**Time Travelers- Connecting the Past, Present and Future**

**Theme**- ***Anthropology and archaeology teach us how the ancestral
puebloan cultures managed to thrive within the restrictions of their
environment and how today we are as similar as we are different to
(from) cultures of the past.***

**Goals** - Through hands-on activities and experiential learning,
students will develop a connection to the pre-historical cultures and
present-day people who call Grand Canyon home.

**Objectives** - Students will be able to:

1\. Describe the similarities and differences between the ancient
cultures and their own.

2\. Demonstrate proficiency using basic archeological techniques and
tools.

3\. Make inferences based upon observations regarding cultural
lifestyles of ancestral puebloan people.

4\. Recognize limitations of habitat and carrying capacity of an
environment and ways they can become better stewards of our natural
resources.

**Audience**- 4th-6^th^ grade students, mainly from AZ. Group size 35
students max.

**Staffing requirements**- One ranger could do it but two would be much
better. In a perfect world, staff from Tusayan and Desert View would be
available to welcome and provide orientation (or to help with
activities).

**Logistical schedule**

9:00- Arrive at Desert View- Ranger welcome and restroom break. Picture
taking

9:30- Back on bus and ride to Tusayan. Program introduction on bus.
Review the terms and familiarize students to the topics of anthropology
and archeology. Once at site,orient students to site, review schedule of
events and provide instructions for next activity.

9:45- ½ students conduct museum tour/knowledge gathering exercise while
other ½ take tour of ruins and collect their site data package.

-   Ruins tour will be a brief walk around the rooms, pointing out
    different elements, sizes and possible uses. Connections should be
    made between past and present i.e. agricultural areas, worship
    sites, chores, play and shelter.

-   At various stop along the way, student work groups will pick up a
    data packet with specific info. about the room they will be
    studying. (More info on data packets below.)

-   Knowledge hunt will consist of students reviewing the museum
    exhibits and answering 5-10 questions designed to facilitate a
    stronger connection to past cultures.

10:00- Switch groups and repeat tours.

10:15- Meet at picnic area to begin archeological activity. Assign work
groups to sifting stations and give demo on equipment usage. See below
for detail of activity.

11:15- Conclude archeological sifting, sorting and i.d. activity. Finish
analysis of archeological findings, begin development of inferences and
prep. for group presentations.

11:30- Group presentations with evidence supporting group's hypothesis
regarding room use and connected social inferences. The rangers will
lead a discussion on comparing archeological inference and
anthropologic/oral history of puebloan cultures and how, without the
support of each scientific element, the story isn't as accurate.

12:00- Load bus for Desert View

12:15- Lunch break/restrooms

12:45- Quiet reflections along rim

1:15- Tower tour, journal entries, pictograph sketching

2:00- Conclusion at top of tower

**Program content**:

Knowledge hunt worksheet for Tusayan Museum- 15 Min.

1.  Name two things the ancestral Puebloan people gathered from the
    local environment. What did they use your two items for?

2.  Name three items the ancestral Puebloan people traded for. Where do
    you think these items came from?

3.  What current states contain a portion of the ancestral Puebloan
    people's homeland?

4.  What crops did the ancestral Puebloan people farm? Name and describe
    one technique they used for farming.

5.  How many different ways did the ancestral Puebloan people use a
    deer?

6.  Look at the painting.

    A.  What materials did the ancestral Puebloan people use to build
        their home? (look at the museum walls and ceiling for a clue)
        Where did they get these materials?

    B.  what similarities do you share with the people portrayed in the
        artwork?

7.  What different items can be made from rock material?

8.  What was your favorite artifact? Why?

Archeology activity- 1 Hr, 15 Min.

A\) Have class break into 4-5 work groups with 4-5 students ea. Each
student will have a field journal and each work group will have a data
card on their assigned room along with dimensions, drawings and other
pertinent info (pick up card during ruins tour.) Each group will have a
work station where they will share the responsibilities of sifting and
sorting a 5-gal bucket of fill "collected" from their room, categorizing
and compartmentalizing the artifacts, recording the quantity of
artifacts and sketching a sample of their artifacts.

