PREHISTORIC TECHNOLOGIES PROGRAM PLAN FOR DOCENTS

Transcription

1 PREHISTORIC TECHNOLOGIES PROGRAM PLAN FOR DOCENTS The following is a suggested format for this program. Please feel free to bring your own experiences and creativity to the program; however, maintain the Arizona State Academic Standards when you do this program. AGE/GRADE LEVEL DURATION GROUP SIZE DOCENTS LOCATION BACKGROUND This program is appropriate for Grades hrs. 20 students 2 docents Branigar Chase Discovery Center This program attempts to show the lifeways of prehistoric inhabitants of the Colorado Plateau region by examining technological innovations of the four cultural periods: Paleo-Indian (15,000 to 8,000 BC), Desert/Archaic (8,000 to 100 BC), Basketmaker (100 BC to AD 700), and Pueblo (AD 700 to AD 1600). In addition, a key point of discussion is the relationship between humans and their environment, highlighting the role of technology as a cultural adaptation that has enabled subsistence in a wide variety of physical settings. Hands-on experience will augment the student s appreciation for the amount of time and energy required to perform tasks that were basic to the survival of prehistoric peoples. Entire class: 5-minute introduction in the lobby 15 minutes in the Archaeology Gallery to examine the different kinds of prehistoric technologies on the Colorado Plateau. The class is divided into two groups that will switch activities after 35 minutes. ESSENTIAL QUESTIONS By the end of the workshop the students will be able to answer the following questions: 1. How do archaeologist learn about ancient cultures? 2. What are the four Southwestern cultural periods between 15,000 B.C. and A.D. 1600? Discuss the methods and materials used for hunting during each period? 3. What forms of technology were used by the prehistoric inhabitants of the Colorado Plateau, for each of the four culture periods? Explain how each technology is suited to changing subsistence strategies. 4. Explain the main difference between the physical properties of raw fibers and cordage. List some of the raw materials that can be used to make cordage, as well as the different techniques that you used to make your cordage. 1

2 5. Explain the possible origins of the pump drill, and how prehistoric people used this technology. Was it always used to perform a task directly related to subsistence? 6. Explain the possible origins of the mano and metate, and its changing utility through time. 7. Compare prehistoric and modern technologies. Are their differences parallel to those between the technologies of Paleo-Indian/Archaic and later prehistoric cultures? KEY WORDS Technology Subsistence Adaptation Atlatl Flint Knapping Fire Drill Paleo-Indian Cordage Mano and Metate Desert (Archaic) Culture Pump Drill Projectile Point Basketmaker Culture Planting stick Pueblo Culture MATERIALS NEEDED INTRODUCTION All materials for this program are located in Owaki. See the attached sheets for the specific contents of the kit. Meet the students and teacher(s) in the front lobby of MNA. Welcome them to MNA and introduce yourself. Take students to Branigar Auditorium. Explain the role of technology in helping humans to adapt to their environment, and describe basic technologies employed by prehistoric peoples of the Colorado Plateau: Cordage Loom Fire Drill and Pump Drill Knapping Thrusting spear, Atlatl, and Rabbit Stick Mano and Metate Planting Stick Basketry and Pottery ACTIVITIES Archaeology Gallery (Timeline) Activity Use the timeline along the left wall as you enter the gallery to explain the different periods (Paleo-Indian, Desert, Basketmaker II and III, and the Pueblo culture). Suggested topics of discussion: Paleo-Indian period (11,500 to 6,000 B.C.) o Latest Pleistocene colder and wetter deglacial climate, end of the last glacial period. o Used thrusting spear and large projectile points for mega-fauna such as mammoth, Bison antiquus, and bear. Show the spear and Clovis point. o Mention that people were manufacturing cordage, but due to decomposition it does not preserve well in the archaeological record. It has been found in rock shelter deposits in other parts of the arid West. 2

