Archaeo-Tech: Telling Time with Stone Tools
This lesson plan explores how archaeologists study and classify projectile points (commonly referred to as arrowheads) into different “types” to learn about past people and cultures. After learning how archaeologists describe and define point types, students will examine 2D images or 3D models of various projectile points from different South Carolina time periods. Students will learn how projectile points are an important part of the archaeological record and understand the diversity of traditions around point making that existed in South Carolina prior to the arrival of Europeans.
Lesson Created By: MegGaillard
Lesson Partners: South Carolina Department of Natural Resources
Essential Question
How do archaeologists classify projectile points to reveal the diversity of past human traditions, and what stories do these artifacts tell us about the cultures that created them?
Grade(s):
- 6
- 7
- 8
- 9
- 10
- 11
- 12
Subject(s):
Recommended Technology:
Other Instructional Materials or Notes:
· Activity hand-out (1 per student)
· Print-outs of projectile points (images may be laminated)
· Markers
· Computer or tablet/iPad (optional)
Lesson Progression
This lesson may be completed using either the supplemental photos provided in this lesson plan or on a computer or tablet using Sketchfab. Sketchfab allows students to view and manipulate 3D models of the projectile points referenced in the activity hand-out. Link to SCDNR-HTP’s Sketchfab can be found in the resources tab.
1. Before beginning the lesson, print the activity handout and images of the projectile points included as supplemental materials. These images may be laminated so students can mark up the images as they complete the lesson.
a. Optionally, students can use the 3D models of the projectile points provided on SCDNR’s Sketchfab.
2. Lecture: Using the Background Information section of the lesson plan, give a lecture about people and culture in South Carolina and the United States prior to the arrival of European settlers. Elements of the lecture can be tailored to specific grade levels. The lecture should emphasize stone tools as an element of culture and how changes in stone tools reflect broad changes in culture over time.
3. Video: Show your students the short videos “Interpreting Material Culture” and “Social Structure” linked in the resources tab.
a. Link to the “Interpreting Material Culture” and “Social Structure” videos can be found in the resources tab.
b. Optional: If time allows, students may watch the longer documentary film, “The Ring People,” available using the same URL.
4. Activity: Distribute the activity materials. Students may complete the activity in small groups of three to four students, or by themselves if they are using computers or tablets.
a. Have your students follow the instructions on the activity handout sheet. If using the printouts of the projectile points, students will rotate in groups.
5. Discussion: Once everyone has completed the activity, as a class, discuss the activity, their results, and their answers to the discussion questions. Relate the activity to what the students learned during the lecture and other elements of material culture and archaeology.
Teacher Notes
differentiate: Simplified Classification- Focus these groups on identifying and defining only the three main attributes of the points (e.g., blade shape, notching, and base type). Provide a pre-labeled diagram of the projectile point anatomy to ensure shared vocabulary.
extend: Typological Critique- Challenge students to research how archaeologists debate the validity of specific point types (typology). They must find an online article or resource that questions the classification of one of the point types presented and discuss the implications for cultural dating.
Activity & Answer Key
Provide one copy for each student, but note that the final 2 pages is the answer key.
View ResourceDAACS Points
View ResourceSCDNR-HTP’s Sketchfab
View Resource“Interpreting Material Culture” and “Social Structure” videos
View ResourceStandards
- 8-1 The student will demonstrate an understanding of the settlement of South Carolina and the United States by Native Americans, Europeans, and Africans.
- The human mosaic of the South Carolina colony was composed of indigenous, immigrant, and enslaved populations. To understand how these differing backgrounds melded into an entirely new and different culture, the student will utilize the knowledge and ...
- 8-1.2 Compare the motives, activities, and accomplishments of the exploration of South Carolina and North America by the Spanish, French, and English.
- 8-1.1 Summarize the collective and individual aspects of the Native American culture of the Eastern Woodlands tribal group, including the Catawba, Cherokee, and Yemassee.
- The human mosaic of the South Carolina colony was composed of indigenous, immigrant, and enslaved populations. To understand how these differing backgrounds melded into an entirely new and different culture, the student will utilize the knowledge and ...
Assessments
Use the performance task linked in the resources tab to assess student learning outcomes.
