PORTFOLIO

TEACHING WITH BROKEN GLASS:

A PORTFOLIO OF HISTORICAL ARCHAEOLOGICAL RESEARCH, CURRICULUM

DEVELOPMENT, AND PUBLIC OUTREACH

Submitted by

Rebecca L. Simon

Department of Anthropology

In partial fulfillment of the requirements

For the Degree of Masters of Arts

Colorado State University

Fort Collins, Colorado

Fall 2013

Master’s Committee:

Advisor: Mary Van Buren

Jason LaBelle

Louise Jennings

Copyright by Rebecca L. Simon 2013

All Rights Reserved

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INTRODUCTION

TEACHING WITH BROKEN GLASS:

A PORTFOLIO OF HISTORICAL ARCHAEOLOGICAL RESEARCH, CURRICULUM

DEVELOPMENT, AND PUBLIC OUTREACH

This portfolio is a compilation of research, outreach, and skill development in the field of

archaeology. I am completing my fifth semester as a graduate student in the Department of

Anthropology at Colorado State University. My experience includes museum studies, archival

research, elementary education, and cultural resource management (CRM). My early field work

at Fort Garland, Colorado, ignited a passion for archaeology. In 2008, I started working for

CRM companies and have field experience with survey, testing, excavation, monitoring, and

remote sensing in Colorado, Wyoming, Utah, and Jordan.

My interest in archaeology started with a need to “find history” as opposed to just writing

about it as I thought historians did. My understanding of archaeologists and historians matured

over the years; however, the passion and excitement for archaeology never dissipated. My ideal

job is a position in a museum setting where I conduct research both in the field and the

laboratory, while having an active role in public outreach, educational programming, and

exhibition. Moving beyond the ideal, I easily see myself as a project archaeologist at a CRM

firm that in addition to running crews, writing reports, and conducting analysis, participates in

tribal consultation, gives educational presentations, and organizes a variety of public outreach. I

could also see myself as a member of a non-profit or more education-based archaeological

program focusing on public outreach and training in addition to research.

My master’s project focuses on archaeology’s contribution to the public, in particular K-12

education. I developed a fourth grade Colorado history unit integrating data from sites in Ouray

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County, Colorado. The goal of my portfolio is to demonstrate archaeological analysis of the site

and the educational potential of archaeology for the general public. Public outreach is a major

part of my master’s project, and as a result, I worked with groups such as Project Archaeology,

Colorado Archaeological Society, Colorado Council of Professional Archaeologists, and the

History Colorado Center. I have experience presenting in a variety of settings including

professional conferences, classrooms, museums, and in the field.

In the simplest terms, I want to do “archaeology” and everything that goes along with it. I

am always looking for new adventures and unique opportunities. The world of archaeology has

no shortage of either.

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COMPLETED COURSE WORK AT COLORADO STATE UNIVERSITY

Fall 2011 ANTH 500-001 Development of Anthropological Theory

ANTH 541-001 Seminar in Archaeological Method

E 608-003 Integrating Writing in the Academic Core (GTA course)

GRAD 544A-001 Ethical Conduct of Research--Arts/Humanities

HIST 355-002 American Environmental History

Spring 2012 ANTH 456-001 Archaeology and the Public

ANTH 551-001 Historical Archaeology

ANTH 686-001 Practicum-Field Archaeology (Vanoli Lab)

ANTH 692-001 Seminar (Ceramics)

ANTH 695-001 Independent Study (Vanoli Lab)

Summer 2012 EDUC 619-814 Curriculum Development

Fall 2012 ANTH 455-001 Great Plains Archaeology

HIST 504-001 Historical Method: Museums

STAT 301-005 Introduction to Statistical Methods

Spring 2013 ANTH 487-001 Internship

(History Colorado Center School Programs, Appendix D)

ANTH 572-001 Human Origins

ANTH 684-001 Supervised College Teaching (Vanoli Lab)

ANTH 695-001 Independent Study (Vanoli Lab)

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PRESENTATIONS 2012-2013

October 2013 PA Lesson Example: The Tools of Archaeology. Presentation, 71st Plains

Anthropological Conference, Loveland, CO.

From the Mountains to the Plains: Integrating Archaeological Data into

Elementary Education. Paper, 71st Plains Anthropological Conference,

Loveland, CO.

April 2013 Switching the Standard Shovel: Bringing Archaeology to Ouray County

Schools. Proposal, Project Archaeology Annual Coordinator Meeting/ Society

for American Archaeology 78th

Annual Meeting, Honolulu, HI.

March 2013 Welcoming Back an Old Friend: The Revitalization of Project Archaeology in

Colorado. Poster with Nicki Sauvageau Rockwell, and Mark Sanders,

Colorado Council of Professional Archaeologists 35th

Annual Meeting,

Denver, CO.

November 2012 Taking a Lesson from Charlotte and Minnie: Teaching Colorado History with

the Vanoli Project (5OR30). Paper, Cheyenne Chapter of the Wyoming

Archaeological Society Meeting, Cheyenne, WY.

October 2012 How to Clean a Soiled Dove: Educational Opportunities with the Vanoli

Project (5OR30). Paper, Colorado Archaeological Society Quarterly Meeting,

Boulder, CO.

September 2012 Brothels, Bars, and Fourth Graders: Project Archaeology and Educational

Opportunities with the Vanoli Project. Paper, Northern Colorado Chapter of

the Colorado Archaeological Society Meeting, Fort Collins, CO.

March 2012 Educating the Future with the Past: Bringing Archaeology into Ouray

Schools. Poster, Colorado Council of Professional Archaeologists 34th

Annual

Meeting, Durango, CO.

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COMMUNITY AND TEACHING EXPERIENCE 2012-2013

Teaching with Broken Glass Teacher Training, Ouray, CO (September 2013)

Instructor Master’s Project

History Colorado Center, Denver, CO (February – June 2013)

Education Intern Supervisor: April Legg

Lesher Middle School, Fort Collins, CO (January – April 2013)

INQUIRY Mentor Mentee: Caroline Kane, grade 6

Colorado State University, Fort Collins, CO, (August 2011 – December 2012)

Teaching Assistant Instructor of Record: Dr. Mary Van Buren (FA2011)

Dr. Richard Adams (SP2012, FA2012 online)

Project Archaeology Teacher Training, Broomfield, CO (November 2012)

Instructor Chapter Chair: Sarah Baer

Project Archaeology Facilitator Training, Memphis, TN (April 2012)

Instructor National Director: Dr. Jeanne Moe

PUBLICATIONS 2012-2013

Simon, Rebecca

2013 Understanding the Variation in Rio Grande Ceramics. Furthering Perspectives:

Anthropological Views of the World 6:18-26.

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TABLE OF CONTENTS

INTRODUCTION: ........................................................................................................................ i

PART 1: The Development of Curricula using Archaeological Data ...........................................1

PART 2: The Unit .........................................................................................................................27

PART 3: Assessment and Research ..............................................................................................46

References Cited ............................................................................................................................54

APPENDIX A: Teaching with Broken Glass Lesson Plans .........................................................61

APPENDIX B: : Initial Surveys to assess impressions of Project Archaeology ........................62

APPENDIX C: Teacher Survey Responses and Correspondence following Workshop ..............74

APPENDIX D: Internship at History Colorado Center ................................................................81

APPENDIX E: Scholarships and Funding ....................................................................................88

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LIST OF TABLES AND FIGURES

Table 1: Definitions of "Archaeology" ........................................................................................... 3

Table 2: Template for Colorado Academic Standards provided by the Colorado Department of

Education ...................................................................................................................................... 21

Table 3: Correlation of CDE Inquiry Questions with Data from Ouray County sites .................. 22

Table 4: Correlation of Fourth Grade Social Studies standards with TBG .................................. 24

Table 5: Correlation of Fourth Grade Mathematics standards with TBG .................................... 25

Table 6: Correlation of Reading, Writing, and Communicating standards with TBG ................. 26

Table 7: Number of bottles in each operation that the teacher reveals to the students ................. 32

Table 8: Vanoli Data used for Maker’s Mark Bingo .................................................................... 36

Table 9: Follow-up survey structure ............................................................................................. 48

Table 10: Follow-up survey results (Questions 1, 2, 5, & 6) ........................................................ 49

Figure 1: Examples of PA activities completed by CSU undergraduate students ........................ 10

Figure 2: Vanoli Family Tree ....................................................................................................... 14

Figure 3: “For the mines” 1880-1900. Courtesy of the Denver Public Library ........................... 28

Figure 4: Teachers working through Lesson 1 ............................................................................. 30

Figure 5: Vanoli artifacts (5OR30.18D9.4.1.3282 and 5OR30.18B16.4.1.2946) ........................ 33

Figure 6: Sorting glass for Lesson 2 ............................................................................................. 33

Figure 7: Teacher plays Maker’s Mark Bingo .............................................................................. 34

Figure 8: Countries and States represented in Maker’s Mark Bingo ............................................ 35

Figure 9: Map comparing modern-day goods traveling to Ouray versus Vanoli era goods. ........ 40

Figure 10: Presenting information about Project Archaeology .................................................... 45

Figure 11: Visiting the Vanoli Block and looking at the placard on Main Street ........................ 45

Figure 12: Demonstrating the Warm-up Lesson from Investigating Shelte ................................. 46

Figure 13: Follow-up Survey Results (Question 3) ...................................................................... 50

Figure 14: Follow-up Survey Results (Question 4) ...................................................................... 50

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ACKNOWLEDGEMENTS

Teaching with Broken Glass is a collaboration of many people, places, ideas, and disciplines.

To anyone that played a part in this project that I do not individually recognize here, I give my

sincerest gratitude and apologies. First, I would like to recognize my advisor, Mary Van Buren,

for her constant support, positive reinforcement, and expertise. I also want to express my

gratitude to my committee members, Jason LaBelle and Louise Jennings. Jason LaBelle

provided insight to public outreach and was the one who told me, “Just do it.” Louise Jennings

guided me in educational theory and advised me to take a course in curriculum development.

The Vanoli Project is full of dynamic people who have put in countless hours of analysis and

research. Special thanks goes to Steven Baker for providing the collection to CSU and

recognizing the Vanoli site’s importance in the Colorado story. The staff of the Vanoli Project

includes Stephen Sherman (database extraordinaire), many dedicated work study students,

practicum students, and volunteers. One work study student stood out amongst the rest, Debra

McCarthy. Her passion for archaeology is contagious and I could not have made the home

stretch without her enthusiasm, generosity, entertaining conversations, and photographic skills. I

would like to specially recognize Kristi Gensmer and Alexis Knee. First and foremost, they are

amazing friends who constantly supported me and offered their open ears, but they also provided

data, guidance, and are my models for being a successful graduate student and archaeologist.

I would like to acknowledge the six Western Slope teachers that attended my workshop in

September: Jenny Hart, Phylis Fagrelius, Brenda Metheny, Heidi Nadiak, Jessica Blacker, and

Sue Beutler. Special recognition goes to Jenny Hart for her encouragement, advice, “middle-

man” abilities, and actually doing the TBG activities with her students.

Several organizations sponsored this project through financial contribution, data collection,

intellectual well-being, and/or employment. The organizations include Colorado Council of

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Professional Archaeologists, Colorado Archaeological Society, the Northern Colorado Chapter

of the Colorado Archaeological Society, Project Archaeology, History Colorado, CSU

Department of Anthropology, Metcalf Archaeological Consultants, Inc., Alpine Archaeological

Consultants, Inc., Centennial Archaeology, Inc., and SWCA Environmental Consultants.

Finally, I would like to thank all my friends and family who supported me. Never ending

gratitude goes to my parents, Chris and Mort Simon, for their belief that I could get it done, and

done well; to my sister Samantha for her love and amazing designer skills; and to my aunt and

uncle, Teresa and Mike Ballard for taking me in when I decided to move to Colorado. I also

need to acknowledge my grandmother, Elizabeth Panik, for my first experience with

archaeological ethics by insisting on being cremated. I thank all the many friends in Arvada that

accepted me into their communities and homes when I literally knew no one in a hundred miles

and then keeping tabs on me when I moved to Fort Collins. I give my sincere gratitude to my

fellow classmates at Colorado State University, especially Chris Johnston, Laura Manson,

Virginia Clifton, and Kaitlyn Simcox, who saw me at the best of times and the worst of times.

Last but not least, thanks goes to Cody Anderson for being there even when he didn’t want to be,

a good laugh, and an excellent choice in beer.

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Teaching with Broken Glass Part 1:

The Development of Curricula using Archaeological Data

This master’s project includes the development of a fourth grade Colorado history curriculum

unit using archaeological data from sites in Ouray County as well as a workshop to present the

materials to teachers in the area. The unit stresses the Colorado Academic Standards adopted by

the State Board of Education in December 2009. The models used to develop this curriculum are

the materials produced by Project Archaeology (PA). PA is a partnership between the

Department of Interior, Bureau of Land Management and Montana State University with the goal

of fostering higher understanding of cultures, improving science and social studies education,

and heightening citizen education in conjunction with preservation efforts. PA accomplishes

these goals by creating materials aligned to national standards, providing professional

development for educators, and developing a network of archaeologists and teachers passionate

about these initiatives (PA 2013a).

The main data set comes from the “Vanoli Project.” Steven Baker of Centuries Research,

Inc. conducted excavations of the “Vanoli Sporting Complex” (5OR30) in downtown Ouray

from 1970 to 1981. In 2009, Baker collaborated with Dr. Mary Van Buren of Colorado State

University to use a large portion of the collection for educational purposes. Funded in part by

the State Historical Fund, the collection is being analyzed and rehabilitated by Van Buren and

her students. During the course of this project, Dr. Van Buren met Jenny Hart, a fourth grade

teacher in Ouray. The curriculum unit developed for this project encourages teachers such as

Mrs. Hart to include archaeology in lessons related to social studies, math, and language arts.

The curriculum focuses on fourth grade as that is the year when students learn Colorado history.

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Archaeologists and educators note that archaeology works naturally with academic subjects

by addressing topics in social studies, using the scientific method, applying mathematical

processes, developing writing skills, and even practicing fine arts such as illustration (Wheat

1990). Putting archaeological methods and data into school curricula is beneficial to teachers

and archaeologists. Archaeology is well aligned with present education initiatives that stress

critical thinking skills. School curricula provide archaeologists a format to disperse their

knowledge to the public in a productive manner. The relationships and dialogue resulting from

this project confirm this belief.

Archaeology vs. Education

What is archaeology and how is Teaching with Broken Glass (TBG) an archaeological

project? Archaeology is a dynamic field and is constantly changing. The definitions below of

“Archaeology” come from publications aimed at a variety of audiences. The common thread

between all of the definitions is that archaeology is a process for understanding the past. That

being said, archaeology is not limited to the past as demonstrated by the work of Rathje and

Murphy (2001) and the University of Arizona’s Garbage Project. This long term study analyzed

garbage from landfills in Arizona to gain insights to the lives of present people (Rathje and

Murphy 2001). Combining the Garbage Project’s approach to archaeology to the authors in

Table 1, a few key terms arise: understanding, insight, learning, human, people, and process.

Focusing on the term “process,” archaeology generally takes the form of developing research

questions, gathering data to answer those questions, and then coming to an understanding about

people in the past or the present, either as a whole or a particular group.

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Table 1: Definitions of "Archaeology"

Archaeology is… Author(s) Publication

The study of past peoples based on the things they left

behind and the ways they left their imprint on the

world. … It is the archaeologist’s task to decode those

messages and apply them to our understanding of the

human experience

Deetz 1996:4 Reference

The scientific study of the human past, of ancient

human behavior, from the earliest times right up to the

present. As such most archaeology is part of a much

wider discipline, anthropology, which studies all

aspect of humanity, ancient and modern.

Fagan 2009:4 Textbook

The study of the human past through the recovery and

analysis of material remains. As people search for

their origins, archaeology provides insights into our

shared heritage

Bahn 2003:20 Popular Reference/

Travel Book/ Guide

A method for studying the past human cultures and

analyzing material evidence (artifacts and sites)

Smith et al.

