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Artifact Detectives:Westward Bound on the Oregon Trail and Artifacts Left Behind at

the Hilton Convention Center

By Marianne MackUnion Ridge Elementary

4th gradeWestward Bound on the Oregon Trail

Unit OverviewEssential Questions:

What was it like to travel West on the Oregon Trail?

How has the experience of travel changed over the course of the last 150 years? Why do people chose to bring certain items with them and leave others behind? Why are certain objects easily discarded, while others are kept for years?

Learning Objectives

To learn about the pioneer experience on the Oregon Trail. To evaluate a historical re-enactment in light of documentary evidence. To synthesize historical data through creative writing compare and contrast modern-day travel experiences with travel experiences of

the 19th century synthesize historical data through creative writing learn about what archaeologists do and engage in archaeology

Lesson 1 Introduction to the Oregon Trail

Standards:

Social Studies

4.1.2 Understand maritime and overland exploration, encounter and trade (1774-1849)

3.2.3 Understand that the geographic features of the Pacific Northwest have influenced the movement of people.

Lesson Objectives:

Students will read an overview of the Oregon Trail and discuss the pros and cons of going west

Students will get into “families” and determine their new identity (name, age, job, etc.)

Students will create a simple journal and record all their information about their trip across the Oregon Trail in it.

Lesson Steps:

1. Pass out the editorials primary source document, have students read over them. 2. Assign students into “families” of 4-5. Have them fill out the handout: A family

weighs the pros and cons. Once “families” have filled out their handout, have them share out whole group.

3. While groups are sharing record everyone’s answers for the pros and cons of moving west.

4. Tell “families” that they will soon start their trip along the trail.5. Handout Oregon Trail History reading, have students work in groups reading the

information and learning about their trip they will be taking soon.6. Have each group share 3 things they learned about the Oregon Trail and what

concerns they may have.7. Create a journal by having each student place 15 plain white 8 ½ by 11 size paper

inside one large piece of 12 by 17 piece folded in ½ of brown construction paper. Side gets stapled, students may decorate their cover.

Journal Entry Day 1:

Draw a picture of your new character, make sure to include age, name and job description. Along with any other characteristics that describes them.

A Family Weighs the Pros and Cons

Name: Date:

I think my family would have gone to Oregon because:

My reaction:

I think my family would not have gone to Oregon because:

My reaction:

Lesson 2 The Camel of the Prairie

Standards:

Social Studies



5.2.2 Understands the main ideas from artifacts, primary sources, or secondary source describing an issue or event.

Common Core ELA

4.RIT.3 Explain events, procedures, ideas, concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

Lesson Objectives:

Students will read an overview of covered wagons and create their own covered wagon based on the description read.

Students will get into “families” to create their covered wagons, making sure that they have all the important parts needed.

Lesson Steps:

1. Pass out the materials (white paper, brown paper, yarn and crayons) needed to create a simple paper journal. Have students put 15 plain white paper into a large sheet of brown construction paper. Staple or have students sew books closed. Students may take time to decorate their cover.

2. Handout the worksheet about the covered wagons. Have students get into their “families” and read through the worksheet. Students should create their own drawing of their wagon in their journal. Making sure that all parts of the wagon are labeled.

3. Look over drawing for accuracy and if no changes are needed have students create an 8 ½ by 11 size drawing of their own wagon. Wagons should be cut out and placed on classroom wall size map of the Oregon Trail.

Journal Entry Day 2:

Students should have a drawing of their wagon in their journal.

The Camel of the Prairie

Two thousand jolting miles of wilderness! Most wagons that carried settlers across the continent had the features shown in the diagram. Wagons had to be light enough for oxen or mules to pull them, yet strong enough to carry loads weighing as much as one ton. Read the description of a prairie schooner below. Use the bold faced words to label the prairie schooner diagrams.

