|
What
Would You Do? (Cultural Movements and basic archaeology)
| Overview:
In this lesson students will recognize an archaeological feature
(the Shell Midden), and consider what would have happened when
the earthquake, evidenced in the fault, forced abandonment of
the site. Students will also make inferences as to what life
might have been like before, during, and after the earthquake
event and compare local myth(s). |
Key goals
and objectives: SWBAT recognize an archaeological site
(the shell midden), and correlate abandonment with a 23-foot rise
in sea level because of the mega-thrust shallow earthquake 1100
ybp. SWBAT infer what the people may have been doing with the land,
and how they may have been living.
Introduction and Activity: You remember how the
fault we were just looking at showed evidence of an earthquake that
raised the ground surface. Well, down here along the harbor we have
more evidence of the earthquake. First we have evidence of how it
affected the people living here at the time, and later, when we
walk to the harbor, we will see further evidence of uplifted ground
surfaces.
The core
lesson:
Part 1 (at the shell midden): Do you see any evidence of
people here? What kinds of things do you think you would find? Write
at least 5 things. How would you know when you found anything? Remember
the earthquake was 1100 years ago. [Share some of the items out
loud, which may include, but not limited to, stone, bone, or wood
tools; faunal remains, shell remains, building structures; clothing;
flora remains; hearths; etc.]
Here along the trail there is evidence of a Native American fish
camp, the one mentioned in the Blakely Harbor Video, can you find
it? I’ll give you a hint, look for objects that you wouldn’t
expect to find in the forest…
Did anyone see the shells? [Go over to the shell midden and brush
away some of the dirt to expose the shells.] How far away do you
think the ocean is?
Now, I want everyone to draw what they think the fish camp would
have looked like before the earthquake, then when you have finished
your drawing I want you to answer the question, “What would
you do?” How did this event change how you got your food,
where you got your food from, and whether or not you stayed? Did
the earthquake destroy their houses?
Part 2 (at the exposed natural shell deposit at the Country
Club Rd. culvert (east side of street, please see image below),
and at the head of the estuary or the mill complex, where you can
see Restoration Point and explain the raised tidal flats):
The flat area in front of the fish camp, and the field that we just
crossed to get here was all once a tidal flat, just like you see
in front of us. The wall that we just looked at shows the shells
in place that were displaced by the earthquake. The 23 foot rise
in sea happened suddenly and the tides have been filling that distance
ever since. Can you see how much the earthquake caused the ground
to uplift?
Where would you have gone, if an earthquake lifted your home and
destroyed your feeding area? Write your ideas in your journal.
Conclusion:
The mea-earthquake 1100 years ago raised the ground surface about
23 feet (7 meters), and directly affected the Native Americans living
along the seashore. Because their camp was no longer adjacent to
the tidal flats, they were forced to move to another location.
Part 1 and Part 2: facilitate a fish bowl discussion around the
question:
What would you do if such an earthquake occurred? Do you think that
your house would survive the shaking? What kinds of things should
you have in the construction of your house to make it safer?
Compare some of the student's stories with local
myths and legends about earthquakes (Ludwin 2002).
Assessment:
Built-in to the experience or based on a follow-up. Check for understanding
of how the ground shifted at the estuary, where you can see the
uplift on Restoration Point. Have the students share what they would
do if an earthquake affected their home, as it did to the Native
Americans at the shell midden.
Extension:
Artifact analysis— students should choose a tangible object
that is important to them, their family, heritage, culture, ethnicity,
or personal use. They will draw, describe, explain, and analyze
the object as an archaeologist would (see attached “Artifact
Analysis” below and on learn.IslandWood.org). Then students
should switch objects, and repeat with someone else’s. Compare
what information was lost in the second attempt. Did it lose any
meaning in the retelling?
Explain that this is the process of archaeology — to make
assumptions about past cultures, ethnicities, and uses based upon
a single tangible item found during excavation.
For more information on the method of archaeology consult the methods
page.
Safety Considerations: There are no immediate
safety issues, except to cross the street to the Harbor.
Cultural sensitivity issues may arise if a Native American student
is present, or when presenting how people used to live. It is important
to note that the practice of archaeology (the method) makes assumptions
about the way past peoples lived based upon the debitage (both naturally
and culturally modified). It is also important to note that even
though a shell midden is often associated with trash that may have
been left behind, it may also have been an occupied living site
— it cannot be referred to as a simple site for refuge.
Alternative
Conceptions
Background
Information: see the cultural page.
References:
see the citations page.
Created by Matthew
John Brewer on November 23, 2003, modified on March 8, 2004.
|
|
Theme:
shell midden, Native American people, and archaeology.
Concepts:
relative time, quantification, order, and scale
Skills:
observation, infer, correlation, analyze,
Age
group: 12- 97
Venue/s:
at the shell midden
(approx. 100 yards before the honey bucket), Country Club
Rd. culvert (exposed
sea wall with natural shell deposit), and Blakely Harbor
(the head of the estuary to see Restoration Point)
Materials:
ArchaeologicalSites.pdf,
pencil and paper,
Time:
Part 1 45 minutes, 10 minutes between parts (walking to venue),
and Part 2 45 minutes
Set
up: none
|
|