1996:9

Curriculum Guide

Word Bank

The scientific study of past human cultures through

artifacts and sites.

Letts and Moe

2009:76

Curriculum Guide

Word Bank

The record of the past and our database for learning

about environments, cultures, and life ways that came

before us.

Letts and Moe

2009:1

Curriculum Guide

Introduction

While this project does not develop original research questions, it does use a specific set of

inquiry questions developed by the Colorado Department of Education. Data from

archaeological contexts provided the evidence for addressing these questions. The results were

produced in a format accessible to people outside of the typical “archaeological world.”

Educational theory and methodologies heavily influence this project, but the main purpose of this

project was to put it into action an archaeological approach advocated for over twenty years.

Public Archaeology

“The past is dead: therefore, we must demonstrate and share its continued relevance to a diverse

public in a meaningful way” (Poirier and Feder 1995:4).

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Archaeological preservation efforts are often driven by the fact that the archaeological record

is a non-renewable resource and needs protection (Letts and Moe 2009:1). Looting has been a

problem in the United States for over a century (Hollowell-Zimmer 2003). Additionally, since

the inception of the National Historic Preservation Act in 1966, the field of archaeology has

experienced a proliferation of projects costing grand sums (Fagan 2009:297), and producing

huge amounts of data in terms of collections needing storage and reports that are rarely read

(Jameson 1997). In response to these facts, a new form of archaeology developed under the

auspice of “Public Archaeology” (Fagan 2009) to demonstrate the relevance and benefits of

archaeology to non-archaeologists (Fagan 2009, Jameson 2003, Poirer and Feder 1995). Public

archaeology strives to make archaeology open and accessible through a variety of means

including, but not limited to, “archaeology weeks”, exhibits, publications, and educational

programs (Fagan 2009, Jameson 2003, Poirer and Feder 1995).

Public archaeology is not just about archaeologists presenting their work to non-

archaeologists, but about putting “people first” and showing how archaeology can “improve

people’s lives” (Jameson 2003, Poirer and Feder 1995). In the midst of greater scientific

professionalism in the field of archaeology, we must remember that we deal with a “public

resource” (Jameson 2003:159). In addition to archaeology being the study of past peoples and

people being naturally attracted to it, public funds, policies, and laws are integral pieces to the

functioning of North American Archaeology (Jameson 2003:160). Archaeologists often study

“other cultures,” and “past peoples,” but for every “other culture,” there is a “my culture,” and

for every “past person,” there is someone in the present. Public archaeology also addresses the

ethical issues and methods that should be considered in regards to descendant groups, such as

Native Americans in the United States (Watkins 2003; Singleton and Orser 2003).

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Effective public outreach comes from collaborative efforts between teachers, tour guides,

museum educators, park rangers, artisans, member of the media, government officials,

community leaders, and archaeologists (Jameson 2003:158). As early as the 1980s, these

collaborations have come in many shapes and sizes (Jameson 2003:155-156, Dolan 1995,

Smardz 1990, Smardz 1997, Rees 1999, Selig 1995, Shull and Boland 2000). Universities and

museums run some of the most visible and prominent programs. Sonoma State University’s

Anthropological Studies Center has a special emphasis on education and produces publications

and activities (Jameson 2003). The Museum of Science Boston held an afterschool course for

students to learn about archaeology (Dolan 1995). The Smithsonian Institution’s National

Museum of Natural History puts out a publication specifically for teachers, AnthroNotes, as well

as regularly holding presentations and lectures. In Canada, one of the premier examples of

public archaeology, Toronto’s Archaeological Resource Center (ARC) functions through the

Board of Education for the City of Toronto (Smardz 1990). Since its creation in 1985, ARC

reached 12,000 with its public excavations and programs. The program attributes its success to

addressing “modern educational theory while fielding changing political, social, demographic,

and economic factors influencing Toronto’s downtown neighborhoods” (Smardz 1997:102).

Cultural resource management (CRM) firms also find themselves engaging in public

outreach. For example, Statistical Research, Inc. (SRI) in Tucson, AZ, has a full-time public

programs division which coordinates projects aligned with client-based work as well as “stand

alone” projects (Jameson 2003). Professional organizations, state societies, and local groups also

play a role. The Society for American Archaeology (SAA) promotes outreach through

publications, websites, and workshops (SAA 2011). In 1995, the SAA produced “Guidelines for

the Evaluation of Archaeology Education Materials” to encourage a high level of quality in

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outreach efforts (SAA 1995). Another example is the Society for Historical Archaeology’s

(SHA) project, “Unlocking the Past: Historical Archaeology in North America.” The project

included the production of a book and a website demonstrating historical archaeology as a shared

venture of all people in North America (Jameson 2003:155).

Finally, the U.S. Government sponsors a number of programs through various agencies. The

Forest Service (NFS) has its Passport in Time program where volunteers work with NFS

archaeologists on an array of restoration and preservation projects on NFS land (PIT 2013). The

Park Service (NPS) distributes publications such as Common Ground, sponsors research centers

such as the Southeast Archaeological Center (SEAC) in Tallahassee, produces the Listing of

Education in Archaeological Programs (LEAP), and develops performance standards, “Essential

Competencies,” for archaeologists that emphasize competency in developing and implementing

education and outreach activities (Jameson 2003:156). The National Register of Historic Places

produces lesson plans for use in classrooms with its Teaching with Historic Places program,

started in 1991 (Shull and Boland 2000:3). Finally, but possibly most well-known is the United

States Department of the Interior, Bureau of Land Management’s (BLM), Project Archaeology

(PA). PA encourages understanding of past and present cultures using archaeological concepts

while supporting efforts towards improvement of social studies, science education, and

archaeological preservation. Originally started in 1990 in Utah responding to the devastating

looting and site destruction in that state, today PA is a joint initiative between the BLM and

Montana State University (Moe and Letts 1998, Letts and Moe 2009). The program creates

lesson plans and facilitates workshops with the goal of educating teachers and students about

archaeology and historic preservation. Since its inception, PA has certified more than 9,000

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educators nationwide and reached an estimated 250,000 children with its lesson plans. In 2012

alone, 1,490 educators received PA materials reaching an estimated 9,840 students (PA 2012).

The state of Colorado has many preservation and education programs through the work of the

Colorado Archaeological Society (CAS) and the Office of Archaeological and Historic

Preservation (OAHP). The State Historical Fund (SHF), sponsored by the OAHP and started in

1990, is partially funded by gambling enterprises. Preservationists can apply for monies through

the SHF program for projects that relate to at least one of the following goals (History Colorado

2011):

Preserving the places that matter

Strengthening and connecting the

Colorado Preservation Network

Shaping the preservation message

Promoting the benefits of preservation

Weaving preservation throughout

education

Advancing preservation practices

Groups such as the Colorado Council of Professional Archaeologists (CCPA) and CAS

through its local chapters, work with OAHP to promote archaeological research and

preservation. Both of these groups sponsor divisions devoted to outreach and preservation

causes that send archaeologists into the schools, give public demonstrations, produce teaching

kits, participate in state-wide activities, and sponsor scholarships such as the Ward Weakly

Scholarship and Alice Hamilton Fund (CCPA 2012; CAS 2013).

Another well-known Colorado program is Crow Canyon, a not-for- profit organization

started in 1983. The group focuses on experiential education and understanding of the ancestral

Pueblo culture (Heath 1997:66). At Crow Canyon, there is involvement of archaeologists in all

stages of the program. The experiential nature of the programs, which integrate the public into

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the actual research, provides archaeologists the ability to follow and transmit ethical imperatives,

such as the need to preserve and protect our cultural resources (Heath 1997).

Individuals also participate in outreach. Dani Hoefer, a former gifted and talented program

coordinator in the St. Vrain school district, created the DIG THIS! course with Todd McMahon,

of the OAHP. The course used archaeology to develop skills in mentoring and research design

and was very successful (Rees 1999:17).

CRM firms in Colorado are also active in public archaeology. Archaeologists from Metcalf

Archaeological Consultants, Inc. give presentations to local schools and sponsor non-profit

organizations such as Historicorps (Historicorps 2013; Dr. Craig Lee and Mike Metcalf, email

correspondence, October 29, 2013). The archaeologists at Alpine Archaeological Consultants,

Inc. do similar projects through videos and special reports (Matthew Landt and Seth Frame,

personal communication, September 2013). Locally in Fort Collins, Centennial Archaeology,

Inc. gave a prehistoric technology demonstration to a camp in Loveland this past summer,

explaining projectile points, demonstrating how to grind corn with a mano and metate, and

throwing spears with atlatls (Dr. Christian Zier, personal communication October 2013).

In addition to state specific efforts, Colorado archaeologists have a long history of promoting

PA by providing data for curricula, field work opportunities, and training workshops. From

1995 to 2001, at least one teacher workshop occurred every year (Rees 1999). A slight hiatus

occurred for about ten years (see timeline below). No PA workshops were offered until the fall

of 2012. In spite of the lack of workshops, PA did maintain a presence in Colorado archaeology.

In 2007, teachers excavated a rock shelter at the Red Rose Site (5MF1915) as part of an

education program coordinated by PA, the BLM, local educators, and archaeological contractors

(Jennings and Metcalf 2011). In 2009, teachers from northwestern Colorado, northeastern Utah,

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and southwestern Wyoming participated in a two-phase professional development program that

included a “mini teacher field school,” in which teachers spent four days excavating at a site in

northeastern Utah (42DA1787) as part of the Kanda Lateral pipeline project (Pool 2007).

Also in 2009, PA published its core program, Investigating Shelter, an inquiry-based

curriculum that guides students through archaeological concepts and methods through the study

of shelter. As part of Investigating Shelter, PA developed an electronic database of shelter

investigations available to educators through the PA website (PA 2013a). The “Rock Shelter”

module (Duncan et al. 2009), specific to Colorado, Utah, and Wyoming, uses data from the Red

Army Rock Shelter (5RT345), a site in northwestern Colorado excavated by Metcalf

Archaeological Consultants, Inc. in 1994 (Pool 1997).

A revival of PA workshops began in November of 2012, with a teacher training workshop in

Broomfield, hosted by SWCA Consultants. The Colorado PA coordinator, Sarah Baer, in

conjunction with the CCPA Education Committee seeks to increase participation and awareness

across the state through activities similar to the workshop.

Timeline of Project Archaeology and Colorado Involvement

1990 Project Archaeology founded

1991

1992

1993 PA publishes Intrigue of the Past

1994 The Red Army Rockshelter excavations occur (data contributes to the creation of PA's second

piece Investigating Shelter)

1995 *Teacher workshop in Dolores, CO

1996 *Teacher workshop in Dolores, CO

1997 *Teacher workshop in Denver, CO

1998

1999

2000 Discovering Archaeology in Colorado published, funded in part by the State Historical Fund

*Teacher workshop in Lamar, CO

2001 Project Archaeology moves headquarters to Montana State University

*Teacher workshops in Dolores, Gunnison, and Longmont, CO

2002

2003

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2004

2005

2006

2007 Metcalf Archaeological Consultants, Inc. and Alpine Archaeology provide field work

opportunities for field work on the REX and WIC Piceance Expansion Pipeline excavations

2008

2009 PA publishes Investigating Shelter

Metcalf Archaeological Consultants, Inc. provide another field school opportunity for PA teachers

as part of the WIC Kanda Pipeline project

2010

2011

2012 Nov 3, 2012: SWCA Environmental Consultants sponsor a Project Archaeology Teacher

Workshop for 19 teachers. Mark Sanders, Sarah Baer, Becca Simon, and Victoria Bochniak

facilitate

2013 March 2013: CCPA Project Archaeology Posters presented by M. Sanders, R. Simon, N.

Rockwell, S. Baer, and D. Hoefer

April 2013: PA Annual Coordinator Meeting discusses correlation with Common Core and other

national education initiatives. CCPA posters presented by R. Simon

*Sept 8, 2013: R. Simon gives hybrid PA teacher training workshop to 6 Western Slope teachers

in conjunction with her master's project

Oct 5, 2013: Public Education Symposium at the annual meeting of the Plains Anthropological

Society. Papers presented by R. Simon, B. Gibson, S. Baer, M. Sanders, and D. Hoefer

Figure 1: Examples of PA activities completed by CSU undergraduate students

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The Goal of Teaching with Broken Glass

As previously mentioned, public archaeology comes in all shapes and sizes. The type of

public archaeology that programs like PA and Teaching with Historic Places typically fall under

is “archaeology education.” Defining “archaeology education” is not simple (PA Coordinator

Meeting discussion, Honolulu, HI, April 3, 2013). There are many variations and understandings

of the term, but generally they fall into 1) educating the public about archaeology, and 2)

teaching future archaeologists the skills they need to succeed in the field. This project focuses

on the former definition. Some of the founders of PA once wrote, “To simply show the public

what archaeologists do, especially field work, while omitting the contribution that archaeological

research makes to science and anthropology in general, may make it appear that archaeology is

nothing more than summer fun in the wilds of America and the rest of the world” (Moe and Letts

1998:29). Jameson (2003:160) tells archaeologists that we have an obligation to present our data

in a fashion that is accessible to others that are not archaeologists, even if we do not personally

have the skills to give a presentation to the public. Despite the fact that TBG focuses on the idea

of teaching the public about archaeology and uses archaeological methods, TBG strives to avoid

the problem identified by Moe and Letts and answer Jameson’s call. The lessons present some

of the “Vanoli Project” data and the understandings generated from that data in a format familiar

to teachers so they incorporate archaeology in their classrooms and fulfill state standards.

History of the Vanoli Block

Mining plays a large role in the history of Colorado, especially with the insurgence of miners

in the territory in 1859 (Crum 1962:24). As miners pushed through the Rocky Mountains,

mining became the impetus for Euroamerican settlement in the San Juan Mountain region and

dominated the economy in that area to varying degrees until 1991 (US Dept. of Interior 2007:2).

12 | P a g e

Ouray was originally known as Uncompahgre City (Dallas 1985:149) until residents renamed

it for the Ute chief (Henderson 1926:24). The first plot for the town was submitted in 1875, and

the town was incorporated on September 19, 1876 (Gregory 1995). The United States

government removed the Tabegauche – Uncompahgre Utes completely from the Uncompahgre

Valley in 1881 (Baker 2004). Otto Mears granted access to the region when he built a toll road

from Saguache through Gunnison and Montrose into Ouray in 1877, as well as several other

important wagon car roads through the San Juans (Crum 1962:69). In 1882, The Denver and Rio

Grande Railroad reached the San Juan Mountain region (Mackell 2004:87) and by 1887, it ran

from Montrose to Ouray (Crum 1962).

In the late-nineteenth century, Ouray had about a hundred girls working in its red-light

district which included the Temple of Music, the Bon Ton, the Bird Cage, the Monte Carlo, the

Clipper, the Morning Star, and the Club (Mackell 2004:103). Situated on Second Street,

between Seventh and Eighth Avenues (Gregory 1982:2) “[u]nder incandescent lamps and arc

lights of Ouray, miners made the rounds of the cribs and the parlor houses, such as the Bon Ton

and the Clipper, the thirty saloons, and the many gambling halls” (Dallas 1985:147). The red-

light district also included the infamous “Vanoli Block” or “Block 8” between Eighth and Ninth

Avenues, owned and operated by Italian immigrant brothers, John and Dominick Vanoli

(Horobik 2012). The establishments included the Gold Belt Theater and attached cribs, 220

Club, a restaurant, two saloons including the Roma, a Chinese laundry, and a livery stable

(Hoffman et al. [no date]).

The Vanoli brothers started acquiring lots in Ouray in 1884 and also had properties in Red

Mountain, Telluride, and Salt Lake City (Hoffman et al. [no date]). John Vanoli first bought the

Grand Pacific Hotel which would become the 220 Club. Popular names for the 220 included the

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220 dance hall, boarding house, bunk house, and dive. Prior to John’s purchase of the property,

the Grand Pacific Hotel had a reputation for violence, and the situation did not get much better

(Hoffman et al. [no date]; Gregory 1995). A fiddler from the 220 Dance House shot “his girl” in

1887. John Vanoli shot and killed a mule driver at the “220” in 1888, then shot and wounded a

patron involved in dispute at the Gold Belt in 1895 (Gregory 1982; 1995).

