Note: To protect the privacy of our members, e-mail addresses have been removed from the archived messages. As a result, some links may be broken.

Lesson Plans


time detectives/evidence

[ Thread ][ Subject ][ Author ][ Date ]
marcia m eaton (marciameaton)
Wed, 21 Apr 1999 04:43:23 -0400


The projects people have described that invite students to be come
archaeologists are very exciting. Once the function of objects has been
identified (or hypothesized) I would also ask students three questions:
What does the fact that this group of people wanted to fulfill that
function tell us about their values--political, religious, ethical,
economic, etc.
What do the properties of the objects (color, size, etc) tell us about
their aesthetic values?
How do the aesthetic values relate to their other values?
For example, wanting to mummify some individuals tells us a great deal
about their politics and religion. The design of the tombs tells us
something about their aesthetic values and the ways the aesthetic values
connected to their political and religious values.
If you describe these activities as turning kids into "detectives" you
might want to have them read the Sherlock Holmes episode in which he meets
Dr. Watson for the first time and identifies him as a doctor who has
recently come from Afghanistan. Sorry---I don't have the quotation with me
in Holland, but I'll bet someone out there can provide it---Ron must have
it. It's a great way to talk about logical reasoning, both deductive and
inductive. (There is a blurb about this on Walk 3 through Trajan's Column
on ArtsEdNet.)
Best, Marcia