The wagon bed was a rectangular wooden box, usually about four feet wide and ten feet long. The jockey box, used for holding tools, was at the front end. The wheels were covered with iron. The cover was usually made of canvas or cotton. The cover was held up by a frame of hickory bows and tied to each side of the wagon bed. The cover could be closed by drawstrings. The tongue extended to the yoked animals which pulled the wagon. An axle assembly connected each pair of wheels. A grease bucket hung from the rear axle. It contained grease or a mixture of tar and tallow which was used to lubricate the wheels. Under the wagon, the reach connected the front and back axle assemblies. The hounds connected the rear axle to the reach.

Lesson 3 Packing for Your Trip West

Standards:

Social Studies:


2.1.1 Understands and analyzes the costs and benefits of people’s decisions to move and relocate to meet their needs and wants

ELA Common Core:

4.SL.1 Engage effectively in a range of collaborative discussions with diverse partners and building on others ideas and expressing their own clearly.

Lesson Objectives:

Students will have to work in groups to determine what to pack for their trip across the United States.

Students will work collaboratively problem solving and determining what the needs of their “family” are.

Lesson Steps:

1. Refer back to yesterday’s introduction lesson on the Oregon Trail. Remind them today that they will be packing and starting their trek across the United States to the Oregon Territory.

2. Have students get into their “families” assigned to them on day 1.3. Make sure that every student has their journals out and are ready to record what

they will be taking with them on their 2,000 mile trek.4. Hand out Wagon Packing Needs/Wants List and the additional items handout.5. Have “families” look over the list and determine specific quantities of food and

other materials they need to bring.6. Have them record their 2,000 pound limit of supplies in their journal. 7. Give students time to write about their excitement in the upcoming adventure in

their journals.

Day 3 Journal Entry:

Students should have a supply list in their journal, totaling 2,000 pounds.

Wagon Packing List Needs/Wants Handout

Pioneers traveling by covered wagon had to be very careful of their wagon's weight. Even a few pounds heavier could mean the trip would be much more difficult for the oxen or horses. This is why the men and women would walk beside the wagon instead of inside it.

The typical journey by covered wagon was five months long, and they would need to pack enough supplies and equipment for the entire five months.

Below are the supplies that a typical Pioneer family traveling west across the United States might take on their covered wagon journey. Pretend you are a pioneer planning your long journey to the frontier. Make a list of what you would take in your covered wagon, keeping in mind that the wagon will carry only 2,000 pounds before the weight becomes too much. When you are done, compare your list with friends.

Be sure to pack enough food for each person in your family. Here is a list of items that each person will need:

200 pounds of flour30 pounds of pilot bread (hardtack)75 pounds of bacon10 pounds of rice5 pounds of coffee2 pounds of tea

25 pounds of sugar½ bushel of dried beans1 bushel of dried fruit2 pounds of saleratus (baking soda)10 pounds of salt½ bushel of corn meal½ bushel of corn, parched and ground1 small keg of vinegar

Once you have figured out your food needs for traveling across on the trail, you may add any of the additional items, but remember you only have 2,000 per wagon.

Have “families” decide on additional items they may want to take on the trip across the Oregon Trail. “Families” may want to pack: water barrels, tools, kitchen items, bowls, spoons, knives, lamps, sewing supplies, first aid supplies, spare wheels, pans, chickens, coats, lamps, etc.

Lesson 4 Stop 1-9 Along the Oregon Trail

Standards:

Social Studies:



5.2.2 Understands the main ideas from an artifact, primary source, or secondary source describing an issue or event.

5.4.1 Draws clear, well-reasoned conclusions and provides explanations that are supported by artifacts and/or primary sources in a paper presentation.

3.1.1 Construct and uses maps to explain the movement of people.

ELA Common Core:

4.SL.1 Engage effectively in a range of collaborative discussions with diverse partners and building on others ideas and expressing their own clearly.

4.RIT.3 Explain events, procedures, ideas, concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

Lesson Objectives:

Students will have to work in their “families” problem solving through different fates and tasks.

Students will work collaboratively problem solving and determining what the needs of their “family” are.

