, mural, drawing board script with
dialog balloons, radio/tv broadcast, Facebook documentary, blog site, You Tube video, scout or
church project, kiosk brochure, diorama, adaption of a world map, etc.
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GOING ON A DIG FOR THE FIRST TIME?
MUST HAVE list:
Hand shields: gloves
Foot shields: rugged shoes to keep out cactus, etc.
Leg shields: jeans/ bib overalls
Skin shields: sunscreen & bug spray
Head shield: wide-brimmed hat Body System shields:
.water Don't wait until 10 a.m. to begin drinking water.
Start before you get there & continue all day.
.clothing: layer and unlayer for all ranges of temperature;
include a lightweight long sleeved shirt even if it is summer
.fuel: quality lunch of protein, fruit, carbohydrates
Scientific information accessories: mechanical pencil with eraser;
black Sharpie marker and/or black ink pen MAIN TOOL:
margin trowel used for cement: about 4 inches long (Marshalltown brand will last for years.)
Trowels can be borrowed at the site for the first day.
AFTER YOUR FIRST DAY it is possible that your family & friends may be concerned about you
while they watch you search your house and garage looking for other items to design your very
own DIG KIT. We know you'll be creative as you search for:
*old paint brushes in various sizes
*gardening knee pad
*clipboard for holding 8 1/2" x 11" recording forms
*metric measuring tape
*chopsticks or pieces of bamboo
*dust pan & whisk broom
WHAT ARE YOU GOING TO USE TO CARRY all this stuff around with you as you move
from unit to unit? plastic bucket?, backpack?, toolbox?
Now that you have an idea about what tools and clothes an archaeologist needs,
make a Desktop Archie by adapting The Denver Post's Severianon Gavan's Desktop
Rockies Ubaldo Jimenez. What type of glove, hat, shirt, pants, tools will your Archie wear?
http://extras.denverpost.com/rockies/UbaldoDesktopDoll.pdf
Design your own Archie Wallpaper for a computer!
Send it as a gift to someone who loves science, writing, math, reading, and making
a contribution to the world!
What else can you create to get information out to others?
What can they create to share with you?
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TRY AN "OLFACTORY APPROACH" TO
"SCRATCH THE SURFACE OF WHAT LIFE
WAS LIKE"
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The above quoted phrases are by Todd Morning, Schaumburg Township Public Library, IL
Copyright 1999 Reed Business Information, Inc.
Adapt Mary Dobson books: Smelly Old History Scratch 'n' Sniff your way through the
past.
Use a national historic site or archaeological investigation as your topic.
How about using the Archaeological Investigations of Fort Laramie National Historic
Site?
Sample questions to ponder:
Did the emigrant travelers smell or hear Fort Laramie before they saw it?
What do you think they could hear and smell? Why do you think so?
CHALLENGE: Design buttons to push so your readers can "hear" what people could
have been saying at Fort Laramie. Remember... before it was a fort, it was a trading post.
What was it before it was a trading post--- a camp?, camps?, a village?, villages?
(Use quotations marks! Create dialog among and between famous people and the not
so famous.)
DESIGN MAPS TO GO WITH YOUR SCRATCH 'N' SNIFF PRESENTATION
HOW ARE YOU GOING TO GET INFORMATION?
...TRY SOME OF THESE!
FORT LARAMIE NATIONAL HISTORIC SITE
Google Earth
www.googleearth.com
Search Fort Laramie National Historic Site
Select Street Level
Podcasts and iTunesU -- free, searchable, clean coded
Download http://www.apple.com/itunes/download/
YouTube: Fort Laramie search with adult supervision
http://www.youtube.com/view_play_list?p=466DB8FB0B6587E6
Virtual Tour:
Map and Restored Buildings Links
http://www.nps.gov/archive/fola/tour.htm
Chronological List of Fort Laramie History:
http://www.nps.gov/archive/fola/chrono.htm
Teaching with Museum Collections
National Park Service's Museum Management Program
http://www.nps.gov/history/museum/tmc/index.htm
Check out these downloadable files!