John Vanoli died in Oakland, California in 1895, reportedly of a heart attack (Gregory 1995).

Rumor has it that he may have been suffering from syphilis, and actually committed suicide.

The red-light district would continue to operate until the time of prohibition around 1916. After

John and Dominick died, Dominick’s daughters, Minnie and Mary, remained on the property

until their own deaths in the 1960s. Minnie resided in the 220 and kept it in pristine condition

and ready to open at any moment until her age made it difficult to keep up the establishment

(Kate Schwerin, personal communication, January 2012). Mary lived in the Roma Saloon. She

was declared insane in 1920 and spent two stints in the Pueblo Insane Asylum (Gregory 1995).

Speculations of the cause for Mary’s mental state and Minnie’s interactions with town officials

are in many ways tragic (Kate Schwerin, personal communication, January 2012). Mary and

Minnie’s deaths and the subsequent demolition of the buildings they lived in marked the close of

a colorful and intriguing chapter in Ouray’s history.

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Figure 2: Vanoli Family Tree described by Kate Schwerin (great-great granddaughter of

Dominick Vanoli)

Archaeology of the Vanoli Block

Steven Baker of Centuries Research, Inc. in Montrose, Colorado, excavated the Vanoli Site

(5OR30) as a salvage project when the town of Ouray slated the buildings to be demolished

(Baker et al. 2007). From 1970 to 1981, Baker excavated the site pro-bono over four field

seasons with breaks in between for documentary research, oral history interviews, and

preliminary laboratory analysis (Horobik 2011). In 2009, Mr. Baker lent the collection to

Colorado State University to complete analysis and stabilize the collection originally estimated at

100,000 artifacts (Horobik 2011). Dr. Mary Van Buren is the current project director with

Stephen Sherman as the lab director and database developer. In the spring 2013 semester,

personnel working on the Vanoli Project included three paid graduate students (Rebecca Simon,

Kristy Griffin, and Virginia Clifton), two work-study positions (Debra McCarthy and Geneva

15 | P a g e

Mueller), and four practicum students (Zane Bamesberger, Marie Kendall, Jerry Smith, and Erin

Zock). Work continues on the project with Dr. Van Buren, Mr. Sherman, Mr. Baker, graduate

student, Kristy Griffin, and Kristi Gensmer of Centennial Archaeology, Inc.

Preliminary work on the Vanoli collection showed that its size and diversity lends itself to

the standard pattern analyses described by South (1978) and demonstrated by Baker, Smith, and

Sullenberger-Fry (2007), as well as Blee (1991; also see Spude 2005). Blee (1991; Spude 2005)

suggested a typology for Euroamerican refuse areas and used 5OR30 as a type site for brothels.

The archaeological contributions of the site have shifted slightly since 2009. Bottle glass,

ceramic housewares, and construction debris are the dominant artifact types. The people living,

working, and visiting the Vanoli Block were generally working class citizens (Gensmer 2012).

Research coming out of the “Vanoli Project” includes the topics of diversity, racism, social

networking, gender identity and masculinity, economics, people’s sense of privacy, diet, the

“Victorian West”, and formation processes (Baker et al. 2007; Horobik 2011; Gensmer 2012;

Knee 2012).

Funding for the Vanoli Project comes in part from the State Historical Fund with that funding

scheduled to end within the next year. The official repository of the collection is the Museum of

Western Colorado (MWC) in Grand Junction. All curatorial procedures follow the museum’s

Curation Requirements for Cultural Resource Management Collections. Although this is not a

CRM project, the requirements provide guidance and will help the transition of the collection

from CSU to MWC. By the end of the fall 2013 semester, the Vanoli Project has 59,481 artifacts

and faunal specimens entered. As of November 2013, Operations 3, 4, 8, 18, and 19 were data

checked and processed for curation.

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Archaeological Education

Preparing children for life in the 21st century is a formidable task. Classroom

teachers are looking for new and different ways to stimulate the jaded

imaginations of upward of 40 ten-year-olds at a time. Just about everyone finds

archaeology intriguing; most students are turned on by the very idea. One of

archaeology’s most attractive features for the educator is that it can be a vehicle to

teach other subjects. In marketing terminology, this is the ‘hook” (Smardz

1997:104).

In order to properly create materials to be used by teachers, one must understand basic

education philosophy. The development of TBG used a combination of Progressivism, which

stresses democratic and social living, and Reconstructionism, which hopes to improve and

reconstruct society, create change, and spark social reform (Ornstein and Hunkins 1993:2).

Following these philosophical frameworks, TBG loosely aligns with Instructional pedagogy

which stresses an interaction between the teacher and student as opposed to the teacher’s

presentation. The idea is to create understanding through the teacher-student relationship

(Glatthorn, Boschee, and Whitehead 2006). Instead of developing a curriculum shaped around

well-organized slide shows and appropriate reading assignments, the focus with instructional

pedagogy places more weight on prompts and guidance. The teacher creates an environment

where students can explore and learn at their own pace (to a certain extent) while still conveying

the same points a PowerPoint presentation would provide.

Another educational theory that TBG incorporates is “place-based” education. Place-based

education is the process of using the local community and environment to teach concepts in

school (Sobel 2004:7 in Knapp 2008:7). Place-based education focuses on hand-on activities

and real-world experiences, two concepts stressed in current national curricula and doable

through archaeology. While “buzz” around this concept increased in recent years, place-based

education or “environmental education” is not really new; all education used to basically follow

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this structure when local school teachers determined what to teach and programs like

apprenticeships taught a trade (Gruenewald and Smith 2008a:1). Educational theorists, John

Dewey and William Heard Kilpatrick, encouraged it, but focus on standardization pushed it to

the side (Gruenewald and Smith 2008a). Nonetheless, the benefits of place-based education are

not lost in a world of standardization. TBG is also an example of the “professional

development” that advocates of place-based education call for to make programs with these

goals more common (Gruenewald and Smith 2008b:348).

With the educational theories in place, TBG needed the educational model to be accessible

for the target audience, teachers and students. Project Archaeology used the curriculum model,

Understanding by Design by Wiggins and McTighe (1998) when developing Investigating

Shelter (Letts and Moe 2009). Understanding by Design (UbD) is an approach to curriculum

development focused on inquiry, transfer learning, making sense of discrete facts and skills and

“big ideas” of content. Wiggins and McTighe (2005) also suggest that curriculum developers

need to address misconceptions at the start in order to diminish their effect on the learning

environment. The UbD approach also includes a backward design process where curriculum

developers need to recognize what students need to achieve first, so that educators may meet

standards without sacrificing greater educational goals (Wiggins and McTighe 2005). This

process breaks down into three steps:

1. Identify desired results

2. Determine acceptable evidence

3. Plan learning experiences and instruction.

Finally, Wiggins and McTighe (2005) suggest six facets of understanding for which

educators should strive:

1. Explanation: “Sophisticated and apt theories and illustrations, which provide

knowledgeable and justified accounts of events, actions and ideas”

2. Interpretation: “Interpretations, narratives, and translations that provide meaning”

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3. Application: “Ability to use knowledge effectively in new situations and diverse,

realistic contexts”

4. Perspective: “Critical and insightful points of view”

5. Empathy: “The ability to get inside another person’s feeling and worldview”

6. Self-knowledge: “The wisdom to know one’s ignorance and how one’s patterns of

thought and action inform as well as prejudice understanding”

These facets overlap with the time honored approach of Bloom’s Taxonomy revised in 2001:

Create (Synthesis): Organizing parts together into a new whole

Evaluate (Evaluation): The judgment and evaluations of characters, actions, outcome,

etc., for personal reflection and understanding

Analyze (Analysis): Breaking down information into parts and making comparisons

Understand (Comprehension): An understanding of what was read or learned

Remember (Knowledge): Remembering or recognizing previously learned information

(Letts and Moe 2009: Appendix 2)

PA’s Investigating Shelter combined the UbD model with the learning cycle developed by

Brooks and Brooks (1993 in Letts and Moe 2009). In this cycle, teachers guide students through

a process in which they “Uncover Prior Knowledge” by relating the topics and inquiry to their

lives today, “Discover New Knowledge” through activities and lessons with new content,

“Reflect on New Knowledge” by showing connections between what they already knew and

what they just learned, and finally by completing an “Assessment” where students demonstrate

mastery in their new skills and concepts (Brooks and Brooks 1993 in Letts and Moe 2009).

These models and theories also structure the educational framework for TBG.

Common Core State Standards

At the time of Investigating Shelter’s development, No Child Left Behind and the emphasis

on scholastic standards nation-wide was in full force. In recent years, the United States

embraced another reform in national education. The Council of Chief State School Officers

(CCSSO) and National Governors Associate Center for Best Practices (BGA) developed the

Common Core of State Standards Initiative (CCSSI) in 2010 (CCSSI 2012). Forty-five states

(including Colorado), the District of Columbia, four territories, and the Department of Defense

19 | P a g e

Education Activity adopted this new curriculum. The goal of the CCSSI is to produce a set of

clear standards detailing what students should be learning, while making the standards robust and

relevant to the real-world. The result will be “college and job-ready students” equipped with the

skills for life in a global economy (CCSSI 2012). At the 2013 Project Archaeology Coordinators

Meeting that took place at the Society for American Archaeology Annual Meeting, Dr. Moe

presented a correlation of the CCSSI fourth grade English and Language Art (ELA) standards

with the lessons of Investigating Shelter. Attendees discussed the correlation and a revised

version is available on the PA website. PA coordinators determined that Investigating Shelter

aligned with a great number of the standards, especially Lesson 8 where students investigate a

recorded archaeological site and discuss concepts of shelter, culture, and site formation. All but

two standards align with the activities in this lesson. The majority of the standards with which

Investigating Shelter aligns involve reading non-traditional texts and research (PA 2013b).

Colorado Department of Education Standards Correlation

Before the adoption of CCSS, the State Board of Education in Colorado already took steps to

better the overall education of our children. In 2008, the State Senate passed Bill 08-212,

“Colorado’s Achievement Plan for Kids,” which created new “rigorous standards” for schools

(CDE 2013). As a result, by 2009 the Board developed and adopted the new Colorado Academic

Standards for all subjects including social studies, science, and the fine arts. In 2010, the CCSSI

asked Colorado to review the new standards. During this process, the state board also conducted

a study to see how the Colorado standards aligned with CCSSI. The study showed close

alignment and thus adjusted the Colorado standards to include CCSSI while retaining Colorado’s

“unique” features (CDE 2013). The new standards took effect in 2011-2012 (Augé 2010) and

full implementation of CCSSI came into effect in 2013-2014 (CDE 2013; CCSSI 2012).

20 | P a g e

Aligning materials to standards is an important step to making archaeology education efforts

successful. Pam Wheat, an education leader of the Texas Historical Society once noted that

archaeology provides an environment for teaching the diverse skill set encouraged by the new

standards, even in regards to the fine arts (Wheat 1990:2). The public outreach efforts of many

archaeologists have had great success with aligning with standards for history and inquiry based

curricula because archaeological sites are tangible places to explore the “traditions, the

experiences, ideas, and controversies, of our past” (Patrick 1993:8). The development of TBG

considered the CDE fourth grade standards for Social Studies, Math, Reading, Writing, and

Communicating (RWC), and Science. TBG aligns closest to the Social Studies standards, but

includes several Math and RWC standards. The Science standards are fairly content based with

specific concepts in geology, biology, and physics that a unit using a historic entertainment

complex simply could not fulfill.

Below is the template for the new CDE standards (CDE Social Studies 2009; CDE Math

2010; CDE RWC 2010). With every subject and every standard, there is a series of “inquiry

questions” that guide the teacher to fulfill the curriculum. The fourth grade social studies

questions guided the development of TBG in a similar fashion to a research design guiding an

archaeological project. Data from the Vanoli Project in addition to data from the excavations at

the Second Los Pinos Agency (Baker 2004) and monitoring at the Courthouse (Horn 2008) (see

discussion of the Final Assessment for more details) suggest answers to the CDE inquiry

questions. Five of the questions are related to all three sites (see Table 3).

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Table 2: Template for Colorado Academic Standards provided by the Colorado Department of Education

STANDARDS TEMPLATE

Content Area: NAME OF CONTENT AREA Standard: The topical organization of an academic content area.

Prepared Graduates:

The P-12 concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting

High School and Grade Level Expectations

Concepts and skills students master:

Grade Level Expectation: High Schools: The articulation of the concepts and skills of a standard that indicates a student is making progress toward being a prepared graduate.

Grade Level Expectations: The articulation, at each grade level, of the concepts and skills of a standard that indicates a student is making progress toward being ready for high school.

What do students need to know?

Evidence Outcomes 21st Century Skills and Readiness Competencies

Students can:

Evidence outcomes are the indication that a student is meeting an

expectation at the mastery level.

How do we know that a student can do it?

Inquiry Questions:

Sample questions intended to promote deeper thinking, reflection and refined understandings precisely related to the grade level expectation.

Relevance and Application:

Examples of how the grade level expectation is applied at home, on the job or in a real-world, relevant context.

Nature of the Discipline: The characteristics and viewpoint one keeps as a result of mastering the

grade level expectation.

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Table 3: Correlation of CDE Inquiry Questions with Data from Ouray County sites

CDE 4th Grade History Inquiry Questions Vanoli Los Pinos Courthouse

How have past events influenced present day Colorado and

the Rocky Mountain region? x x x

Why is it important to know the sequence of events and

people in Colorado history? x x x

How can primary sources help us learn about the past or

create more questions about our state’s history? x x x

What social and economic decisions caused people to locate

in various regions of Colorado? x x

In what ways have geographic, economic, cultural, and

technological changes influenced Colorado today? x x x

Why did people of various cultures migrate to and settle in

Colorado? x x

To what extent have unity and diversity shaped Colorado? x x

How have various individuals, groups, and ideas affected

the development of Colorado? x x x

As TBG is a unit focusing on Colorado history, certain key past events are highlighted such

as the Colorado Gold Rush, creation of reservations and Indian Removal, as well as the Denver

& Rio Grande Railroad reaching the San Juan Mountains. In addition to knowing what

happened, understanding the past includes the sequence those events occurred. The sequence of

events is particularly important for understanding these archaeological sites. For instance, the

last of the Ute people were removed in 1881. The presence of what resembles a flint knapped

piece of glass could easily be misinterpreted as being evidence for Native Americans on the

Vanoli Block, yet understanding the sequence of Indian Removal provides the evidence to

suggest that the glass is the result of more recent events or formation processes, such as a donkey

stepping on a piece of glass.

All three of these sites are considered “historic” in regards to the Colorado Context (Cassells

2007), and as such have related documents that provide details to the story being told such as

23 | P a g e

census listings, memoirs, plot plans, etc. Looking at the geographic, economic, cultural, and

technological data from the sites, archaeologists can demonstrate the riches that the Fifty-Niners

hoped for as they crossed the “Contested Plains” (West 1998) and how the reality did not always

glimmer of gold. These archaeological sites are linked to specific people and ideas illustrating

how a successful businessman like John Vanoli can shoot two different people and have the

mayor ask for a letter of pardon (Gregory 1995) and how “Victorian era” sites do not necessitate

strict Victorian culture (Baker et al. 2007), or how despite the many efforts of Chief Ouray to

make peace amongst his people and encroachers, the expansion of Euroamerican settlers

thoroughly disrupted and changed the traditional way of life of Native Americans across the

country (Baker 2004; Gregory 1995).

The history inquiry questions should sound familiar to archaeologists in the United States.