3 o Ground stone milling tools at some Paleo-Indian sites in the greater Southwest may indicate that seed processing was part of life in North America during Paleo-Indian times, or they may have been used for pigment processing. o People lived in caves, rock shelters, brush shelters, and perhaps tents. o Fire drill and pump drill were likely part of the Paleo-Indian technological assemblage. Desert (Archaic) Culture (8,000 to 100 B.C.) o Probably when atlatl was first used. Demonstrate and explain the difference between atlatl and the thrusting spear; the atlatl allowed people to put themselves further from game o Show Archaic sandals, illustrating the sophistication in cordage techniques that has developed. o Increased reliance on plant gathering and processing is represented by ground stone milling tools, bedrock mortars, and grinding slicks. Basketmaker (100 B.C. to A.D. 700) o Important things happened during this time o Pottery begins to show up beans were introduced to the area ca. 500 A.D. from the south, and cooking vessels were then needed. Show examples of Basketry. o The bow and arrow was introduced. Show examples. o Agriculture came in during this time period. What is the difference between horticulture and agriculture? (Agriculture is more permanent and means staying in one place and taking care of crops). Show examples of the planting stick o Show Basketmaker sandals, illustrating the more sophisticated cordage techniques from this period. Pueblo Culture (A.D. 700 to A.D. 1600) o People who lived in the Flagstaff area during this time are known as Sinagua. o Settlements were more permanent o Agriculture was important. We have evidence of check dams and terraces in this area. o People became more specialized (e.g. potters, weavers, etc.). Show examples of pottery, basketry, and looms (and accompanying textiles) from this period, discussing differences from Archaic products. Show the progression of ceramic manufacturing techniques that occurs during the Pueblo period. Cordage Activity 1. Hand out fact sheet and crossword puzzle 2. Distribute Raffia and demonstrate the twist and ply technique. 3. Ask the students to notice how delicate each individual strand is. 4. When the students are finished making their cordage, ask them to try to pull it apart with both hands. Explain where the physical principle behind the strength of cordage. Pump Drill Activity 1. Distribute argillite or other material to be drilled. Have students etch a design into their pendant. 3

4 2. Distribute pump drill kits, and demonstrate proper drilling technique. Explain that sinew or cordage can be used to make a pump drill, to emphasize that one technology can be a building block for another. 3. Help the students to use the pump drill correctly, supervising as they drill. Mano and Metate Activity 1. Distribute kits with a small bag of dried corn for each student. 2. Demonstrate use of the mano and metate, showing students what the corn meal should look like when adequately ground. 3. When students are finished grinding, tell them to collect the meal in the small ziplock bags. Optional Flint-Knapping Demonstration ARIZONA ACADEMIC STANDARDS SOCIAL STUDIES Strand 1: American History Concept 1: Research Skills for History Grades 4 and 5 PO 1. Use the following to interpret historical data: a. timelines B.C.E. and B.C; C.E. and A.D. b. graphs, tables, charts, and maps PO 4. Describe how archaeological research adds to our understanding of the past. Grade 6 PO 2. Interpret historical data displayed in graphs, tables, and charts. PO 4. Describe how archaeological research adds to our understanding of the past. Grades 7 and 8 PO 4. Formulate questions that can be answered by historical study and research. Concept 2: Early Civilizations Grades 4 and 6 PO 1. Describe the legacy and cultures of prehistoric people in the Americas: a. characteristics of hunter-gatherer societies. b. development of agriculture. PO 2. Describe the contributions of the Mogollon, Ancestral Puebloans, and Hohokam (use of technology to adapt to the environment). Strand 4: Geography Concept 5: Environment and Society Grade 4 PO 1. Describe human dependence on the physical environment and natural resources to satisfy basic needs. 4

5 PO 2. Describe the impact of human modifications on the physical environment and ecosystems. SCIENCE Strand 2: History and Nature of Science Concept 2: Nature of Scientific Knowledge Grade 4 PO 1. Explain the role of experimentation in scientific inquiry. PO2. Describe the interaction of components in a system. Strand 3: Science in Personal and Social Perspectives. Concept 2: Science and Technology in Society Understand the impact of technology. Grade 4 PO 1. Describe how science and technology has improved the lives of many people. PO 3. Design and construct a technological solution to a common problem or need using common materials. Develop viable solutions to a need or problem. Grade 5 PO 1. Describe the relationship between science and technology. PO 2. Explain how scientific knowledge, skills, and technological capabilities are integral to a variety of careers. PO 3. Design and construct a technological solution to a common problem or need using common materials. Grades 6-8 PO 1. Propose viable methods of responding to an identified need or problem. PO 2. Compare possible solutions to best address an identified need or problem. PO 3. Design and construct a solution to an identified need or problem using simple classroom materials. Strand 5: Physical Science Concept 2: Motion and Forces Understand the relationship between force and motion Grade 5 PO 1. Describe the following forces: Gravity Friction PO 2. Describe the various effects forces have on an object (e.g. cause motion, halt motion, cause deformation). PO 3. Examine forces and motion through investigations using simple machines (e.g. wedge, plane, wheel and axle, pulley, lever). 5

6 CARDBOARD FOLDOUT CHART INCLUDING INSTRUCTIONS FOR MAKING CORDAGE AND EXAMPLES OF CORDAGE MADE FROM THE FIBERS OF DIFFERENT PLANTS, FOR WHICH PHOTOGRAPHS ARE PROVIDED. ACCOMPANYING THIS IS A 3-RING BINDER LOADED WITH PICTURES AND INFORMATION ON CORDAGE MATERIALS AND TECHNIQUES AROUND THE WORLD, TO BENEFIT BOTH STUDENTS AND INSTRUCTORS. 6

