{"id":451,"date":"2010-05-09T13:45:29","date_gmt":"2010-05-09T18:45:29","guid":{"rendered":"https:\/\/www.pbs.org\/wnet\/humanspark\/?p=451"},"modified":"2011-04-26T15:17:14","modified_gmt":"2011-04-26T19:17:14","slug":"digging-for-the-truth-lesson-overview","status":"publish","type":"post","link":"https:\/\/www.pbs.org\/wnet\/humanspark\/for-educators\/digging-for-the-truth-lesson-overview\/451\/","title":{"rendered":"Lesson Overview"},"content":{"rendered":"<p>For a Printer-Friendly version of this lesson, click here: (<a href=\"wnet\/humanspark\/files\/2011\/01\/ArcheologyFINAL_wp.pdf\" target=\"_blank\">PDF<\/a>) (<a href=\"wnet\/humanspark\/files\/2011\/01\/ArcheologyFINAL_wp.rtf\" target=\"_blank\">RTF<\/a>)<\/p>\n<p><strong>Grade Level<\/strong>: 9-12<\/p>\n<p><strong>Time Allotment: <\/strong>two to three 45-minute class periods<\/p>\n<p><strong>OVERVIEW:<\/strong> In this lesson, students will use selected segments from the PBS series <strong><em>The Human Spark<\/em><\/strong>, to learn how archeologists discover and examine physical evidence and use it to formulate theories explaining how and why humans were able to advance beyond our now-extinct cousins the Neanderthals.<\/p>\n<p>The Introductory Activity establishes the scope and focus of archeological research by challenging students to properly sequence a series of early human milestones, while an online quiz tests for prior knowledge. In the Learning Activities, students learn about archeological methodology as they watch <strong><em>The Human Spark<\/em><\/strong> segments featuring archeologists at work in both the field and the laboratory, and conduct a hands-on classroom activity simulating an archaeological excavation. In the Culminating Activity, students apply their new archaeological knowledge to a group project researching the early human milestones featured in the Introductory Activity.<\/p>\n<p>This lesson is best used as an introduction to a science unit on archaeology or anthropology.<\/p>\n<p><strong>SUBJECT MATTER:<\/strong> Archaeology, Anthropology<\/p>\n<p><strong>LEARNING OBJECTIVES: <\/strong><\/p>\n<p>Students will be able to:<\/p>\n<ul>\n<li>Describe the nature and limitations of Neanderthal culture.<\/li>\n<li>Discuss various theories about what enabled early humans to      supersede the Neanderthals.<\/li>\n<li>Outline traditional archaeological methods and how they are being      augmented by modern technology.<\/li>\n<li>Distinguish between \u201chard\u201d and \u201csocial\u201d sciences.<\/li>\n<li>Give specific examples of what the \u201cdebris of everyday life\u201d can      tell us about our early human ancestors.<\/li>\n<li>Offer theories of what might constitute a unique \u201chuman spark.\u201d<\/li>\n<\/ul>\n<p><strong> STANDARDS:<\/strong><\/p>\n<p>From the National Science Education Standards at <a href=\"http:\/\/www.nap.edu\/\">www.nap.edu<\/a><\/p>\n<p><strong>CONTENT STANDARD G: <\/strong><strong>History and Nature of Science<\/strong><\/p>\n<p>As a result of activities in grades 9-12, all students should develop understanding of<\/p>\n<p><strong> <\/strong><\/p>\n<p><strong>SCIENCE AS A HUMAN ENDEAVOR<\/strong><\/p>\n<ul>\n<li><a href=\"http:\/\/www.allstar.fiu.edu\/aerojava\/people.htm\">Individuals      and teams<\/a> have contributed and will continue to contribute to      the scientific enterprise. Doing science or engineering can be as simple      as an individual conducting field studies or as complex as hundreds of      people working on a major scientific question or <a href=\"http:\/\/www.allstar.fiu.edu\/aerojava\/Lubrication.htm\">technological      problem.<\/a> Pursuing science as a career or as a hobby can be both      fascinating and intellectually rewarding.<\/li>\n<li>Scientists are influenced by societal, cultural, and personal      beliefs and ways of viewing the world. Science is not separate from      society but rather science is a part of society.