Artifact Analysis Worksheet Clues from the Past
Archaeology Introduction & Artifact Analysis
Name:
Date:
Key Vocabulary
1
Archaeology
2
Artifact
3
Primary Source
A. An object made or used by humans in the past.
B. The study of human history through material remains.
C. First-hand evidence from a historical event or time period.
Observation vs. Inference
Remember: An Observation is a fact you can see, hear, or touch. An Inference is a guess or conclusion based on those observations.
Statement Observation Inference The broken pot has black charcoal marks on the bottom.
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| The people who used this pot likely cooked over an open fire. |
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| There are three sharp flint arrowheads near the animal bones. |
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| The arrowheads were used to hunt the animal for food. |
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Mystery Trash Analysis
Examine the items your teacher pulled from the "mystery bag." Choose two items to analyze below.
Item #1
Observations (What do you see?)
Inferences (What does it tell us?)
Item #2
Observations (What do you see?)
Inferences (What does it tell us?)
Synthesis Question:
Based on ALL the items found in the trash today, write a 2-3 sentence description of the "culture" or "person" who left them behind. Use evidence to support your claim.
Clues Intro Slides Clues from the Past
Uncovering History Through Archaeology
Lesson 1: Introduction
The Mystery Bag
"I found this bag of trash in the hallway. It belongs to a teacher in this building."
Challenge:
What can we learn about this person just by looking at their trash?
What is Archaeology?
The study of human history and prehistory through the excavation of sites and the analysis of artifacts and other physical remains.
Archaeologists study PEOPLE . Paleontologists study FOSSILS (dinosaurs, etc.)!
Key Question:
How do we learn about cultures that existed before written language? (Prehistory)
Observation vs. Inference
Observation
Noticing something using your five senses. It is a FACT.
"This bone has a jagged edge."
Inference
A conclusion or GUESS based on your observations.
"This bone was used as a scraping tool."
Check your worksheet! Are you describing the FACT or the MEANING?
Mystery Trash Teacher Guide Teacher Guide: Mystery Trash
Lesson 1 Hook: Observation & Inference
Facilitation Guide
At a Glance
Time: 15-20 Minutes
Groupings: Whole Class / Pairs
Objective: Distinguish between facts and conclusions.
The Concept
This activity introduces students to the core archaeological skill of analyzing material culture. By looking at "modern trash," students realize that physical objects provide evidence about a person's diet, activities, and economic status without needing a single written word.
Preparation: The Bag
Prepare a bag of "clean" trash. Ideally, this should represent a specific persona (a teacher is easy, but you could create a "hiker," a "chef," etc.).
Included Items (Examples)
An empty coffee cup (Starbucks vs. reusable)
A grocery receipt for specific items
A movie or theater ticket stub
A used tissue or Band-Aid box
A gum wrapper or energy bar package
Post-it notes with non-revealing text
Items to Avoid
Actual sticky/dirty food waste
Personal identification (no names!)
Anything containing personal or sensitive data
Valuables (money, keys)
Facilitation Steps
1
The Reveal
Walk into the room with the bag. Tell the students you found this "historical cache" in the hallway. Explain that it is trash, but to an archaeologist, it's a treasure chest of data.
2
Item Analysis
Pull out items one at a time. Ask students to shout out what they SEE (Observation). Then ask what they THINK it means (Inference).
Example: "I see a Starbucks cup with a 'tall' label." (Observation) -> "This person has enough money to buy coffee daily and likes caffeine." (Inference)
3
Synthesis & Documentation
Have students record two specific items on their Artifact Analysis Worksheet . Challenge them to write the "story" of the person who owned the bag on the bottom section.
Debrief Questions
1. Were any of our inferences "too big" for the evidence?
Discuss how archaeologists must be careful not to over-imagine the past without proof.
2. What kind of items are missing from the trash?
Focus on organic items that would rot away, leaving an incomplete story (just like in real archaeology).
Stratigraphy Slide Deck Layers of Time
Stratigraphy and Relative Dating
Lesson 2
The Laundry Hamper Law
"You haven't done laundry in a week. Your hamper is full."
