I like to start this lesson out with this optional activity.

I wanted to find an engaging way to get my kids ready to learn about Native American history. Teaching about the Ancestral Puebloans (once known as the Anasazi) is always a blast. This year, I wanted to engage my students by getting them thinking like historians. To do that, I wanted them to put on the different hats that historians must put on to learn more about the past. To start, we shifted our thinking to that of an archaeologist. 

I start the mini unit with this fun hands on activity. I collect some boxes of trash (yes- trash) and hand groups of students a box. Students then go through the trash to examine what the life of the person must have been like. The kids have a blast playing detective and it really gets them set to think like an archaeologist. Before I continue let's clarify this process.

I start by telling students that archaeologist learn a lot about ancient civilizations based on the trash of each settlement. For example, the Ancestral Puebloans had a rather large area designated for trash. By examining the remains of the trash, archaeologist were able to first observe what was there, and then infer what the items may have been used for. Found in the trash outside of the cliff dwellings, archaeologists found scraps of food, broken pottery, broken tools and anything else that once was useful and then one day was trash.

I then tell students that they are going to get a chance to become archaeologists themselves. Their mission? Figure out what the items in the box can tell us about the person that threw them away.

I have four boxes containing 6 items that we call artifacts. I tell the class they came from four separate locations. Each box has a theme but I do not tell them that.

Box 1- A Kitchen
This box might have items like a piece of a broken dish,  a spoon, an empty spice container, coffee beans, or shells from pistachio nuts (skip if you have nut allergies in your class.) Adding an object like a sippy cup would be a nice clue that the items belong to a family with a child.

Box 2 - A Garage
This box might have items like a hammer and nails, a worn out glove, a scrap of a tire, or an old wrench. Adding an object like a helmet could give a clue that the person or family got around on a bike.

Box 3  - A School
This box might have items like a crumpled up  math page, an expo marker,  a broken key to a keyboard, an old composition book or a ruler.

Box 4 - A Home with a Pet
This box could be tricky (and fun!) Include any items from a home, and then perhaps an empty bottle of fish food or an empty can of dog food.

Box 5 - A Child's Room
This box might have items like pieces from a puzzle, markers, legos, a toy, or game pieces.
  “Artifacts” from a school classroom (use 6-8 items). Examples include: o Ruler o Story books o Whiteboard dry erase markers

While kids are examining their bags in groups, Have them answer the following questions. I give them this worksheet, but you can just project the questions or write them on the board if you prefer.
Observations:
Item- texture, color, size etc.
Do these items remind you of anything you might use?
Inferences:
Where do you think these items came from?
What do we know about the person who threw away this trash? What might they have been like?

After this lesson, I introduce the Ancestral Puebloans. I emphasize their mysterious disappearance and how they seemingly left their beautiful cliff dwellings quickly leaving everything (even their food!) behind. We work through some artifacts together as archaeologists, using the clues they left behind to discover who they were and how they lived. Its a blast and I absolutely love doing this every year!

https://www.teacherspayteachers.com/Product/Think-like-an-Archaeologist-Discover-Ancestral-Puebloan-Life-Through-Artifacts-5122617
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I follow this lesson by really diving into their pottery. We study techniques and types and then complete a fun art project inspired by their art!

Even the absence of having access to actual ancient artifacts, I wanted to find a way to get my kids engaged as historians- so I ventured into creating a lesson to get them thinking like archaeologists. Last year, my class had a blast learning about Ancestral Puebloan pottery and creating some of their own, so this year I wanted to find a way to dive a bit deeper. So I created this resource to lead my kids on a journey through time as archaeologists.

After finishing the research portion, we were ready to create our own Pueblo inspired pottery. I used paper plates to start, and then we transferred our designs onto mini ornaments.

For the ornaments, we used Crayola Air Dry Clay. It worked great! 

This year, I am playing with the idea of creating replica artifacts (as in small broken pieces that would actually be found at an actual site) and have the kids go on an excavation for them- but its December so that piece may have to wait until next year...

Either way, this lesson was a blast and I cannot wait to jump in with this year's class!

A Journey Back in Time
Each year I have my students investigate the gold rush through a webquest.

The webquest is a project that can span over a month. Students explore the Gold Rush by traveling back in time. The project merges history with narrative writing. Students begin their journey as a resident of Boston in 1848. As they research historical facts, they take a journey to California. At each "check point" they write a journal entry describing how the journey might have been, based on decisions they make along the way. When they finally make it to California, they are able to explore real life challenges faced by the 49ers. The hunt for gold in 1849 wasn't an easy one!

The Gold Rush Journals produced by the students are a great project to display at open house! I always try to time this to align with Gold Rush Day. Students make it to the "diggins" in their journals around the same time we have our Gold Rush Day Simulation. This way, students can incorporate their experiences from Gold Rush Day into their journals. I also have students use their journals to record and calculate gold prices in 1849. They weigh their gold, and calculate their earnings! I make them pay for their food on Gold Rush Day with their earnings as well. :)

The journal and webquest can be done independently, but it is typically best to walk student's through the project one journal as a time.

**Note- The webquest is no longer being updated. While most links one the webpage were built by me, some of the links are websites that may soon be out-dated. I created a new resource which can be found here and accomplishes the same wonderful learning experience described above!