<\/li>\n<\/ul>\n<p><strong>THE NATURE OF SCIENTIFIC KNOWLEDGE<\/strong><\/p>\n<ul>\n<li>Science distinguishes itself from other ways of knowing and from      other bodies of knowledge through the use of empirical standards, logical      arguments, and skepticism, as scientists strive for the best possible      explanations about the natural world.<\/li>\n<li>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. Explanations on      how the natural world changes based on myths, personal beliefs, religious      values, mystical inspiration, superstition, or authority may be personally      useful and socially relevant, but they are not scientific.<\/li>\n<li>Because all scientific ideas depend on experimental and      observational confirmation, all scientific knowledge is, in principle,      subject to change as new evidence becomes available. The core ideas of      science such as the conservation of energy or the laws of motion have been      subjected to a wide variety of confirmations and are therefore unlikely to      change in the areas in which they have been tested. In areas where data or      understanding are incomplete, such as the details of human evolution or      questions surrounding global warming, new data may well lead to changes in      current ideas or resolve current conflicts. In situations where      information is still fragmentary, it is normal for scientific ideas to be      incomplete, but this is also where the opportunity for making advances may      be greatest.<\/li>\n<li>Science distinguishes itself from other ways of knowing and from      other bodies of knowledge through the use of empirical standards, logical      arguments, and skepticism.<\/li>\n<\/ul>\n<p><strong>HISTORICAL PERSPECTIVES<\/strong><strong> <\/strong><\/p>\n<ul>\n<li>Usually, changes in science occur as small modifications in      extant knowledge. The daily work of science and engineering results in      incremental advances in our understanding of the world and our ability to      meet human needs and aspirations. Much can be learned about the internal      workings of science and the nature of science from study of individual      scientists, their daily work, and their efforts to advance scientific      knowledge in their area of study.<\/li>\n<\/ul>\n<p><strong>MEDIA COMPONENTS:<\/strong><\/p>\n<p><strong>Video:<\/strong><\/p>\n<p><strong> <em>The Human Spark: Becoming Us<\/em><\/strong>, selected segments<\/p>\n<p><a href=\"wnet\/humanspark\/files\/2011\/01\/The-Art-of-Spark-.mov\" target=\"_blank\"><span style=\"text-decoration: underline\">The Art Spark<\/span><\/a><\/p>\n<p>An exploration of early cave art and what it tells us about our ancestors.<\/p>\n<p><a href=\"wnet\/humanspark\/files\/2011\/01\/The-Neanderthal-Way-.mov\" target=\"_blank\"><span style=\"text-decoration: underline\">The <\/span><span style=\"text-decoration: underline\">Neanderthal Way<\/span><\/a><\/p>\n<p>A glimpse into the excavation of a cave once inhabited by our close relatives the Neanderthals, and what it tells us about their archeological methodology.<\/p>\n<p><a href=\"wnet\/humanspark\/files\/2011\/01\/What-Teeth-Can-Tell-.mov\" target=\"_blank\"><span style=\"text-decoration: underline\">What Teeth Can Tell<\/span><\/a><\/p>\n<p>An example of how modern technology is informing archeological methodology.<\/p>\n<p><a href=\"wnet\/humanspark\/files\/2011\/01\/The-Garbage-of-Everyday-Life-.mov\" target=\"_blank\"><span style=\"text-decoration: underline\">The Garbage of Everyday Life<\/span><\/a><\/p>\n<p>A tour of an archeological dig of an early human settlement, and some clues it offers about our ancestors.