Lesson Plan. The Life and Times of the First Tennesseans. An Educational Outreach Program of the Tennessee State Museum

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1 T ennessee s T r av eling T re asures teacher s Lesson Plan for grades 4 8 The Life and Times of the First Tennesseans An Educational Outreach Program of the Tennessee State Museum tsm first tennesseans cover.indd 3 12/10/10 10:55 AM

2 T e n n e s s e e s T r a v e l i n g T r e a s u r e s The Life and Times of The FIrst Tennesseans G o a l To learn about the cultures of the prehistoric people who lived in the land we now call Tennessee through archaeology C O N T E N T The lessons within this trunk will explore evidence of ancient societies within Tennessee. The challenge presented to the students is the same challenge archaeologists face every day. The prehistoric people who lived in what we now call Tennessee had no written language, and the only first hand evidence we have comes from the few Europeans who came into contact with the fading Mississippian culture. Therefore, students will approach this study like archaeologists studying artifacts found at dig sites. O B J E C T I V E S Students should begin to understand the processes archaeologists use in interpreting artifacts. Gorget Ceremonial Artifact To identify customs, celebrations, and traditions of various cultures in early Tennessee. Understand the importance of certain materials and how these materials determine the structures of prehistoric societies. To understand symbols and how they fit into religious beliefs. Students should also make a comparison between themselves and people from the past. i n t r o d u c t i o n Societies in the world come and go. As average Americans go about their everyday lives it is easy to forget that this land we call America has not only been the home of Americans. We call the people that came before us here the First Tennesseans, but obviously, there were no Tennesseans at that time. The historic tribes now known as Cherokee, Creek, Choctaw, and Shawnee were relative latecomers to this land. For thousands of years this land was inhabited by many cultures that are still a mystery. How do we know about people in the past? The best way is to read what they have written, but that is a problem we face when studying the First Tennesseans. From what archaeologists have found there were no written languages north of the area around Mexico City. When there is no written evidence of cultures, archaeologists are often reduced to studying objects that are left behind. Sometimes archaeologists are lucky and find evidence of towns or villages of people long gone. It is then that they set out to dig for clues indicating who lived there, and maybe, a little about who they were. It is sad to say, but often all we can ever expect from this situation is an educated guess. It is the goal of this trunk for students to learn the methods used by archaeologists in studying lost cultures and presenting the challenges and opportunities gained through that study. A n E d u c a t i o n a l O u t r e a c h P r o g r a m o f t h e T e n n e s s e e s t a t e m u s e u m p a g e 1

3 Treasure Trunk F i v e h i s t o r y l e s s o n s t r e a s u r e t r u n k i n v e n t o r y P a g e 3 Tales Told by Trash In this lesson students learn how archaeologists use artifacts from ancient trash pits to help them reconstruct the past. Students will also interpret and record findings of their own. L e s s 1 o n 1. Archaeology containers (4) 2. Colander soil shifters (4) 3. Bowls (4) 4. Hand loupes (8) 5. Posters of archeological dig sites 6. Clipboards (4) P a g e 5 Inside the Archaeology Lab In this lesson, students will analyze and classify real Mississippian pottery sherds. They will use the same tools and ideas that archaeologists use after they find pottery sherds on a site. L e s s o 2 n 1. Archaeological container 2. Hand loupes (8) 3. Calipers (4) 4. Laminated example analysis sheet 5. Clipboards (4) P a g e 7 Ancient Effigy Pottery from Tennessee Students will be introduced to effigy pottery and learn about ideas and theories on why some Mississippian pottery was shaped into various animals. L e s s o 3 n 1. Photographs of effigy pottery from Museum 2. Mississippian world view poster P a g e 1 0 Ancient Tools This lesson will further explore the techniques of archaeologists and will give the student an opportunity to identify and classify ancient tools. L e s s o 4 n 1. Master classification labels (5) P a g e 1 3 Games Then and Now In this lesson students will have a chance to experience a fun game played by the Mississippians. Hopefully, students will realize that no matter how strange past societies may appear to modern individuals, we are all human and enjoy having fun. L e s s o 5 n 1. Chungke stone replicas (3) 2. Beanbags (6) p a g e 2 T h e L i f e a n d T i m e s o f T h e F I r s t T e n n e s s e a n s

4 F o r G R A D E S 4 8 L E S S O N D U R A T I O N 1 SESSION Tales Told By Trash I N T R O D U C T I O N In 1990, the state decided to expand a prison near Nashville and found ancient artifacts. State archaeologists were called to explore the construction site and they found an old garbage pit. When carbon dating was done on some of the organic material, the team found that the site was over a thousand years old. It will be the task of the students to recreate the scientific atmosphere of a real archeology site. G o a l To form a basic understanding of how archaeology helps us understand people from the past? Guiding Question What was life like for the American Indian in this area, and how do we know? O B J E C T I V E S Understand how archaeologists use artifacts from ancient trash pits to help them reconstruct the past. Interpret findings from a mock trash pit. Learn how important it is for archaeological work to be left to trained professionals CURRICULUM S TA NDA RDS who know how to handle fragile artifacts and record vital information. See page 20 for the state and national G E T T I N G R E A D Y T O L E A R N curriculum standards for this lesson. Think about things people throw away. What are some things you might find in a garbage dump? You might find food, clothing, broken tools, microwaves, old televisions, l e s son 1 resources furniture, and a thousand other everyday items. Because we have a written language, people from the future would be able to read accounts about how we used these items, The handouts and worksheets are how we lived and worked, and what we thought and believed. Now think about people located as a pdf on the CD and as a hard who lived here hundreds of years ago. As far as we know, there was no written language. How can we find out about these people? Lesson 1 tab. copy in the back of the book under the Archaeologists are people who learn about the past and often study things that were probably considered trash by the people who long ago left it there. The old objects they find and study are called artifacts. These artifacts can help us understand cultures of people in the past. Archaeologists working at dig sites carefully find, record, map, and identify artifacts, keeping in mind that every little detail provides important information. Even tiny fragments of pottery, tools, and plant and animal remains are considered important clues. From these clues, archeologists make educated guesses about these early people. Imagine you start to plow for a garden and find pieces of broken pottery and arrowheads! Could this be an old garbage dump? What could you learn from this garbage? Today students are going to use pretend artifacts found at the classroom dig site to figure out how Mississippian people lived a thousand years ago. Continued next page A n E d u c a t i o n a l O u t r e a c h P r o g r a m o f t h e T e n n e s s e e s t a t e m u s e u m p a g e 3

5 Lesson 1 continued Tales Told By Trash L e s s o n 1 T r u n k m a t e r i a l s Archaeological containers of unsifted material from a dig site (4) Items Per Container: Pieces of broken pottery (2), ¾ grooved axe (1), Net sinker (1), Fishhook (1), Shell beads (2), Projectile point/knife (2) Colander soil sifters (4) Bowls (4) Hand loupes (8) Set of posters of real archeological dig sites (1) One copy per team of the artifact data sheet Clipboards(4) P R O C E D U R E S 1. Divide the class into archaeological teams of four students. 2. Show students the pictures of archaeological dig sites and tell them they will all be archaeologists. 3. Give each team an archaeological container, colander, bowl, two loupes, and a clipboard with a data sheet. 4. Tell them that all of the materials must be returned to the container at the end of the activity, and each item will be counted by the teacher. Teachers, after collecting all materials from students and returning them to the plastic containers, please be sure to put containers into their plastic bags to help keep the sand contained. 5. Carefully dump out some of the contents of your container into your colander, which should also be on top of the bowl. 6. Gently shake the colander to separate the sand from the artifacts. This is called screening or sifting. Archaeologists will sometimes use water to help separate the soil from the artifacts. 7. Real artifacts are sometimes very fragile. Archaeologists learn to be extremely careful when handling artifacts, so students should do the same. When artifacts are removed, carefully arrange them in order and give each item a number in order to prevent confusion. 8. Repeat process until all of the contents of the container have been excavated. 9. Encourage them to use the hand loupes to carefully examine and discuss each artifact. 10. Have them fill in their data sheet. Explain that, like archaeologists, they will have to speculate on the use(s) of the artifacts. 11. If time permits have each team discuss their findings. C O N C L U S I O N 1. How do archaeologists use artifacts from ancient trash pits to help them reconstruct the past? 2. What was life like for the American Indian in this area, and how do we know? 3. How different do you think handling these items is different from actual artifacts? A S S E S S M E N T Students will complete an introductory vocabulary exercise and successfully place symbols on their coordinates to form a product map. Then, students will use the map to complete a Tennessee treasure hunt. E X T E N S I O N S 1. Have teams compare their data. 2. Have teams attempt to reassemble broken pottery. R E F E R E N C E S The Sogom Site (40DV68): A Mississippian Farmstead on Cockrill Bend, Davidson County, TN Online at p a g e 4 T h e L i f e a n d T i m e s o f T h e F I r s t T e n n e s s e a n s

