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- Archaeobotany
- In Intrigue of the Past, page 2.6
- Students will use pictures of seeds, an activity sheet, and a graph to identify seven seeds and the conditions in which they grow. They will also infer ancient plant use by interpreting archaeobotanical samples and determine changing plant use by Native North Carolinians by interpreting a graph of seed frequency over time.
- Format: lesson plan (grade 4–5 and 8 Science and Social Studies)
- Archaeological context
- In Intrigue of the Past, page 1.5
- In their study of context, students will use a game and a discussion to demonstrate the importance of artifacts in context for learning about past people.
- Format: lesson plan (grade 3–4 Social Studies)
- Archaeology as a career
- In Intrigue of the Past, page 5.2
- In their study of archaeology as a career, students will read essays and complete an activity to gain an understanding of and appreciation for the career of a professional archaeologist.
- Format: lesson plan (grade K–5 Guidance)
- Artifact classification
- In Intrigue of the Past, page 2.4
- Students will use pictures of artifacts or objects from a teaching kit to classify artifacts and answer questions about the lifeways of a group of historic Native Americans.
- Format: lesson plan (grade 3–4 Social Studies)
- Artifact ethics
- In Intrigue of the Past, page 5.5
- In their study of archaeological issues students will use ethical dilemmas to examine their own values and beliefs about archaeological site protection. They will also evaluate possible actions they might take regarding site and artifact protection.
- Format: lesson plan (grade K–5 Guidance and Social Studies)
- Chronology: The time of my life
- In Intrigue of the Past, page 1.6
- In their study of chronology the students will use personal timelines and an activity sheet to demonstrate the importance of intact information to achieve accuracy, and compare and contrast their timelines with the chronological information contained in a stratified archaeological site.
- Format: lesson plan (grade 3–5 English Language Arts and Social Studies)
- Classification and attributes
- In Intrigue of the Past, page 1.7
- In their study of classification and attributes, students will use “doohickey kits” to classify objects based on their attributes, and explain that scientists and specifically archaeologists use classification to help answer research questions.
- Format: lesson plan (grade 3–4 Social Studies)
- Creating your own rock art
- In Intrigue of the Past, page 5.4
- Students will use regional rock art symbols or their own symbols to cooperatively create a rock art panel. They will also use a replica of a vandalized rock art panel to examine their feelings about rock art vandalism and discuss ways to protect rock art and other archaeological sites.
- Format: lesson plan (grade 3–5 Visual Arts Education and Social Studies)
- Culture everywhere
- In Intrigue of the Past, page 1.3
- In their study of culture, students will use a chart to show the different ways that cultures meet basic human needs and recognize that archaeologists study how people from past cultures met basic needs by analyzing and interpreting the artifacts and sites that they left behind.
- Format: lesson plan (grade 4 and 8 English Language Arts and Social Studies)
- Gridding a site
- In Intrigue of the Past, page 2.2
- In their study of how to grid a site, students will use a map and the Cartesian coordinate system to establish a grid system over an archaeological site, labeling each grid unit; determine the location of artifacts within each grid unit; and construct a scientific inquiry concerning the location of artifacts on the site.
- Format: lesson plan (grade 5–7 Mathematics and Social Studies)
- A guided journey into the past
- In Intrigue of the Past, page 5.7
- In their study of archaeological resource conservation, students will use guided imagery to discover and judge an alternative way to enjoy artifacts without removing them from archaeological sites.
- Format: lesson plan (grade 3–4 Visual Arts Education, English Language Arts, and Social Studies)
- Inference by analogy
- In Intrigue of the Past, page 2.12
- Students will use historical sources and an archaeological site map to infer the use or meaning of items recovered from a North Carolina Native American site based on 17th-century European settlers' accounts and illustrations. They will also describe prehistoric lifeways based on archaeological and ethnohistoric information and explain why archaeologists use ethnohistoric analogy.
- Format: lesson plan (grade 8 Social Studies)
- Interpreting lives through tombstone analysis
- In this lesson students will take on the role of archaeologists by examining pictures of gravestones from the Built Heritage collection at North Carolina State University. They will use their knowledge of history, observation skills, and inference to draw conclusions about the lives and deaths of past North Carolina residents.
- Format: lesson plan
- By Loretta Wilson.
- It's in the garbage
- In Intrigue of the Past, page 1.9
- In studying archaeological concepts, students will analyze garbage from different places demonstrate competence in applying the concepts of culture, context, classification, observation and inference, chronology and scientific inquiry.
- Format: lesson plan (grade 3–5 English Language Arts and Social Studies)
- Language families
- In Intrigue of the Past, page 4.7
- Students will identify and locate the three language families of contact period North Carolina and calculate the physical area covered by each language family.
- Format: lesson plan (grade 4 and 7–8 Mathematics and Social Studies)
- Looking at an object
- In Intrigue of the Past, page 2.10
- Students will analyze unfamiliar objects in order to observe the attributes of an object, infer the uses of objects; and discover how archaeologists use objects to learn about the past.
- Format: lesson plan (grade 5 English Language Arts and Social Studies)
- Mending pottery
- In Intrigue of the Past, page 2.9
- Students will mend broken pottery to learn what archaeologists learn by mending pottery.
- Format: lesson plan (grade 4–5 Visual Arts Education and Social Studies)
- Name that point!
- In Intrigue of the Past, page 4.4
- In their study of projectile points (i.e., spear points or “arrowheads”) dating to the Archaic period in North Carolina, students use activity sheets to compare projectile point attributes and to identify and classify points based on clearly defined variables. They will also match projectile points to a chronology and determine when the points were made and why the information is important to archaeologists.
- Format: lesson plan (grade 4 and 6 Social Studies)
- North Carolina place names
- In Intrigue of the Past, page 4.8
- This lesson contrasts and compares the names that Native Americans living in North Carolina gave to their villages and places with the names that European and other settlers gave to theirs.
- Format: lesson plan (grade 4 and 8 Social Studies)
- Observation and inference
- In Intrigue of the Past, page 1.4
- In their study of observation and inference, students will use activity sheets and coins to differentiate between observation and inference through a problem-solving approach, and demonstrate their knowledge by analyzing an archaeological artifact and creating their own observation-inference statements.
- Format: lesson plan (grade 4 Visual Arts Education and Social Studies)