Logic Check:
Which clothes are at the very bottom? The ones you wore on Monday or the ones you wore today (Friday)?
FRIDAY
THURSDAY
WEDNESDAY
TUESDAY
MONDAY
Hamper "Stratigraphy"
The Law of Superposition
In any undisturbed sequence of rocks or soil, the oldest layer is at the bottom and the youngest layer is at the top.
This is called Relative Dating . It tells us if something is older or younger than something else, but not the exact year!
Layer A (Youngest)
Layer B
Layer C
Layer D
Layer E (Oldest)
The Power of Context
Site Cross-Section
Surface
Layer 2
Layer 3
By looking at the context (where an object is found), we can tell who used it and when.
Key Takeaway:
If we find a stone tool below a metal coin, we know the stone tool is older!
Layers of Time Worksheet Layers of Time
Relative Dating & The Law of Superposition
Name:
Date:
The Fundamental Rule
Fill in the blanks to complete the Law of Superposition :
"In an undisturbed sequence of rocks, the __________ layer is at the bottom, and the __________ layer is at the top."
Analyzing the Dig Site
Layer A
Phone
Layer B
Metal Coin
Layer C
Charcoal
Layer D
Stone Tool
Dig Site Cross-Section
1. Which layer is the oldest?
2. Which layer is the youngest?
3. Is the metal coin (Layer B) older or younger than the stone tool (Layer D)?
4. How do you know?
The Sandwich Challenge
Imagine you find a sandwich that was thrown away in layers. Use the clues below to draw the "Stratigraphy Sandwich" and label the layers from 1 (Oldest) to 4 (Youngest).
The Evidence Log:
The Peanut Butter was smeared on first.
The Jelly was put on top of the Peanut Butter.
The Banana Slices were added after the Jelly.
The Top Slice of Bread was the final step.
Layer 4 (Youngest)
Layer 3
Layer 2
Layer 1 (Oldest)
Layers of Time Answer Key Answer Key: Layers of Time
Lesson 2 Worksheet Key
Internal Use Only
Part 1: The Principle
"In an undisturbed sequence of rocks, the OLDEST layer is at the bottom, and the YOUNGEST layer is at the top."
Part 2: Diagram Analysis
1. Which layer is the oldest?
Layer D
2. Which layer is the youngest?
Layer A
3. Is Layer B older or younger than Layer D?
Younger
4. How do you know?
According to the Law of Superposition, Layer B is above Layer D. Higher layers are newer/younger than the layers beneath them.
Part 3: The Sandwich Challenge
Layer 4 (Youngest): Top Slice of Bread
Layer 3: Banana Slices
Layer 2: Jelly
Layer 1 (Oldest): Peanut Butter
BREAD
BANANA
JELLY
PEANUT BUTTER
The Big Dig Slides The Big Dig
Excavation Techniques and Field Mapping
Lesson 3: Operation Field Site
Rules of the Trench
Go Slow
Archaeology is slow. Use your brushes and tools to peel back thin layers. No "digging holes"!
Leave it "In Situ"
"In Situ" means "In place." Do NOT pick up an object until it is fully uncovered and mapped.
Context is King
Once you move an object, you destroy its context. The story is in the SOIL, not just the object.
Mapping Your Finds
We use a grid system to record exactly where artifacts are found. This allows us to "rebuild" the site later in the lab.
The Coordinates:
Easting (Left to Right)
Northing (Top to Bottom)
Depth (How deep in the soil?)
A
Ready for the Field?
1. Uncover
Slowly brush away dirt.
2. Map
Draw the item on your grid.
3. Record
Log the depth and details.
Good luck, Detectives!