Students will create a map of their major stops, geographic features and interesting facts learned.

Lesson Steps:

For each stop:

1. Read the stop description and show them corresponding pictures out of the book: On the Oregon Trail by Jonathan Nicholas and Ron Cronin.

2. After showing the pictures and reading the description read one of the fate cards. 3. After the fate card has been read, have the students get into their “families” and

decide what to do. Once they have a decision have them record their decision and thoughts into their journal.

4. Write the stop on their map and have them connect the line to the starting point to create a trail.

5. With each stop read some journal primary sources from the Oregon Trail. Have students analyze what the pioneers were going through. Have students discuss in their “families” how the journal entries portray and the difficulties that families had moving west.

6. Have students write postcards and letters home describing the new landscape, animals and things that they have seen. Postcards/letters can be put into their journals.

Fate Scenarios:

Fate #1

Mile 0.0 May 1

Your pack horses are rubbed down and ready and your oxen team in place. Your belongings are packed. Your food rations carefully secured. Many of

the parties in your wagon train are already lined up and ready to move out. But you still have to get one more vital item: your drinking water!

Will you top off your kegs from the drinking water available here at Independence Camp? Or wait until you get to the next stop this evening?

(After you reach your decision, read the fate.)

Fate: If you decided to top off your kegs this is your fate: Moments after topping off your water kegs you notice a mud splashed sign: "Contaminated Water! Cholera!" Now you must dump your supply and travel until evening before refilling your keg. Will any families share their supply?

Fate #2

Mile 561 June 30

Since there are no trees anywhere, you've noticed this massive landmark has been looming off on the horizon like some forgotten castle for several successive days. And now you've finally reached it. This sandstone landmark is beautiful to look at. But it doesn't have any trees either... Remember?. And, you're out of firewood. What will you do?Ever hear of buffalo chips?

(After you reach your decisions, read the fate.)

Fate: Buffalo chips are the drying dropping of (you guessed it!) buffaloes. Everyone (and that includes you) has to carry a burlap sack with them on the trail and gather as much of this as they can. When it burns it smells like dried grass and makes excellent hot fuel for cooking. But it burns fast. So, gather a lot!!!!

Fate #3

Mile 575 July 1

Everybody who's passed this massive 300-foot, outcropping writes about it. And most of you write ON it. Which makes Chimney Rock the most popular canvas for emigrant graffiti along the Oregon Trail. Climb up and leave your name for kids in the next century to read. Then check the messages left at the bottom of the rock to see if there's anything interesting.

(Any guesses on what message you will find? Read on!)

Fate: You read a "FOUND" message about a dog whose description matches Watch's. (Hey, don't you remember Watch?) It seems this dog has been found by U.S. Calvary Soldiers on their way to Fort Laramie. You try not to get your hopes up. But how far is Fort Laramie, anyway?

Fate #4

Mile 650July 11

Everything you've heard about it is true. Fort Laramie is "an island of civilization in the western wilderness." Here, for the first time on the trip, you have a chance to clean up, put on your "Sunday Best" and stroll around the fort, admiring wares for sale.

Outside the fort, Indians are selling beaded moccasins, buffalo robes and fringed leather leggings. Inside the fort you can get all kinds of supplies. In addition to buying supplies for your trip, you can also have your animals shod, mail letters back east, get trail information and communicate (via billboard) with other trains.

Here are some of your choices: PAIR OF BEADED MOCCASINS $1.00 BUFFALO ROBES $8.00 @ BLACKSMITH FEES $2.00 per animal 10 LB BAGS OF FLOUR: $1.00 5 LB TINS OF SUGAR $1.00 1 DOZEN FRESH EGGS $ .50 1 LB SMOKED BACON $1.50 CALICO CLOTH $ .25 PER YARD

How do you choose to spend your time? Make a list of everything you'll do here. How do you choose to spend your money? Calculate what you've spent and subtract it from your budget. (And don't forget to add the items to your supplies list)

Fate: Double check your supply list. If you didn't replenish your supplies you WILL run out before Ft Hall which is over 500 miles away. You will have to beg borrow or....before the mileage is up. Also, did you do anything about your animals? They might become footsore and lame before you reach South Pass in the Rocky Mountains if you neglected to have them shod. Now check your activity list. If you DID read the bulletin board, you'll find that Watch is right here at the fort, well cared for by the U.S. army cook. If you DIDN'T read the bulletin board, you'll probably never see Watch again.

