Ancient Civilizations · 6th Grade · Foundations of Human Society · Weeks 1-9

Archaeology & Historical Inquiry

Students will analyze how archaeologists and historians use evidence to reconstruct the past, differentiating between primary and secondary sources.

• Common Core State Standards
• C3: D2.His.1.6-8
• C3: D3.1.6-8
• C3: D2.His.16.6-8

About This Topic

This topic introduces students to the foundational tools of history and archaeology. It focuses on how we piece together the story of humanity using physical remains, written records, and oral traditions. Students learn to distinguish between primary sources, created during the time under study, and secondary sources, which interpret those original materials. This distinction is a cornerstone of the Common Core State Standards for literacy in history, as it requires students to evaluate the proximity and perspective of information.

Understanding the work of anthropologists and archaeologists helps students see history as a dynamic process of discovery rather than a static list of dates. They explore how dating techniques, such as stratigraphy and radiocarbon dating, provide a chronological framework for the past. This topic particularly benefits from hands-on, student-centered approaches where students can practice the inquiry process by analyzing mystery artifacts or comparing conflicting accounts of the same event.

Key Questions

1. Differentiate between primary and secondary sources in historical research.
2. Analyze how archaeologists use stratigraphic layers to date artifacts.
3. Evaluate why historical interpretations evolve with new evidence and perspectives.

Learning Objectives

• Differentiate between primary and secondary sources by identifying their origin and purpose in historical accounts.
• Analyze archaeological findings, specifically stratigraphic layers, to determine the relative age of artifacts.
• Evaluate how new evidence or perspectives can alter historical interpretations of past events.
• Compare and contrast the methods used by archaeologists and historians to reconstruct past societies.
• Explain the significance of primary sources in providing direct evidence of historical events.

Before You Start

Introduction to Historical Timelines

Why: Students need a basic understanding of chronological order to grasp concepts like dating artifacts and the evolution of historical interpretation.

Basic Reading Comprehension Skills

Why: Students must be able to read and understand informational texts to analyze source materials and definitions.

Key Vocabulary

Primary Source	An original document or artifact created at the time under study, offering firsthand evidence. Examples include letters, diaries, photographs, or tools.
Secondary Source	A work that interprets or analyzes primary sources, created after the event or time period. Examples include textbooks, biographies, and scholarly articles.
Stratigraphy	The study of rock layers and the sequence of events they represent, used in archaeology to date artifacts based on their position within the layers.
Artifact	An object made by a human being, typically an item of cultural or historical interest found at an archaeological site.
Historical Interpretation	The process of explaining the past by making sense of historical evidence, which can change as new information or viewpoints emerge.

Watch Out for These Misconceptions

Common Misconception

History is a set of facts that never change.

What to Teach Instead

History is an ongoing interpretation of evidence. Peer discussions about new archaeological finds help students realize that as we find new artifacts, our understanding of the past evolves.

Common Misconception

Primary sources are always more accurate than secondary sources.

What to Teach Instead

Primary sources can be biased or incomplete. By comparing two different primary accounts of the same event, students learn that 'first-hand' does not always mean 'objective' or 'correct.'

Active Learning Ideas

Inquiry Circle: The Mystery Trunk

Small groups receive a collection of 'artifacts' from a fictional person's life (receipts, a photo, a key, a map). Students must work together to reconstruct a timeline of the person's life and present their findings to the class, explaining which items served as their strongest evidence.

45 min·Small Groups

Gallery Walk: Primary vs. Secondary Sources

Place various items around the room, such as a replica Roman coin, a history textbook, a diary entry, and a modern documentary script. Students rotate through stations with a checklist to categorize each item and justify their reasoning based on the source's origin.

30 min·Individual

Think-Pair-Share: The Changing Story

Provide a short text about a historical discovery that was later proven wrong by new evidence. Students think about why the interpretation changed, discuss with a partner how technology might have helped, and share with the class why historians must be open to new data.

15 min·Pairs

Real-World Connections

• Museum curators, like those at the Smithsonian National Museum of Natural History, use their knowledge of artifacts and stratigraphy to organize exhibits that tell the story of human history.
• Archaeologists working on sites such as Mesa Verde National Park carefully excavate and analyze findings to understand the lives of ancient Pueblo people, often publishing their research in journals.
• Historians researching the American Civil War consult letters from soldiers and official government documents (primary sources) to write books that offer new insights into the conflict.

Assessment Ideas

Quick Check

Present students with three short descriptions of historical information. Ask them to label each as a primary source, secondary source, or not a historical source, and briefly explain their reasoning for one example.

Discussion Prompt

Pose the question: 'Imagine archaeologists find a new set of tools at an ancient site. How might this discovery change what historians thought they knew about that civilization?' Facilitate a class discussion focusing on how new evidence impacts interpretation.

Exit Ticket

Ask students to write down one example of a primary source and one example of a secondary source related to a historical event they have studied. Then, have them explain in one sentence why distinguishing between them is important for historians.

Frequently Asked Questions

What is the difference between an archaeologist and a historian?

Archaeologists primarily focus on physical remains like tools, pottery, and buildings to understand the past. Historians focus more on written records and documents. Both work together to create a complete picture of ancient societies, especially when writing was not yet developed.

How do archaeologists know how old an artifact is?

They use two main methods: relative dating and absolute dating. Relative dating, like stratigraphy, looks at the layers of earth an object is found in. Absolute dating uses scientific methods like carbon-14 dating to determine a specific numerical age.

Why do 6th graders need to learn about primary sources?

Learning about primary sources builds critical thinking and media literacy. It teaches students to ask who created a message, why they created it, and what perspective they might have, which are essential skills for navigating information in any era.

How can active learning help students understand historical inquiry?

Active learning turns students into 'history detectives.' Instead of reading about discoveries, they use simulations and collaborative investigations to handle evidence themselves. This hands-on approach makes the abstract concept of 'interpretation' concrete, as they see how different groups can reach different conclusions from the same set of artifacts.