Excavation Field Log Excavation Field Log
Site ID: CLASS-2026-B | Unit Trench Alpha
Lead Archaeologist:
Team Members:
Artifact Mapping Grid
8070605040302010
1020304050607080
Instructions:
1. Uncover artifacts using slow, horizontal strokes.
Key:
Artifact Location
Charcoal/Ash
Artifact Catalog
Find # Coords (E, N) Depth (cm) Description (Color, Material, Shape) 1 2 3 4 5 6
Initial Site Observation (Surface condition, soil type, etc.):
The Big Dig Setup Guide Dig Site Setup Guide
Teacher Preparation: Lesson 3 Simulation
Preparation Guide
Required Supplies (Per Group of 4)
Plastic bin or deep tray (Approx. 12"x12")
Filling material (Sand, potting soil, shredded paper)
2 large paintbrushes & 2 small brushes
Spoons or craft sticks (trowels)
Rulers (for measuring depth)
String and tape (to create the grid)
Box Setup (Stratigraphy)
To make the excavation meaningful, artifacts should be placed in layers that represent a timeline. Use different materials (e.g., light sand vs. dark soil) to distinguish layers if possible.
Layer 1: Modern (Top 2 Inches)
Artifacts: Plastic bottle caps, modern coins, paper clips, broken pen pieces.
Layer 2: Transition (Middle 2 Inches)
Artifacts: Old-looking metal buttons, bits of rusted wire, unglazed pottery shards (broken clay pots).
Layer 3: Ancient (Bottom 2 Inches)
Artifacts: Flint-like stones, charcoal bits, "animal bones" (clean chicken bones or plastic ones), beads.
Teaching Tips
The "Grid" Trick
Have students tape string across the top of their bins to create a physical 2x2 or 4x4 grid. This makes mapping much easier and more accurate.
What if they find nothing?
Explain that "sterile soil" (soil with no artifacts) is just as important. It tells archaeologists when a site was abandoned or before it was settled.
Interpretation Slides Piecing it Together
From Physical Data to Historical Narrative
Lesson 4: Interpretation
What is this?
"Imagine finding this 2,000 years from now with no labels. What would you guess it's for?"
?
A ritual object?
?
A cooking utensil?
?
A symbol of power?
Building a Hypothesis
Archaeologists don't just "guess." They build Evidence-Based Claims.
The Formula:
"Because we found [Evidence], we can hypothesize that [Claim]."
BAD CLAIM:
"They were a very happy people." (No evidence!)
GOOD CLAIM:
"They were skilled hunters because we found flint arrowheads near animal bones."
Tell Their Story
Look at your Field Log from Lesson 3. Review all the artifacts found in your trench.
Consider:
What was their diet?
What was their technology?
Did they trade with others?
Check Context:
Which items are oldest?
How did the culture change?
What objects were grouped?
The Culture Log Worksheet The Culture Log
Reconstructing a Narrative from Evidence
Group Name:
Excavation Site:
Category Sorting
Look at your Excavation Field Log . List your artifacts in the categories below.
Food & Diet
Tools & Tech
Social & Ritual
Building Hypotheses
Complete the sentences below by connecting a specific observation to a conclusion .
Because we found (List specific artifact) , we can hypothesize that this culture...
Claim about their lifestyle or diet
The presence of (List specific artifact) suggests that these people...
Claim about their technology or trade
The Final Report
Synthesize your findings. If you were writing a textbook entry about this group of people based only on your excavation, what would you write? (Minimum 4 sentences)
Mystery Tool Teacher Guide Teacher Guide: The Mystery Tool
Lesson 4 Hook: The Interpretation Debate
Facilitation Guide
At a Glance
Time: 10-15 Minutes
Goal: High-engagement debate.
The Concept
Students are presented with a "Mystery Tool"—an object that is either obsolete (like a cassette tape winder) or extremely specific (like a cherry pitter). They must use their observation skills to argue for its function, realizing that interpretation is often a debate between multiple plausible theories.
Mystery Tool Suggestions
An Old Gear
Looks industrial but function is unknown without context.
A Tuning Fork
Scientific or musical? Why the specific shape?
A Floppy Disk
"The save icon come to life!" Ancient tech storage.
Facilitation Steps
1
The Presentation: Hold the object up or pass it around. Forbid anyone from shouting out the answer if they know it. Ask for "Archaeological Observations" (weight, material, moving parts).
