Uncovering Pre-historic Georgia



Uncovering Pre-historic Georgia

Amanda Okrutny

Angie Evans

Annotation:

Students will explore the four pre-historic time periods in Georgia using a hands-on approach through archaeology. Students will use a simulation to locate, identify, analyze and collect data using artifacts and eco-facts from a given pre-historic period of Georgia. Students will research their assigned time period of pre-history and write an informative essay about the period. Students will then present and teach the information to classmates.

Primary Learning Outcome:

• identify the four pre-historic Indian Periods; Paleo (?–8000B.C.), Archaic (8000B.C.-1000B.C.), Woodland (1000B.C.-900A.D.), and Mississippian (900A.D.-1600A.D.)

• identify and describe the importance of Etowah, Ocmulgee, Rock Eagle and Kolomoki as examples of Indian mounds in Georgia

• demonstrate knowledge of the following terms:

- carbon 14 dating - site

- anthropology - prehistoric

- archeology - nomad

- stratigraphy - chiefdom

- artifacts - Bering land bridge theory

- excavating - post molds

- eco-facts - palisades

- projectile points

• collect evidence using appropriate, reliable data

• determine adequacy, relevancy and consistency of information for justifying conclusions or generalizations

• analyze interpretations of the same event from multiple types of sources.

• distinguish between primary and secondary sources and determine respective uses

Assessed and Un-assessed QCC:

8th Grade Social Studies 6, 52, 55, 59, 60, 63

8th Grade Earth Science 14 Geology

Duration:

Approximately 2 weeks

Materials:

- “Uncovering Pre-Historic Georgia” syllabus

- “Steps to Excavation” instruction sheet

- rubric for each activity to be assessed

- “Projectile Points” example sheet

- dig sites with appropriate artifacts and eco-facts

- centimeter graph paper for site maps

- thread for creating grid of the site

- rulers

- brushes for dig

- extra soil if reusing site for additional classes

Technology Connection:

- Computers, printers, paper

- Internet for research

- AlphaSmarts or word processing program software

Procedures:

Before Class Preparation

- Teacher will need to prepare a minimum of four dig sites; one for each pre-historic Indian period

- Teacher will need to place artifacts and eco-facts in the proper dig site according to the specific time period

EXAMPLE:

Woodland Period – non-decorative pottery shards; bow and arrows; arrow points made from stone, shark teeth, deer antler; clay pipes

Mississippian Period – decorative pottery shards; beads made from clay, shell, and copper

- Teacher will need to copy samples of projectile points for each time period and place them accordingly in the proper dig site * Note: students will keep this sample artifact for dating purposes.

- Teacher will need to copy appropriate rubrics, the “Steps to Excavation” instruction sheet, and the Content Map/ Graphic Organizer for student use

- Teacher will need to reserve the media center and/or computer lab for research

In Class

Day One:

- Students will take a pretest about archeology and Georgia’s pre-historic past

- Students and teacher will review the pretest answers

- Students will read background information on archeology and pre-history

- Students and Teacher will review instructions for the “Uncovering Pre-Historic Georgia” project

- Students and Teacher will review the assessment rubrics for the project

Day Two:

- Students will read introductory background information on archeology and the pre-history of Georgia

- Student will be introduced to new vocabulary by use of word walls, word splash, dictionary drills, etc.

- Students will develop a Content Map/Graphic Organizer to be used to record information during group presentations

Day Three:

- Students will be organized into a minimum of 4 groups

- Students will assign group members the following tasks – each group member should have more than one task to complete – the tasks should be divided equally between group members

o Diggers

o Recorders

o Cartographers (artist)

o Researchers/typist

o Presenters/teachers

- Students will then perform their excavation

Day Four and Five:

- Students will conduct research in the Media Center and/or Computer Lab

- Students will use AlphaSmarts or a word processing program to type, edit and

print an informative essay

Day Six and Seven:

- Students will present their findings to fellow classmates

- Students will use a Content Map/Graphic Organizer to record information about each presentation

Attachments:

“Steps to Excavation” direction sheet

assessment rubric for project

assessment rubric for informative essay and group presentation

Assessment:

- Project includes: title page, site map, record of procedures and findings, classification of artifacts and eco-facts, and assessment rubric for the project

- Informative essay and group presentation includes: title page, informative

essay, bibliography page, and presentation

- Comprehensive test includes: all pre-historic time periods of Georgia, vocabulary terms and definitions

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