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Making Faces

Making Faces - by Viki Babcock
Statue of an Amazon Warrior Women (high school science)
Students learn about the archaeological and DNA evidence in support of the Amazon Warrior Women myth and then try their skills at forensic facial reconstruction from skulls.
Estimated class time:

Two to three 90-minute blocks

Lesson Objectives:

Students will:
  • Learn about the myth of the Amazon Warrior Women

  • Interpret and analyze evidence presented in a video

  • Explore the forensic science of facial reconstruction from skulls

  • Create a clay model of a face based on a photograph of a skull.
Materials needed:

  • Internet access

  • Video clips are available on the SECRETS OF THE DEAD: "Amazon Warrior Women" website, but if you wish to purchase the complete program, visit PBS Shop for Teachers http://shop.pbs.org/teachers/products/SEDE745

  • TV/VCR/DVD

  • Modeling clay

  • Skull pictures
Teaching Strategy:

Amazon Warrior Women

Teachers!
Video clips for your students are available here.

Video Clips
  1. Introduce students to the legend of the Amazon warrior women by directing them to the Web site, "Amazon's Warrior Women or Ancient Myth?" at http://tx.essortment.com/amazonswarrior_ryci.htm You may want to print out copies of the article for each student and read it together as a class or assign it as homework. Other Internet sites that may be useful include:

  2. Briefly discuss the contents of the articles with the class to ensure that all students understand the myth.

  3. If you have the video, complete steps 3 and 4 of this plan. If you do not have access to the PBS video, go on to step 5. Show the first twelve minutes of the SECRETS OF THE DEAD: Amazon Warrior Women video from the beginning to counter # 12:02 when the narrator states that "This find brings Davis-Kimball one step closer . . ." Instruct students to take notes in two columns, one titled "Evidence" and the other "Implication." Under the "Evidence" column, students should list the items that are unearthed at the dig. Under "Implication," students should record the significance of the item or what it might imply about the person in the grave. Have students share some of the notes they recorded. Conclude the discussion by posing the questions: "Do you think the archaeological evidence shown in the video is enough to prove, without a doubt, the existence of the mythical Amazon Warrior Women?" "What other types of evidence would be useful?" Allow students to share their ideas.

  4. At this point show the rest of the video. If there is not enough time to view the entire video skip ahead to counter # 32:42 where the narrator states "Davis-Kimball seems to have found the missing link to her theory. . ." and show the rest of it from here. You may want to provide the students with a synopsis of what they're not seeing -- information about the graves of warriors, finding skeleton 272 who was killed in battle, etc. Have the students continue to fill out their Evidence-Implications note sheets. When the video is over, discuss the following:

    1. What support did Davis-Kimball find for her theory in the museum collections?

    2. What information did the DNA evidence provide?

    3. Why was the DNA sample taken specifically from Meiramgul?

    4. How did scientists create a face for 272?

  5. Have students view video clips 1 through 3 on the website. While doing so they should take notes in two columns, one titled "Evidence" and the other "Implication." Under the "Evidence" column, students should list the items that are unearthed at the dig. Under "Implication," students should record the significance of the item or what it might imply about the person in the grave. They should also record their answers to the questions about each clip.

  6. At this point, have students share some of the notes they recorded. Conclude the discussion by posing the questions: "Do you think the archaeological evidence shown in the video clips is enough to prove, without a doubt, the existence of the mythical Amazon Warrior Women?" "What other types of evidence would be useful?" Allow students to share their ideas.

  7. Students should now review the Clues and Evidence page of the SECRETS OF THE DEAD site at http://www.pbs.org/wnet/secrets/case_amazon/clues.html. Discuss with the students the significance of mitochondrial DNA and how it is passed through generations.

  8. Have students view video clip 4 and answer the accompanying questions.


    Interactive
    Amazon Warrior Facial Reconstruction

    After completing the interactive for this episode students should answer these questions.
  9. Now direct the students to the interactive on the website. Have them try their luck at virtual facial reconstruction before providing them with the hands-on experience.

  10. Divide the students into groups of two or three and inform them that they are going to try their skill at forensic face reconstruction. Direct them to the Web site, "Mummy Face Reconstruction," at http://www.grmuseum.org/exhibits/egypt/
    mummy_face_reconstruction.shtml     and to "Facial Reconstruction: Individualizing the Skull" at http://www.raka.co.za/anthropology/faces/

    Have the groups read through and discuss the information in the sites. Other helpful sites include:

  11. Next, provide each group with a picture of a skull and a supply of modeling clay. Challenge each group to do their best to make a face out of the clay that matches the picture of the skull. Realize that students will not have enough information (and may not be artistically talented) to make very accurate renditions, but they should be able to come up with some features that match their skulls -- set of the eyes, cheekbones, jaw shape, teeth, forehead shape, etc. Once all the faces are designed, put them on display for the class to see. Mix up the skull pictures and have the other groups guess which face matches which picture for each group's clay model.

    Skull pictures may be found by using a search engine (such as http://yahoo.com or http://Google.com) images search using the keywords "human skulls."


Assessments:

  • Notes taken from the video

  • Participation in class discussion

  • Participation in and models from face reconstruction activity
Extensions:

  • Research methods of DNA extraction and sequencing. Learn about the significance of mitochondrial DNA. Display findings on a poster.

  • Find out about and write a report on techniques and tools used in archaeological digs.

  • Think of another myth or legend from the past (lost city of Atlantis, Noah's ark, e.g.). Research what evidence exists in support of that myth and report on it. Also brainstorm and include what kind of evidence would be needed to prove the reality behind the myth.
Correlation to National Science Standards:

From: http://bob.nap.edu/html/nses/html/6e.html#csc912

CONTENT STANDARD C: As a result of their activities in grades 9-12, all students should develop understanding of the molecular basis of heredity and the Behavior of organisms:
  • In all organisms, the instructions for specifying the characteristics of the organism are carried in DNA, a large polymer formed from subunits of four kinds (A, G, C, and T).

  • Behavioral biology has implications for humans, as it provides links to psychology, sociology, and anthropology.
CONTENT STANDARD E: As a result of activities in grades 9-12, all students should develop understandings about science and technology:
  • Science often advances with the introduction of new technologies. New technologies often extend the current levels of scientific understanding and introduce new areas of research.
CONTENT STANDARD G: As a result of activities in grades 9-12, all students should develop understanding of nature of scientific knowledge:
  • Scientific explanations must meet certain criteria. First and foremost, they must be consistent with experimental and observational evidence about nature, and must make accurate predictions, when appropriate, about systems being studied. They should also be logical, respect the rules of evidence, be open to criticism, report methods and procedures, and make knowledge public.
Correlation to National Social Studies Standards
From: http://www.mcrel.org/compendium/browse.asp

Historical Understanding Standard and Benchmarks, Standard 2, Level 4:
  • Analyzes how specific historical events would be interpreted differently based on newly uncovered records and/or information.

  • Knows how to evaluate the credibility and authenticity of historical sources.

  • Evaluates the validity and credibility of different historical interpretations.
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SECRETS OF THE DEAD is a production of Thirteen/WNET New York. © 2006 Educational Broadcasting Corporation. All rights reserved.