One of the most important tasks of a CRM archaeologist is to determine the eligibility of sites for

the National Register of Historic Places. Sites that are considered for evaluation are those:

a. That are associated with events that have made a significant

contribution to the broad patterns of our history; or

b. That are associated with the lives of significant persons in or

past; or

c. That embody the distinctive characteristics of a type, period, or

method of construction, or that represent the work of a master,

or that possess high artistic values, or that represent a

significant and distinguishable entity whose components may

lack individual distinction; or

d. That have yielded or may be likely to yield, information

important in history or prehistory.

(NPS 1997)

The criteria vaguely resemble the CDE inquiry questions, or maybe more appropriately, the

CDE inquiry questions resemble the criteria. Either way, there is a link between what North

American archaeologists believe to be “significant” about archaeological sites and what the

Colorado Department of Education wants students to ask about the past.

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Another one of the goals for this project was to address as many standards in as many

subjects as possible. At least one activity addresses every social studies standard except for “The

origins, structure, and functions of the Colorado government” as the data from the three sites did

not directly address this topic. The mathematics alignment is primarily the result of data

collection and analysis in the unit. Finally, similarly to Investigating Shelter closely aligning

with the ELA CCSSI standards, TBG stresses research and inquiry skills found in the Reading,

Writing, and Communicating standards. Tables 4-6 show which standards TBG fulfills.

Table 4: Correlation of Fourth Grade Social Studies standards with TBG

Social Studies Teaching with Broken Glass Lessons

Standard Grade Level Expectation Intro 1 2 3 FA

History 1. Organize a sequence of events to

understand the concepts of chronology

and cause and effect in the history of

Colorado

x x

2. The historical eras, individuals, groups,

ideas, and themes in Colorado history and

their relationships to key events in the

United States

x x x x

Geography 1. Use several types of geographic tools to

answer questions about the geography of

Colorado

x x x x

2. Connections within and across human

and physical systems are developed

x x x

Economics 1. People responded to positive and

negative incentives

x x x

2. The relationship between choice and

opportunity cost (PFL)

x x x x x

Civics 1. Analyze and debate multiple

perspectives on an issue

x

2. The origins, structure, and functions of

the Colorado government

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Table 5: Correlation of Fourth Grade Mathematics standards with TBG

Mathematics Teaching with Broken Glass Lessons

Standard Grade Level Expectation Intro 1 2 3 FA

Number Sense,

Properties, and

Operations

1. The decimal number system to

the hundredths place describes

place value patterns and

relationships that are repeated in

large and small numbers and forms

the foundation for efficient

algorithms

2. Different models and

representations can be used to

compare fractional parts

x

3. Formulate, represent, and use

algorithms to compute with

flexibility, accuracy, and efficiency

Patterns,

Functions, and

Algebraic

Structures

1. Number patterns and

relationships can be represented by

symbols

x x x

Data Analysis,

Statistics, and

Probability

1. Visual displays are used to

represent data

Shape,

Dimension, and

Geometric

Relationships

1. Appropriate measurement tools,

units, and systems are used to

measure different attributes of

objects and time

x x

2. Geometric figures in the plane

and in space are described and

analyzed by their attributes

x

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Table 6: Correlation of Reading, Writing, and Communicating standards with TBG

Reading, Writing and Communicating Teaching with Broken Glass Lessons

Standard Grade Level Expectation Intro 1 2 3 FA

Oral

Expression

and Listening

1. A clear communication plan is

necessary to effectively deliver

and receive information

x

Reading for

All Purposes

1. Comprehension and fluency

matter when reading literary

texts in a fluent way

x x

2. Comprehension and fluency

matter when reading

informational and persuasive

texts in a fluent way

3. Knowledge of complex

orthography (spelling patterns),

morphology (word meanings),

and word relationships to decode

(read) multisyllabic words

contributes to better reading

skills

Writing and

Composition

1. The recursive writing process

is used to create a variety of

literary genres for an intended

audience

x

2. Informational and persuasive

texts use the recursive writing

process

3. Correct sentence formation,

grammar, punctuation,

capitalization, and spelling are

applied to make the meaning

clear to the reader

x x

Research and

Reasoning

1. Comprehending new

information for research is a

process undertaken with

discipline both alone and within

groups

x x x x x

2. Identifying implications,

concepts, and ideas enriches

reasoning skills

x x x x x

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Teaching with Broken Glass Part 2:

The Unit

Unit Structure

TBG consists of three lessons with an introduction and final assessment. Following the

structure of CDE’s new academic standards and Investigating Shelter, each portion of the unit

provides the following:

Relevant Content Areas

What Prepared Graduates will be able to take away from the lesson

CDE Standards with which the piece aligns

Concepts and Skills the student will learn, including Bloom’s Taxonomy and

Facets of Understanding

Objectives or “Big Ideas” related to the lesson including the CDE Evidence

Outcomes

21st Century Skills and Readiness Competencies including Guiding

Questions and Enduring Understandings

Estimated Duration for completion of the section

Appropriate Class Size for the activities

What students will do in regards to the specific steps in the piece

An Assessment Overview of how to determine whether the students grasp the

content and skills

Materials needed for the activities

Steps for Preparing to Teach

Word Bank of relevant vocabulary

Steps to Uncover Prior Knowledge similar to Investigating Shelter

Steps to Discover New Knowledge similar to Investigating Shelter

The Assessment Details to determine understanding

Steps to Reflect on New Knowledge similar to Investigating Shelter

Introduction: Ouray Museum Exhibit Scavenger Hunt (see Appendix A for full Lesson Plans)

The introduction to the unit is a scavenger hunt through the Ouray County Historical Society

Museum. Jenny Hart, the fourth and third grade teacher in Ouray, takes her students on walking

field trips every day for the first two weeks of the year to introduce Ouray history and begin her

social studies unit. Inspired by this use of local resources, the piece takes an activity already

common amongst teachers in the area and gives them the materials to relate it to later activities

28 | P a g e

in the classroom. The items students look for in the museum introduce the people and places

found in TBG. If a future teacher wanted to use TBG, but could not get to the museum, teachers

could guide a similar hunt through media such as books, the web, and other research tools.

Figure 3: “For the mines” 1880-1900. Courtesy of the Denver Public Library, Call Number: X-

12821, Image File: ZZR710012821

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Scavenger Hunt Teacher Key

1. Gold Belt

Theater

What it is called when a mineral continues to emit light after a

fluorescent light is turned off. [Fluorescent Mineral]* 20

2. Ouray Band He opened up the San Juan Mountains by bringing the Denver &

Rio Grande Railroad to Ouray in 1887. [Railroad] 12

3. Bullet hole in the

piano

This held crushed ore to “cook out the impurities” and see if the

miner’s work was paying off. [Assay Office] 8

4. John Vanoli Evalyn Walsh owned this gem. You can find the real one at the

Smithsonian in Washington, D.C. [Walsh-Zanett] 19

5. Chief Ouray This item is where ancient peoples ground corn. [Native

American] 14

6. Chipeta Sometimes things could get a little rowdy on Block 8. [Walsh-

Zanett / Gold Belt Piano] 3

7. Mules In 1893, Thomas Walsh found GOLD here when the price of

silver took a sudden DROP. [Camp Bird Mine Office] 18

8. Crucible This establishment provided miners live entertainment with its

very own band. [Vanoli’s Gold Belt Theatre] 1

9. Iron cart and

track spikes

John Ashenfelter ran a freighting business on Block 8 using these

animals to give miners rides to the mines and haul ore back to

Ouray. [Mercy Mine] 7

10. Ute Native

Americans

Not all miners in Ouray were of American decent. If you were a

miner, you might need to know Spanish, Italian, German,

Swedish, Irish, or Australian in order to understand your co-

workers. [Immigrants and Minorities]

17

11. Los Pinos

Agency

He tried to make peace between his people and American settlers.

[Native American ] 5

12. Otto Mears This rowdy fellow got away with murder. He and his brother

came from Italy. [Vanoli’s Gold Belt Theatre] 4

13. Mano You would want one of these to see the show! [Vanoli’s…] 16

14. Metate Before the radio, John Jerome ran this group so the people of

Ouray could dance [Band Alcove] 2

15. Projectile Point She continued to follow a traditional lifestyle near Colona after

her husband died. [Native American] 6

16. Gold Belt

Theater ticket

This item is used for hunting. [Native American] 15

17. Immigrants Uncompahgre (Tabeguache) Utes lived here before being

forced out to Utah. [Native American] 11

18. Camp Bird Mine These are essential items for transporting ore in hard rock mining.

[Mercy Mine] 9

19. Hope Diamond These people have the longest running history in Colorado.

[Native American] 10

20. Phosphorescence This is how ancient peoples ground corn. [Native American] 13

*[Refer to Ouray County Historical Museum & Research Center Self-Guided Tour Book]

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Lesson 1: Who’s Who in Ouray?

The first official lesson introduces archival research and how to “read” items that are not

standard pieces of literature. Students use excerpts of the 1900 Ouray Census to discover who

was living on the Vanoli Block. They organize place of birth and profession data to answer

questions about the economy and diversity of Ouray. Ouray boasts a great bit of diversity for a

small mining town. Residents present at the turn of the century came from Mexico, various

eastern European countries, China, Italy, and Great Britain, as well as various states in the U.S.

The activity guides students’ conversations about cultural contact, people moving to make a

better life for themselves, and life in Ouray involved more than just mining for gold.

Figure 4: Teachers working through Lesson 1 (D. McCarthy, 9/8/2013)

Lesson 2: Message in the Bottles

After the PA workshop in Broomfield, many teachers followed up in a survey saying they

would prefer to have more “hands on” activities in the sense of having “real artifacts” for their

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students to experience being an archaeologist. Investigating Shelter provides several “cut outs”

with artifacts listed, but no actual artifacts. As a part of the curation agreements made between

Mr. Baker, Dr. Van Buren, and the Museum of the West, non-diagnostic fragments of metal,

glass, and ceramic are discarded after analysis at CSU rather than processing it for the museum.

Taking advantage of the surplus artifacts, TBG includes “teaching kits” with a variety of colored

glass. With these kits, Lesson 2 provides students with hands-on experience with artifact

analysis. A group of students gets a bag of glass to sort and to figure out what types of bottles

are present by matching the colors and finishes in their bag to the seven possible choices taken

from the Vanoli collection. Their worksheets help them organize and discuss the data, followed

by them doing “backwards archaeology” based on what the bottles contained guessing if they

came from the boarding rooms, laundry, saloons, or the variety theater. The teacher then reveals

the number of bottles actually excavated from those areas. The students and teacher discuss the

differences between their data and the Vanoli data as being the result of the amount of context

the students knew and the similarities coming from the insights material culture provides of the

past (e.g. beer and condiment bottles typically come from a saloon and medicine bottles may be

more common by the boarding rooms). This lesson also most closely aligns with the math

standards by having students conceptualize whole artifacts while collecting data from

fragmentary material. This activity also addresses the idea which students are supposed to

understand by the end of fourth grade that numbers have real meaning in life by addressing the

meaning of the weight of the shards versus the number of bottles actually at the site.

The original agenda included a demonstration of this exercise because it is admittedly the

most complex out of the five. Unfortunately, time at the workshop did not allow the

demonstration and consequently the teachers are less comfortable with Lesson 2. The hope is

32 | P a g e

that with revisions and a continued relationship with the teachers, something more meaningful

and accessible can be produced in the future.

Table 7: Number of bottles in each operation that the teacher reveals to the students

Operation Description Color # of Bottles

4 Stone-lined cellar near sheds and

boarding rooms

Amber 10

Aqua 18

Colorless 47

Green (Olive or Wine) 3

Amethyst 5

Green (Light) 7

Blue (Light) 1

Milk 1

8

Privy west of the "Chinese

Laundry" and south of the "O.K.

Livery Stable"

Amber 6

Amethyst 2

Aqua 4

Colorless 5

Green (Light) 5

Green (Olive or Wine) 1

18 Trenching southeast of the Gold

Belt Dance Hall

Amber 53

Amethyst 4

Aqua 29

Colorless 35

Cobalt Blue 3

Green (Olive or Wine) 24

Green (Light) 13

Milk Glass 1

19

Trenching south west of the 220

Dance Hall to the property

boundary shared with Ashenfelters.

Amber 24

Amethyst 4

Aqua 33

Colorless 71

Green (Olive or Wine) 6

Milk Glass 1

Green (Light) 4

Red and Colorless 1

Red 1

Blue (light) 2

33 | P a g e

Figure 5: Vanoli artifacts (5OR30.18D9.4.1.3282 and 5OR30.18B16.4.1.2946) used as possible

bottles in Lesson 2 (D. McCarthy, 9/1/2013)

Figure 6: Sorting glass for Lesson 2 (D. McCarthy, 9/1/2013)

Lesson 3: Maker’s Mark Bingo

The third lesson of TBG speaks heavily to the economic content found in the social studies

standards. Thirty identifiable maker’s marks and pieces of embossing were chosen from the

34 | P a g e

operations related to the Gold Belt Theater (Operation 18) and 220 Dance Hall (Operation 19).

Prior to the in-class activities, students bring in bottles from their homes representing a variety of

products. They find the manufacturing information on the bottles and map where present day

goods found in Ouray originated. The students then play a game of bingo using the maker’s

marks and embossing data from the Vanoli collection. Each student receives a bingo card that

includes a picture of a maker’s mark or piece of embossing with the relevant company, place of

origin, and date range. The teacher reads clues about the marks and when a student covers his or

her board (what is known as a “blackout”), that student maps out the sixteen marks on the same

map as the present day goods to show where the items found on the Vanoli Block originated.

The students compare and contrast the two sets of data and have discussions about geography,

economics, and transportation technology.

Figure 7: Teacher plays Maker’s Mark Bingo (D. McCarthy, 9/8/2013)

35 | P a g e

The marks used in Maker’s Mark bingo do not represent all of the countries or states or

marks found in the Vanoli collection. The sampling criteria for the marks included:

Commercial contexts such as the saloon and theater to represent “where the miners went

to have fun,” but not focusing on places of prostitution

A large enough sample for meaningful discussion and activity

A variety of places both nationally and internationally

Confident manufacturer data

The Vanoli collection includes items from France, Italy, China, and Japan, but as these items

come from other contexts at the site, they were not included. The selection process for Lesson 3

required a balancing act of time for the teacher to play the game, historical accuracy regarding

where the items originated, and contextual understanding of the students (ten year-olds can grasp

what happens in a saloon or a theater, but not necessarily in rooms used for prostitution).

Figure 8: Countries and States represented in Maker’s Mark Bingo

36 | P a g e

Table 8: Vanoli Data used for Maker’s Mark Bingo B

ing

o #

Inte

rna

l #

Ma

rk/E

mb

oss

ing

Des

crip

tio

n

Co

mp

an

y

Ves

sel

Fu

nct

ion

/Co

nte

nts

Ori

gin

Co

un

try

Ori

gin

Reg

ion

Ori

gin

Cit

y

Da

te

Bin

go C

lue

1 5OR30.18A8.4.1.1607

F in hexagon\

10\1050 on

opposite of heel

Fairmont Glass

Works Bottle Beer/Ale (poss) U.S.A. Indiana Indianapolis 1933-1968

This six-sided shape

holds the first letter of

a glass company in

Indiana.

2 5OR30.18B16.4.1.2946

SIDE: E.R. Durkee

& Co. / Salad

Dressing / New

York; BOTT:

April 17 1877 /

Bottle Patented

E.R. Durkee &

Co. Bottle Food/Condiments U.S.A. New York Elmhurst 1877 -1900

British glass

companies used similar

baseball field-looking

marks like this one

from New York.

3 5OR30.18B16.4.1.2951 L W. J. Latchford

Glass Co. Bottle Food/Condiments U.S.A. California Los Angeles 1925-1938

This glass company

was in the city and

state that

HOLLYWOOD is in

today.

4 5OR30.18B4.4.1.2629

SIDE: J. R.

VANCE/ COL.;

BOTT: I G CO

J.R. Vance Bottle Soda water U.S.A. Colorado Salida 1884-1886

The name of the town

in Colorado that this

soda company was in

means "Exit" in

Spanish.

