K-12 Teaching and Learning From the UNC School of Education

Important Announcement about Online Courses and LEARN NC.

Important Message about LEARN NC

LEARN NC is evaluating its role in the current online education environment as it relates directly to the mission of UNC-Chapel Hill School of Education (UNC-CH SOE). We plan to look at our ability to facilitate the transmission of the best research coming out of UNC-CH SOE and other campus partners to support classroom teachers across North Carolina. We will begin by evaluating our existing faculty and student involvement with various NC public schools to determine what might be useful to share with you.

Don’t worry! The lesson plans, articles, and textbooks you use and love aren’t going away. They are simply being moved into the new LEARN NC Digital Archive. While we are moving away from a focus on publishing, we know it’s important that educators have access to these kinds of resources. These resources will be preserved on our website for the foreseeable future. That said, we’re directing our resources into our newest efforts, so we won’t be adding to the archive or updating its contents. This means that as the North Carolina Standard Course of Study changes in the future, we won’t be re-aligning resources. Our full-text and tag searches should make it possible for you to find exactly what you need, regardless of standards alignment.

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Resources tagged with archaeology are also tagged with these keywords. Select one to narrow your search or to find interdisciplinary resources.

About the Archaeology Primer
In Excavating Occaneechi Town: An archaeology primer, page 1
The Occaneechi Indians were once prominent in the Virginia and Carolina Piedmont. As their numbers were reduced by clashes with European colonists, they retreated to a village on the Eno River. Their numbers further dwindled due to disease and warfare, and by 1730 the Occaneechi were all but gone. In 1983, archaeologists discovered a village site near Hillsborough, North Carolina. Through a series of digs, they confirmed that they had found Occaneechi Town.
Format: article
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)
Archaeological soils
In Intrigue of the Past, page 2.11
Students will determine components of a soil sample and evaluate how archaeologists use soils to interpret sites.
Format: lesson plan (grade 8 Science)
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)
Coastal Plain cultures graphic organizer
In Two worlds: Educator's guide, page 2.5
As students read the article "Peoples of the Coastal Plain," this graphic organizer will help them develop an understanding of the cultures that existed in North Carolina's Coastal Plain hundreds of years ago.
Format: /lesson plan (grade 8 Social Studies)
By Pauline S. Johnson.
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)
The De Soto expedition
In Prehistory, contact, and the Lost Colony, page 3.3
Hernando De Soto’s expedition through the southeastern United States in 1539–43 was one of the earliest of the early contacts between Europeans and native peoples. While historical documents tell the story of do Soto's journey, advances in both history and archaeology have enabled researchers to reconstruct the de Soto route.
Format: article/primary source
Dig finds evidence of Spanish fort
Near Morganton, North Carolina, archaeologists are excavating what they believe to be the remnants of Juan Pardo's outpost at the foothills of the Appalachian Mountains. The 16th-century outpost, known as Fort San Juan, disappeared after Indians burned it to the ground.
Format: article
Excavating Occaneechi Town: An archaeology primer
Republished with permission from the Research Laboratories of Archaeology, the Archaeology Primer uses photographs of the excavations at Occaneechi Town to introduce fundamental concepts of archaeology. The primer provides an introduction to the methods of archaeology and to some common types of artifacts, and prepares students to participate in an electronic archaeological dig.
Format: slideshow (multiple pages)
Experimental archaeology: Making cordage
In Intrigue of the Past, page 2.8
Students will make cordage and use an activity sheet to experience a technique and skill that ancient Native Americans in North Carolina needed for everyday life. They will also compute the amount of time and materials that might have been required to make cordage and construct a scientific inquiry to study the contents of an archaeological site.
Format: lesson plan (grade 8 Visual Arts Education and Social Studies)
First peoples
In Prehistory, contact, and the Lost Colony, page 2.1
Beringia was a wide land bridge between Alaska and Siberia that was periodically exposed during the last Great Ice Age. According to a widely-held theory, the first people to live in North America were Asians who followed animal herds across Beringia. The Paleoindians living in North Carolina by 9000 BCE were descendents of these first North Americans. Nobody knows how long it took before the first Paleoindians reached North Carolina, but the few artifacts they left create an image of their past.
Format: article
The forest people
In Intrigue of the Past, page 3.3
Paleoindian culture died out across North America by 8000 BC. Archaeologists say this was bound to happen. The Ice Age had ended, the megafauna were extinct, and the boreal forests faded as deciduous ones spread across the East in the warmer climate. Faced with significant environmental changes, the Native Americans adapted. Archaeologists call their way of life and the time in which they lived Archaic.
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)