7 WOOL COTTON FLAX RAPHIA RAW MATERIALS PROVIDED FOR ACTIVITY IN THE CORDAGE ACTIVITY KIT BOX, IN MIDDLE STORAGE CLOSET, IN THE BACK ROOM OF THE OWAKIE STORAGE AREA. 7

8 WOOL ROPE TWINE FLAX TWINE RAPHIA YUCCA SANDAL ROPE FROM CORDGE ACTIVITY KIT: EXAMPLES OF CORDAGE PRODUCTS FASHIONED FROM VARIOUS MATERIALS, SHOWING SEVERAL DIFFERENT STYLES AND TECHNIQUES. 8

9 MANO METATE CORN, MANO AND METATE, AND CORN MEAL ARE LOCATED IN THE FRONT ROOM OF THE OWAKIE STORAGE AREA, UNDERNEATH THE FOLDOUT TABLE. 9

10 A B A. PUMP DRILL ACTIVITY KIT, LOCATED IN MIDDLE STORAGE CLOSET OF THE BACK ROOM OF THE OWAKIE STORAGE AREA. B. EXAMPLE OF PUMP DRILLS IN THE ACTIVITY KIT. THE DRILL AT THE BOTTOM OF PHOTOGRAPH B IS MORE AUTHENTIC, WITH STONE PROJECTILE POINT AND DISC. 10

11 A B C B FLINT KNAPPING DEMONSTRATION KIT IN OWAKIE MAIN (MIDDLE) ROOM, STORED ON THE FOLDOUT TABLE SET UP AGAINST THE BACK WALL. A. ANTLER TOOL FOR PRESSURE FLAKING AND RETOUCHING B. PERCUSSION INSTRUMENTS FOR PRIMARY STAGES OF KNAPPING C. LEATHER SAFETY GUARD 11

12 A A B C EXAMPLES OF TOOLS IN THE FLINT KNAPPING DEMONSTRATION KIT. A. GRAVER TOOLS B. FLAKE TOOL C. CHOPPING TOOL 12

13 PREHISTORIC TECHNOLOGIES OVERVIEW FOR PARENTS AND TEACHERS The following is a suggested format for this program. Please feel free to bring your own experiences and creativity to the program; however, maintain the Arizona State Academic Standards when you do this program. AGE/GRADE LEVEL DURATION GROUP SIZE DOCENTS LOCATION BACKGROUND This program is appropriate for Grades hrs. 20 students 2 docents Branigar Chase Discovery Center This program attempts to show the lifeways of prehistoric inhabitants of the Colorado Plateau region by examining technological innovations of the four cultural periods: Paleo-Indian (15,000 to 8,000 BC), Desert/Archaic (8,000 to 100 BC), Basketmaker (100 BC to AD 700), and Pueblo (AD 700 to AD 1600). In addition, a key point of discussion is the relationship between humans and their environment, highlighting the role of technology as a cultural adaptation that has enabled subsistence in a wide variety of physical settings. Hands-on experience will augment the student s appreciation for the amount of time and energy required to perform tasks that were basic to the survival of prehistoric peoples. ESSENTIAL QUESTIONS By the end of the workshop the students will be able to answer the following questions: 1. How do archaeologist learn about ancient cultures? 2. What are the four Southwestern cultural periods between 15,000 B.C. and A.D. 1600? Discuss the methods and materials used for hunting during each period? 3. What forms of technology were used by the prehistoric inhabitants of the Colorado Plateau, for each of the four culture periods? Explain how each technology is suited to changing subsistence strategies. 4. Explain the main difference between the physical properties of raw fibers and cordage. List some of the raw materials that can be used to make cordage, as well as the different techniques that you used to make your cordage. 5. Explain the possible origins of the pump drill, and how prehistoric people used this technology. Was it always used to perform a task directly related to subsistence? 6. Explain the possible origins of the mano and metate, and its changing utility through time. 7. Compare prehistoric and modern technologies. Are their differences 13