6 F o r G R A D E S 4 8 L E S S O N D U R A T I O N 1 SESSION Inside The Archaeology Lab I N T R O D U C T I O N In this lesson, students will have a very unique opportunity to handle artifacts made in prehistoric Tennessee. The Tennessee Department of Archaeology has generously donated these Mississippian period pottery sherds to be used for this lesson. Students will be able to work with materials that were made 500 to 1000 years ago. Often, when people think about archaeologists and what they do, they picture an excavated site and someone digging with a shovel. However, there are many different aspects that go into an archaeological discovery. In addition to the fieldwork completed on the site, thorough analysis, testing, and research have to be completed on all of the recovered artifacts.? Guiding Question What are different types of information that a laboratory technician may want to record from the artifacts that are brought in? Pottery is one of the most informative artifacts that archaeologists can find. Pottery is any type of baked clay that contains a tempering agent. The temper is material added to the clay before it is fired to strengthen it and prevent the clay from shrinking or cracking. The type of temper used in the pottery gives us an idea of the age of the vessel. The shape, size, and decoration give clues as to the function or purpose of the pottery. Pottery sherds are broken pieces of a pot. They are first classified by where on the original pot they came from: rim, body, or neck. Rim sherds are often the most informative, because they provide a lot of information concerning the shape of the pot. Archaeologists will then analyze the surface treatment of the pot sherd. They will check for any markings or decorations. Using a hand loupe, they will look at the inside section of the pottery sherd to see what temper was used to hold the pottery together. In the Mississippian period, shell-tempered pottery is the most abundant. However, sand or grit is also found on these sites. Next, the archaeologist will note the size and shape of the pottery sherd. As archaeology lab technicians, each group will analyze their pottery sherds, looking specifically at these characteristics. G o a l To help students better understand the level of detail that goes into artifact analysis and why it is important. CURRICULUM S TA NDA RDS See page 21 for the state and national curriculum standards for this lesson. l e s son 2 resources The handouts and worksheets are located as a pdf on the CD and as a hard copy in the back of the book under the Lesson 2 tab. Continued next page A n E d u c a t i o n a l O u t r e a c h P r o g r a m o f t h e T e n n e s s e e s t a t e m u s e u m p a g e 5

7 Lesson 2 continued Inside The Archaeology Lab L e s s o n 2 T r u n k m a t e r i a l s Archaeological container containing 4 pottery sherds (1) Hand loupes (8) Calipers (4) Laminated example artifact sheets (4) Laminated example analysis sheets (4) Sets of forms (4) Clipboards (4) O B J E C T I V E S Learn about different shapes, decorations and tempers used in prehistoric pottery Learn to analyze Mississippian pottery sherds, considering temper, decoration, size, and fragment location (rim, neck, or body) Consider the different functional uses these different pottery types may have had A S S E S S M E N T Have students attempt to recreate a whole pot from one (or more) of the pottery sherds in their collection. Have them draw what the entire pot would have looked like and how the complete decoration would have appeared. What would their particular pot have been used for? Why that type of decoration? P R O C E D U R E S 1. Divide the class into four archaeological lab teams 2. Give each team an archaeological container, a set of forms, two hand loupes, and a set of calipers 3. Demonstrate how to use hand loupes and calipers for any students who have not used them before. 4. Pass out the artifact sheets. Go over the decorations that are listed on the examples and make sure the students understand how to fill out their analysis forms. 5. Have each team examine and discuss their pottery sherd. They will have one form per pottery sherd. ** Be sure to emphasize the point that these are REAL artifacts. Students need to be careful when handling them and be sure to replace the pot sherds into their containers when finished with them. 6. Give teams time to fill out their data sheets. 7. After the teams have each finished their first analysis, the groups can switch places. They are to analyze and fill out data sheets for each set and compare their findings. C O N C L U S I O N Have groups share their findings. Ask them what types of analysis they found easiest/hardest. Did all students looking at the same pieces of pottery always agree on all the characteristics? Do you think this happens in a real archaeology lab? p a g e 6 T h e L i f e a n d T i m e s o f T h e F I r s t T e n n e s s e a n s

8 F o r G R A D E S 4 8 L E S S O N D U R A T I O N 1 SESSION Ancient Effigy Pottery From Tennessee I N T R O D U C T I O N Artifacts dug from the earth can only tell us so much. Without? more information archeology is often reduced to a best guess situation. Based on what little we know of what the Mississippian people thought or believed we may never know exactly Guiding Question what the things they left behind meant to them. One item found in Tennessee that gives us an interesting perspective How can we learn today about into their lives is known as effigy pottery. Effigy pottery in how people in the past Tennessee is made in the shape of animals or humans, which viewed their world? most archaeologists think had deep meaning for the Mississippian people. It will be the task of this activity to introduce one theory of why these artifacts were designed the way they were and allow students to think critically about how past beliefs are reconstructed. While pottery has been made in Tennessee for thousands of years, effigy pottery becomes most common during the Mississippian period. Effigy pottery is pottery that was used to depict an image or represent an idea. Effigy pottery depicts animals that Mississippians probably considered special or holy. Archeologists debate the significance of what these animals represented for the Mississippian people, but the fact that most effigy pottery was found in graves points to a religious or ceremonial purpose. Some archeologists think that answers lie in how Mississippians viewed their world. In this theory, Mississippians divided the world into three levels: the Above World (the realm of birds), the Middle World (the realm of land animals), and the Below World (the realm of underwater or underground animals). Some archeologists believe that special significance was placed on animals that could travel between these different worlds. CURRICULUM S TA NDA RDS See page 22 for the state and national curriculum standards for this lesson. l e s son 3 resources Materials for the lessons are in the trunk. There are not any handouts or worksheets. G o a l s To gain a basic understanding of Mississippian effigy pottery and learn about ideas or theories on why some pottery was shaped into various animals O B J E C T I V E S Understand the significance of clay artifacts and how they tell us something about the people who made them. Use simple implements to replicate a clay artifact and explain what it means. Relate some theories about why particular animals are designed on pottery. Continued next page A n E d u c a t i o n a l O u t r e a c h P r o g r a m o f t h e T e n n e s s e e s t a t e m u s e u m p a g e 7

9 Lesson 3 continued Ancient Effigy Pottery From Tennessee L e s s o n 3 T r u n k m a t e r i a l s Pictures of effigy pottery from the Tennessee State Museum (5) Mississippian world view poster (1) A S S E S S M E N T Have students create their own effigy pottery replicating the style of the sample provided in the trunk. Have them explain why they picked their animal. Why is it special? Students may also judge each other s work in terms of how well they followed the instructions. (Award ribbons if desired.) P R O C E D U R E S 1. Display Mississippian World View poster. Describe the following artifacts to provide students an idea of the animals and reasoning behind the designs that were used in the creation of effigy pottery. Many of the effigy bottles and bowls on display at the Tennessee State Museum are in the form of creatures that had special meaning. Discuss one artifact at a time, allowing close examination of images by each student. Wood Duck Wood Duck: One of the most common animals represented in Tennessee pottery is the wood duck. This animal could dive underwater and fly through the air. It nested in hollow trees on land, making it a creature that could travel easily between all three worlds. Perhaps this explains why the wood duck was represented on many different types of effigy pottery. Frog: The frog was an animal that was comfortable in the water and on land. Its life began in the water as a tadpole, and as they changed into an adult moved to spend a large portion of their life on land. The frog comfortably hopped between water and land worlds. Turtle: This is an animal whose life began as an egg on land then moved to spend a large part of life in the water. It is another animal that moved comfortably between two worlds. Frog Owl: In addition to possessing night vision, the horned owl has tufts of feathers on its head which appear to be ears, a characteristic of four-footed animals. In poor light a horned owl perched upon a high limb can be mistaken for a cat and the weird, night cry of a horned owl is never a comfort to anyone. Additional night animals include the opossum and cougar. Monster: The southeastern Indians firmly believed in the existence of creatures which were stranger than anything that occurs in nature, like the water cougar, and a winged serpent. p a g e 8 T h e L i f e a n d T i m e s o f T h e F I r s t T e n n e s s e a n s

