A collection of resources to develop children's skills, understanding and awareness of concepts relating to primary source material, artefacts and using evidence, all of which are vital to working as a historian.
Do you like find things that are lost? Put pieces together? Figure out stories from clues? Learn about the past? These are all things archeologists do—maybe you're one, too! Visit this site to learn more!
Suggestions for use: Explain the term artefact as a portable object - something you can pick up (Activity Sheet 1). Ask the pupils to name the portable objects in the classroom. They could then explore the different types of artefacts to be found in a classroom and in a room in their homes. They might also explore the idea of artefacts that will rot in the ground and those which will not. This is also closely related to the difference between living things and inanimate objects. Introduce the term ‘archaeologist’ as some one who looks at old things: old buildings and old objects. Name some examples of these for them. Closing Activity: Draw and colour a picture of an artefact in the schoolroom.
The pupils will archaeologically excavate two layers in a prepared sandbox. The layers represent two different levels of civilisation: Stone Age and Modern times. The lower layer is the Stone Age and the Modern layer overlies it. Archaeology
Suggestions for use: Divide the class into teams of 3 or 4
Ask each team to appoint a Director
Give each team: - One of the prepared trays of sand, Trowel and brush, Licence to Excavate, 8 Artefact Record Sheets, Plastic bags or tray in which to place the artefacts and Job instructions
Suggestions for use: Visit the momuments first before bringing the class and look at Health and Safety Notes before proceeding with the trip. Prepare Activity Sheets with questions and tasks related to the monument. <br>
These should be divided into two parts:<br>
Firstly are questions. These should focus on the monument’s form, fabric, function and date.Secondly are the tasks. The six basic tasks are: measuring and recording; practical
experiment; story/poetry; drama; arts & crafts; and nature study. It is important that, the activity be related to the nature of the monument itself. This will enhance
the pupil’s understanding of the monument.
The teacher will need to write/print the instructions for each task on a piece of paper for handing out to the teams at the site. Give them time to explore the momument and then complete the activity sheet. Divide the class into groups and set them all tasks to complete. The pupils reassemble after a set time at an assigned assembly point. Each team presents a verbal report on their task.
This resource should enable a child to:
collect local ballads, stories and traditions relating to these events
use evidence which is more diverse and more complex than heretofore
Suggestions for use: Use as primary source material for project work or local studies or to enhance skills and appreciation relating to working as a historian. A starting point could be an examination of Weather Lore http://www.duchas.ie/en/cbes/4498042/4345516
Digitised version of issue 51 from the primary education journal of The Historical Association (UK) which presents articles, advice and curriculum support for introducing archaeology in the classroom. Includes several interesting case studies on the subject.
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