14 parallel to those between the technologies of Paleo-Indian/Archaic and later prehistoric cultures? KEY WORDS Technology Subsistence Adaptation Atlatl Flint Knapping Fire Drill Paleo-Indian Cordage Mano and Metate Desert (Archaic) Culture Pump Drill Projectile Point Basketmaker Culture Planting stick Pueblo Culture INTRODUCTION Meet the students and teacher(s) in the front lobby of MNA. Welcome them to MNA and introduce yourself. Take students to Branigar Auditorium. Explain the role of technology in helping humans to adapt to their environment, and describe basic technologies employed by prehistoric peoples of the Colorado Plateau: Cordage Loom Fire Drill and Pump Drill Knapping Thrusting spear, Atlatl, and Rabbit Stick Mano and Metate Planting Stick Basketry and Pottery ACTIVITIES Archaeology Gallery (Timeline) Activity Use the timeline along the left wall as you enter the gallery to explain the different periods (Paleo-Indian, Desert, Basketmaker II and III, and the Pueblo culture). Suggested topics of discussion: Paleo-Indian period (11,500 to 6,000 B.C.) o Latest Pleistocene colder and wetter time, end of the last glacial period. o Used thrusting spear and large projectile points for mega-fauna (big game) such as mammoth, bison, and bear. Show the spear and Clovis point. People lived in caves, rock shelters, and brush shelters. Desert (Archaic) Culture (8,000 to 100 B.C.) o Probably when atlatl was first used. Demonstrate and explain the difference between atlatl and the thrusting spear o The atlatl allowed people to put themselves further from game o Note the split twig figurine from Grand Canyon Archaic period o Show Archaic sandals, illustrating cordage techniques from this period Basketmaker (100 B.C. to A.D. 700) o Important things happened during this time o Pottery begins to show up beans were introduced to the area ca. 500 A.D. from the south, and cooking vessels were then needed. Show examples of Basketry. 14

15 o The bow and arrow was introduced. Show examples. o Agriculture came in during this time period. What is the difference between horticulture and agriculture? (Agriculture is more permanent and means staying in one place and taking care of crops). Show examples of the planting stick o Show Basketmaker sandals, illustrating the more sophisticated cordage techniques from this period Pueblo Culture (A.D. 700 to A.D. 1600) o People who lived in the Flagstaff area during this time are known as Sinagua. o Settlements were more permanent o Agriculture was important. We have evidence of check dams and terraces in this area. o People become more specialized (e.g. potters, weavers, etc.). Show examples of pottery, basketry, and looms (and accompanying textiles) from this period, discussing differences from Archaic products. Show the progression of ceramic manufacturing techniques that occurs during the Pueblo period. Cordage Activity: students will be introduced to basic techniques used to manufacture twine. Pump Drill Activity: students will learn how to use the pump drill on their own rock sample. Mano and Metate Activity: students will learn how to grind corn to make their own corn meal Optional Flint Knapping Demonstration: expert MNA flint knappers will Demonstrate one of the oldest technologies known to mankind. ARIZONA ACADEMIC STANDARDS SOCIAL STUDIES Strand 1: American History Concept 1: Research Skills for History Grades 4 and 5 PO 1. Use the following to interpret historical data: c. timelines B.C.E. and B.C; C.E. and A.D. d. graphs, tables, charts, and maps PO 4. Describe how archaeological research adds to our understanding of the past. Grade 6 PO 2. Interpret historical data displayed in graphs, tables, and charts. PO 4. Describe how archaeological research adds to our understanding of the past. Grades 7 and 8 PO 4. Formulate questions that can be answered by historical study and research. 15

16 Concept 2: Early Civilizations Grades 4 and 6 PO 1. Describe the legacy and cultures of prehistoric people in the Americas: a. characteristics of hunter-gatherer societies. c. development of agriculture. PO 2. Describe the contributions of the Mogollon, Ancestral Puebloans, and Hohokam (use of technology to adapt to the environment). Strand 4: Geography Concept 5: Environment and Society Grade 4 PO 1. Describe human dependence on the physical environment and natural resources to satisfy basic needs. PO 2. Describe the impact of human modifications on the physical environment and ecosystems. SCIENCE Strand 2: History and Nature of Science Concept 2: Nature of Scientific Knowledge Grade 4 PO 1. Explain the role of experimentation in scientific inquiry. PO2. Describe the interaction of components in a system. Strand 3: Science in Personal and Social Perspectives. Concept 2: Science and Technology in Society Understand the impact of technology. Grade 4 PO 1. Describe how science and technology has improved the lives of many people. PO 3. Design and construct a technological solution to a common problem or need using common materials. Develop viable solutions to a need or problem. Grade 5 PO 1. Describe the relationship between science and technology. PO 2. Explain how scientific knowledge, skills, and technological capabilities are integral to a variety of careers. PO 3. Design and construct a technological solution to a common problem or need using common materials. Grades 6-8 PO 1. Propose viable methods of responding to an identified need or problem. PO 2. Compare possible solutions to best address an identified need or problem. PO 3. Design and construct a solution to an identified need or problem using simple classroom materials. 16

17 Strand 5: Physical Science Concept 2: Motion and Forces Understand the relationship between force and motion Grade 5 PO 1. Describe the following forces: Gravity Friction PO 2. Describe the various effects forces have on an object (e.g. cause motion, halt motion, cause deformation). PO 3. Examine forces and motion through investigations using simple machines (e.g. wedge, plane, wheel and axle, pulley, lever). 17