10 2. Give the students opportunity to examine the image after showing and describing each artifact. 3. Now students should have an understanding of how archeologists believe Mississippian people viewed their world. Instruct them to draw a different form of effigy pottery, using the images as a guide. Ensure that students are recreating similar types but different animals than those in the images. Turtle 4. After five minutes, allow each student to show and explain their designs. C O N C L U S I O N Little is known for sure about what Mississippian people thought or believed, but based on this activity what have you gained toward understanding this lost culture? What can this teach us about our own culture? Think of some effigies that we have today (religious symbols, statues, etc.). E X T E N S I O N S Have the students read the First Tennesseans: Pottery Making exercise found on the tn4me.org website and follow the directions. They can create their own animal effigy or decorated pot. Owl R E F E R E N C E S Beneath These Waters: A Leap Forward (the possible discovery of pottery-making methods near Augusta, Georgia) Expeditions into Ohio s Past: Pots and Pieces (a lesson contained in the PDF at Contain Yourself (lesson plan from Illinois State Museum) state.il.us/tools/lessons/4.6/lesson.html Monster A n E d u c a t i o n a l O u t r e a c h P r o g r a m o f t h e T e n n e s s e e s t a t e m u s e u m p a g e 9

11 F o r G R A D E S 4 6 L E S S O N D U R A T I O N 1 SESSION Lesson 4 Ancient Tools I N T R O D U C T I O N Arrowheads, called PP/Ks (Projectile Point/Knife) by archaeologists, are one of the most familiar stone artifacts that students associate with American Indians. However, prehistoric Indians made and used a variety of stone tools for agriculture, hunting, home construction, household chores, and ceremonies. Some were made from stones that fracture to create sharp edges and others from smooth stones. The most common stone used in making these tools was called chert. Chert from Tennessee was traded throughout the region.? Guiding Question What types of ancient tool artifacts have been found in Tennessee? Archaeologists carefully collect stone artifacts, recording detailed information on where they were found. From this data, they attempt to reconstruct the diet and daily activities of the people who made them. When people who are not trained as archaeologists remove artifacts from a site, they lose their value as clues to the past. In some instances, their age cannot even be determined because there are no associated carbon-containing objects to date. Carbon dating can only be used with objects that have a biological origin such as bone, cloth, wood, or plant fibers. For these reasons, collecting of stone artifacts is discouraged. CURRICULUM S TA NDA RDS See page 23 for the state and national curriculum standards for this lesson. l e s son 4 resources The handouts and worksheets are located as a pdf on the CD and as a hard copy in the back of the book under the Lesson 4 tab. G o a l To understand the complexities of ancient civilizations in Tennessee O B J E C T I V E S Identify various possible uses of ancient tools Predict the use of a tool from its shape and size Classify the tool based on its uses Consider why people should avoid collecting stone artifacts, even on private property A S S E S S M E N T Instruct students to make up a story to explain how a tool came to be broken and thrown away. Allow students to observe modern tools and then ask students to decide which modern tool a Native American could have used (if any) in place of the ancient tool. p a g e 10 T h e L i f e a n d T i m e s o f T h e F I r s t T e n n e s s e a n s

12 L e s s o n 4 T r u n k m a t e r i a l s Pictures of effigy pottery from the Master classification labels (to be used by teacher) (5) Sets of team materials (4) containing: Images (5); Classification labels (5); Description labels (5) G E T T I N G R E A D Y T O L E A R N Today we have the benefit of having many materials to make items we need. Plastics, metals, glass, and fibers created in a lab, etc. are all substances from which we have to choose. Ancient people all across the world only had a few to choose from: stone, clay, wood, and natural fibers being the most common. Unfortunately, stone and pottery items tend to be the only things that survived over the years. However, we can piece together some bits of the everyday lives of the first Tennesseans through these items. It is your task to analyze some items and guess their use. P R O C E D U R E S 1. Remove the master classification labels from the trunk and arrange them on a wall or table. They will need to be close enough that a student can go from one to the other, but far enough apart that the student cannot classify each photograph from standing in one location. 2. Divide the class into four archaeological teams and assign them a team name: blue, green, red and yellow. 3. Pass out to each team a set of five artifact images, the category labels and the description labels one set per group. Hoe 4. Have each team look at the images and determine which description best matches each ancient image. Once they have done this, fasten each description to the image it best matches. 5. Check results using the teacher answer key identification number. Let them know which are correct and allow them to rearrange the labels. 6. When all of the images correctly match their descriptions have the students classify by correct function or use of the item. Once again, students should attach their answer to the image of the ancient tool. 7. When each group has assigned their combined photographs/description to each category, have the students from each group come to the label area as organized in step one. 8. Next, team members will take the ancient tool images with descriptions and place one photograph beneath each function/use. Each team will have one image for each classification. Continued next page A n E d u c a t i o n a l O u t r e a c h P r o g r a m o f t h e T e n n e s s e e s t a t e m u s e u m p a g e 11

13 Lesson 4 continued Ancient Tools 9. The teacher will then tell the group which images are in the correct location. 10. If any of the images are wrongly classified, allow the team to rearrange the images until they are in the correct order. 11. Repeat for each team. Allow each team s correct order to remain in view of the class until the end of the activity. Celt 12. Go over all of the artifacts and their uses. Relate the experience of the students guessing the uses of the items and the job of the archeologist. How are they similar and different? (different: archaeologists can share knowledge among experts and have use of laboratories) 13. Which modern tools serve the same functions? C O N C L U S I O N This activity was designed to give students the understanding that a certain amount of creativity is needed to not only make these tools, but to also discover how the tools were used. Students should also understand the importance of access to different materials. How different would the lives of Indians be if they had discovered how to make steel? Spade Pictoglypgh p a g e 12 T h e L i f e a n d T i m e s o f T h e F I r s t T e n n e s s e a n s

14 F o r G R A D E S 4 8 L E S S O N D U R A T I O N 1 SESSION Lesson 5 Games Then And Now I N T R O D U C T I O N Just like people today the Mississippian people played numerous games within and between local villages. Many Mississippian sites show evidence of a large open ball field where various games were played. One of these games is called chungke (chunky). We know that this game was very popular during the Mississippian Era and was fiercely competitive. Archaeologists also believe that the game had important religious themes as well. G o a l To relate modern sporting events played today to the ones played by Mississippian people. Sport is a human institution that transcends time and culture. O B J E C T I V E S Students will consider how disc-like artifacts may have been used in playing games Students will try a modified version of a game played by Mississippian people A S S E S S M E N T Use informal assessment by observing student participation playing the chungke game. l e s son 5 resources The handouts and worksheets are G E T T I N G R E A D Y T O L E A R N located as a pdf on the CD and as a hard Imagine you and a friend are on a basketball court. Your friend beats you most of the copy in the back of the book under the time, but after making a few good shots, you are brave enough to challenge him to a Lesson 5 tab. rematch. How would it make you feel if you won or lost? These are probably the very same feelings that Mississippian Indians had on their playing fields a thousand years ago. These games were very important to them, and they would sometimes bet heavily on the outcomes of the contest, even to the point of ruin. By beating your opponent, you are not only winning treasure, but also respect among the village. Is this also comparable to today? Think of some athletes today who many people respect. Continued next page? Guiding Question What games did Mississippians enjoy? CURRICULUM S TA NDA RDS See page 24 for the state and national curriculum standards for this lesson. A n E d u c a t i o n a l O u t r e a c h P r o g r a m o f t h e T e n n e s s e e s t a t e m u s e u m p a g e 13