Fate #5

Mile 814

There it is! Finally! Independence Rock. After days on the dry, desolate plains, it seems like forever and a day since you've felt the cool, caress of a big ole' shade tree. And no trees are better than these cottonwoods here in this pleasantly surprising oasis.

You can "noon" here for your usual hour. Or stay a little longer - taking advantage of the shade and the stream-fresh drinking water - and catch up with the others later.


Fate (Those that stay) Those who decided to stay and rest have lots of good energy. Children played and adults took a well-deserved rest. (Those that rush forward) Those that rushed forward are extra tired and severely sunburned because they travel during the hottest part of the day.

Fate #6

Mile 1234You arrive at Fort Hall and see someone you haven't seen for a long time: a blacksmith. And what a pleasant surprise! Your oxen and horses' shoes have been worn down for weeks -- adding more and more time to each day's trek. You can also trade your tired oxen here for fresh ones.

Decide here how many animals you want to shod and how many oxen you wish to trade.


Fate: If you decided to trade, it was not in your favor. Jud Gilman, the owner trades two for one that is one well animal for two tired animals. Subtract the number of animals you lost in this trade from your supply list. If you decided to shod all your animals your choice is a good one. Subtract 50 cents from your budget for each animal you had shod. Your animals will be high stepp'in along the trail in no time.

Fate #7

Mile 1538Ahhhhh! The springs here provide the best darn water to be had for many miles. In fact, there's no train, no wagon, nobody that don't stop here! Which is why it's a good place to read or leave messages. You can look for messages from those ahead of you on the trail. Or leave them for friends and family traveling a few days or weeks behind you. Since you are outside the postal boundaries of the United States, if you wish to send letters to your families back East, you need to pin a coin and note begging some east bound trader or straggler returning to take them back to the "states" and mail them there. It's also a good place to leave notices about lost cattle, pets, even children!!!

(After you reach your decisions, read the fate.)

Fate: Leave a message describing your dog, Watch, who disappeared (in case you were absent) at on a rock next to the springs. Make sure you describe him perfectly. (or draw a picture too!) There are a lot of dogs on the Oregon Trail...

Fate #8

Mile 1709

Cold coffee and a bite of stale bread. That's what you usually have when you stop to noon. You kill at least an hour when you stop, but the renewed strength it gives your animal’s well makes up for the loss of time. It's also good for everyone's tempers too.

Despite the high winds, a few of you climb the sandstone outcrop above the springs. Here you find two very famous names engraved in the rock: John C. Fremont and Kit Carson.

(Your fate is out of your hands. Read it anyway.)

Fate: Ah! The taste of fresh spring water! A restful nap! Time to hit the dusty trail. You will need all the rest you can muster for the journey that lies ahead.

Fate #9

Mile 1885

You've heard the stories. You've read about it in the Newspapers and emigrant guide books. But now you're here. This is the spot where you are almost there, the end of the trail.

Do you climb the bluffs to see what lies ahead? Or keep moving to make precious miles on the trail and keep the future a surprise?


Fate: Those families who had family members climb the bluff lose 4 hours of travel time along the trail and will arrive in camp late, tired, and hungry. But it was worth the delay!

Fate #10

Mile 2,000

You made it! Finally your family has reached Oregon City (the end of the trail). Did you make it in one piece? Did everyone survive?

Do you make home in Oregon City? Or do you cross the Columbia and head over to Vancouver, Washington?


