Artifact Identification

This lesson is designed to introduce youth to the discipline of archaeology (what it is and how we do it). Since archaeology derives much of its information on the past from artifacts and the people who made them, this lesson starts with an artifact identification exercise.

Grade Level: 6-8

Objective: The goal of this lesson is for students to understand that even the smallest details on an artifact can help archaeologists interpret it. Even if the artifact is not from their own culture, there are properties of artifacts that will help in its identification. The details of the artifact can help archaeologists identify how it was used (its function), where it came from (its origins), its age, and/or other characteristics. Observation is a key aspect of the scientific method. Students will extrapolate from an observation to an interpretation of the artifact’s function.

Learning Outcomes: By the end of the lesson, students will be able to define archaeology and artifact. They will be able to tell why observation and analysis of an artifact is important for learning about how people lived in the past.

STEM: Material identification; observation; measurement

Materials: Artifacts for each group (precontact artifact without an obvious function [e.g., net weight, pitted/nutting stone]), recording sheets, rulers, pens/pencils

Time: 35 minutes

Overview: Archaeology is the study of the past through material culture (things made and used by people). One type of material culture is called an artifact. An artifact is anything made, used, or modified by humans (e.g., a piece of pottery, a stone tool, a piece of bottle glass). Artifacts can be buried in the ground, left on the ground surface, or be under water. Archaeologists discover and collect artifacts from places where they occur – we call these archaeological sites. A site is anywhere on the landscape where people once lived and left artifacts behind. As archaeologists, we recover artifacts in their original context and record their association with other artifacts. Context refers to the specific place (on a site) where an artifact was found, and association is the surrounding conditions (soil, layers, other artifacts) in which the artifact was found. When someone removes an artifact from a site but does not record its context and association, it is like removing an important puzzle or Lego piece – the picture or object will be incomplete and that may change what you think the picture or object is. It is best to not pick up artifacts and leave the excavation to those with professional training. If you find an artifact on your property or someone else’s property, you should reach out to a professional archaeologist at a university or museum. Since even archaeological excavation by professionals removes artifacts and features from their original context, and is therefore destructive, excavation of a site should only be conducted on sites for research purposes or on sites that are threatened by construction. Additionally, some sites and the materials contained within them can be considered sacred by Indigenous people. Some sites, such as burial sites, should never be excavated and some artifacts that are considered sacred should be returned to Indigenous people for their care. We will emphasize the need to respect the landscape and the descendants of the people who once lived in those communities. It is important to emphasize that the artifacts we will be handling and discussing must be handled with respect. They are part of a past that that is important to the living descendants of the people that made and used them.

For archaeologists, finding artifacts is not the goal; the goal is to tell the story of people and how they lived in the past. A single artifact contains information that can tell us a lot about the culture that used it. Observing and recording the patterns in an object (material culture) helps archaeologists determine how that artifact might have been used. This lesson asks students to observe an artifact and try to determine what it was used for. Without knowing where an artifact was found (context) and with what other artifacts (association), it is more difficult to interpret the artifact. Students will work with artifacts from the precontact period of the Northeastern US. Precontact artifacts date from a period/culture when people did not use writing, but they did use other methods like oral history (e.g., Indigenous people who lived 5000 years ago in the Eastern Woodlands). You may see the term prehistory being used in the literature instead of precontact. The term precontact is preferred today by archaeologists and Indigenous people because prehistory means “before history.” All people in the past had a history, but not all people had a written language with which to record that history. Therefore, the term prehistory is not accurate. The historic period, by contrast, refers to a period/culture when people did use a written record (e.g., 19th century New York).

Vocabulary: Archaeology, artifact, site, context, association

Procedure: Ask students what archaeology is. Write down their responses on the board. Discuss how archaeology is the same or different from their ideas. Tell learners what an artifact is and ask them to name artifacts around the room. Ask students what other artifacts are part of their lives.

Give each group an object dating to the precontact period (groups do not have to have the same artifacts). If artifacts are not available, drawings can be used or 3D printed artifacts (scans can be found at https://sketchfab.com/virtualcurationlab/collections/new-york-state-museum; please do not purchase artifacts). Ask learners to record everything they observe about the object (see example recording sheet below). Discuss how rulers and other ways of standardizing measurement did not always exist. Discuss why we need rulers, or standard units of measurement, today to pursue science. For example, ask them if they could measure using their index finger. Discuss why this would not be useful. Learners will note color, dimensions, shape, material, condition (broken, scratched, chipped, pitted) of their artifact. Ask learners, Do those characteristics help determine possible uses (used to cut, etc.)?; Who may have used it; Where? when? how would you know? On the back of the sheet, students will sketch each artifact. Now have learners write down what they can tell about the culture that made and used the artifact based on what they observed. Students will spend 15-20 minutes on the observation, then 10-15 minutes sharing with others.

Following their initial interpretation, provide students with some context for their artifact(s) – where the artifact was found and with what (e.g., fishing camp; plant processing area; cooking area; etc.). Have students try to determine the function of the artifact with this new context information. Ask them how their interpretation changed.

Extension: Give each group a second precontact artifact or an artifact from the historic period (try to find one that does not have an obvious function [e.g., an older kitchen tool, an electrical insulator, etc.]).

Assessment activities: During the lesson, instructors will monitor youth to ensure they are all actively participating. Youth will fill out the form below. At the end of the lesson, youth will report on their observations and interpretations and will relate the activity to what they learned about archaeology.

Wrap up: Class will end with a restatement of the learning outcomes. Youth will answer questions about archaeology and discuss how their ideas about archaeology changed following the lesson.

ARTIFACT IDENTIFICATION

Name(s): __________________________________________________________

USE THE BACK OF THE PAGE TO SKETCH THE ARTIFACT