5 5OR30.19B8.3.2.1522

…LOR, & Co.,

England A crest

encircled with a

stalk of wheat

Mellor, Taylor

& Co.

Unknown

(poss

plate)

food preparation

and consumption England Staffordshire Burslem 1880-1904

Pottery companies

sometimes had

different marks over

the years. This one in

Burslem has wheat and

a shield.

6 5OR30.18D7.4.1.3381 COLO / G.W.CO. Colorado Glass

Works Bottle Unknown U.S.A. Colorado Golden 1887-1888

Before there was

Coors or the School of

Mines, this glass

company used this

mark from 1887-1888.

7 5OR30.18D7.4.1.3341 L G Co / 23

Louisville

Kentucky

Glass Works

Bottle Beer/Ale U.S.A. Kentucky Louisville ca 1880

A famous horse race

happens every year in

the southern city of

this glass company.

8 5OR30.18D9.4.1.3282

SIDE: DR. C.J.

WEATHERBY /

KANSAS CITY,

MO.; BOTT: W.

T. & CO.

Dr. C.J.

Weatherby Bottle Medicine U.S.A. New Jersey Millville 1857-1901

A glass company in

New Jersey made this

bright bottle for a

doctor in Missouri.

37 | P a g e

Bin

go #

Inte

rna

l #

Ma

rk/E

mb

oss

ing

Des

crip

tio

n

Co

mp

an

y

Ves

sel

Fu

nct

ion

/Co

nte

nts

Ori

gin

Co

un

try

Ori

gin

Reg

ion

Ori

gin

Cit

y

Da

te

Bin

go C

lue

9 5OR30.19B8.4.1.4397

SIDE:

Chesebrough MFG

Co; BOTT: I or 1

on base

Chesebrough

MFG Co. Bottle Vaseline U.S.A. New Jersey Peth Amboy 1880-1900

The name of this

company sounds like it

would make cheese,

but it actually made an

oily product we

sometimes use on our

lips.

10 5OR30.19E1.4.1.1709 C L [G] CO/ K

Carr-Lowrey

Glass

Company

Bottle Medicine (poss) U.S.A. Maryland Baltimore 1889-1920

While this bottle is

colorless, the company

in Baltimore that made

it actually was known

for making many

perfume and other

cosmetic bottles in

beautiful shades of

color such as teal and

turquoise.

11 5OR30.19F2.4.1.1918

CARTER'S/7

½/MADE

IN/U.S.A.

Carter’s Ink

Company Bottle Ink U.S.A. Massachusetts Cambridge 1858-1910

If you would like to

write a letter, you

would buy a bottle of

this.

12 5OR30.19F4.4.1.1941 W.T. & CO./… Whitall Tatum

& Co. Bottle Toiletry U.S.A. New Jersey Millville 1857-1901

This group could have

stared on the "Jersey

Shore" if the show

existed from 1857-

1901.

13 5OR30.19G1.4.1.1981 Diamond Diamond Glass

Co. Bottle Medicine Canada Quebec Montreal

1891-1913;

1885-1990

This bottle came from

our neighbor to the

north, eh.

14 5OR30.19G1.4.1.1986 FHCW/1 Frederick Heitz

Glass works Bottle Beer/Ale (poss) U.S.A. Missouri St. Louis 1883-1896

"Freddy's" mark from

1883-1896

15 5OR30.19G1.4.1.1987

SIDE:

(Scott's/Emulsion)

Sides Read: (Cod

Liver Oil) (With

Lime & Soda);

BOTT: I [I]

Scott’s

Emulsion Bottle Medicine U.S.A. New York New York post 1876

This cod liver oil

remedy was developed

to have a less harsh

taste and produced in

the "Big Apple".

16 5OR30.19F2.4.1.1902 R & CO Reed &

Company Bottle

Unknown (Soda

water poss) U.S.A. Ohio Massillon 1881-1904

This company made

mainly beer bottles in

Massillon, OH.

38 | P a g e

Bin

go #

Inte

rna

l #

Ma

rk/E

mb

oss

ing

Des

crip

tio

n

Co

mp

an

y

Ves

sel

Fu

nct

ion

/Co

nte

nts

Ori

gin

Co

un

try

Ori

gin

Reg

ion

Ori

gin

Cit

y

Da

te

Bin

go C

lue

17 5OR30.19G4.4.1.2025 C.C.G.Co/3 Colorado City

Glass Co Bottle Beer/Ale U.S.A. Colorado

Colorado

City 1888-1894

This company in

Colorado shares its

name with its city.

18 5OR30.19G5.4.1.4401 DOC/12 D.O.

Cunningham Bottle Beer/Ale (poss) U.S.A. Pennsylvania Pittsburgh 1880-1931

While this city is

known for the

"Steelers", this

company also made

bottles from 1880-

1931.

19 5OR30.18A1.3.2.318

Warranted Stone

China / Mellor,

Taylor & Co. /

England' with

royal English

shield wrapped in

wreath

Mellor, Taylor

& Co. Bowl

food preparation

and consumption England Staffordshire Burslem 1880-1904

This British Company

"warranted" china

from 1880-1904.

20 5OR30.19B5.3.2.1501

partial, wing with

curve underneath:

Homer Laughlin

China Co.

Homer

Laughlin China

Co.

Plate food preparation

and consumption U.S.A Ohio

East

Liverpool ca. 1900

This broken wing is no

"Laughlin" matter.

21 5OR30.19B6.3.2.1512

partial: lion and

shield…

[WARRANT]ED

…/...H.

ALCO[COCK]…/.

..ENGL[AND]…

Henry Alcock

and Co. Unknown

food preparation

and consumption England Staffordshire Cobridge 1861-1910

The kind of the jungle

marked this pottery

from 1861-1910.

22 5OR30.19E12.3.2.1730

Eagle over a lion;

PREMIUM

STONE CHINA/

HOMER

LAUGHLIN

Homer

Laughlin Unknown

food preparation

and consumption U.S.A Ohio

East

Liverpool 1877-1900

In East Liverpool, the

eagle conquers the

lion.

23 5OR30.19E12.3.2.1752

royal arms with

part of shield,

banner, unicorn,

and lettering

[WARRA]NTED

American

China Co. Unknown

food preparation

and consumption U.S.A. Ohio Toronto 1894-1910

China made in

America from 1894-

1910.

39 | P a g e

Bin

go #

Inte

rna

l #

Ma

rk/E

mb

oss

ing

Des

crip

tio

n

Co

mp

an

y

Ves

sel

Fu

nct

ion

/Co

nte

nts

Ori

gin

Co

un

try

Ori

gin

Reg

ion

Ori

gin

Cit

y

Da

te

Bin

go C

lue

24 5OR30.19E9.3.2.1487

ROYAL

IRONSTONE

CHINA/image of

royal crest with

writing in

Latin/JOHNSON

BROS/ENGLAND

Johnson Bros Plate food preparation

and consumption England Staffordshire Hanley 1883-1913

These brothers made

ironstone china in

Hanley, England.

25 5OR30.19E9.3.2.1717

…TED

(WARRANTED)

with part of a

shield

Knowles,

Taylor, &

Knowles Co.

Shallow

Bowl

food preparation

and consumption U.S.A Ohio

East

Liverpool 1890-1907

KTK is not a new

texting term, but the

initials of a pottery

company in Ohio.

26 5OR30.19E9.3.2.1718

bottom of a royal

crest with lettering:

…

MEAKI[N]/…WO

OD WORKS…/

[HA]NLEY,

ENGLAND.

J & G Meakin

(LTD.) Unknown

food preparation

and consumption England Staffordshire Hanley 1890-present

You can still see today

this mark for a

WedgWOOD group

potter from Hanley,

England.

27 5OR30.19F2.3.2.1607

green lion with

lettering, W.H.

GRI[N]…/ENG…

W. H. Grindley

& Co. Unknown

food preparation

and consumption England Staffordshire Tunstall 1891-1925

From 1891 to 1925

you could find bowls

with the "Grindley

Lion".

28 5OR30.18D10.4.1.3472

SIDE: …HAT

EACH CORK IS

BRAND…/

CANTRE…

…CHRANE;

BOTT: DUBLIN

& BELFAST

Cantrell &

Cochrane

Torpedo

Bottle Soda water Ireland Dublin Dublin 1866-1910

This soda bottle didn't

have a shamrock on it

but it could have from

1866-1910.

29 5OR30.19F4.3.2.1640

green printed

HOMER

LAUGHLIN/

HOTEL

Homer

Laughlin China

Co.

Plate food preparation

and consumption U.S.A Ohio

East

Liverpool 1901-1915

When you went a trip

from 1901-1915, you

might see this mark on

the bottom of bowls at

your Hotel.

30 5OR30.19F6.3.2.1662

lettering

impressed,

GREENWOOD

CHINA/

TRENTON, N.J.

Greenwood

Pottery Co. Pan

food preparation

and consumption U.S.A. New Jersey Trenton 1904-1933

From 1904 to 1933,

this company kept it

simple and just put its

name on the bottom.

40 | P a g e

Figure 9: Map comparing modern-day goods traveling to Ouray versus Vanoli era goods created

during Teacher Workshop in Ouray, CO, September 8, 2013. Consequently, the trends are very

similar, but the exercise also prompts discussion about technological changes throughout history.

Final Assessment: Ouray County Archaeology Symposium

The final assessment attempts to bring the unit full circle. The “big picture” that TBG

presents is Colorado history, not “Vanoli history.” Therefore, data from other sites in the region

41 | P a g e

slightly expand the unit temporally as well as geographically. The Second Los Pinos Agency

and the Ouray County Courthouse overlap the Vanoli site in regards to the types of artifacts, but

together they make a timeline of sorts for the development of the Uncompahgre Valley which

could arguably be used as a proxy for the development of the state of Colorado proper. The

story begins at the Second Los Pinos Agency with the cultural clash and injustice brought upon

Native Americans by the initiation of the reservation system and eventual removal of the Ute

people from the valley. Then narrative continues at the Vanoli Block showing how of people

Ouray lived about a century ago. Finally, the Courthouse excavations and timeline correlate

Ouray’s “history” with Colorado’s “history” as a whole (e.g. Ouray was incorporated in 1876; a

month after Colorado became a state).

In 2003, Steven Baker excavated the site of the Second Los Pinos Agency which housed the

Tabegauche – Uncompahgre Ute Band from 1875 until the United States Government forced

them to Utah in the fall of 1881 (Baker 2004). Remains of the site rest along the west bank of

the Uncompahgre River. The archaeologists excavated the west and east portions of the site with

the delineator being present day Highway 550. The west portion originally included the home

and office of the agent, a root cellar, and a storehouse. The east portion of the site is understood

to have the majority of the structures (eleven in total) including a mess house, living quarters for

agency staff, the post office, and the doctor’s house. Baker (2004) and his crew did not find

many of the building remains except a few foundations, scraps of wood, and miscellaneous

metal. Disturbance to the site since 1881 includes the establishment of the Denver and Rio

Grande Railroad and the development of pasture land for the general area (Baker 2004). The

Los Pinos excavations were part of the larger Uncompahgre Valley Ute Project “Old Agency

Initiative” in which Baker evaluated whether resources in the region were eligible for listing on

42 | P a g e

the National Register of Historic Places as traditional cultural properties (Baker 2004:1-1). The

agency represents American “frontier” sites with high levels of cultural contact and as a

predecessor to the Victorian era mining towns throughout the West (Baker et al 2007; Baker

2004:9 – 4-5).

Archaeologists from Alpine Archaeological Consultants, Inc. monitored the renovation of the

Ouray County Courthouse (5OR585.22) in 2007 and 2008 (Horn 2008). Francis P. Carney, an

Irish immigrant, built the Courthouse in 1888. Carney was known for his commitment to

stonemasonry as well as public service (Gregory 1997:11-13). Fire was a constant problem for

the structure which experienced damage from two including one in 1898 (Horn 2008). When the

town constructed the courthouse, witnesses placed a time capsule beneath one of the corner

stones and archaeologists thought the disturbance would reveal the capsule (Horn 2008). Ground

disturbance during renovation affected the eastern wall and did not reveal the time capsule, thus

the conclusion is that the capsule must be at the northwest or southwest corner of the building.

The mixed deposits exposed during renovation contained materials that date as early as the 1880s

and as late as the 1960s and 1970s. Horn (2008) explained the variety and presence of certain

artifacts using pattern analysis such as the faunal remains reflecting that the inmates and possibly

the jailer ate low-priced cuts of meat with some wild game, and the presence of writing utensils

and ink represented the massive amounts of record keeping done at a courthouse.

The students break into three groups. Each group receives a map, overview document,

artifact list, and graphic organizer for one of the three sites (Vanoli Block, Courthouse, and Los

Pinos). Within the groups, students assign a presenter (who shares the data with the rest of the

class) and recorder (who keeps track of important dates and information during the activity).

Students refer to the questions they made after the scavenger hunt about what they want to learn

43 | P a g e

about Colorado history with the teacher encouraging them to think “big picture” (e.g. How did

the lives of the Utes change when miners came to the Uncompahgre Valley? What was it like to

live in a mining town over 100 years ago?).

Students will take turns reading the background information making sure the recorder gets

down the important facts, dates, and information to help the group answer their questions.

Students organize the artifacts from the site into functional groups that relate to their questions

and fill out the questions on their worksheets. With the help of their group, the recorder fills out

a bar graph for the artifacts in functional groups. Each group prepares the presenter to report the

findings of their site and after all three groups present, students identify similarities and

differences between the three sites as well as their lives in the present day. The final assessment

also was not demonstrated to the teachers and as a result they are only minimally are comfortable

with it. Again, hopefully future editions and relations can help make this piece more successful.

Workshop

On September 8, 2013, at the Ouray School, I presented Teaching with Broken Glass as well

as PA’s Investigating Shelter to six Western Slope teachers (two from Ouray, and four from

Montrose) in a workshop with the help of Debra McCarthy (a Colorado State University

graduate). At the workshop each teacher received the following:

Teaching with Broken Glass Draft and accompanying CD with electronic versions of the

documents and background information

Teaching Kit with glass, gloves, and pictures of finishes for use in Lesson 2, as well as

miscellaneous artifacts discarded for use with lessons in Investigating Shelter

Copies of Investigating Shelter and Ancient Colorado, a publication about the prehistoric

cultures in Colorado produced by the CCPA

Monetary stipend

44 | P a g e

I also distributed a collection of reference material that the teachers could share in a

communal library and showed examples of other resources they could acquire that incorporate

archaeology and material culture in their classrooms such as the History Colorado Miner’s

Trunk. The structure of the workshop was similar to those conducted by PA and included

instruction on the themes of the materials, specific standards the activities address, and lesson

demonstrations. The session concluded with a presentation by Debra about bringing

archaeologists into classrooms and a discussion about how to evaluate these types of materials.

Agenda

Sunday, September 8. 9:00 AM – 2:00 PM

9:00-9:30 Introductions and Overview of Workshop

9:30-10:00 Introduction to Project Archaeology

10:00-10:30 Project Archaeology Lesson Demonstration

10:30-11:00 Introduction to “Teaching with Broken Glass” (Becca’s Unit)

11:00-12:00 Unit Lesson Demonstrations

12:00-1:00 Lunch

1:00-2:00 Present additional materials that use archaeological and historical data. Discuss

potential research project to evaluate if using archaeology in schools is teaching what we think it

is teaching. Distribute additional materials, stipends, etc. Good-Bye and Thank You.

45 | P a g e

Figure 10: Presenting information about Project Archaeology at the teacher Workshop in Ouray

(D. McCarthy, 9/8/2013)

Figure 11: Visiting the Vanoli Block and looking at the placard on Main Street showing the

block’s development (D. McCarthy, 9/8/2013)

46 | P a g e

Figure 12: Demonstrating the Warm-up Lesson from Investigating Shelter and showing off a

really good hat (D. McCarthy, 9/8/2013)

Teaching with Broken Glass Part 3:

Assessment and Research

Teacher Response

Generally, feedback from the workshop and TBG is positive. At the workshop, participants

were engaged and interested. A brief survey followed the workshop to gather feedback. Four

teachers completed the survey (See Table 10; Figures 13 and 14). The comments pointed to a

few places of initial concern, in particular the need for a word bank (the original draft had the

words, but no definitions) and clearer pictures. Other commentary included recognizing that

time is always limited, but more time with the actual activities would be helpful. One teacher

said she would use both PA and TBG materials and one said she would possibly use both.