15 Lesson 5 continued Games Then And Now L e s s o n 5 T r u n k m a t e r i a l s Chungke stone replica Beanbags (2) Copies of student handout with directions for playing chungke P R O C E D U R E S 1. Pass around a chungke stone replica. 2. Challenge them to think of games they could play with home-made equipment or natural objects. ( kick the can, stones as marbles, etc.) 3. Pass out the student handout. 4. Demonstrate how to roll a chungke stone and explain how the game may have been played using the enclosed explanation. 5. Divide the class into three groups. SUMM A RY OF HOW T O P L AY A T E A M V ERSION OF CHUNGK E Start with two players. Each player holds a beanbag. One player starts the disc rolling. Both players toss the beanbag where each thinks the disc will stop. The person whose beanbag is closest gets one point and gets to roll the disc next. The loser is replaced by the next player in the group. VARIATION: Try to hit the rolling stone and knock it over. 6. Move to a suitable location. 7. Pass out the equipment. 8. As time permits, have students play the game. 9. Discuss their thoughts on playing the game and how it is similar or different to modern sports C O N C L U S I O N This activity provides the students with an opportunity to relate with Mississippian lifestyles. By playing chungke, the students will understand that in many ways people from our past were very much like us. Furthermore, people who excelled at the game would be held in high regard. Think of people like Peyton Manning, Kobe Bryant, Michael Phelps, or Serena Williams. How do we view these people, and why do we, like Mississippians, value athletic achievements? E X T E N S I O N S Have students create and play a game using natural materials, such as pebbles or shells. Have students research and try out other Native American games. R E F E R E N C E S Chungke ( Native Games ( p a g e 14 T h e L i f e a n d T i m e s o f T h e F I r s t T e n n e s s e a n s

16 State and National Curriculum Standards S T A N D A R D S C O V E R E D B Y T H E T R U N K Tennessee Grade 3 Social Studies Understand the diversity of human cultures. a. Describe cultures of Native American tribes. b. Explain how European settlers created a new culture. 4.1.spi.1. identify pre-colonial Native American groups (i.e., Cherokee, Creek, Chickasaw, Aztec, mayans, Olmec, Mississippi Mound Builders) Understand the contributions of individuals and people of various ethnic, racial, religious, and socioeconomic groups to Tennessee. a. Identify the similarities and differences within and among selected racial, ethnic, and religious groups in Tennessee. c. Summarize the contributions of people of various racial, ethnic, and religious groups in the development of early Tennessee. Reading Continue to develop oral language and listening skills. a. Listen attentively by facing the speaker, asking questions, and paraphrasing what is said. b. Use established rules for conversation (e.g., do not interrupt, ask questions, provide appropriate feedback). c. Understand, follow, and give oral multi-step directions which may include illustrations. d. Formulate and respond to questions from teachers and other group members. e. Participate in creative responses to text (e.g., choral reading, discussion, dramatization, and oral presentations). f. Summarize orally what has been learned or accomplished after completing an activity or assignment. g. Create and deliver an oral presentation on an assigned topic (e.g., book reports, demonstrations, science projects). 4.1.spi.14. interpret information using a chart, map, or timeline. 4.1.spi.20. recognize cause and effect relationships within text. 4.1.tpi.9. preview the text to activate prior knowledge Expand reading vocabulary. a. Build vocabulary by listening to literature, participating in discussions, and reading self-selected and assigned texts. d. Determine the meaning of unfamiliar words using context clues, dictionaries, glossaries, and other resources Employ pre-reading strategies to facilitate comprehension. a. Set a purpose for reading (e.g., to understand, to enjoy, to solve problems, to locate specific information/facts). 4.1.tpi.7. identify a purpose for reading 4.1.tpi.8. understand, follow and give oral multi-step directions. 4.1.tpi.9. preview the text to activate prior knowledge. Use active comprehension strategies to derive meaning while reading and to check for understanding after reading. a. Derive meaning while reading by 8. drawing conclusions based on evidence gained. b. Check for understanding after reading by 5. selecting information to meet a specific purpose Develop skills to facilitate reading to learn in a variety of content areas. a. Develop and maintain vocabulary specific to content and to current events. c. Apply comprehension skills and strategies to informational text (e.g., prereading and active comprehension) Read independently for a variety of purposes. b. Read to gain information. c. Read to perform a task English Language Arts Listen attentively by facing the speaker, asking questions, and summarizing what is said. SPI Given a list of interactive behaviors (i.e., taking turns, behaving courteously, not interrupting, listening, remaining on task), identify those that are appropriate (or inappropriate) for group activities. SPI Select the best summary of a speech Use established rules for attentive listening (e.g., do not interrupt, ask questions, provide appropriate feedback) Understand and follow multi-step directions (e.g., follow directions for a game) Formulate and respond to questions from teachers and group members Use rules for polite conversation Participate in creative responses to text (e.g., choral reading, discussion, dramatization, oral presentations) Express reactions, personal experiences, and opinions orally Use different voice levels and speech patterns for small groups, informal discussions, and reports Continue to develop group discussion skills and to work in teams Recognize specific roles assumed by team members in completing tasks Continue to develop logic skills to facilitate learning and to enhance thoughtful reasoning. A n E d u c a t i o n a l O u t r e a c h P r o g r a m o f t h e T e n n e s s e e s t a t e m u s e u m p a g e 15

17 State and National Curriculum Standards SPI Locate information to support opinions, predictions, and conclusions Use logic to make inferences and draw conclusions in a variety of oral and written contexts. SPI Recognize cause/effect relationships within context Apply logic skills to classroom situations and to selections read Use a variety of pre-reading strategies (e.g., organize prior knowledge using a graphic organizer, explore significant words to be encountered, relate text to prior personal and historical experiences and current events) Derive meaning while reading (e.g., express reactions and personal opinions to a selection, make inferences, draw conclusions based on evidence gained) Check for understanding after reading (e.g., identify the author s purpose; locate information to support opinions, predictions, and conclusions) Arrange and follow multi-tasked instructions in informational and technical texts (e.g., follow directions for a scavenger hunt, complete assembly instructions) Use media (e.g., photographs, PowerPoint, dioramas, videos, the arts, online catalogs, nonfiction books, encyclopedias, Internet) to view, read, and represent information and to conduct research. Math Measure using ruler, meter stick, clock, thermometer, or other scaled instruments Identify geometric or physical attributes that are appropriate to measure in a given situation. Science 0407.Inq.1 Identify specific investigations that could be used to answer a particular question and identify reasons for this choice Inq.2 Identify tools needed to investigate specific questions Inq.3 Maintain a science notebook that includes observations, data, diagrams, and explanations Inq.4 Analyze and communicate findings from multiple investigations of similar phenomena to reach a conclusion 0407.T/E.1 Explain how different inventions and technologies impact people and other living organisms. SPI 0407.T/E.1 Select a tool, technology, or invention that was used to solve a human problem. Grade 5 Social Studies Understand the diversity of human cultures Discuss cultures and human patterns of places and regions of the world. a. Explain how art, music, and literature reflected the times during which they were created Recognize the contributions of individuals and people of various ethnic, racial, religious, and socioeconomic groups to the development of civilizations. a. Identify significant examples of art, music, and literature from various periods in United States history. b. Describe how language, stories, folktales, music, and artistic creations serve as expressions of culture and influence behavior of people living in a particular culture Understand the contributions of individuals and people of various ethnic, racial, religious, and socioeconomic groups to Tennessee. a. Identify the similarities and differences within and among selected racial, ethnic, and religious groups in Tennessee. b. Describe customs, celebrations, and traditions of selected racial, ethnic, and religious groups in Tennessee. 5.1.spi.2. interpret how culture changes over time as a consequence of industrialization, technology or cultural diffusion (i.e., railroad transportation, telecommunication, building design, varied types of music and the growth of government services). 5.1.tpi.1. explore cultural contributions of individuals from various Tennessean and American communities in music and art. Reading Continue to develop oral language and listening skills a. Listen attentively by facing the speaker, asking questions, and paraphrasing what is said. b. Use established rules for conversation (e.g., do not interrupt, ask questions, provide appropriate feedback). c. Understand, follow, and give oral multi-step directions that may include illustrations. d. Formulate and respond to questions from teachers and other group members. e. Participate in creative responses to text (e.g., choral reading, discussion, dramatization, and oral presentations). f. Summarize orally what has been learned or accomplished after completing an activity or assignment Expand reading vocabulary. a. Build vocabulary by listening to literature, participating in discussions, and reading self-selected texts. d. Determine the meaning of unfamiliar words using context clues, dictionaries, glossaries, and other resources Use active comprehension strategies to derive meaning while reading and check for understanding after reading. p a g e 1 6 T h e L i f e a n d T i m e s o f T h e F I r s t T e n n e s s e a n s

