Download Archaeologist Challenge 09-10

Archaeologist Challenge
The Problem:
• The museum directors are in search of archaeologists to find
and explain artifacts found that represent individuals, groups,
ideas, eras, developments and turning points in the ancient
civilizations displayed in the museum. These archaeologists
must create representations of artifacts and create a
videocasts that explains the artifacts significance of the time
era to be displayed in the museum and in the virtual museum
on-line.
The Challenge:
• Research various artifacts from your ancient civilization and
create a videocasts presentation that explains their
significance to your civilizations society. Then choose one
artifact to recreate to be put on display in the museum for
visitors to view.
• Artifact criteria should include at least the following
information but may include other facts that your find
interesting.
o Where artifacts were found.
o What they are thought to be used for.
o How did they affect/help society.
♣!Daily life, rise and fall of empires, beliefs, etc..
o What technological advances are shown with artifact.
o All information from questions/answers.
Timeframe:
• Due January 22:
o Artifact Question/Answers Due
• Due January 29:
o Artifact replica due
o Bibliography Deadline
• Due February 5:
o Videocast Due
Archaeologist Challenge
What success looks like:
• A successful videocasts and artifact will represent all
information above and actively engage the museum viewer.
It would help have an outside expert recommend your
videocast and artifact. All members of your team must have
knowledge of the information on your videocast and artifact.
Team Members: (extra credit for including remote
partners)
• Your assigned group are your team members. You may also
contact outside partners using epals, skype, artsnacks, or the
polycom, etc.. if you wish to include students and experts
from outside the classroom.
Expertise:
• In this challenge you and your team will become experts on
the ideas, inventions, and artifacts and their affect on the
people of your assigned civilization.
Indicators Addressed:
• World History –
o 6.4.1: The student uses a working knowledge and
understanding of individuals, groups, ideas, eras,
developments and turning points in the history of the
world from emergence of human communities to 500
BC
♣!2(A) Compares the origin and accomplishments of
early river valley civilizations (e.g., Tigris and
Euphrates (Mesopotamia): city-states,
Hammurabi’s code: Nile Valley (Egypt): Pharaoh,
centralized government, Indus Valley (India):
Mohenjo Daro; Huang He (China): Shang
Dynasty)
o 6.4.2: The student uses a working knowledge and
understanding of individuals, groups, ideas, eras,
developments and turning points in the history of the
world from emergence of human communities to 500
BC to 700 AD
♣!1.(K) compares and contrast characteristics of
classic Greek government (e.g., city-states,
slavery, rule by aristocrats and tyrants, Athens:
Archaeologist Challenge
development of democracy, Sparta: city’s needs
come first)
♣!4(K) describes key characteristics of classical
Roman government (e.g., Roman Republic;
senate, consuls, veto, written law: Roman
Empire: emperors, expansion)
♣!6(A) examines the central beliefs of Christianity,
Hinduism, Buddhism, Judaism, and Islam
♣!9(K) describes key accomplishments of ancient
China (e.g., Great Wall of China, Shi Huangdi,
dynastic cycle, Mandate of Heaven, Taoism
Confucianism, civil service Silk Road)
o 6.4.4: The student engages in historical thinking skills
1.(A) examines a topic in World History to analyze changes over time and makes logical inferences concerning cause and effect (e.g., spread of ideas and innovation, rise and fall of empires)