Another teacher said she would definitely use Investigating Shelter and possibly use TBG. The

47 | P a g e

last response from the survey said she would definitely use TBG and possibly use Investigating

Shelter. Most of the teachers completing the survey indicated that they were impressed with the

project and were thankful for the opportunity to participate.

Two teachers gave feedback through email. Jenny Hart, without whom this project would

not be possible because of the energy and excitement she provided, actually started using TBG in

her classroom shortly after the workshop. Her specific feedback can be found in Appendix C.

Generally, she was pleased with the materials and identified troublesome areas along the way.

Lesson 2 (Message in the Bottles) was particularly difficult because there was not time during

the workshop to go through the lesson. Mrs. Hart also noted that the concepts may be too

difficult for fourth grade, despite pulling the ideas from the CDE standards. She also thought

that the jump from one site in particular to all three sites in the final assessment may also be

asking too much of the students. Positive feedback from Mrs. Hart included that the discussions

produced in Lessons 1 and 3 were rich and meaningful with the students coming away with an

understanding of why people came to the region and how that relates to their lives in present day.

Phyllis Fagrelius, the fifth grade teacher in Ouray, also sent email correspondence. She

noted that she probably would not be using TBG because of the fourth grade versus fifth grade

conundrum, but she did indicate that seeing Mrs. Hart’s excitement for the unit was gratifying.

Mrs. Fagrelius has experience with Crow Canyon workshops and lessons, thus was interested in

the PA materials to supplement that experience. She noted at the TBG workshop that she was

particularly interested in the website and database of shelters to use with Investigating Shelter.

48 | P a g e

Table 9: Follow-up survey structure

Question # of

Responses Possible Answers

1. What was the best part of the

workshop? 4 Open ended

2. What improvements do you suggest for

workshops in the future? 3 Open ended

3. Do you plan on using the materials in

your classroom? 4

Investigating Shelter definitely

Investigating Shelter possibly

Teaching with Broken Glass definitely

Teaching with Broken Glass possibly

Both definitely

Both possibly

Neither definitely

4. In regards to the Colorado State

Standards and Common Core of State

Standards do you think Teaching with

Broken Glass complies with standards

in…

4

Social Studies

Reading & Writing Comprehension

Math

Science

None

Other

5. Undoubtedly, as it is a DRAFT,

Teaching with Broken Glass needs a lot

of editing. What are the top three things

you see from attending the workshop and

your initial review of the materials?

3 three slots for open ended responses

6. Any additional comments? 3 Open ended

49 | P a g e

Table 10: Follow-up survey results (Questions 1, 2, 5, & 6)

Question Responses

1. What was the best part of

the workshop?

A. Collaborating with the other teachers and the great knowledge

of the instructor.

B. Having hands-on materials to learn about archaeology using

the scientific process.

C. All the work you did, getting to touch history. Getting to keep

the kits

D. Doing many of the activities/lessons from Project

Archaeology and Broken Glass curricula. Always helps to have

some experience with the activities before you have to teach the

lessons

2. What improvements do

you suggest for workshops in

the future?

A. Getting outside to do the lessons.

C. I wish we had more time to really do the lessons.

D. More time seems to be what we teachers always want, yet it is

hard to give up lots of time on weekends. . . You covered a lot in

our 5 hours together! It would be very interesting to walk around

the study sites and get a better feel for them. (probably most

helpful to Ouray teachers)

5. Undoubtedly, as it is a

DRAFT, Teaching with

Broken Glass needs a lot of

editing. What are the top

three things you see from

attending the workshop and

your initial review of the

materials?

A. Clearer pictures

B. Page #s are helpful especially when one is to refer to a section

D1. A glossary of terms (word bank) for teacher and student

D2. Census information difficult to read - what are possibilities

of enlarging info in hi-lighted boxes? Having questions on same

page as info is great!

6. Any additional comments?

A. Everything looks great!

C. I have not had time to really review it. I will be teaching the

unit next week, so I'll keep you posted!

D. The Broken Glass activities can be modified to work with

other areas/towns/sites. It would take some research and

connections to local archaeologists to gather artifacts from sites

more specific to Montrose, but the concepts and skills and

objectives addressed in activities are solid.

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Figure 13: Follow-up Survey Results (Question 3)

Figure 14: Follow-up Survey Results (Question 4)

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Future Directions

Colorado is not just the Rocky Mountains. The story of Colorado often starts with

Euroamerican settlers in the 18th

and 19th

centuries coming from the east coast to take advantage

of an untapped land of opportunity. LaBelle (2012) once noted that many people know about

archaeology in the Southwest such as Mesa Verde, but few know of archaeology in the rest of

the state. In the spring of 2013, I completed a semester-long internship with the History

Colorado Center School Programs where I facilitated tours at the museum (see Appendix D).

During the debriefing meeting in June, I made the suggestion to consider geography when

putting together stations for our tours to avoid giving the impression that all of the “really old”

history comes from the Southwest. In each tour, facilitators take groups through four out of a

possible ten stations. I would often find myself with the stations Mesa Verde, Silverton, San

Luis, and Keota. All of these stations are interesting and valuable pieces of the Colorado story,

but I felt the combination presented a skewed version of that story. My biggest fear was that the

students took away a message along the lines of, “People have been in the Four Corners region

for a really long time and did a lot of things, but people were only on the Plains after the

Homestead Act” despite my efforts to throw in extra information and smooth out the story.

During the debriefing, a well-educated volunteer who is also a retired teacher made the

comment, “Well everything happened down there because the east was basically a desert.” If

this volunteer who is facilitating students’ understanding of Colorado history could have such a

misconception of the deep history on the Eastern Plains, then presumably there is concern for the

students misunderstanding also.

The next step would be to create materials like TBG using site data from Colorado’s Eastern

Plains. While looking at any one site may give an incomplete picture, the combination of data,

methods, and resources will help teachers’ efforts to teach Colorado history, geography,

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economics, and civics. The data from sites such as Biscuit Hill (5WL1298) (Day and Eighmy

1998), Lykins Valley (5LR263 and 5LR293) (Newton 2010:78), or the Salt Box Site (5LR201)

(Morris et al. 1983) also address concepts stressed in the CDE’s new standards. In line with the

ideas of place-based education presented earlier, using data from these sites in a similar unit to

TBG may be more successful for classrooms in Greeley or Ault.

As suggested by the educational theories structuring this project, reflection and assessment is

an important part of the learning process (Wiggins and McTighe 2005, Letts and Moe 2009).

One of the new interests of PA is research into the feasibility and success of projects such as

Investigating Shelter and TBG. Jennings and Mills (2009) provide an example of such research

with their collaborative project in South Carolina studying the effects of inquiry discourse at the

elementary level. The project included the collection of video tapes, audio tapes, and student

work coded to identify themes and patterns amongst the interactions between students and

teachers. This approach is called “interactional ethnography” (Jennings and Mills 2009:1590)

and the conclusions were that inquiry discourse facilitates interactions between students and

teachers which create better understandings of topics such as cultural sensitivity as well as the

natural sciences. PA could develop a project where archaeologists, teachers, and assessors

observe the classes being taught using materials such as Investigating Shelter and TBG, and then

evaluate the work of the students to identify patterns of students interacting with each other as

well as archaeological data. This data could then assess whether the PA and materials like it

truly achieve the goal of teaching enduring understandings and not perpetuating the idea that

archaeology involves a fedora and whip.

At the workshop in Ouray, I asked the teachers how they would conduct research to assess

the educational quality of materials like TBG and those produced by PA. The standard “pre- and

53 | P a g e

post-test” was suggested as a possibility. However, one teacher stressed that we should not

evaluate the success of these materials based on quantitative data because inquiry-based and

place-based education are not inherently quantitative. This teacher also suggested that if

someone creates materials that teachers are excited about and comfortable using, then by default

that person improved the educational environment and that is the most important thing.

Gathering data similar to Jennings and Mills (2009) will certainly help assess and hopefully

promote projects such as TBG on a larger scale in the future. For the present, using the logic of a

passionate and experienced teacher, the smiles and positive feedback received thus far suggest

that this project was a success.

The main purpose of Teaching with Broken Glass was to put into action the public outreach

advocated for over twenty years. The Vanoli collection is just one example of the many

archaeological data sets that have the potential to make a difference beyond academia. The

number one reason for cultural resource management is to preserve educational resources for the

general public, yet the actual use of archaeology by educators is the exception, not the norm.

While arguments about who should have access and who is capable of protecting sites linger

even today, archaeology is about people, all people. The most meaningful aspect of this project

was the relationship developed between the archaeologist (me) and the public (the teachers) in a

common cause to educate the future about the past. I hope to continue this relationship and

facilitate networks by working with organizations such as Project Archaeology and the Colorado

Council of Professional Archaeologists. The completion of this project should not be seen as a

conclusion, but rather a stop along the road to creating a learning environment that

archaeologists and fourth graders can share.

54 | P a g e

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Appendix A

Teaching with Broken Glass Lesson Plans

(See Attached Document)

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Appendix B

Initial Surveys

Surveying teachers and archaeologists prior to fully committing the development of TBG

provided insight to the topics that needed to be addressed and procedures necessary for success.

Five teachers and two professional archaeologists participated in the survey. The teacher

responses looked at the current needs in Colorado classrooms, putting special emphasis on help

with science, math, and social studies as the new standards come into place. Most of the teachers

were not familiar with Project Archaeology, but were interested. Two of the teachers in the

initial surveys participated in the TBG workshop in September. The archaeologists’ responses

spoke to the importance of working with school groups and teachers, in addition to how much

fun doing such projects can be. Their responses also provided examples of how professional

archaeologists already interact with the public.

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Archaeology and Education

Initial Survey

J. Hart (teacher)

Please provide answers to the following questions:

1. In what ways has standardization at national and state levels affected your work in the

classroom?

Standards have helped to know what to teach. It has also benefitted our school, by

helping us all to be on the same page. We are all working on using common language to

deliver content so that students see the continuation of their learning from year to year.

2. In what grades does your education system teach state history? Fourth grade

3. Does the current curriculum for state history include archaeology?

Not at this point, but I would love to incorporate that.

4. Are there specific state history topics that you have teach and/or topics that are you

essentially censored from teaching?

Nothing is censored. I really focus on local and regional history and then apply that knowledge to learning

about our state.

5. What type of materials do you have to teach these topics?

I have lots of materials I have gathered over the years. We do lots of local field trips in

the fall (one per day in September, actually). We have biographies of famous Colo

people, written at 3rd

, 4th

grade level. I have lots of history books on our town, region and

state.

6. What resources outside of the classroom have you explored for teaching history?

I pull in lots of local experts in our town to show the kids the living history here. We

collaborate with 4th

graders from Ridgway and Telluride to write a book each year on

local history and landmarks. I created a wiki a few years ago with Telluride, but would

love to find more on line.

7. Have you considered using archaeology as a means to teach subjects other than history?

I have considered it, but need some help, guidance. In the past, I have ordered

archeology kits from Anasazi Heritage Center in Dolores.

8. In what grades does your education system teach map skills? Basic analysis, problem

solving, and inference? Characterization? Basic geologic concepts?

I know 5th

grade does a lot with maps. I do some, but not enough. I think that the

younger grades do some too, but we are not very coordinated on this.

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9. In what subjects are you looking for innovative materials and/or curricula that comply

with national and/or state standards?

Not sure. I do need to redo/ beef up my Colorado studies. I have done a lot of Colorado

history in the past, but I have so much science to teach that I struggle to find a balance for

getting it all in.

10. What are your thoughts on the education legislation such as No Child Left Behind and the

recent waivers to such legislation by the current administration?

Honestly, we have a great school here in Ouray. I don’t worry a whole lot about the big

picture in our nation or even our state. I believe that the new standards are well done and

very helpful. I think the new efforts to evaluate teachers better is great. I think Colorado

is doing a great job of trying to move education forward for our kids.

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Archaeology and Education

Initial Survey

M. Dennis (teacher)

Questions about Project Archaeology:

1. How did you hear about Project Archaeology?

2. What type of Project Archaeology training did you receive?

3. How have you used Project Archaeology training or materials in your classroom?

4. What comments do you have about your Project Archaeology experience?

5. Would you recommend Project Archaeology to other teachers?

And just a few background questions:

1. What grade/subject do you teach?

2. Where do you teach?

3. How long have you been a teacher?

First, I am warning you, teacher or not I am not a writer. I am sure this is horrid and I apologize

ahead of time. I hope this is helpful to you.

I first heard about Project Archaeology though my school district. The announcement was sent

out about an opportunity to take this great class and go on a field trip to Range Creak. I was able

to attend that workshop. We stayed in Range Creek for 3-4 days, cannot remember exactly.

There were several teachers there from Utah as well as Colorado. It was one of the best things I

have ever done and I wish I could go back. There is so much there to see.

We received mostly inquiry training at this workshop, lots and lots of discussion about the

Fremont People as well as the Anasazi and the chance that there were mixed marriages between

the two peoples. I received a lesson plan book and we had different breakout sessions where we

discussed what we could use and how to use it in our classrooms. I also had the opportunity on

this trip to flint nap. I was not successful.

The following year a second opportunity was announced about a workshop for project

archeology only this time it was with a different group at a different location. Of course I asked

if I could attend and ended up at Browns Park. This is where I meet Kelly, Amy and a few other

people that worked for Metcalf at that time. This was where I learned more about the process of

archeology work as well as the thinking process of studying past cultures. It was so amazing. I

learned how to set up a grid, use the scope and find the levels for the grid. I am pretty sure that I

would have to be shone this again but I learned how it is done. We sifted the dirt and used

trowels; got our hands dirty so to speak. Kelly even taught me how to catalog things. We talked

about what to look for, what evidence could be in the ground as well as what you look for on the

surface. Browns Park didn’t produce anything like what I found during my time on Ruby’s

Pipeline but this is where the bug got me. We sat in the evening and looked at artifacts and

discussed possible uses also talking about how the Fremont People lived there in the valley. At

least I think it was Fremont. I cannot remember anymore, the important thing is that I got a real

idea of what it is that an archeologist does and what questions he/she might ask in order to better

understand past people. At this workshop we also got a lesson book on shelters. I use both in my

classroom; this lesson book as well as the one from Range Creek.

Because I teach the history of Utah in my classroom for Social Studies, we look at the past

people of Utah starting from the Paleo People, Archaic, Fremont, Anasazi, then into the current

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five tribe; Navajo, Shoshone, Paiute, Ute, and Goshute. I use the first lesson plan book a lot

because it has great sections on all of these people. I use this lesson book more than my Social

Studies basil the district provides because the information it so much more in depth than my

basil. I also use the extensive pictures that I gathered from both trips to show my students the

evidence of past people; petroglyphs, pictographs, granaries, projectile points, the dig sites

themselves, talking about how they are set up, the process of digging, etc….

Of course I have more pictures now that I have actually worked on a dig and I use them as well.

None of this would have started though if I would not have taken that first trip and workshop at

Range Creek. In fact, I plan on working every summer for as long as I am able. I don’t know that

I could do it all summer, I don’t like the dirt like Amy does, but it is exciting to me to uncover

the past and wonder about who was there and what their life was like. I like to share that

excitement with my students and listen to their thoughts about what they think it was like.

I would recommend this opportunity to any teacher and I have. I wish I could get back to Range

Creek and take my own children there. They now let kids down there, my husband and I saw it

on a cable channel just the other night. I was surprised because they keep the canyon under tight

lock and key. I like to dig and uncover things but I also enjoy looking at the petroglyphs and

pictographs. I show as many pictures of these as I can to my students. I work at a title I school

and a lot of my students don’t get the opportunity to see such things let alone go to a museum.