Fate: Those families who had family members who wanted to cross the Columbia to Vancouver, Washington found work and housing already

established. If you stayed in Oregon City you are now heading across the river as well.

Leaving Point: Independence, Missouri

Founded in 1827 near where the Missouri River flows into the Mississippi, the town of Independence grew rapidly as a trading post. By the 1840's, it was the most popular "jumping off" point for pioneers to stock their wagons with supplies before heading out to Oregon or California.

Missionaries from the Church of Jesus Christ of Latter Day Saints attempted to make Independence their Zion, or holy capital. But the Mormons came into conflict with the local economic and political establishment, and by 1833 the missionaries were driven out. From then on, Nauvoo, Missouri, instead of Independence, became the point of departure for Mormons heading out along the Oregon Trail.

Stop #1 Courthouse and Jailhouse Rock

Located in the Platte River valley, Courthouse Rock and its smaller companion, Jailhouse Rock, were among the first landmarks seen by pioneers heading west.

Named after the courthouse in Saint Louis, the rocks were often mentioned in contemporary accounts. Artist Alfred J. Miller noted it as a "curious formation of Earth near the Platte River." Famous British explorer Sir Richard Burton wrote that it "resembled anything more than a court house," and that it really looked like an irregular pyramid.

Stop #2 Chimney Rock

Located some twelve miles west of Courthouse and Jailhouse Rock, Chimney Rock was one of the most picturesque landmarks along the Oregon Trail. It signaled the end of the prairies as the trail became more steep and rugged heading west towards the Rocky Mountains.

Many drawings of it were made by surveyors and artists, and most pioneers mentioned it in their diaries. Travelers reported that it was visible forty miles away. General Joel Palmer, leading a surveying party in 1845, said it had the "appearance of a haystack with a pole running far above its top."

Many 19th century accounts stated that Chimney Rock was losing its height due to erosion. But some measurements recorded back then are very close to the modern measurement of 325 feet from tip to base and 120 feet for the spire.

Drawing by Frederick Piercy

(1855)

Stop #3 Fort Laramie

The fort was begun by fur traders as Fort William in 1834 where the North Platte and Laramie rivers meet. In 1849, the U.S. Military purchased the fort and named it in honor of Jacques La Ramie, a local French fur trapper.

One of the most important forts in the settlement of the American West, Fort Laramie served many functions throughout its history. It was located along the Oregon Trail to protect and supply emigrant wagon trains. It later became a major link in the Pony Express, Overland Stage and transcontinental telegraph systems. It also served as a base of operations for the High Plains Indian Wars.

Since 1937 it has been preserved as a National Monument and is maintained by the National Park Service.

Stop #4 Independence Rock

Named for a fur trader's Fourth of July celebration in 1830, this huge rock became one of the most famous of all Oregon Trail landmarks. The giant piece of granite is 1,900 feet long, 700 feet wide, and 128 feet high.

The landmark was a favorite resting place for travelers along the trail. Called the "Great Register of the Desert", more than 5,000 names of early emigrant were carved on this boulder. Starting the trail in the early spring, emigrants along the Oregon Trail hoped to reach Independence Rock by July 4, Independence Day. If they had not arrived by then, they knew they were behind schedule.

Stop #5 Soda Springs

Natural bubbling pools of carbonated water, caused by ancient volcanic activity, have long made Soda Springs an attraction. Local Indians, fur traders and trappers visited the springs prior to the days of the Oregon Trail emigrations.

Soda Springs was located along a shortcut in the trail off of the main route to Fort Hall.

Emigrants used the pools of water for medicinal and bathing purposes. Many pioneers and their animals became sick when they drank too much of the alkali water from the springs.

Stop #6 Fort Hall

Established by Nathaniel Jarvis Wyeth in 1834 along the Snake River, Fort Hall first served as a fur trading post.

The British flag flew over Fort Hall briefly when it was purchased by an English company, until a treaty placed it and the rest of the Oregon Country in United States territory.