B\) Students begin by measuring a specified quantity of fill from their
5-gal bucket and sifting it through their two-person shaker screen. All
potential artifacts will be placed on a sorting tray and counted and
sorted into compartments by the artifact type. The group will be
responsible for counting or estimating the number of each type of
artifact and recording the data in their field journal. Each student
will share in the various responsibilities.

C\) After sifting the dirt, student will analyze their findings, compare
artifact counts and types and apply their knowledge of culture to draw
hypothesis about the use of their room and the further social
implications.

D\) Students report their findings to the class and the ranger
facilitates and helps the students interpret their discoveries.

Props- 5 ea of shaker screens (build in-house), 5-gal buckets, 5 small
tarps, 5 sorting trays (utensil trays?), clipboards, field journals,
pencils,

Reflections- 30 min.

Students will have an opportunity to sit, by themselves, along the rim.
The ranger will encourage the students to consider the human history of
Grand Canyon. People have been coming here for thousands of years and
have left stories of their connection to the landscape. What story is
the canyon telling the student? Have the student explain their personal
connection to the canyon through poetry, landscape art or writing a
story.

Tower tour and Conclusion- 45 Min.

Students will have an opportunity to walk through the tower and see how
Mary Colter's architecture was influenced by local culture. Students
will be tasked with finding the Snake Alter room and sketching some of
the pictographs in the room or from the ceiling above and then
interpreting what the pictographs could mean. The ranger will review the
pictographic story and lead a short discussion about issues surrounding
the Snake Alter and Abo Caves destruction. Once on top, students will
have a great view of the region and be able to see portions of Navajo
Nation, Hopi Nation, Unkar Delta and the Colorado River.

As part of the conclusion, the rangers will lead the group in a
discussion regarding the NPS Mission of providing for the enjoyment of
Grand Canyon while balancing the need to protect very important cultural
sites from being "loved to death". Students will give their opinions of
why archeology and anthropology is valuable and why this history is
worth learning.

4\) Primitive technology exhibition: OPTIONAL/TIME PERMITTING- Very
Unlikely !

A\) Rabbit sticks- students get five turns to hit a target with a
traditional throwing stick.

B\) Corn grinding- students use a mano and metate to grind enough corn
to make a corn cake.

C\) Pinch pots- students roll and pinch a small take-home pot or bowl
and using fingernails and natural tools to aid decorating.

D\) Split twig figurines- using pipe cleaners or natural materials,
students make a deer or sheep figurine.

E\) Native plant i.d.- Students will identify several local plants
useful as medicine, food and textiles.

**Supporting documents, guidelines and standards**

**Primary Parkwide Interpretive Themes**

E\) Grand Canyon remains a homeland and a sacred place to a number of
American Indian cultures, a point of emergence to some, offering us an
opportunity to consider the powerful and spiritual ties between people
and place.

F\) Grand Canyon has sustained people materially and spiritually for
thousands of years- wider recognition of its value led to its
designation as a national park and world heritage site; however,
continuing threats to its preservation generate dialogue about our need
and responsibility to conserve our local and global environment.

**Arizona State Standards of Learning**

**Social Studies Standards** Grades 4-5

1.  ISS-E2 Describe the legacy and cultures of prehistoric American
    Indians in Arizona, including the impact and adaptations to
    geography, with emphasis on:

> a\) PO 1. How archeological and anthropological research gives us
> information about prehistoric people.
>
> d\) PO 4. Distinctive culture of the Anasazi (ancestral Puebloan
> people) including where they lived, their agriculture, housing,
> decorative arts, and trade networks.
>
> e\) PO 5. How prehistoric cultures adapted to and altered, their
> environment, including irrigation canals and housing (Grades 4-5)

**Geography Standards**

1.  3SS-E2. Describe the impact of interactions between people and the
    natural environment on the development of places and regions in
    Arizona, including how people have adapted to and modified the
    environment, with emphasis on:

    a.  PO 4. How people have depended on the physical environment and
        its natural resources to satisfy their basic needs, including
        the consequences of Arizonans' adaptation to and modification
        of, the natural environment. (Grades 4 --5)

**Mathematical Standards**

1.  4MM-E1. Geometric Properties. Analyze the attributes and properties
    of 2 and 3 dimentional shapes and develop mathematical arguments
    about their relationships.

    a.  PO 3. Draw points, lines and line segments.

    b.  PO 8. Draw a two dimensional shape that has line symmetry

2.  4MM-E4. Measurement

    a.  PO 3. Select an appropriate tool to use in a particular
        measurement situation

    b.  PO 9. Determine the area of squares and rectangles.