Besides, this gives me an opportunity to share how to take care of artifacts and what not to do to

them.

Back ground information:

I teach 4th

grade at Fremont Elementary in Sunset, Utah.

This is my fifth year teaching. My first encounter with Project Archeology was during the

summer between my first and second year of teaching.

My husband teaches Sixth grade and he attended both workshops with me. He does not use the

material as extensively as I do because his studies are not on Native Americans, but he does

study ancient civilizations like Rome, Greece, and China. He uses the archeology knowledge that

we have gained on how the digs work and they type of inquiry that takes place when he teaches

about these past civilizations.

If you would like to know about anything else that I can help with or more information about

something I mentioned please let me know. I will try to be more prompt. Again, I am sorry about

being slow.

Good luck,

Marsha Dennis

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Archaeology and Education

Initial Survey

H. Nadiak (teacher)

Please provide answers to the following questions:

1. What grade do you teach and in what school district? 4

th grade, Montrose County School District

2. In what grades does your education system teach state history? Does the current

curriculum for state history include archaeology? Colorado State History is taught in 4

th grade. Archaeology is not specifically focused on in our new standards, but I

could see it being part of the History standards. Standard 1.1 addresses understanding how people view, construct

and interpret history. Standard 1.2 focuses on patterns of change over time and interactions among people and

cultures.

3. Are there specific state history topics that you have to teach and/or topics that are you

essentially censored from teaching? I am to be following the new Colorado State Teaching Standards.

4. What type of materials do you have to teach these topics? Outdated (ancient) Colorado History text books

Internet resources: Discovery Education, personal searches

Occasional guest speakers

TENS (Teaching Environmental Science Naturally) field trip opportunities: Ute Indians, Gold Mining, and

Trappers/Traders are the topics addressed in these trips.

5. What resources outside of the classroom have you explored for teaching history? Local museums: Ute Indian Museum, Montrose Historical Museum, Ft. Uncompaghre, Ouray Historical Museum

These sites all have activities connected to the TENS curriculum

6. Have you considered using archaeology as a means to teach subjects other than history? Looking at the standards archaeology might also address a few of the life science standards (we have a new topic:

fossils), and it may also address some of the geography standards.

7. In what grades does your education system teach map skills? Basic analysis, problem

solving, and inference? Characterization? Basic geologic concepts? Map skills are introduced in Kindergarten and the skills become more sophisticated as students progress to higher

grades. Our new standards have more of a focus on inquiry and application of skills and knowledge.

8. In what subjects are you looking for innovative materials and/or curricula that comply

with national and/or state standards? All subjects could be enhanced with innovative and creative materials and techniques. Social Studies and Science

tend to be high interest areas that can address reading, writing, and math standards in addition to their own

standards.

9. What restraints do you foresee in a teacher’s ability to use non-traditional curricula in the

classroom? There is more and more pressure to teach to tests and assessments and isolated standards. Money for new curricula

and field trips is always a concern (TENS trips are 50% funded for gas and bus costs, students and/or school budget

cover the other half).

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10. What types of incentives are typically used to promote the use of certain materials in

Colorado classrooms? Most of our materials are mandated at the district level (math, reading, science) and come with purchased

materials.

The TENS curricula is specifically for 4th

grade and if you are trained, you are eligible for the 50% funding.

Non-trained teachers may not participate (this is a double edged sword in most cases).

The University of Colorado Museum of Natural History developed and provided a complete Fossil Kit (lesson

plans connected to new standards, fossil specimens, posters) to each of our elementary schools and provided an

afternoon of training for 4th

grade teachers.

The teachers that are interested in the additional opportunities take advantage of them; getting 100%

participation is difficult.

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Archaeology and Education

Initial Survey

P. Sciclari (teacher)

Please provide answers to the following questions:

1. In what ways has standardization at national and state levels affected your work in the

classroom?

Our school adopted the Common Core Standards at the end of last year. We

then spent the summer writing Interim Assessments for language arts and

math. We have administered these tests over the course of this year. This

scheduled, all school testing, has drastically changed our teaching. It has

driven our instruction to match the standards. Every day, every lesson is

focused on these federal standards. In some ways the focus helps our

teaching, on the other hand I do not have the flexibility to use ‘teaching

moments’, those opportunities to use world events, or classroom questions to

go deep on a topic that does not link to a standard.

2. In what grades does your education system teach state history?

We teach Denver history in 3rd grade, and Colorado State history in 4th

grade

3. Does the current curriculum for state history include archaeology?

We don’t have a state wide curriculum for history. We do have standards,

but how we teach the standards is up to the different districts and

individual schools.

4. Are there specific state history topics that you have to teach and/or topics that are you

essentially censored from teaching?

There are no topics that I cannot teach, that I know of.

5. What type of materials do you have to teach these topics?

I was able to order a set of text books called: Rendezvous with Colorado, Nate gave me a

class set of Ancient Colorado, and I helped write a script about the Sand Creek Massacre

that uses primary sources. I also have my kids go to a website called “Doing History,

Keeping the Past” that was created by UNC. This website gives them wonderful pictures

and other primary sources.

6. What resources outside of the classroom have you explored for teaching history?

We have gone to the Colorado History Museum several times, taken a tour of

The Fort, taken a field trip to the Golden History Museum, visited the Plains

Conservation Center, and I have ordered different trunks full of artifacts

and items from the Colorado History Museum. And, of course, last year had

the Metcalf Archeology guys come to our classroom.

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7. Have you considered using archaeology as a means to teach subjects other than history?

I have never considered using archaeology except for teaching history.

8. In what grades does your education system teach map skills? Basic analysis, problem

solving, and inference? Characterization? Basic geologic concepts?

Every grade teaches map skills to some degree. We all seem to start the

year with this unit, as we will use maps in every other unit throughout the

year. Certainly, problem solving and inference is woven into every discipline.

I’m not sure what you mean by characterization. Geology is taught in

science.

9. In what subjects are you looking for innovative materials and/or curricula that comply

with national and/or state standards?

I am always looking for innovative materials in every subject!

10. What are your thoughts on the education legislation such as No Child Left Behind and the

recent waivers to such legislation by the current administration?

In theory, I believe that No Child Left Behind was an important step

forward to insuring that every child has the opportunity for a standard,

quality education. That being said, the way it was administered and funded

did not result in that outcome. I do think it has improved education for

most kids, and it certainly has produced a national dialogue about how kids

learn and what makes an effective teacher. I don’t know much about the

waivers, or what they want to waive…I do think that 2 weeks of TCAP is way

too much time spent testing, taking away valuable learning.

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Archaeology and Education

Initial Survey

R. Elliot (teacher)

Please provide answers to the following questions:

1. What grade do you teach and in what school district?

5th

Grade, Ridgway School District

2. In what grades does your education system teach state history? Does the current

curriculum for state history include archaeology?

4th

Grade, Current curriculum involves historical eras, individuals, themes, groups

3. Are there specific state history topics that you have to teach and/or topics that are you

essentially censored from teaching? N/A

4. What type of materials do you have to teach these topics?

Textbook : The Colorado Story, local resources (mines, museums, etc.)

5. What resources outside of the classroom have you explored for teaching history?

Local resources (mines, museums, community members etc.)

6. Have you considered using archaeology as a means to teach subjects other than history?

Yes

7. In what grades does your education system teach map skills? Basic analysis, problem

solving, and inference? Characterization? Basic geologic concepts?

8. In what subjects are you looking for innovative materials and/or curricula that comply

with national and/or state standards?

All

9. What restraints do you foresee in a teacher’s ability to use non-traditional curricula in the

classroom?

Prior approval and awareness of Principal is necessary.

10. What types of incentives are typically used to promote the use of certain materials in

Colorado classrooms?

Betterment of students education

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Archaeology and the Public Survey Initial Survey

A. Nelson (archaeologist)

Please provide answers to the following questions:

1. How did you hear about Project Archaeology? I became part of the project through

Metacalf’s required public outreach programs as part of the Piceance and Kanda

pipelines.

2. In what way were/are you involved with Project Archaeology?

I worked as a crew chief helping to teach 3rd

or 4th

grade teachers how to excavate at a

real site so they could take that hands-on experience back to their classrooms.

3. Do you think Project Archaeology is a good approach to bring archaeology to the

public? Why or Why not?

I think it’s a GREAT approach and the teachers we had were so enthusiastic! This was

combined with their workbooks and other aspects of the program but gave them real

world experience—digging, staying in a camp, seeing the artifacts in the ground, casual

conversations with archaeologists at night. It was also great for us hear first hand how

creative the teachers were in working their experience into different aspects of their

classroom—ie. It wasn’t just history but they used the grid system to teach math, etc.

4. In what ways could your experience with Project Archaeology have been better? The

first year I took part, the turn-out was very small.

5. In what other ways have you participated in presenting archaeology to the public? Two

of the teachers who took part in the program as part of the Kanda pipeline have come

back to work for us for two seasons and I’ve maintained a relationship with them.

Otherwise, I find people are generally fascinated with archaeology and I constantly have

conversations with people to talk about how archaeology is practiced in our part of the

world and our relationship with federal and state land agencies (and highlighting how

different my experience is compared to how archaeology may be portrayed on TV).

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Archaeology and the Public Survey Initial Survey

K. Pool (archaeologist)

Please provide answers to the following questions:

1. How did you hear about Project Archaeology?

through work

2. In what way were/are you involved with Project Archaeology?

I ran the archaeology side of a field school for them in Browns Park in 2009. I’ve been

reviewing their curriculum on and off last 5-10 years or so (?) when they use or cite my reports

or projects. I’m now involved in working to supply them free copies of Ancient Colorado for

distribution with their Basin House and Red Army Rockshelter curricula, as Publications

Committee Chairperson for CCPA. I’ve been endeavoring to keep employing each summer two

teachers we trained in the Browns Park field school.

3. Do you think Project Archaeology is a good approach to bring archaeology to the

public? Why or Why not?

To kids and teachers, at least. I’m not sure how far out to the general public that information

spreads. Teaching teachers brings it toward the public side of things, but I’m not sure how much

they share it in the public vs. anything else they teach like math or science. It probably makes a

big impression on the kids that they then take home and spread to their parents.

4. In what ways could your experience with Project Archaeology have been better?

nothing to complain about! It was fun and I’ll continue to work with them. I think it’s a great

program.

5. In what other ways have you participated in presenting archaeology to the public?

Teaching various classes, talking to schoolkids in classes, talking to public in hosted talks (like at

CAS chapter meetings), writing articles for Wyoming Archaeological Society publication, giving

papers at conferences, etc.

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Appendix C

Teacher Survey Responses and Correspondence following Workshop

Workshop Survey Report

October 8, 2013

Response #: A

Response Type: Normal Response Collector: Web Link (Web Link)

Custom Value: empty IP Address: 67.41.116.21

Response Started: Wednesday, September

18, 2013 9:57:52 AM

Response Modified: Wednesday, September

18, 2013 10:00:46 AM

1. What was the best part of the workshop?

Collaborating with the other teachers and the great knowledge of the instructor.

2. What improvements do you suggest for workshops in the future?

Getting outside to do the lessons.

3. Do you plan on using the following materials in your classroom? (Check all that apply)

Both possibly

4. In regards to the Colorado State Standards and Common Core of State Standards do

you think... (Check all that apply)

Teaching Broken Glass complies with standards in Social Studies

Teaching Broken Glass complies with standards in Reading and Writing Comprehension

Teaching Broken Glass complies with standards in Science

5. Undoubtedly as it is a DRAFT, Teaching with Broken Glass needs a lot of editing. What

are the top three things you see from attending the workshop and your initial review of the

materials?

Edit suggestion #1 - Clearer pictures

6. Any Additional Comments?

Everything looks great!

Response #: B

Response Type: Normal Response Collector: Web Link (Web Link)

Custom Value: empty IP Address: 72.174.108.30

Response Started: Wednesday, September 18,

2013 10:17:13 AM

Response Modified: Wednesday, September

18, 2013 10:31:12 AM

1. What was the best part of the workshop?

Having hands-on materials to learn about archaeology using the scientific process.

2. What improvements do you suggest for workshops in the future?

No Response

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3. Do you plan on using the following materials in your classroom? (Check all that apply)

Investigating Shelter definitely

Teaching with Broken Glass possibly

4. In regards to the Colorado State Standards and Common Core of State Standards do

you think... (Check all that apply)

Teaching Broken Glass complies with standards in Social Studies

Teaching Broken Glass complies with standards in Reading and Writing Comprehension

Teaching Broken Glass complies with standards in Math

Teaching Broken Glass complies with standards in Science

5. Undoubtedly as it is a DRAFT, Teaching with Broken Glass needs a lot of editing. What

are the top three things you see from attending the workshop and your initial review of the

materials?

Edit suggestion #1 - page #s are helpful especially when one is to refer to a section

6. Any Additional Comments?

No Response

Response #: C

Response Type: Normal Response Collector: Web Link (Web Link)

Custom Value: empty IP Address: 174.29.182.111

Response Started: Wednesday, September 18,

2013 5:56:50 PM

Response Modified: Wednesday, September

18, 2013 5:59:07 PM

1. What was the best part of the workshop?

All the work you did, getting to touch history. Getting o keep the kits.

2. What improvements do you suggest for workshops in the future?

I wish we had more time to really do the lessons.

3. Do you plan on using the following materials in your classroom? (Check all that apply)

Investigating Shelter possibly

Teaching with Broken Glass definitely

4. In regards to the Colorado State Standards and Common Core of State Standards do

you think... (Check all that apply)

Teaching Broken Glass complies with standards in Social Studies

Teaching Broken Glass complies with standards in Reading and Writing Comprehension

Teaching Broken Glass complies with standards in Math

Teaching Broken Glass complies with standards in Science

5. Undoubtedly as it is a DRAFT, Teaching with Broken Glass needs a lot of editing. What

are the top three things you see from attending the workshop and your initial review of the

materials?

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No Response

6. Any Additional Comments?

I have not had time to really review it. I will be teaching the unit next week, so I'll keep you

posted!

Response #: D

Response Type: Normal Response Collector: Web Link (Web Link)

Custom Value: empty IP Address: 72.174.108.30

Response Started: Friday, September 27,

2013 11:01:56 AM

Response Modified: Friday, September 27,

2013 11:28:49 AM

1. What was the best part of the workshop?

Doing many of the activities/lessons from Project Archaeology and Broken Glass curricula.

Always helps to have some experience with the activities before you have to teach the lessons.

2. What improvements do you suggest for workshops in the future?

More time seems to be what we teachers always want, yet it is hard to give up lots of time on

weekends. . . You covered a lot in our 5 hours together! It would be very interesting to walk

around the study sites and get a better feel for them. (probably most helpful to Ouray teachers)

3. Do you plan on using the following materials in your classroom? (Check all that apply)

Investigating Shelter definitely

Teaching with Broken Glass definitely

Both definitely

4. In regards to the Colorado State Standards and Common Core of State Standards do

you think... (Check all that apply)

Teaching Broken Glass complies with standards in Social Studies

Teaching Broken Glass complies with standards in Reading and Writing Comprehension

Teaching Broken Glass complies with standards in Math

Teaching Broken Glass complies with standards in Science

5. Undoubtedly as it is a DRAFT, Teaching with Broken Glass needs a lot of editing. What

are the top three things you see from attending the workshop and your initial review of the

materials?

Edit suggestion #1 - Provide a glossary of terms (word bank) for teacher and student

Edit suggestion #2 - Census information difficult to read - what are possibilities of enlarging

info in hi-lighted boxes? Having questions on same page as info is great!

6. Any Additional Comments?

The Broken Glass activities can be modified to work with other areas/towns/sites. It would take

some research and connections to local archaeologists to gather artifacts from sites more specific

to Montrose, but the concepts and skills and objectives addressed in activities are solid.

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Correspondence since workshop

From: Jenny Hart

Sent: Thursday, September 26, 2013 3:55 PM

To: Rebecca Simon

Subject: feedback

We did the scavenger hunt yesterday. It was great, especially after having done so much work on our

history before hand. There are many typos on the form, which I will scan and attach.

