Dylan McCaffertyUncovering the Archaeological Past Unit Theme: Archaeology Subject Area: Social Studies Topic-Theme: The Pyramid

Builders Grade 7 Major Learnings: 1) The archaeological trade. 2) Architecture of ancient civilizations. 3) Researching skills 4) Analysis of data and debate Dates (weeks) 2 weeks

Time per Lesson: 60 minutes Lessons per weeks: 5

Topic/Concept

Learning Statements

PLOs

Resources

Lesson Activities and Strategies

Evaluation and Assessment

Introduction to archaeology

What is an archaeologist? Pop culture archaeologists vs real archaeologists

A1 B3

Paper and pencils for draw-an-archaeologist

Draw-anarchaeologist Group 4 tiki torches, a golden brainstorm skull, a table, artifacts 3 ways of for around the scene looking at a (food, jewelry, wood, golden skull etc) (temple raid) Papers and pens. K/W/L chart for each student. General brainstorm on pyramids Divide into groups either Egyptians or Maya (also possible to add Aztecs and other pyramid building

Collect and put up pictures of archaeologists

Notes and/or Integration with other subjects ELA could be doing book study of Red Pyramid by Rick Riordan Art class students could continue the debate groups by building their own pyramids

Intro Pyramids Prepare for group project

Students will create questions on important features of pyramids

A3 B1

Formative notes on participation: choose 4 students to monitor per class.

Dylan McCaffertyUncovering the Archaeological Past societies). Goal of project is to decide who built the best pyramids. Using K/W/L chart graph knowledge and understanding. 3 Physical features of a pyramid Size, volume, materials used, distance to quarry, work force. A2 A1 BYOD Internet Paper and note-taking supplies Stone samples and pictures Slo-Mo Jaguar Warrior Tag Teacher led theme introduction and then group research. Teacher led theme introduction and then group research. Formative notes on participation: choose 4 students to monitor per class. Math related questions on volume and distance.

Physical environment

What type of stone construction was used? What are the significant land features around the pyramid? How were materials brought to pyramid? What was the purpose of the building? How was it used? Are there any supernatural

E1 A2

BYOD Internet Paper and note-taking supplies Maps and aerial photos

Formative notes on participation: choose 4 students to monitor per class.

Relationship to supernatural and use after construction

B2 B3

BYOD Internet Paper and note-taking supplies

Teacher led theme introduction and then group

Formative notes on participation: choose 4 students to monitor per

Science relates with discussion on environment , sustainabilit y and ecosystems. ELA relates with writing of spooky stories and

Dylan McCaffertyUncovering the Archaeological Past phenomenon related to your building? Was anything permanently destroyed? Whats happened since? Are people still using the pyramids? Where are they in approximation to nearest towns? Decisions on whose pyramid is best. Bring in outside critics (parents, other classes) research. D2 E2 BYOD Internet Paper and note-taking supplies Teacher led theme introduction and then group research. class. Formative notes on participation: choose 4 students to monitor per class. deconstructi on of myths Science relates with Connection circles and cause and effect of human developmen t and land use.

Environmental Impact and Human settlement around Pyramid

Debate Day! Whose Pyramid is best?

A4 A5

A lot of brain power Compartmentalized notes from previous days

Debate

Debate formative notes on strength of argument, persuasiveness, non-verbal cues and argument breakdown. Each group member will also write 3 paragraphs describing what interested them of their counterparts argument and their thoughts on comparison between pyramids.

Reflection:

Dylan McCaffertyUncovering the Archaeological Past This unit pulls the strands of ancient civilizations and their architectural wonders into a PLO-busting spear of knowledge. From the outset of this lesson my goal was to awaken student interest and build upon their pop-culture knowledge of the popular perception of what an archaeologist is. Being the son of a real archaeologist I can personally say that while flashing steel and the snap of a bullwhip are exciting, the real archaeology is a whirlwind of excel spreadsheets, broken shovels, large spiders and thousands of pounds of broken pottery and bones. Archaeology is the lens with which modern cultures learn of the past and the fleeting moments of cultures that have not survived to write the history books. For this reason I have built this unit around inquiry and pointing students toward resources to answer their own questions. I believe that an inquiry approach allows students to stoke the bonfire of their own passions without being smothered by a blanket of dusty knowledge. With all the amazing literature both online and offline, archaeology is being revolutionized in many ways and it is important for the students to experience firsthand this information. As such the role of the teacher in this unit is to supply thought-provoking ideas and act as a supporting role to push the students imaginations and interests as well to help bridge the gap between any information that may not be within their zone of proximal development. With this in mind, one important role of the teacher is to act as a buffer for many of the wild theories that plague archaeology such as an alien invasion. These are important parts of being critical learners and students will learn how to weed out fact from fiction, or to develop their own beliefs. One of the great facets of 21st century learning is the integration with other subjects, for example if students are curious about the conspiracy theories then it is the role of the ELA teacher to help them read critically and even write their own theories. Much of archaeology is examined using scientific theory and so the role of the science teacher is to provide support as well, and to encourage

Dylan McCaffertyUncovering the Archaeological Past students to critically examine physical and environmental properties surrounding the construction of the pyramids. Using computers and iPads to incorporate Minecraft as a way of reconstructing ancient buildings has been proven to be successful in my experience as a Resource Assistant at Meadowbrook Middle School. Recreating the external environment of the pyramids is an excellent way of developing artistic skills by having to imagine ways of recreating the pyramid. The final tool of this unit that begins building from the second lesson is the final debate to choose between the Worlds Awesomest pyramid. This exercise is modeled on the Deadliest Warrior TV show from Spike, wherein two contenders face off on a number of different variables. The final debate will be judged by parent volunteers, and students from other classrooms whose teachers consent. This debate is an idea that has built up my whole life, being the son of a Mesoamerican archaeologist, I m yself have struggled with the variables and feel that this topic is one that all students can enjoy and become passionate about. This unit is not just about informing students but also to catch a piece of the passion for archaeology that runs in my family