Early emigrants on the Oregon Trail usually abandoned their wagons at the fort and continued on foot with their animals. But in 1843, Dr. Marcus Whitman, who had established a mission near Walla Walla, Washington, led a wagon train westward from the fort. From then on, migrations along the trail increased as the pioneers could now travel all the way to Oregon with their wagons and possessions.

Stop #7 Whitman MissionFounded in 1836 by Dr. Marcus Whitman and his wife, Narcissa, the Whitman Mission was the site of one of the worst tragedies along the Oregon Trail. The Whitmans, Methodist missionaries, offered religious instruction and medical services to the local Cayuse Indians. They also gave care and supplies to wagon parties travelling along the Oregon Trail. When a measles epidemic broke out at the mission in November 1847, many of the Indians were killed while the white newcomers survived. The Cayuse suspected that the Whitmans and their foreign religion were the cause of the fatal disease. In retaliation, the Whitmans and eleven other whites were killed by the Cayuse, and the mission was burned down

The Dalles was named by fur trappers for the French word for gutter. Here emigrants

floated down the Columbia River in rafts through the stony river gorge.

The passage, with emigrants and their wagons crowded onto a small wooden raft, was often perilous. As N.M. Bogart described in 1843, "When trying to pass some of the Cascades their frail craft would get caught in one of the many whirlpools, the water dashing over them, and drenching them through and through." The Barlow Toll Road opened in 1845, offering emigrants an alternative to the Columbia River route to Oregon City. The wagon ride along the toll road took a long route around Mount Hood, but it was a much safer method than rafting.

Stop #8 The Dalles

Stop #9 Oregon City

Founded in 1842 near where the Willamette River flows into the Columbia River, Oregon City was the first territorial capital of Oregon.

Always a natural place of commerce between Indians and whites, the town also utilized the nearby river as a dependable source of power for mills for its economic development.

Due to the great migrations along the trail, Oregon City grew rapidly as an economic center of the territory. Emigrants arrived here at the end of the trail to establish their land claims in the region.

Lesson 5 Vancouver in the 1870’s – 1940’sStandards:

Social Studies: 4.1.1 Understands and creates timelines to show how historical events are

organized into time periods and eras. 5.1.2 Evaluate accuracy of primary and secondary sources 5.2.2 Understands the main ideas from an artifact, primary source, or secondary

source describing an issue or event.ELA Common Core:

4.RIT.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

Lesson Objectives: Students will compare and contrast 1870’s – 1940’s pictures and maps to current

day Vancouver maps and pictures. Students will analyze primary and secondary sources to better understand the

needs and wants of people who traveled west. Students will work with a partner focusing on a part of culture in Vancouver.

Lesson Steps:1. Pass out maps of Vancouver from 1850’s – 1950’s. Have students find differences

and similarities throughout all the maps. Have students record their findings. Have students share out their observations and discuss as a whole group the reasons for the changes they observed.

2. Have students work in their “families” looking through pictures in Images of American Downtown Vancouver by Pat Jollota and The Columbian presents Clark County the Early Years 1850-1949. Have each family focus on one strand of culture (jobs, public service, education, agriculture, commerce, society, street scenes, transportation, military, celebrations and sports). Pictures can be photocopied for students and put into packets, which may make it easier for everyone to look at, or some groups can look at maps while others look at the books.

3. Have students share out their observations about the culture of Vancouver between 1870’s and 1950’s. Discuss about their own “family” and what they may have brought to Vancouver.

4. Create a Venn diagram comparing and contrasting current day Vancouver to past Vancouver. Have students add elements from the maps and pictures they looked at.

Lesson 5 Vancouver in the 1870’s – 1940’sStandards:Social Studies:

4.1.1 Understands and creates timelines to show how historical events are organized into time periods and eras.

5.1.2 Evaluate accuracy of primary and secondary sources

5.2.2 Understands the main ideas from an artifact, primary source, or secondary source describing an issue or event.

ELA Common Core: 4.RIT.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or

technical text, including what happened and why, based on specific information in the text.

