Grade Level: 6-8
Objective: The objective is for learners to understand how archaeologists make sense of the large amount of data collected from artifacts, sites, and regions; and how types are created in archaeology and why they are necessary for archaeological analysis.
Learning Outcomes: Youth will learn to observe identifying characteristics of objects, classify them into types, and justify the basis for creating these types. They will recognize that archaeologists follow this process when dividing artifacts into meaningful types for analysis.
STEM: observation, categorization
Materials: pencils, sticky notes or notebooks, example of projectile points (or 3D printed, reproductions or photos), a projectile point typology (e.g., William A. Ritchie, 1971, A Typology and Nomenclature for New York State Projectile Points, New York State Museum Bulletin Number 384, University of the State of New York, The State Education Department, Albany, New York; a pdf of this book can be found at: https://nysl.ptfs.com/knowvation/app/consolidatedSearch/#search/v=list,c=1,q=field11%3D%5B1088053%5D%2C queryType%3D%5B16%5D,sm=s,l=library1_lib%2Clibrary4_lib%2Clibrary5_lib). 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.
Time: 30 minutes
Overview: A typology is a classification according to category or type. This lesson plan will explore the process of identifying the characteristics of an object and grouping similar objects into types. Youth will learn that this is the process that archaeologists use to create types and communicate with other researchers about these types. Discuss with learners a common typology. For example, a typology of buildings. Ask learners what types of buildings there are (restaurants, hospitals, schools, single-family homes, apartment buildings, etc.). Other typologies to use include music genres, candy, social media.
Archaeologists collect an enormous amount of data from a single archaeological site or from numerous sites in a region. For example, researchers have recovered hundreds of thousands of projectile points from across New York State. A projectile point is a stone tool made by flintknapping and used for hunting, fishing, collecting other resources, or for other projects. Flintknapping is the process of chipping a stone block to remove pieces, shaping the original piece into the tool; or producing smaller pieces that can themselves be further shaped into the tool. Projectile point is a general term for spear points, darts, or arrowheads. To understand and make sense of this large amount of data and be able to communicate with other researchers, archaeologists created projectile point types (show an example of a point typology, such as William Ritchie’s for New York State [https://nysl.ptfs.com/knowvation/app/consolidatedSearch/#search/v=list,c=1,q=field11%3D%5B1088053%5D%2C queryType%3D%5B16%5D,sm=s,l=library1_lib%2Clibrary4_lib%2Clibrary5_lib]; see below for an example by time period). The same is true of other stone tools and pottery from archaeological sites.
Vocabulary: Typology, projectile point, flintknapping
Procedure: Explain that the key to a typology is to define the attributes, characteristics, or traits you used to create your types. Explain that there are lumpers and splitters – that is, some people see more similarities between objects and “lump” them together, while others may see more differences and split the assemblage into more categories or types.
Give each group a collection of projectile points (or photos, replicas, 3D printed points) and have them put these artifacts into types and explain their types to the group. Youth can do two different typologies with the same points. Have them explain why they grouped the points the way they did each time. They can take notes in their notebooks or on sticky notes. Discuss with the class how archaeologists created types from these points (show them a point typology). If there is time, have a member of each group stand and explain their typology or groups can rotate to 1-2 2 other groups to compare their own typologies and explanations to those of the other groups. Have each learner select one point and try to match it to a type found in the point typology book.
If time, provide each group with a new point and have them figure out where it fits (or if it fits) in their typology. This may reveal limitations of some of their typologies. If there is time (or alternatively), have each group try to fit a new point into the typology created by another group. As a class, compare the typology each group created.
Extension: Before working with the projectile points, give each group a collection of cups that are different sizes, shapes, colors, and made of different materials. Have each group come up with a typology for their cup assemblage. They can take notes in their notebooks or on sticky notes. Have learners explain to the class how they defined their types. Then provide each group with a new cup and have them figure out where it fits (or if it fits) in their typology. This may reveal limitations of some of their typologies. If there is time (or alternatively), have each group try to fit a new cup into the typology created by another group. As a class, compare the typology each group created.
Assessment Activities: Each group will record the attributes observed in notebooks or on forms, and be able to explain how they created types. Each learner will try to “type” a point.
Wrap up: Have learners relate their typology exercises to the process archaeologists follow when they divide artifacts into groups with similar characteristics.