**Science Standards**

**Strand 1: Inquiry Process**

Inquiry Process establishes the basis for students' learning in science.
Students use scientific processes: questioning, planning and conducting
investigations, using appropriate tools and techniques to gather data,
thinking critically and logically about relationships between evidence
and explanations, and communicating results.

+-----------------------------------------------------------------------+
| **Concept 1: Observations, Questions, and Hypotheses**                |
|                                                                       |
| Observe, ask questions, and make predictions.                         |
+-----------------------------------------------------------------------+
| > PO 1. Differentiate inferences from observations.                   |
+-----------------------------------------------------------------------+
| > PO 2. Formulate a relevant question through observations that can   |
| > be tested by an investigation.                                      |
| >                                                                     |
| > (See M04-S2C1-01)                                                   |
+-----------------------------------------------------------------------+

+-----------------------------------------------------------------------+
| **Concept 2: Scientific Testing (Investigating and Modeling)**        |
|                                                                       |
| Participate in planning and conducting investigations, and recording  |
| data.                                                                 |
+-----------------------------------------------------------------------+
| > *PO 1. Demonstrate safe behavior and appropriate procedures (e.g.,  |
| > use and care of technology, materials, organisms) in all science    |
| > inquiry.*                                                           |
+-----------------------------------------------------------------------+
| > PO 2. Plan a simple investigation that identifies the variables to  |
| > be controlled.                                                      |
+-----------------------------------------------------------------------+
| > PO 3. Conduct controlled investigations (e.g.*,* related to         |
| > erosion, plant life cycles, weather, magnetism) in life, physical,  |
| > and Earth and space sciences.                                       |
+-----------------------------------------------------------------------+
| > PO 4. Measure using appropriate tools (e.g.*,* ruler, scale,        |
| > balance) and units of measure (i.e.*,* metric, U.S. customary).     |
| >                                                                     |
| > (See M04-S4C4-03 and M04-S4C4-07)                                   |
+-----------------------------------------------------------------------+
| > *PO 5. Record data in an organized and appropriate format (e.g.,    |
| > t-chart, table, list, written log).*                                |
| >                                                                     |
| > (See W04-S3C2-01 and W04-S3C3-01)                                   |
+-----------------------------------------------------------------------+

+-----------------------------------------------------------------------+
| **Concept 3: Analysis and Conclusions**                               |
|                                                                       |
| Organize and analyze data; compare to predictions.                    |
+-----------------------------------------------------------------------+
| > PO 1. Analyze data obtained in a scientific investigation to        |
| > identify trends.                                                    |
| >                                                                     |
| > (See M04-S2C1-03)                                                   |
+-----------------------------------------------------------------------+
| > PO 2. Formulate conclusions based upon identified trends in data.   |
| >                                                                     |
| > (See M04-S2C1-03)                                                   |
+-----------------------------------------------------------------------+
| > PO 3. Determine that data collected is consistent with the          |
| > formulated question.                                                |
+-----------------------------------------------------------------------+
| > PO 4. Determine whether the data supports the prediction for an     |
| > investigation.                                                      |
+-----------------------------------------------------------------------+
| > PO 5. Develop new questions and predictions based upon the data     |
| > collected in the investigation.                                     |
+-----------------------------------------------------------------------+

+-----------------------------------------------------------------------+
| **Concept 4: Communication**                                          |
|                                                                       |
| Communicate results of investigations.                                |
+-----------------------------------------------------------------------+
| > PO 1. Communicate verbally or in writing the results of an inquiry. |
| >                                                                     |
| > (See W04-S3C3-01)                                                   |
+-----------------------------------------------------------------------+
| > PO 3. Communicate with other groups or individuals to compare the   |
| > results of a common investigation.                                  |
+-----------------------------------------------------------------------+

**Strand 2: History and Nature of Science**

Scientific investigation grows from the contributions of many people.
History and Nature of Science emphasizes the importance of the inclusion
of historical perspectives and the advances that each new development
brings to technology and human knowledge. This strand focuses on the
human aspects of science and the role that scientists play in the
development of various cultures.