18 a. Derive meaning while reading by 1. formulating clarifying questions. 2. predicting outcomes based upon prior knowledge and adjusting appropriately. 3. using metacognitive and self-monitoring reading strategies to improve comprehension (e.g., rereading, identifying miscues, reading ahead, asking for help, and drawing on earlier reading). 4. creating mental images. 5. expressing reactions and personal opinions to a selection or relating the selection to a personal experience. 6. making inferences and recognizing unstated assumptions. 8. drawing conclusions based on evidence gained Develop skills to facilitate reading to learn in a variety of content areas. a. Develop and maintain vocabulary specific to content and to current events. b. Locate information using available text features (e.g., maps, charts, graphics, indexes, glossaries, and tables of contents) Read independently for a variety of purposes. b. Read to gain information. c. Read to perform a task. d. Read for enjoyment. e. Read to expand vocabulary. f. Read to build fluency. English Language Arts Listen attentively by facing the speaker, asking questions, and summarizing what is said Use established rules for polite conversation (e.g., do not interrupt, face the speaker, listen attentively, provide appropriate feedback, take turns,) Give multi-step directions Formulate and respond to questions from teachers and group members Participate in creative and expressive responses to text (e.g., choral reading, discussion, dramatization, oral presentations, and personal experiences) Formulate the criteria needed in selecting a good group leader (e.g., understands the group task, works well with others, keeps the group on task). SPI Identify the criteria necessary for a good group leader appropriate to a particular task (i.e., understands the group task, works well with others, keeps the group on task) Make inferences and draw appropriate conclusions while reading, viewing, or listening to print and non-print media Derive meaning while reading (e.g., use metacognitive and self-monitoring reading strategies to improve comprehension {reread, ask for help, self-questioning, draw on earlier reading}) Use common text features to enhance understanding (e.g., headings, key words, graphics, captions, side bars, chapter titles, glossaries) Use media (e.g., photographs, PowerPoint, dioramas, videos, the arts, online catalogs, nonfiction books, encyclopedias, Internet) to view, read, and represent information Derive meaning while reading (e.g., use metacognitive and self-monitoring reading strategies to improve comprehension {reread, ask for help, draw on earlier reading}) Check for understanding after reading (e.g., summarize, identify the author s purpose). Science 0507.Inq.1 Identify specific investigations that could be used to answer a particular question and identify reasons for this choice. SPI 0507.Inq.1 Select an investigation that could be used to answer a specific question Inq.2 Identify tools needed to investigate specific questions Inq.4 Analyze and communicate findings from multiple investigations of similar phenomena to reach a conclusion T/E.1 Explain how different inventions and technologies impact people and other living organisms. SPI 0507.T/E.2 Recognize the connection between a scientific advance and the development of a new tool or technology. Grade Six Social Studies Understand the nature and complexity of culture. a. Define the basic components of culture. b. Identify how communities reflect the cultural background of their inhabitants. c. Compare how cultures differ in their use of similar environments and resources. d. Analyze how human migration and cultural activities influence the character of a place. 6.1.spi.1 recognize the basic components of culture (i.e., language, common values, traditions, government, art, literature, lifestyles). 6.1.spi.2. identify the job characteristics of archaeologists, anthropologists, geologists, and historians Recognize the role of major religions. a. Define religion Appreciate the relationship between physical environments and culture. a. Identify characteristics of a physical environment that contribute to the growth and development of a culture. b. Evaluate the effect of technology on a culture. A n E d u c a t i o n a l O u t r e a c h P r o g r a m o f t h e T e n n e s s e e s t a t e m u s e u m p a g e 17

19 State and National Curriculum Standards 6.1.spi.5. identify differences between various cultural groups (i.e., European, Eurasian, Indian, Southeast Asian, Middle Eastern, African, Native American). 6.1.spi.6. recognize reasons that cultural groups develop or settle in specific physical environments. 6.1.tpi.4. conduct an archaeological dig using replicated items from appropriate civilizations. 6.1.tpi.5. describe how technological innovations affected culture and history throughout time Recognize how cultural and individual s perceptions affect places and regions. a. Explain how information and experiences may be interpreted differently from people of diverse cultural perspectives and frames of reference. b. Describe instances in which language, art, music, belief systems, and other cultural elements can facilitate understanding or cause misunderstanding. 6.1.tpi. 13. Create a piece of artwork based on a historical example such as a mosaic Understand the role that diverse cultures and historical experiences had on the development of the world. a. Explain and give examples of how language, literature, the arts, architecture, other artifacts, traditions, beliefs, values, and behaviors contribute to the development and transmission of culture Understand the influence of science and technology on the development of culture through time. b. Show through specific examples how science and technology have changed people s perceptions of the social and natural world. c. Describe examples in which values, beliefs, and attitudes have been influenced by technological knowledge. Reading Continue to develop oral language and listening skills. a. Model active listening in both formal and informal settings. b. Know and use rules for conversations. c. Continue to formulate and respond to questions from teachers and classmates. d. Organize and share information, stories, experiences, ideas, and feelings with others in both formal and informal situations. e. Participate in creative responses to text (e.g., dramatizations, speeches). f. Deliver an oral presentation or recitation that conveys a clear point, using information from any content area and utilizing visual aids for contextual support Expand reading vocabulary. a. Build vocabulary by listening to literature, participating in class discussions, and reading self-selected and/or assigned texts Use active comprehension strategies to derive meaning while reading and to check for understanding after reading a. Derive meaning while reading by 1. continuing to formulate clarifying questions while reading. 6.1.tpi.11. design and deliver an oral presentation using props or visual aids and incorporating several sources, including other content areas Read independently for a variety of purposes. b. Read to gain information. c. Read to perform a task. e. Read to expand vocabulary. f. Read to build fluency. Language Arts Follow multi-step oral instructions to perform single tasks, to answer questions,and to solve problems Listen actively in group discussions by asking clarifying and elaborating questions and by managing internal (e.g., emotional state, prejudices) and external (e.g., physical setting, difficulty hearing, recovering from distractions) barriers to aid comprehension Include relevant facts, reasons, details, and examples to support a relatively complicated thesis Employ presentation skills such as good eye contact, clear enunciation, effective speaking rate and volume, and natural gestures Participate productively in self-directed work teams for a particular purpose (e.g., to interpret literature, to solve a problem, to make a decision) by adhering to the following: Behavior of Individuals within the Group Contribute appropriate and useful information and ideas that demonstrate a clear awareness of the context of the discussion and the goals of the group, are purposeful in moving the team toward its goal, and contribute to the topic of group discussion. Consult and reference texts or other resources as sources for ideas or to support ideas under group discussion. Ask relevant questions that move the team toward its goals and contribute to the topic of discussion. Gain the floor in orderly ways, taking turns when speaking and listening with civility to the ideas of others (without interrupting). Summarize and paraphrase essential information from the input of others, and clarify points of agreement and disagreement. Goals and Aims of the Group Understand the purpose for working as a team and work according to that purpose. Articulate the goals that have been provided for the team work and p a g e 18 T h e L i f e a n d T i m e s o f T h e F I r s t T e n n e s s e a n s

