1. Archaeological methods: Simulated Dig and Ancient Aboriginal Sites Assessment type 1: Folio Approx. 5 weeks M.Constable-Gray

2. Ancient and Classical Studies Subject outline Subject description Students critically engage with texts and archaeological and historical sources, both primary and secondary. Students develop skills of historical literacy that enable them to challenge or confirm their beliefs, attitudes and values. Australian Indigenous Societies and Cultures For a 10-credit subject or a 20-credit subject, students could undertake a study of pre-invasion/settlement history using as case studies one or more of the sites listed in the chart (e.g. Lake Mungo, Coorong, Kow Swamp, and Keilor). By studying the material cultures of such sites, students gain an understanding of archaeological techniques and methodology, such as various forms of dating (e.g. carbon dating and stratigraphy) and the use of ethnoarchaeology to interpret and reconstruct the past. Such a study allows students to gain an appreciation and understanding of the importance of these sites as sources of heritage for Australians — both Indigenous and non-Indigenous — and the world. Students understand that multiple readings of a site are possible and that archaeology is but one way of interpreting heritage. Students gain a greater awareness of issues relating to the appropriate treatment of Australian Indigenous remains and artefacts, and may examine contentious issues of preservation, study, ownership, and return.

3. Skills of Historical Literacy Narratives of the Past Understanding the shape of change and continuity over time, understanding multiple narratives, and dealing with open-endedness. Students develop skills to place events in historical context, appreciate that the past can be explained through a variety of narratives and perspectives, and understand that there are no finite answers to historical issues. Research Skills Gathering, analysing, and using evidence, and examining issues of provenance and heritage. Language of the Past Understanding and dealing with the language of the past. Students develop skills in understanding and using terms specific to ancient studies as a field of study (e.g. pharaoh, dendrochronology, revolution, dynasty, kingship, rites of passage, and ziggurat). Historical Concepts Understanding and working with historical concepts. Students develop, for example, an appreciation of the differences between motivation and causation when analysing change and continuity. Students deepen their understanding of events by considering them through varied perspectives. These could include the points of view of participants, observers, and historians. Contention and Contestability Understanding the rules and the place of public and professional historical debate. Students develop an appreciation of the provisional nature of much archaeological and historical knowledge by investigating controversies, such as the deaths of Tutankhamen and Otzi. Students engage in debates over cultural heritage (e.g. the return of the Elgin/Parthenon marbles and of Australian Indigenous remains and artefacts). Moral Judgments in History Understanding the moral and ethical issues involved in historical explanation. Students develop an understanding of moral relativism by clarifying and understanding their own values and ethics as they develop their capacity to identify and understand the underpinning values and moral frameworks that existed in other times for other people. Students have the opportunity to engage in multiple readings of literary texts to strengthen their understanding. Applied Science in History Understanding the use and value of scientific and technological expertise and methods in investigating the past (e.g. DNA analysis). Students understand that historians are increasingly using scientific methods and techniques from other fields of study, such as facial reconstructions, aerial mapping, and thermoluminescence. Students become aware that historical explanations are necessarily tentative and open-ended.

4. Unit outline Group work, class discussion Research Formative exercises: Boxes, debate Simulated Dig Application to an Aboriginal archaeological site Written / multi-modal tasks

5. Class discussion and research Primary and secondary sources Oral, written and artefacts Definition of Archaeology...the study of human past through study of artefacts, eg how people lived in the past Differences and similarities of Historians and Archaeologists

6. Archaeology Different types of Archaeology Work/Findings of Archaeologists Catalyst 28/11/2002: Secret Of St Mary’s www.abc.netau/catalyst/stories/by-date/2002

7. Archaeology: Formative Class Activity Deleted pictures: practical activity of students piecing together crockery.

8. Flipped classroom www.youtube.com/watch?v=TFejIkYDH9Q www.youtube.com/watch?v=TFejIkYDH9Q DVD Archaeology: evidence of the past Watching the clips will allow students to compile a list of Subject Specific Terminology and explanations of absolute and relative dating methods, as well as the processes Archaeology.

9. Some Archaeological Literacy Fetish Shard Tells Dig Grid excavation Baulks Physical Evidence Eco-facts Features Artefacts

10. SOME Relative and Absolute Dating Methods Magnetic Dating Dendrochronology Radiocarbon Dating Potassium Argon Dating Seriation Typology Stratification (students should complete a formative exercise on this to inform ‘the dig’.)

11. Simulated Dig: Stratification Simulated Dig: Group activity Stratification Lesson1. Students form groups and invent two civilisations, Civilisation 1 (4 artefacts) Between the civilisations (how did civilisation die out) Civilisation 2 (4 artefacts) They need to demonstrate an understanding of time, artefacts and culture (e.g. no stone age axe with pottery). They then bury these things according to an X,Y,Z axis.

12. Simulated Dig: Simulated Dig: Group activity Lesson 2. The group assigns different roles to each member, such as scribe, photographer etc. They proceed to turn theory into accurate practice by applying skills learnt by excavating another group’s hole. Following slides showing students involved in this activity have been deleted.

13. Simulated Dig: Simulated Dig: Group activity Lesson 3 As a group they study the artefacts found. Make hypotheses and draw conclusions using problem solving and logical thinking. They then complete the first Folio task.

15. Problems with Australian Evidence Aboriginal Point of View – in particular ethical issues Importance of Archaeological knowledge Texts (I use): J Lawless, K Cameron, C Young Unlocking the Past Thompson Nelson Australia 1996 L Zarmaki, A Cremin Experience Archaeology Cambridge 1998

16. Formative role play/debate: Hypothetical Aboriginal Art Site. Who Owns the Past ? To consider how a hypothetical site is viewed by different groups of people for a variety of different reasons. L Zarmaki, A Cremin Experience Archaeology Pg. 177-178

17. Assessment Type 1 Folio: Task 2 Topic: Archaeology and Australian Sites Purpose: To assess knowledge and understanding of Australian archaeological sites. Description of assessment: Research, explore and apply knowledge of Australian archaeology to produce a multimodal presentation. Task: Research an aboriginal archaeological site. Is it a tourist destination? Are educational facilities available? How the site in managed? What issues surround that site? What is the importance of this site in terms of archaeology and history? What does it reveal about Australia’s ancient past? In your opinion who should and should not have access to the site? In your opinion who should control and take care of the site? Explain why.