+-----------------------------------------------------------------------+
| **Concept 1: History of Science as a Human Endeavor**                 |
|                                                                       |
| Identify individual and cultural contributions to scientific          |
| knowledge.                                                            |
+-----------------------------------------------------------------------+
| > *PO 2. Describe science-related career opportunities.*              |
+-----------------------------------------------------------------------+

+-----------------------------------------------------------------------+
| **Concept 2: Nature of Scientific Knowledge**                         |
|                                                                       |
| Understand how science is a process for generating knowledge.         |
+-----------------------------------------------------------------------+
| > PO 3. Explain various ways scientists generate ideas (e.g.*,*       |
| > observation, experiment, collaboration, theoretical and             |
| > mathematical models).                                               |
+-----------------------------------------------------------------------+

**Strand 3: Science in Personal and Social Perspectives**

Science in Personal and Social Perspectives emphasizes developing the
ability to design a solution to a problem, to understand the
relationship between science and technology, and the ways people are
involved in both. Students understand the impact of science and
technology on human activity and the environment. This strand affords
students the opportunity to understand their place in the world **--**
as living creatures, consumers, decision makers, problem solvers,
managers, and planners.

+-----------------------------------------------------------------------+
| **Concept 1: Changes in Environments**                                |
|                                                                       |
| > Describe the interactions between human populations, natural        |
| > hazards, and the environment.                                       |
+-----------------------------------------------------------------------+
| > PO 1. Describe how natural events and human activities have         |
| > positive and negative impacts on environments (e.g.*,* fire,        |
| > floods, pollution, dams).                                           |
+-----------------------------------------------------------------------+
| > PO 2. Evaluate the consequences of environmental occurrences that   |
| > happen either rapidly (e.g.*,* fire, flood, tornado) or over a long |
| > period of time (e.g.*,* drought, melting ice caps, the greenhouse   |
| > effect, erosion).                                                   |
+-----------------------------------------------------------------------+

**Strand 4: Life Science**

Life Science expands students' biological understanding of life by
focusing on the characteristics of living things, the diversity of life,
and how organisms and populations change over time in terms of
biological adaptation and genetics. This understanding includes the
relationship of structures to their functions and life cycles,
interrelationships of matter and energy in living organisms, and the
interactions of living organisms with their environment.

+-----------------------------------------------------------------------+
| **Concept 3: Organisms and Environments**                             |
|                                                                       |
| Understand the relationships among various organisms and their        |
| environment.                                                          |
+-----------------------------------------------------------------------+
| > PO 1. Describe ways various resources (e.g.*,* air, water, plants,  |
| > animals, soil) are utilized to meet the needs of a population.      |
+-----------------------------------------------------------------------+
| > PO 3. Analyze the effect that limited resources (e.g.*,* natural    |
| > gas, minerals) may have on an environment.                          |
+-----------------------------------------------------------------------+
| > PO 4. Describe ways in which resources can be conserved (e.g., by   |
| > reducing, reusing, recycling, finding substitutes).                 |
+-----------------------------------------------------------------------+

**Pre-visit Activities**

1)  Measure your own bedroom and calculate sq. footage and compare to
    size of family dwelling at Tusayan.

2)  Interview the oldest person you know and find out what life was like
    when they were kids. What were some of the similarities and
    differences between their time and yours?

3)  Discover your past. Do a genealogical background study. Go back as
    far as you can.

4)  Make a pinch pot, split-twig figurine or grind some corn. Some of
    these activities were/are chores while others are for ceremonies or
    were artistic expressions. What are your chores today? How do you
    express yourself?

5)  Crossword puzzle (Paula's design)