2
The Three Theories: Divide the class into three groups. Group A must argue it is a Tool . Group B must argue it is Art/Decoration . Group C must argue it is a Ritual/Religious Object .
3
The Defense: Each group has 2 minutes to present their "Evidence" based on the object's physical features. "It is heavy, so it must be a hammer..." vs "It has a strange shape, so it must be a ritual statue..."
The Big Reveal & Debrief
"In archaeology, when we don't know what something is, we often label it 'Ritual Object'. Why is this dangerous for history?"
Key Point 1
Interpretations change when new evidence appears.
Key Point 2
Our own cultural bias affects how we see the past.
Archaeological Ethics Slides Who Owns History?
Ethics, Repatriation, and Cultural Heritage
Lesson 5: Ethics
The Backyard Dilemma
"You are digging a garden in your backyard and find a gold ring. A historian tells you it belonged to a family that lived there 150 years ago. Their great-grandchildren still live in the next town."
What do you do?
A
Keep it. (Your land, your find)
B
Give it to a museum. (It's history)
C
Return it to the family. (It's theirs)
Core Concepts
Repatriation
The process of returning an asset, an item of symbolic value, or a person—voluntarily or forcibly—to its owner or their place of origin.
Cultural Heritage
The legacy of physical artifacts and intangible attributes of a group or society that are inherited from past generations.
Big Question:
Does a museum in London have the right to keep artifacts from Greece or Egypt just because they "found" them 200 years ago?
Archaeology vs. Grave Robbing
Archaeologists must follow strict laws like NAGPRA (Native American Graves Protection and Repatriation Act).
Permission from descendants
Returning human remains
Preserving sacred sites
"The past is not just data—it is someone's family history."
Repatriation Case Study Worksheet Case Study: The Gilded Mask
Repatriation and Perspective Taking
Name:
The Scenario
In 1890, a British explorer found a Gilded Death Mask in a tomb located in a remote mountain village in Country X . The explorer took the mask back to London and donated it to a world-famous museum. For 130 years, millions of people have visited the museum to learn about the ancient culture of Country X.
Today, the government of Country X is demanding the mask be returned. They argue it was stolen and belongs in their national museum. The London museum refuses, saying they have taken perfect care of it and Country X’s museum isn't secure enough to protect such a valuable item.
Analyzing Perspectives
Perspective A: The London Museum
"We are a global museum. We protect world history. If we give this back, we might have to give everything back, and the world would lose its education."
One reason they should keep it:
Perspective B: Country X
"This is our ancestors' heritage. It was taken without permission. We cannot heal as a nation while our treasures are in a foreign country."
One reason they should get it back:
The Verdict
If you were the judge, what would your ruling be? Should the mask be returned, or should it stay? Or is there a third option (a compromise)?
Who Owns History Debate Guide Teacher Guide: The Great Debate
Lesson 5 Facilitation: Archaeological Ethics
Socratic Seminar Guide
Seminar Goals
Respectful disagreement.
Use of evidence.
Multi-perspective analysis.
The Setup
Arrange the desks in a circle. The goal of a Socratic Seminar is not to "win," but to explore the complexity of the "Who Owns History" question. Students should have their Case Study Worksheet filled out as their "notes" for the discussion.
Facilitation Prompts
Phase 1: Opening Question
"Is it possible to 'steal' something that has been buried and forgotten for 1,000 years?"
Phase 2: The Museum Argument
"If a museum returns a precious object to a country that is currently in a war zone, is the museum being ethical or irresponsible?"
Phase 3: The Burial Question
"How many years must pass before a grave becomes an 'archaeological site'? 50 years? 500 years? Why?"
Rules of Engagement
Listen First
Wait for the current speaker to finish before signaling to speak.
Cite the Text
"According to the case study..." or "On the slides it said..."
Differentiation Tip
For students who are hesitant to speak, allow them to participate by passing "Agree/Disagree" cards or writing their comments on a shared digital board or Post-it wall during the seminar.