20 ask appropriate clarifying questions. Identify task(s) needed to meet goal and purpose, and either meet assigned deadlines or set deadlines for completing each task. Group Dynamics and Roles Understand the responsibilities of various roles within the team, either assigned or determined by the group (e.g., reporter, recorder, information gatherer, leader, timekeeper). Maintain collaboration by ensuring that all appropriate ideas and contributions are respectfully acknowledged and valued by the team and follow a prescribed process for accomplishing this task (e.g., list every idea in a brainstorming session before criticism is allowed). Come to agreement by seeking consensus or following the majority, depending on the ground rules for decision making. Science 0607.Ing.2 Identify tools and techniques needed to gather, organize, analyze, and interpret data collected from a moderately complex scientific investigation. SPI0607.Inq.4 Draw a conclusion that establishes a cause and effect relationship supported by evidence. Grade 8 Social Studies Understand the nature and complexity of culture. a. Explain how people living in the same region maintain different ways of life. b. Analyze how human migration and cultural activities influence the character of a place Describe the influence of science and technology on the development of culture through time. a. Identify specific technological innovations and their uses Reading Continue to develop oral language and listening skills. a. Continue to model active listening in both formal and informal settings. b. Continue to adhere to rules for public conversations. c. Continue to formulate and respond to questions from teachers and classmates. d. Continue to organize and share information, stories, experiences, ideas, and feelings with others in both formal and informal situations. e. Participate in creative responses to text (e.g., debates, dramatizations, speeches). f. Deliver a focused, well-organized oral presentation, using multiple sources of information from any content area utilizing visual aids for contextual support. English Language Arts Follow multi-step oral instructions to perform single tasks, to answer questions, and to solve problems Listen actively in group discussions by asking clarifying and elaborating questions and by managing internal barriers (e.g., emotional state, prejudices) and external barriers (e.g., physical setting, difficulty hearing, recovering from distractions) to aid comprehension Participate productively in self-directed work teams for a particular purpose (e.g., to interpret literature, solve a problem, make a decision) by adhering to the list below. Behavior of Individuals within the Group Contribute appropriate and useful information and ideas that demonstrate a clear awareness of the context of the discussion and the goals of the group, are purposeful in moving the team toward its goal, and contribute to the topic of group discussion. Consult and reference texts or other resources as sources for ideas or to support ideas under the group discussion. Ask relevant questions that move the team toward its goals and contribute to the topic of discussion. Gain the floor in orderly ways, taking turns when speaking and listening with civility to the ideas of others (without interrupting). Summarize and paraphrase essential information from the input of others, and clarify points of agreement and disagreement. Goals and Aims of the Group Understand the purpose for working as a team and work according to that purpose. Articulate the goals that have been provided for the team work and ask appropriate clarifying questions. Identify task(s) needed to meet goal and purpose, and either meet assigned deadlines or set deadlines for completing each task. Group Dynamics and Roles Understand and meet responsibilities of various roles within the team, either assigned or determined by the group (e.g., reporter, recorder, information gatherer, leader). Maintain collaboration by ensuring that all appropriate ideas and contributions are respectfully acknowledged and valued by the team and follow a prescribed process for accomplishing the task (e.g., list every idea in a brainstorming session before criticism is allowed). Come to agreement by seeking consensus or following the majority, depending on the ground rules for decision making. A n E d u c a t i o n a l O u t r e a c h P r o g r a m o f t h e T e n n e s s e e s t a t e m u s e u m p a g e 19

21 State and National Curriculum Standards Science 0807.Inq.2 Identify tools and techniques needed to gather, organize, analyze, and interpret data collected from a moderately complex scientific investigation. SPI0807.Inq.4 Draw a conclusion that establishes a cause and effect relationship supported by evidence. National Curriculum Standards, K-4 1A The student understands family life now and in the recent past; family life in various places long ago. 1B The student understands the different ways people of diverse racial, religious, and ethnic groups, and of various national origins have transmitted their beliefs and values. 2B The student understands how communities in North America varied long ago. 3A The student understands the history of indigenous peoples who first lived in his or her state or region. 6A The student understands folklore and other cultural contributions from various regions of the United States and how they help to form a national heritage. 7B The student understands great world movements of people now and long ago. 8A.1 Compare and contrast the behaviors of hunters and gatherers with those of people who cultivated plants and raised domesticated animals for food. National Curriculum Standards, 5-12 E1.1A The student understands the patterns of change in indigenous societies in the Americas, Western Europe, and Western Africa that increasingly interacted after E1.1D The student understands the differences and similarities among Africans, Europeans, and Native Americans who converged in the western hemisphere after S T A N D A R D S C O V E R E D B Y E A C H L E S S O N Tennessee LESSON 1 Tales Told By Trash Grade 4: Understand the diversity of human cultures. a. Describe cultures of Native American tribes. b. Explain how European settlers created a new culture. 4.1.spi.1. identify pre-colonial Native American groups (i.e., Cherokee, Creek, Chickasaw, Aztec, mayans, Olmec, Mississippi Mound Builders) Understand the contributions of individuals and people of various ethnic, racial, religious, and socioeconomic groups to Tennessee. a. Identify the similarities and differences within and among selected racial, ethnic, and religious groups in Tennessee. c. Summarize the contributions of people of various racial, ethnic, and religious groups in the development of early Tennessee. Grade 5: Understand the diversity of human cultures Recognize the contributions of individuals and people of various ethnic, racial, religious, and socioeconomic groups to the development of civilizations Understand the contributions of individuals and people of various ethnic, racial, religious, and socioeconomic groups to Tennessee. a. Identify the similarities and differences within and among selected racial, ethnic, and religious groups in Tennessee. Grade 6: Understand the nature and complexity of culture. a. Define the basic components of culture. b. Identify how communities reflect the cultural background of their inhabitants. c. Compare how cultures differ in their use of similar environments and resources. d. Analyze how human migration and cultural activities influence the character of a place. 6.1.spi.1 recognize the basic components of culture (i.e., language, common values, traditions, government, art, literature, lifestyles). 6.1.spi.2. identify the job characteristics of archaeologists, anthropologists, geologists, and historians Appreciate the relationship between physical environments and culture. a. Identify characteristics of a physical environment that contribute to the growth and development of a culture. b. Evaluate the effect of technology on a culture. 6.1.spi.5. identify differences between various cultural groups (i.e., European, Eurasian, Indian, Southeast Asian, Middle Eastern, African, Native American). 6.1.spi.6. recognize reasons that cultural groups develop or settle in specific physical environments. 6.1.tpi.4. conduct an archaeological dig using replicated items from appropriate civilizations. 6.1.tpi.5. describe how technological innovations affected culture and history throughout time. p a g e 2 0 T h e L i f e a n d T i m e s o f T h e F I r s t T e n n e s s e a n s

22 Recognize how cultural and individual s perceptions affect places and regions. a. Explain how information and experiences may be interpreted differently from people of diverse cultural perspectives and frames of reference. b. Describe instances in which language, art, music, belief systems, and other cultural elements can facilitate understanding or cause misunderstanding Understand the role that diverse cultures and historical experiences had on the development of the world. a. Explain and give examples of how language, literature, the arts, architecture, other artifacts, traditions, beliefs, values, and behaviors contribute to the development and transmission of culture Understand the influence of science and technology on the development of culture through time. b. Show through specific examples how science and technology have changed people s perceptions of the social and natural world. c. Describe examples in which values, beliefs, and attitudes have been influenced by technological knowledge. Grade 8: Understand the nature and complexity of culture. a. Explain how people living in the same region maintain different ways of life Describe the influence of science and technology on the development of culture through time. a. Identify specific technological innovations and their uses National 1A The student understands family life now and in the recent past; family life in various places long ago. 1B The student understands the different ways people of diverse racial, religious, and ethnic groups, and of various national origins have transmitted their beliefs and values. 2B The student understands how communities in North America varied long ago. 8A.1 Compare and contrast the behaviors of hunters and gatherers with those of people who cultivated plants and raised domesticated animals for food. LESSON 2 Inside the Archaeology Lab Tennessee Grade 4: Social Studies Understand the diversity of human cultures. a. Describe cultures of Native American tribes. b. Explain how European settlers created a new culture. 4.1.spi.1. identify pre-colonial Native American groups (i.e., Cherokee, Creek, Chickasaw, Aztec, mayans, Olmec, Mississippi Mound Builders) Understand the contributions of individuals and people of various ethnic, racial, religious, and socioeconomic groups to Tennessee. a. Identify the similarities and differences within and among selected racial, ethnic, and religious groups in Tennessee. c. Summarize the contributions of people of various racial, ethnic, and religious groups in the development of early Tennessee. Grade 5: Understand the diversity of human cultures Understand the contributions of individuals and people of various ethnic, racial, religious, and socioeconomic groups to Tennessee. 5.1.spi.2. interpret how culture changes over time as a consequence of industrialization, technology or cultural diffusion (i.e., railroad transportation, telecommunication, building design, varied types of music and the growth of government services). Grade 6: Understand the nature and complexity of culture. a. Define the basic components of culture. b. Identify how communities reflect the cultural background of their inhabitants. c. Compare how cultures differ in their use of similar environments and resources. d. Analyze how human migration and cultural activities influence the character of a place. 6.1.spi.1 recognize the basic components of culture (i.e., language, common values, traditions, government, art, literature, lifestyles). 6.1.spi.2. identify the job characteristics of archaeologists, anthropologists, geologists, and historians Appreciate the relationship between physical environments and culture. a. Identify characteristics of a physical environment that contribute to the growth and development of a culture. b. Evaluate the effect of technology on a culture. 6.1.spi.5. identify differences between various cultural groups (i.e., European, Eurasian, Indian, Southeast Asian, Middle Eastern, African, Native American). 6.1.spi.6. recognize reasons that cultural groups develop or settle in specific physical environments. 6.1.tpi.5. describe how technological innovations affected culture and history throughout time. A n E d u c a t i o n a l O u t r e a c h P r o g r a m o f t h e T e n n e s s e e s t a t e m u s e u m p a g e 2 1