http://www.nps.gov/history/museum/tmc/tmc_links.html
Treasures of the Nation: search by artifact name
http://www.nps.gov/history/museum/treasures/index.htm
DIGITAL BOOKS: Free and searchable
Fort Laramie and the Forty-Niners
by Merrill J. Mattes
1949
http://www.nps.gov/history/history/online_books/fola/mattes/index.htm
Fort Laramie and the Pageant of the West 1834 - 1890
by Le Roy Hafen and Francis Young
1984 Limited Preview
http://bit.ly/bjSUJA
Fort Laramie and the U.S. Army on the High Plains, 1849-1890
by Douglas C. McChristian
2003
http://www.nps.gov/history/history/online_books/fola/high_plains.pdf
Fort Laramie Park History 1834-1977
by Merrill J. Mattes
1980
http://www.nps.gov/fola/historyculture/upload/FOLA_history.pdf
Fort Laramie National Monument: Historic Handbook #20
by David L. Hieb
1954 Reprint 1961
http://www.nps.gov/history/history/online_books/hh/20/index.htm
The Great Platte River Road
by Merrill J. Mattes
1987 Edition 2 Limited Preview
http://books.google.com/books?id=-6ya2agAtiMC&dq=%22great+platte+river+road%22
Special History Study: The Fur Trade at Fort Laramie Historic Site
by Barton H. Babour
2000
http://www.nps.gov/history/history/online_books/fola/fur_trade.pdf
SEARCHABLE JOURNAL
THE WYOMING ARCHAEOLOGIST
published quarterly beginning in 1958
by the Wyoming Archaeological Society, Inc. with the assistance of
the Wyoming Department of State Parks and Cultural Resources
http://www.wyomingarchaeology.org/thewyomingarchaeologist.html
PBS DIGITAL LEARNING LIBRARY
Coming to PBS stations and schools - Fall 2011
Database of over 10,000 video clips, teacher guides,
interactives searchable by core subjects, grade bands
and state standards for K-12 teachers and students
http://www.wyomingpbs.org/education/library/
dig: the archaeology magazine for kids
http://www.digonsite.com/
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BAD MOON RISING
Sand Draw Dump Site 48FR3132 Photo Courtesy: Dan Bach
I doubt it if the rock band Creedence Clearwater Revival, CCR, was thinking about 48FR or the
Sand Draw Dump site when they wrote their song, Bad Moon Rising.
Project Archaeology’s new ARCHAEOASTRONOMY unit fits right in with the wonderings of the
Sand Draw crew as they worked their units and camped each night gazing at the same moon and
stars that people from long ago viewed. The crew noticed the change in the rising and the setting
of the sun along the horizons and thought about people of long ago who lived there.
Perhaps YOUR TEACHERS would like to participate in Project Archaeology’s online Medicine
Wheel Special Topic Unit Nov. 8, 2010 – Nov. 29, 2010 www.projectarchaeology.org Find it on
Facebook!
The online workshop is for teachers interested in teaching archaeoastronomy in:
*4-6th grade classrooms
*K-Adult informal educational settings
The Sand Draw crew watched animals as they watched us arriving at our units to begin working.
Some animals seem to linger until we were all there. Meanwhile, Dan Bach, photographed the
growing stages of all sorts of plants.
*Were the same plants and animals living there long ago?
*What are the cycles of plants and animals?
*How would knowing the cycles of plants and animals assist in interpreting the evidence
at an archaeological site?
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Check out: U.S. Fish and WildlifeService National Digital Library
http://www.fws.gov/digitalmedia Use their search to view their free online DVD: Eagle Rising: The
National Eagle Repository
View an eagle rising about 10 miles from the Sand Draw Dump Site at Aspen Park Elementary.
Thank you, Mz. Nancy Alley, K-3 art teacher, for creating and painting our eagle!
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M’mm M’mm Good!
When did Campbell Soup first appear for sale in your
county?
Which community in your county was the
first to sell it?
What kind of soup was it?
How much did it cost?
How are you going to determine which
communities existed for the right time frame?
How would a person find evidence of the
prices?
What is your hypothesis?
What is your conclusion?
How are you going to report your findings?
When I was in 3rd grade, my mother encouraged me
to save labels from Campbell Soup cans to order the Campbell Kid doll in the
above photo.
* What does your family have that you would
like to research to make connections about our history and culture?
* How would knowing about the chronology of
historic artifacts help you?
* How can historic archaeology help our
world?
