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10.Hand out the graphic organizer Archaeology and Artifacts. Put students into pairs or groups of three. Tell them that they are going to be archaeologists and historians for a day. Explain that you will assign each group a number/letter pair. The students will use what they know about locating something on a grid to find which item they are to analyze. Each picture represents an artifact found at each dig site. 11.Have students analyze their artifacts using the graphic organizer Artifact Analysis Worksheet. Then, have each group report their answers on the graphic organizer to the class. 12.After all the groups have finished, have students take a few minutes to look at the entire grid and determine patterns they see. (They might notice that several items near each other would be associated with similar tasks.) 13.Ask students leading questions, such as: a. What do these artifacts have in common? (Answers will vary.) b. From your analysis of these items, what conclusions can you draw about the site where they were found and the people who used them? (Answers will vary.) 14.Help the class draw some conclusions about their sites. a. What kind of site was this? A business, a home, or some other option? (Answers will vary.) b. What can you tell about the people who lived or worked here through your analysis of the objects they left behind? (Answers will vary.)
Article Assessment Questions: 1. What does an archaeologist do? a. buries artifacts b. studies artifacts c. makes artifacts d. displays artifacts 2. What do archaeologists study?
a. crops b. stories
c. structures d. weather 3. How do archaeologists know two groups lived at Cactus Hill at different times? a. The deeper soil changed color.
b. The deeper artifacts were different. c. Each group kept its own records. d. There were calendars at each level.
Trade and Economics in North America | Week 8
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