23 State and National Curriculum Standards Recognize how cultural and individual s perceptions affect places and regions. a. Explain how information and experiences may be interpreted differently from people of diverse cultural perspectives and frames of reference. b. Describe instances in which language, art, music, belief systems, and other cultural elements can facilitate understanding or cause misunderstanding Understand the role that diverse cultures and historical experiences had on the development of the world. a. Explain and give examples of how language, literature, the arts, architecture, other artifacts, traditions, beliefs, values, and behaviors contribute to the development and transmission of culture Understand the influence of science and technology on the development of culture through time. b. Show through specific examples how science and technology have changed people s perceptions of the social and natural world. c. Describe examples in which values, beliefs, and attitudes have been influenced by technological knowledge. Grade 8: Understand the nature and complexity of culture. a. Explain how people living in the same region maintain different ways of life Describe the influence of science and technology on the development of culture through time. a. Identify specific technological innovations and their uses National 1A The student understands family life now and in the recent past; family life in various places long ago. 1B The student understands the different ways people of diverse racial, religious, and ethnic groups, and of various national origins have transmitted their beliefs and values. 2B The student understands how communities in North America varied long ago. LESSON 3 Effigy Pottery Tennessee Grade 4: Understand the diversity of human cultures. a. Describe cultures of Native American tribes. b. Explain how European settlers created a new culture. 4.1.spi.1. identify pre-colonial Native American groups (i.e., Cherokee, Creek, Chickasaw, Aztec, mayans, Olmec, Mississippi Mound Builders) Understand the contributions of individuals and people of various ethnic, racial, religious, and socioeconomic groups to Tennessee. a. Identify the similarities and differences within and among selected racial, ethnic, and religious groups in Tennessee. c. Summarize the contributions of people of various racial, ethnic, and religious groups in the development of early Tennessee. Grade 5: Understand the diversity of human cultures Discuss cultures and human patterns of places and regions of the world. a. Explain how art, music, and literature reflected the times during which they were created Recognize the contributions of individuals and people of various ethnic, racial, religious, and socioeconomic groups to the development of civilizations. a. Identify significant examples of art, music, and literature from various periods in United States history. b. Describe how language, stories, folktales, music, and artistic creations serve as expressions of culture and influence behavior of people living in a particular culture Understand the contributions of individuals and people of various ethnic, racial, religious, and socioeconomic groups to Tennessee. a. Identify the similarities and differences within and among selected racial, ethnic, and religious groups in Tennessee. b. Describe customs, celebrations, and traditions of selected racial, ethnic, and religious groups in Tennessee. 5.1.spi.2. interpret how culture changes over time as a consequence of industrialization, technology or cultural diffusion (i.e., railroad transportation, telecommunication, building design, varied types of music and the growth of government services). 5.1.tpi.1. explore cultural contributions of individuals from various Tennessean and American communities in music and art. Grade 6: Understand the nature and complexity of culture. a. Define the basic components of culture. b. Identify how communities reflect the cultural background of their inhabitants. c. Compare how cultures differ in their use of similar environments and resources. d. Analyze how human migration and cultural activities influence the character of a place. p a g e 2 2 T h e L i f e a n d T i m e s o f T h e F I r s t T e n n e s s e a n s

24 6.1.spi.1 recognize the basic components of culture (i.e., language, common values, traditions, government, art, literature, lifestyles). 6.1.spi.2. identify the job characteristics of archaeologists, anthropologists, geologists, and historians Recognize the role of major religions. a. Define religion Appreciate the relationship between physical environments and culture. a. Identify characteristics of a physical environment that contribute to the growth and development of a culture. b. Evaluate the effect of technology on a culture. 6.1.spi.5. identify differences between various cultural groups (i.e., European, Eurasian, Indian, Southeast Asian, Middle Eastern, African, Native American). 6.1.spi.6. recognize reasons that cultural groups develop or settle in specific physical environments. 6.1.tpi.5. describe how technological innovations affected culture and history throughout time Recognize how cultural and individual s perceptions affect places and regions. a. Explain how information and experiences may be interpreted differently from people of diverse cultural perspectives and frames of reference. b. Describe instances in which language, art, music, belief systems, and other cultural elements can facilitate understanding or cause misunderstanding. 6.1.tpi. 13. Create a piece of artwork based on a historical example such as a mosaic Understand the role that diverse cultures and historical experiences had on the development of the world. a. Explain and give examples of how language, literature, the arts, architecture, other artifacts, traditions, beliefs, values, and behaviors contribute to the development and transmission of culture Understand the influence of science and technology on the development of culture through time. b. Show through specific examples how science and technology have changed people s perceptions of the social and natural world. c. Describe examples in which values, beliefs, and attitudes have been influenced by technological knowledge. Grade Understand the nature and complexity of culture. a. Explain how people living in the same region maintain different ways of life. b. Analyze how human migration and cultural activities influence the character of a place Describe the influence of science and technology on the development of culture through time. a. Identify specific technological innovations and their uses National 1A The student understands family life now and in the recent past; family life in various places long ago. 1B The student understands the different ways people of diverse racial, religious, and ethnic groups, and of various national origins have transmitted their beliefs and values. 2B The student understands how communities in North America varied long ago. 3A The student understands the history of indigenous peoples who first lived in his or her state or region. 6A The student understands folklore and other cultural contributions from various regions of the United States and how they help to form a national heritage. LESSON 4 Stone Tools Tennessee Grade 4: Understand the diversity of human cultures. a. Describe cultures of Native American tribes. b. Explain how European settlers created a new culture. 4.1.spi.1. identify pre-colonial Native American groups (i.e., Cherokee, Creek, Chickasaw, Aztec, mayans, Olmec, Mississippi Mound Builders) Understand the contributions of individuals and people of various ethnic, racial, religious, and socioeconomic groups to Tennessee. a. Identify the similarities and differences within and among selected racial, ethnic, and religious groups in Tennessee. c. Summarize the contributions of people of various racial, ethnic, and religious groups in the development of early Tennessee. Grade 5: Understand the diversity of human cultures Discuss cultures and human patterns of places and regions of the world. a. Explain how art, music, and literature reflected the times during which they were created Recognize the contributions of individuals and people of various ethnic, racial, religious, and socioeconomic groups to the development of civilizations. a. Identify significant examples of art, music, and literature from various periods in United States history. b. Describe how language, stories, folktales, music, and artistic A n E d u c a t i o n a l O u t r e a c h P r o g r a m o f t h e T e n n e s s e e s t a t e m u s e u m p a g e 2 3