Lesson Objectives: Students will compare and contrast 1870’s – 1940’s pictures and maps to current

day Vancouver maps and pictures. Students will analyze primary and secondary sources to better understand the

needs and wants of people who traveled west. Students will work with a partner focusing on a part of culture in Vancouver. Students will work in their “families” thinking about what their family may have

brought along with them on the trip and what items they may have needed.Lesson Steps:

5. Continue having students work in their “families” looking through pictures in Images of American Downtown Vancouver by Pat Jollota and The Columbian presents Clark County the Early Years 1850-1949. Have each family focus on one strand of culture (jobs, public service, education, agriculture, commerce, society, street scenes, transportation, military, celebrations and sports). Pictures can be photocopied for students and put into packets, which may make it easier for everyone to look at, or some groups can look at maps while others look at the books.

6. Have students complete Analyzing a Photograph Document Worksheet, based on a photograph they have chosen to best represent what they think their families grandchildren may have completed.

7. Have a discussion with the students about the connection between the “families” that came across the Oregon Trail and the items that they will be uncovering from the Hilton Convention Center. This items could have been thrown away by grandchildren that came across the Oregon Trail.

Analyzing a Photograph DocumentName(s):

Analyze the photograph chosen by your “family”, recording responses in the boxes provided. Write a group response to complete the statement beneath the chart.

Photograph Title:

What we See

What we Think

What we Wonder

What we Feel

If we were in this picture,……..(what would we be doing, feeling, hoping, wondering?)

Lesson 7 What it takes to be an archaeologistStandards:Social Studies:

4.1.1 Understands and creates timelines to show how historical events are organized into time periods and eras.

5.1.2 Evaluate accuracy of primary and secondary sourcesLesson Objectives:

Students will learn to use an analysis worksheet for the artifacts. Students will learn how to handle artifacts properly and what correct tools and

procedures are put into place by archaeologists. Students will record their observations, questions, drawings and measurements

into a field journal.Lesson Steps:

1. Explain to the students that they will be doing some detective work in a bit. Discuss with them that detectives analyze facts and draw conclusions based on

their observations, show them a picture of the Vancouver Convention Center. Remind them that often buildings are put on top of old spaces. Share with them that when the Convention Center was being built they discovered old artifacts, which we now have a chance to clean, dry, analyze, sort and explain their use.

2. Remind them about the prior lesson about Vancouver between 1870’s and 1940’s3. Introduce artifact analysis worksheet.4. Show students the cleaning stations and procedures for handling artifacts.

Introduction of a real archaeologist.5. Introduce Jessica Hale, have Jessica go over what she does and why handling

artifacts is so important.6. Have students wear gloves and start processing artifacts carefully. Students

should make sure they are either dry or wet washing each artifact.7. After artifacts are dry have students start sorting artifacts into different groups,

just like Jessica Hale does. Sorting them by their type and use.8. Make sure students can access computers so that they can look up artifacts and

make guesses about their use and type.9. Each artifact should be labeled, sorted and researched to make sure that it was

correctly identified.

Artifact Analysis Worksheet

1.

TYPE OF ARTIFACTDescribe the material from which it was made: bone, pottery, metal, wood, stone, leather, glass, paper, cardboard, cotton, wood, plastic, other material.___________________________________________________________________________

2.

SPECIAL QUALITIES OF THE ARTIFACTDescribe how it looks and feels: shape, color, texture, size, weight, movable parts, anything printed, stamped or written on it.___________________________________________________________________________

3.

USES OF THE ARTIFACTA. What might it have been used for? _________________________________B. Who might have used it? ________________________________________C. Where might it have been used? ___________________________________D. When might it have been used? ___________________________________

4.

WHAT DOES THE ARTIFACT TELL US A. What does it tell us about technology of the time in which it was made and used?__________________________________________________________________B. What does it tell us about the life and times of the people who made it and used it?__________________________________________________________________C. Can you name a similar item today?__________________________________________________________________

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