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TAKE ME OUT TO
THE BALLGAME�
Click here for a royalty free sample MP3 of organ music
The first seven
syllables of the song, "Take Me Out to the Ballgame", was the doorbell for the Hot Springs County Museum and Cultural Center http://hschistory.org/ during the premiere
of the documentary, Legend Rock: Preserving Ancient Visions. A panel discussion with key players in the preservation efforts of Legend Rock followed. Panelists recounted the efforts of many archaeologists, agencies, organizations, professionals and volunteers
throughout Wyoming, the nation, and the world.
With
that in mind, how could the following connect with Legend Rock
State Historic Site? http://wyoparks.state.wy.us/Site/SiteInfo.asp?siteID=20
Legend
Rock: Preserving Ancient Visions (2010
DVD)
Take
Me Out to the Ballpark: An Illustrated Tour of Baseball
Parks Past and Present Featuring Every Major League Park, Plus Minor League and
Negro League Parks, by Josh Leventhal (2009) The
Longest Season by Cal Ripken, Jr. (2007)
CLUES:
1988 was the longest season for Cal Ripken, Jr. Why?
What does 0 - 21 mean?
1988 was the year that over 300 petroglyphs were photographed at Legend
Rock State Historic Site by Dr. Danny Walker, Assistant State
Archaeologist. This work has been used
over the years as a comparative material.
In 2006 when Legend Rock was vandalized, the collection continued to be
invaluable. Many archaeologists,
agencies, and organizations have spent the last 22 years working together to
try to preserve Legend Rock while trying to think of ways to open up the area to the public. It has been a challenge
and a long time coming.
Leventhal's book cover states:
Hundreds of Full Color Photographs and Drawings Throughout
How can this paragraph from the last page of Ripken's book connect with
the events and people concerning Legend Rock?
"Yet the 0-21 losing streak would be the one thing I
wouldn't mind forgetting, were
it not for what I learned. Winning is easy on a person, but you learn
more from
losing. You learn to keep trying, each day a little
harder than the day before.
You learn how to be a better
teammate, and how much you need one another
to play well as a team. You even learn how to win."
Press
Release: WYOMING DOCUMENTARY PREMIERES IN THERMOPOLIS
The documentary, LEGEND ROCK:
Preserving Ancient Visions, premieres at the Hot Springs Historical
Museum (in Thermopolis, WY) on Tuesday, October 26 (2010) at 7 p.m. Produced by award-winning Big Horn Basin video production company, Cloud Peak Productions,
the documentary will be followed by a panel discussion with key players in the
Legend Rock preservation efforts: Hot Springs State Park Director, Kevin
Skates; Assistant State Archaeologist, Dr. Danny Walker; and Worland District
BLM Archaeologist, Mike Bies.
Over 300 ancient petroglyphs cover a mile
of sandstone cliff at Legend Rock, northwest of Thermopolis, Wyoming.
In 2006, vandals attacked the State Historical Site and attracted nationwide
attention. The half-hour documentary LEGEND ROCK: Preserving
Ancient Visions chronicles the world-renowned site and the efforts to
save its unique stone images.
Some images at Legend Rock may date over
6,000 years old, according to Assistant State Archaeologist and project advisor
Dr. Danny Walker. They are not only the oldest in Wyoming, but may be the oldest in North America.
After the 2006 vandalism, a host of
archaeologists and volunteers stepped forward to document and save the
site. The documentary follows their work, including the new scientific
use of photogrammetry, a 3-D imaging process.
Produced locally by award winning Cloud
Peak Productions, Greg and Debbie Hammons of Worland, the documentary captures
the remote beauty and mystery of the site. Interpretations by experts
bring deeper understanding of the marks left by Wyoming's earliest inhabitants.
Many of the folks here in the Big Horn
Basin are unaware of this
world-class site in their own backyard, said Producer-Writer Debbie
Hammons. We hope showing this program will inspire folks to come and see
it first-hand. It's a powerful place.
The program will be broadcast statewide
on Wyoming PBS, Thursday, October 28, 7
pm.
The program was funded in part by the
Wyoming Humanities Council and sponsored by the Hot Springs Chapter of the
Wyoming State Historical Society.
CONTACT INFORMATION:
Barb Vietti, Hot
Springs County
Chapter, Wyoming State Historical Society
Debbie Hammons, Cloud Peak Productions,
LLC, 100 Country Drive
Worland, WY 82401 www.cloudpeakproductions.com
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