25 State and National Curriculum Standards creations serve as expressions of culture and influence behavior of people living in a particular culture Understand the contributions of individuals and people of various ethnic, racial, religious, and socioeconomic groups to Tennessee. a. Identify the similarities and differences within and among selected racial, ethnic, and religious groups in Tennessee. b. Describe customs, celebrations, and traditions of selected racial, ethnic, and religious groups in Tennessee. 5.1.spi.2. interpret how culture changes over time as a consequence of industrialization, technology or cultural diffusion (i.e., railroad transportation, telecommunication, building design, varied types of music and the growth of government services). 5.1.tpi.1. explore cultural contributions of individuals from various Tennessean and American communities in music and art. Grade 6: Understand the nature and complexity of culture. a. Define the basic components of culture. b. Identify how communities reflect the cultural background of their inhabitants. c. Compare how cultures differ in their use of similar environments and resources. d. Analyze how human migration and cultural activities influence the character of a place. 6.1.spi.1 recognize the basic components of culture (i.e., language, common values, traditions, government, art, literature, lifestyles). 6.1.spi.2. identify the job characteristics of archaeologists, anthropologists, geologists, and historians Appreciate the relationship between physical environments and culture. a. Identify characteristics of a physical environment that contribute to the growth and development of a culture. b. Evaluate the effect of technology on a culture. 6.1.spi.5. identify differences between various cultural groups (i.e., European, Eurasian, Indian, Southeast Asian, Middle Eastern, African, Native American). 6.1.spi.6. recognize reasons that cultural groups develop or settle in specific physical environments. 6.1.tpi.5. describe how technological innovations affected culture and history throughout time Recognize how cultural and individual s perceptions affect places and regions. a. Explain how information and experiences may be interpreted differently from people of diverse cultural perspectives and frames of reference. b. Describe instances in which language, art, music, belief systems, and other cultural elements can facilitate understanding or cause misunderstanding Understand the role that diverse cultures and historical experiences had on the development of the world. a. Explain and give examples of how language, literature, the arts, architecture, other artifacts, traditions, beliefs, values, and behaviors contribute to the development and transmission of culture Understand the influence of science and technology on the development of culture through time. b. Show through specific examples how science and technology have changed people s perceptions of the social and natural world. c. Describe examples in which values, beliefs, and attitudes have been influenced by technological knowledge. Grade 8: Understand the nature and complexity of culture. a. Explain how people living in the same region maintain different ways of life Describe the influence of science and technology on the development of culture through time. a. Identify specific technological innovations and their uses National 1A The student understands family life now and in the recent past; family life in various places long ago. 1B The student understands the different ways people of diverse racial, religious, and ethnic groups, and of various national origins have transmitted their beliefs and values. 2B The student understands how communities in North America varied long ago. 3A The student understands the history of indigenous peoples who first lived in his or her state or region. 6A The student understands folklore and other cultural contributions from various regions of the United States and how they help to form a national heritage. 8A.1 Compare and contrast the behaviors of hunters and gatherers with those of people who cultivated plants and raised domesticated animals for food. LESSON 5 Games Then & Now Tennessee Grade 4: Understand the diversity of human cultures. a. Describe cultures of Native American tribes. p a g e 2 4 T h e L i f e a n d T i m e s o f T h e F I r s t T e n n e s s e a n s

26 b. Explain how European settlers created a new culture. 4.1.spi.1. identify pre-colonial Native American groups (i.e., Cherokee, Creek, Chickasaw, Aztec, mayans, Olmec, Mississippi Mound Builders) Understand the contributions of individuals and people of various ethnic, racial, religious, and socioeconomic groups to Tennessee. a. Identify the similarities and differences within and among selected racial, ethnic, and religious groups in Tennessee. c. Summarize the contributions of people of various racial, ethnic, and religious groups in the development of early Tennessee. Grade 5: Recognize the causes, course, and consequences of the Civil War Identify the contributions of African Americans, from slavery to Reconstruction Identify Tennessee s role within the Civil War. 8.5.spi.8 Determine the social, political, and economic factors that contribute to the institution of slavery in America. Grade 6: Understand the nature and complexity of culture. a. Define the basic components of culture. b. Identify how communities reflect the cultural background of their inhabitants. c. Compare how cultures differ in their use of similar environments and resources. d. Analyze how human migration and cultural activities influence the character of a place. 6.1.spi.1 recognize the basic components of culture (i.e., language, common values, traditions, government, art, literature, lifestyles). 6.1.spi.2. identify the job characteristics of archaeologists, anthropologists, geologists, and historians Appreciate the relationship between physical environments and culture. a. Identify characteristics of a physical environment that contribute to the growth and development of a culture. b. Evaluate the effect of technology on a culture. 6.1.tpi.5. describe how technological innovations affected culture and history throughout time Recognize how cultural and individual s perceptions affect places and regions. a. Explain how information and experiences may be interpreted differently from people of diverse cultural perspectives and frames of reference. b. Describe instances in which language, art, music, belief systems, and other cultural elements can facilitate understanding or cause misunderstanding Understand the role that diverse cultures and historical experiences had on the development of the world. a. Explain and give examples of how language, literature, the arts, architecture, other artifacts, traditions, beliefs, values, and behaviors contribute to the development and transmission of culture Understand the influence of science and technology on the development of culture through time. b. Show through specific examples how science and technology have changed people s perceptions of the social and natural world. c. Describe examples in which values, beliefs, and attitudes have been influenced by technological knowledge. Grade 8: Understand the nature and complexity of culture. a. Explain how people living in the same region maintain different ways of life. b. Analyze how human migration and cultural activities influence the character of a place Describe the influence of science and technology on the development of culture through time. a. Identify specific technological innovations and their uses National 1A The student understands family life now and in the recent past; family life in various places long ago. 1B The student understands the different ways people of diverse racial, religious, and ethnic groups, and of various national origins have transmitted their beliefs and values. 2B The student understands how communities in North America varied long ago. 3A The student understands the history of indigenous peoples who first lived in his or her state or region. 6A The student understands folklore and other cultural contributions from various regions of the United States and how they help to form a national heritage. A n E d u c a t i o n a l O u t r e a c h P r o g r a m o f t h e T e n n e s s e e s t a t e m u s e u m p a g e 2 5

27 Lesson 1 Tales Told By Trash L E S S O N 1 RESOURCES L E S S O N p l a n r e s o u r c e s 1. Artifact Data Sheet & Answer Key

28 T h e L i f e a n d T i m e s o f The First Tennesseans T e n n e s s e e s T r a v e l i n g T r e a s u r e s Artifact Data Sheet Page 1 of 1 Members of the Archaeological Team: Item Number of Pieces Description (color, markings, etc) What do you think it was used for? A n E d u c a t i o n a l O u t r e a c h P r o g r a m o f t h e T e n n e s s e e s t a t e m u s e u m

29 T h e L i f e a n d T i m e s o f The First Tennesseans T e n n e s s e e s T r a v e l i n g T r e a s u r e s Artifact Data Sheet Answer Key Page 1 of 1 Members of the Archaeological Team: Item Number of Pieces Description (color, markings, etc) What do you think it was used for? Fish Hook 1 Hook made from animal bones To catch fish PP/K (Projectile Point/Knife) 2 Projectile point/arrowhead Hunting/warfare Pottery Sherds 2 Broken pottery A container ¾ grooved axe 1 A well worn stone tool Chip other stones into tools Net Sinker 1 Grooved stone Used to weigh down nets for fishing Shell Beads 2 Small beads with holes drilled through Used for ornamental jewelry (necklaces, bracelets, etc) A n E d u c a t i o n a l O u t r e a c h P r o g r a m o f t h e T e n n e s s e e s t a t e m u s e u m

30 Lesson 2 Inside The Archaeology Lab L E S S O N p l a n r e s o u r c e s 1. Pottery Analysis Sheet 2. Inside the Archaeology Lab L E S S O N 2 RESOURCES

31 T h e L i fe an d T i m es o f T ennessee s T r a v el i ng T r eas u r es The First Tennesseans Pottery Analysis Sheet Page 1 of 1 A Few Things to Look at While Analyzing Your Pottery Temper: Temper is the stuff that is mixed into the clay that will help hold it together. The Native Americans tried several different kinds of temper. The Mississippian period Indians often used sand or shell. Use your loupe and look along the edges of your pot sherd, at the inside. What kind of temper was used to make your team s Bowls sherd? Shape: The shape of the pottery vessel gives us clues as to what it was used for. Even if archaeologists do not find a complete, unbroken pot (which, often times, they do not) the shape of the sherd can help them determine what kind of vessel it was from. The three types of pot sherds you will see are rim, neck and body sherds. The main vessel shapes found on Mississippian sites include jars, bottles and Jars bowls. Decorations: Like today, Mississippian pottery was decorated in many different ways. Sometimes the decorations were for utilitarian reasons. For example, a very large pot may be difficult to carry. Punctations (small indentions) could be added to give the vessel a textured surface, making it easier to grip and carry. Other decorations were added for artistic and/or ceremonial purposes. Here are a few examples Bottles of some common Mississippian decorative styles: Vessel Effigy Noded Pottery Incised Pottery Engraved Pottery This example from the National Museum of the American Indian shows a vessel with punctuations and strap handles. This water panther effigy has several colors painted on its surface. Noded pottery has small, rounded balls added to the body, rim or neck of a vessel. Incised pottery is decorated while the clay is still wet Engraved pottery is decorated after it has dried, using a sharp tool to create designs. A n E d uca t i o n al Ou t r eac h P r o g r am o f t h e Te n n essee s t a t e museum tsm First Tennesseans v2.indd 33 12/10/10 10:52 AM