<\/p>\n<p><a href=\"wnet\/humanspark\/files\/2011\/01\/The-Community-of-Symbolism-.mov\" target=\"_blank\"><span style=\"text-decoration: underline\">The Community of Symbolism<\/span><\/a><\/p>\n<p>Archeologists explain the significance of early ornamental beads.<\/p>\n<p><a href=\"wnet\/humanspark\/files\/2011\/01\/Social-Advantages-.mov\" target=\"_blank\"><span style=\"text-decoration: underline\">Social Advantages<\/span><\/a><\/p>\n<p>An explanation of the evolutionary advantage of human social organization.<\/p>\n<p><strong>Websites:<\/strong><\/p>\n<p><a href=\"http:\/\/www.amnh.org\/ology\/features\/whatdoyouknow_arch\/?TB_iframe=true&amp;height=500&amp;width=770\" target=\"_blank\"><strong>\u201cWhat Do You Know?\u201d<\/strong><\/a><\/p>\n<p>A quiz testing students\u2019 knowledge about archaeology from the American Museum of Natural History.<\/p>\n<p><strong>MATERIALS:<\/strong><\/p>\n<p><strong>For the teacher: <\/strong><\/p>\n<ul>\n<li>A computer with internet access connected to a projector and      speakers for classroom use.<strong> <\/strong><\/li>\n<li><a href=\"wnet\/humanspark\/files\/2011\/01\/Archaeology-LP-SOAK.doc\" target=\"_blank\">\u201cEarly Human Milestones\u201d Student Organizer Answer Key <\/a><strong> <\/strong><\/li>\n<\/ul>\n<p><strong>For each group of several students:<\/strong><\/p>\n<ul>\n<li>A computer with internet access.<strong> <\/strong><\/li>\n<\/ul>\n<p><strong> <\/strong><\/p>\n<p><strong>For each student:<\/strong><\/p>\n<ul>\n<li><a href=\"wnet\/humanspark\/files\/2011\/01\/Archaeology-LP-SO.doc\" target=\"_blank\">\u201cEarly Human Milestones\u201d Student Organizer <\/a><\/li>\n<\/ul>\n<p><strong> <\/strong><\/p>\n<p><strong>PREP FOR TEACHERS:<\/strong><\/p>\n<p>Prior to teaching this lesson, you will need to:<\/p>\n<p>Preview all of the video segments and websites used in the lesson.<\/p>\n<p>Download the video segments used in the lesson to your classroom computer, or prepare to watch them using your classroom\u2019s internet connection.<\/p>\n<p>Bookmark the website used in the lesson on each computer in your classroom. Using a social bookmarking tool such as <a href=\"http:\/\/del.icio.us\/\" target=\"_blank\">delicious.com<\/a> or <a href=\"http:\/\/www.diigo.com\/\" target=\"_blank\">diigo<\/a> (or an online bookmarking utility such as <a href=\"http:\/\/www.portaportal.com\/\" target=\"_blank\">portaportal<\/a>) will allow you to organize all the links in a central location.<\/p>\n<p>Print and make copies of <a href=\"wnet\/humanspark\/files\/2011\/01\/Archaeology-LP-SO.doc\" target=\"_blank\">\u201cEarly Human Milestones\u201d Student Organizer<\/a> and <a href=\"wnet\/humanspark\/files\/2011\/01\/Archaeology-LP-SOAK.doc\" target=\"_blank\">Answer Key<\/a>.<\/p>\n<p>Proceed to <a href=\"https:\/\/www.pbs.org\/wnet\/humanspark\/lessons\/digging-for-the-truth\/lesson-activities\/460\/\" target=\"_self\">Lesson Activities<\/a>.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>For a Printer-Friendly version of this lesson, click here: (PDF) (RTF) Grade Level: 9-12 Time Allotment: two to three 45-minute class periods OVERVIEW: In this lesson, students will use selected segments from the PBS series The Human Spark, to learn how archeologists discover and examine physical evidence and use it to formulate theories explaining how [&hellip;]<\/p>\n","protected":false},"author":42,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[36],"tags":[8068,3834,476,562],"class_list":["post-451","post","type-post","status-publish","format-standard","hentry","category-for-educators","tag-anthropology","tag-archaeology","tag-evolution","tag-neanderthals"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.1.1 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Digging for the Truth ~ Lesson Overview | The Human Spark | PBS<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link 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