Classroom Activities

Be A Curator

Interpreting Biographical Information on Jay Sigmund

1. Review the "Be a Curator" activities. Students can work in pairs at a computer to read the The Biographical Information about Jay G. Sigmund.
   
   
2. Have students review the documents. Guided research questions could include:
   1. Where was Jay Sigmund born?
   2. What did Jay Sigmund enjoy doing as a child?
   3. Why do you think he enjoyed those activities?
   4. What did Jay Sigmund enjoy doing as an adult?
   5. Why do you think he enjoyed those activities as an adult?
   6. What were some of Jay Sigmund's talents?
   7. Who were some of his friends?
   8. How did he influence his friends?
   9. How has he been remembered?

   Students should write two or three more research questions

3. After students complete their research, a self-awareness chart asks them to list their interests and hobbies. They are also encouraged to explore the study of archaeology.
   
   
4. This web activity can be used to teach or supplement units on:
   1. Early civilizations
   2. Archaeology
   3. General historical inquiry process
      
      
5. Understanding the following key vocabulary words will be significant to the research on the life of Jay Sigmund:

Archaeology - the study of past peoples and their cultures. People who study archaeology investigate the manner in which past cultures existed: their social organization, their political organization, their religious beliefs, and the manner in which they survived day-to-day dilemmas of living, providing food for themselves, and enjoying their society and surroundings.
Archaeologist - An archaeologist is a person who studies the artifacts of peoples in the past to obtain knowledge of their history, customs, and living habits.
Artifact - Artifacts are objects that people have made, used, or modified.
Paleontology - The study of ancient life, including plants and animals preserved in the fossil record.

6. As students conduct their research, the following large group discussion questions will help to focus their work:
   1. How do archaeologists find sites?
   2. What is an archaeological dig?
   3. How is a dig set up?
   4. What are the tools of the archaeologist?
   5. How do "ordinary" things tell us a lot about how people live?
      
      
7. Access the following Internet sites that provide supplementary information on archaeological digs:

   West Perry Archaeological Site
   Pictures of artifacts and an actual dig in progress.

   Simulation of an Archaeology Dig

Extension Activities

1. As an extension of their research on the life of Jay Sigmund and his interest in archaeology, pose the following question to the class: What will people 2,000 years from now be able to tell about you from the things we use every day? What types of materials will we preserve for 2,000 years? Then display items such as a CD, a basketball, a piece of clothing, a DVD or an electronic game. Have students role play that they are archaeologists in the year 4002. Observing these objects and presuming that they have never seen them before, discuss the following questions:
   1. What is the purpose of the object?
   2. What does it mean to have found these objects together in one room?
   3. What do these objects, collectively, tell us about the people living here 2,000 years ago?
      
      
2. Ask students to bring to class the following objects:
   1. Artifacts that are useful to most people today
   2. Artifacts that are related to work today
   3. Artifacts that are related to use of leisure time
   4. Artifacts that are unusual and/or of limited use to most people
   5. Artifacts that are likely to be long-lasting

After viewing each of the artifacts, assume that our civilization has come to an end and imagine what inferences future civilizations might make about us based on these artifacts. Write a story that might appear in a newspaper in 4,002 as a result of finding the artifacts that remain from our civilization.

3. Bring in three or four actual artifacts (you can get them on loan from a museum) or pictures of artifacts or antiques to support the discussion. Ask students to develop hypotheses about what the objects were used for. Then ask them to identify what these objects reveal about the people who used them.
   

Field Trips

The Field Trip Guide provides things to do before your class visits the History Center and activities for your class to do after visiting the History Center.