We did the census activity today (or most of it). We had great discussions about where their families

came from when they moved here. We talked about how or whether those reasons have changed over

time.

We had a hard time reading the cursive, but I put it on the projector and made it huge and we did it

together.

For breaking glass, I am not clear on how to show them finishes. Can you define that more for me? I

think I can do this one, but I sure wish we had had more time to do this one together as a group. I'll let

you know how it goes.

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From: Becca Simon

To: Jenny Hart

Sent: Thu, Sep 26, 2013 at 4:58 PM

Hi Jenny,

I am glad that you all had fun with the scavenger hunt. I am so sorry about the typos. My summer ended

up being more scattered than I expected and found myself in the car more than at the computer and just

didn’t have the time to polish the pieces as I wanted. I could also send you word document versions of

the pieces, but I wasn’t sure if you all used MACs or PCs so I figured pdfs were the safer route.

So “finish” is the top of the bottle called that because it was added on after blowing the rest of the bottle

in the late nineteenth and early twentieth century (which you probably knew…). All the finishes in their

bags (the cut up slips of paper placed in the gloves) relate to the finishes that are in the “possible” bottles

found in the worksheet. If they look at the top of the bottles they should make matches to guesses based

on shape and color. The only thing I worry about is that the printing was not of great quality and thus

they won’t be able to decipher the pictures. There is a pdf of just the finish pictures if you want to look at

the pictures on the computer.

I hope that helps.

Becca

From: Jenny Hart

Sent: Monday, September 30, 2013 12:50 PM

To: Rebecca Simon

Subject: Re: feedback

This does help. We spent two periods on the census documents and learned a lot. We had to use the

projector to make the writing large on the screen so they could read it. We were fascinated by the jobs

people held (and those with jobs who weren't recognized like the housewives). We had great discussions

about how jobs may have been different, but reasons why people moved here long ago were similar to

why our families moved here in the present.

We'll do broken glass tomorrow, and makers mark bingo after that. I'm so excited.

I am still trying to puzzle out how to use the assessment part. I may have them focus just on the vanoli

dig and have them write to me about what the documents and artifacts tell them about the past. Do you

have any insight on the assessment part? I worry about their being able to transfer their new knowledge to

a new site. Maybe I should try it just as you have it so we can both see if it works??

Jenny

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From: Becca Simon

To: Jenny Hart

Sent: Mon, Sep 30, 2013 at 2:21 PM

Hi Jenny,

Thanks so much for all of your feedback! I really enjoy hearing about you working through the

lessons. As for the assessment, the idea I had behind it was to make sure they are recognizing the bigger

picture of Colorado history and get them to create their own research questions and think about how they

would go about answering them using data from archaeological sites. My hope with bringing in other

sites was to diversify the presentations as well as introduce students to a variety of archaeological data in

the region. You know your students best, so do whatever you think will help them learn and then just let

me know so I can say in my defense what seemed to work and what didn’t make the mark (negative data

is still data! :) ).

Thanks so much!

Becca

From: Jenny Hart

Sent: Mon 9/30/2013 3:29 PM

Great. I'll keep you posted!

From: Jenny Hart

Sent: Tue 10/8/2013 3:59 PM

I am attaching the map of modern and antique bottles from our class project. We had some amazing

discussions about why things are made in certain places in our country. So cool! We are almost

finished. It took longer than I thought it would and I bumbled through some of it. I would have liked to

have seen the broken glass one first hand. It may be too much for 4th grade. I loved the spring board

discussions though. You did a great project for us!!

Jenny

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From: Phylis Fagrelius

Sent: Thu 10/10/2013 9:41 AM

Dear Rebecca,

I'm sorry I haven't given feedback. I've just returned from a three day excursion to Crow Canyon and am

swamped. I haven't used the material as it doesn't fit in my curriculum but I witnessed Jenny's excitement

in using the lessons with her class and seeing them use analytical skills in discussions. I also have one of

her students in my math class and he told me about working with Ouray's census data and how excited he

was. You've created a very teacher friendly, student friendly curriculum and I can whole-heartedly

support it. Thanks for piloting it here in Ouray. I enjoyed your class and what it's brought to our social

studies department.

Sincerely, Phylis

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Appendix D

Internship at History Colorado Center

Explanation of Internship and Application

History Colorado School Programs Internship

Job Description: This internship is designed to give the selected candidate experience working

with elementary and secondary students in a museum setting. Duties include program facilitation

and development. Throughout the internship, successful candidates will also get visitor services

and front line experience.

Desired Schedule (minimum hour/week, day, hours, etc): 10 hours per week, two 5 hour

shifts, with weekday availability from February 2012 through June 2013

This is a competitive internship position with a $1000 stipend

Desired Skills: Experience in an educational setting, excellent customer service skills, ability to

interact professionally with members of the public, able to demonstrate the leadership skills

required to manage a team of volunteers, interest in acquiring education skills within the

museum field and a passion for history or museum studies.

To apply for this position please submit the following application materials to

april.legg@state.co.us.

Résumé

Cover letter (Please state your reasons for wanting to participate in History Colorado’s

internship program. Explain how such an experience will help to further your education

and career plans. Please outline your abilities, interests, and career goals.)

APPLICATIONS DUE Friday, January 18, 2013

Staff Contact: April Legg, School Program Developer, 303-866-4688

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To: April Legg, School Program Developer

History Colorado Center

1200 Broadway, Denver, CO 80203

april.legg@state.co.us (303) 866-4688

January 18, 2013.

Dear Ms. Legg,

I am a graduate student at Colorado State University pursuing my master’s degree in

Archaeology. My experience includes museum studies, archival research, cultural research

management (CRM), and elementary education. My master’s project focuses on archaeology’s

contribution to the public, in particular K-12 education. Growing up in Washington, DC, I

worked part time for nine years at a local nursery school and after school program. In 2007 I

received a Bachelor of Arts from Pennsylvania State University then completed internships with

the Penn State’s Anthropological Museum and the Department of Anthropology at the

Smithsonian’s National Museum of Natural History. These opportunities provided me with great

insight to exhibition, collections management, and academic research. My early field work at

Fort Garland ignited a passion for the history and archaeology of the Rocky Mountain West. In

2008 I started working for contract CRM companies based on the Front Range, and have

experience in Colorado, Wyoming, and Utah.

For my master’s project I am using data from a nineteenth century red-light district in Ouray,

Colorado to design a Colorado history curriculum unit. Archaeology intrigues people of all

ages, but sometimes the true nature of our work is misunderstood. By properly integrating

archaeology into curricula this project will aid larger education goals as well as the protection of

cultural resources. I foresee this project as a prototype for communities throughout the state.

My goal is to use my archeological knowledge to engage the public in local and state history

by organizing educational programs while conducting research at a museum. In February 2008 I

attended a Project Archaeology (PA) Facilitator Training Workshop. PA develops curricula

using archaeological concepts and data. I attended the workshop because it blended my

academic interests in archaeology and career goals in education. The History Colorado School

Programs Internship would be a perfect addition to fulfilling my goals. This internship would

provide me the on-the-ground experience in order to seek out more formal positions in the future.

My past experience makes me well-equipped to tackle assignments and perform at a higher level.

My passion for education and archaeology makes me eager to have such an opportunity.

I would be pleased to provide any further information you require, and I appreciate you taking

the time to consider my application and look forward to hearing from you.

Sincerely,

Rebecca Simon

451 Boardwalk Dr. Apt 1214

Fort Collins, CO 80525

rlsimon1415@gmail.com

(202) 641-4303

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Schedule during Internship

Typical day

9:00-9:30 Set-up

9:30-11:30 Teach Program 1

11:30-1:30 Teach Program 2

1:30-2:00 Clean-up

Week Date Hours Tasks

Wednesday, February 6 Interview

Friday, February 8 Accept

1

Thursday, February 14 5

Shadow Mel

9:30 – KEO, SILVER, SL, EXPLR

11:30 – BENTS, SILVER, EXPLR, KEO

Friday, February 15 5

Shadow

Mel 9:30 – EXPLR, KEO, SILVER, BENTS

Julia 11:30 – EXPLR, AMACH, SILVER, KEO

2

Thursday, February 21 5

Shadow

Mel 9:30 – KEO, SILVER, MESA, BENTS

April 11:30 – SILVER, SL, KEO, EXPLR

Friday, February 22 5 9:30 – SILVER, BENTS, KEO, EXPLR

11:30 – BENTS, SILVER, KEO, SL, MESA

3 Thursday, February 28 5

9:30 – CIVICS (school didn’t show up), projects

11:30 – SILVER, AMACH, MESA, KEO

Friday, March 1 2.5 9:30 – BENTS, KEO, SL, EXPLR

4

Thursday, March 7 5

Projects in the morning (laminating sheets)

10:00 – SILVER, SL, KEO, BENTS

12:00 – PI, BENTS, KEO, EXPLR

Friday, March 8 7.5

9:30 – SL, SILVER, KEO, MESA

11:30 – Modified Elem SL, KEO, STB/DEN,

BEN/BIS

1:30 – SILVER, BENTS, MESA, KEO

5 Thursday, March 14 5

9:30 – Mod Elem KEO, SL, BIS/BEN, SILVER

Projects in the afternoon (making timelines)

Friday, March 15 CCPA’s

6

Wednesday, March 20 5 9:30 – CIVICS

11:30 – MESA, BENTS, KEO, SILVER

Thursday, March 21 5 9:30 – AMACH, BENTS, EXPLR, KEO

11:30 – KEO, EXPLR, BENTS, AMACH

Friday, March 22 5 Projects in the morning

11:30 – SILVER, BENTS, EXPLR, KEO

7

Thursday, March 28 5

Projects in the morning (trunks)

10:00 – BENTS, EXPLR, SL, KEO

Projects in the afternoon (trunks)

Friday, March 29 5 Projects in the morning (prof development)

11:30 – MESA, BENTS, KEO, SILVER

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Week Date Hours Tasks

8 Thursday, April 4 SAA’s

Friday, April 5 SAA’s

9

Thursday, April 11 5 9:30 – BENTS, AMACH, KEO, EXPLR

11:30 – BENTS, SILVER, KEO, MESA

Friday, April 12 5 9:30 – SILVER, SL, KEO, MESA

11:30 – BENTS, AMACH, KEO, EXPLR

10

Thursday, April 18 5 9:30 – KEO, LH, SL, SILVER

11:30 – KEO, MESA, SILVER, SL

Friday, April 19 5 9:30 – KEO, MESA, SILVER, SL

11:30 – EXPLR, KEO, AMACH, BENTS

11

Thursday, April 25 8

9:30 – KEO, SILVER, BENTS, EXPLR

11:30 – Projects/Reviewing for CIVICS

2:30 – KEO, EXPLR, SILVER, BENTS (late)

Friday, April 26 7

9:30 – KEO, MESA, BENTS, AMACH

11:30 – KEO, MESA, BENTS, AMACH

1:30 – CIVICS (great group!)

12

Thursday, May 2 5 9:30 – KEO, MESA, SILVER, SL

11:30 – KEO, MESA, SILVER., SL

Friday, May 3 5 9:30 – KEO, MESA, BENTS, AMACH

11:30 – KEO, MESA, SILVER, SL

13

Thursday, May 9 5 9:30 – LH, SILVER, EXPLR, KEO

11:30 – KEO, LH, SILVER, SL

Friday, May 10 5 9:30 – CIVICS

11:30 – KEO, SILVER, PI, AMACH

14

Thursday, May 16 5 9:30 – KEO, MESA, SILVER, SL

11:30 – KEO, BENTS, SILVER, EXPLR

Friday, Mary 17 5 9:30 – KEO, BENTS, SILVER, EXPLR

11:30 – EXPLR, KEO, SILVER, BENTS

15

Tuesday, May 21 5 9:30 – AMACH, KEO, SL, MESA

11:30 – KEO, MESA, SILVER, SL

Thursday, May 23 5 9:30 – SILVER, SL, KEO, MESA

11:30 – MESA, KEO, SL, SILVER

16

Thursday, May 30 5 9:30 – SILVER, MESA, KEO, BENTS

11:30 – KEO, MESA, SILVER, SL

Friday, May 31 5 9:30 – SL, SILVER, PI, KEO

11:30 – KEO, MESA, SILVER, SL

17 Thursday, June 6 5 Teaching and Debriefing

Friday, June 7 5 Teaching

Total 165

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Internship Reflection

For the past 14 weeks I have worked as an “Education Intern” at the History Colorado Center

in Denver, Colorado. My supervisor is Ms. April Legg, the museum’s School Program

Developer. The internship will officially end on Friday, June 7, and at that time I will complete

165 hours of work. The History Colorado Center’s education department runs a series of school

programs at the museum. As an education intern, I primarily facilitated these school programs.

The elementary school program consists of ten stations. The main audience is fourth graders

studying Colorado history, though the program adjusts easily for all grades, kindergarten through

sixth. The ten stations are a mix of exhibit-based activities, artifact-based activities, and

activities that just use the museum as a backdrop. In the exhibit-based activities, facilitators take

students into exhibits and guide them in an activity related to the story in each exhibit. For

example, in the “Destination Colorado” exhibit, students complete the chores of a person who

once lived in the homestead community of Keota paying attention to how life in 1920 differs or

resembles life in 2013. The artifact-based activities include a game of Loteria to understand life

in1850 San Luis, building a Puebloan village like those in Mesa Verde, putting together a Plains

Indian camp, and looking at photographs while listening to an actress tell the story of the African

American mountain resort, Lincoln Hills. The final station, Explorers, uses the museum as a

back drop. Students “explore” a land just like the Spanish and American explorers in the late

1700s and early 1800s. After reading the map of Colorado in the atrium, students create their

own maps of the land they explored. A single tour consists of four half-hour stations. The

elementary program concludes with the students putting whatever stations they visited in

chronological order creating a timeline.

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Interns also facilitate the Democratic Principles Activity, commonly known as CIVICS. This

program teaches students the building blocks of a democratic society by having them find

evidence of the principles within the museum’s exhibits. Students identify where democratic

principles were upheld or violated throughout history. The activities and topics discussed fulfill

many of the Civics and History standards for eighth grade and high school.

Interns also participate in projects such as organizing materials, research for future

programming, and maintenance. For example, I researched teacher professional development

opportunities throughout the region and started a spreadsheet which developers will use to plan

History Colorado’s own professional development programs.

The main goal of my internship was to further my understanding of educational programing.

My master’s project is the development of a curriculum unit that uses archaeological data to

teach important concepts fourth graders learn in social studies, math, and science. The History

Colorado Center provided me an opportunity to see what overarching goals elementary schools

have in terms of teaching Colorado history. After working with developers, teachers, and

actually seeing what students can grasp, the Colorado Department of Education standards which

guide my project make much more sense. I witnessed first-hand how activities outside of the

classroom can meet greater educational goals and standards.

In addition to being directly related to my current project, I learned how educational

programming works in a museum. From my previous experiences with museums, I knew that

departments were relatively isolated from each other. While the educational department

regularly coordinates with Design and Production to replace items for programs, there was little

to no interaction with exhibit personnel or collections management. I witnessed a number of

facilitators not understanding a display or not being able to identify an artifact because no

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information from those departments was part of the training. Yet, the programs closely tie in

with the exhibits and artifacts, so in some instances there is an unfortunate disconnect resulting

in the goals of the program not being met.

Another observation is the lack of archaeology at the History Colorado Center. Despite the

Office of Archaeological and Historic Preservation having its offices in the building, very little

archaeology is readily apparent in the educational programming. Fortunately over the course of

the internship archaeological data, concepts, and even artifacts began to make more of a

presence. The Mesa Verde piece transformed from an activity only using LEGOs and pictures to

a presentation including an atlatl and a black-on-white pot. Hopefully this trend continues.

My experiences with the History Colorado Center enhanced my current research and exposed

me to opportunities beyond my graduate education. Problems included initial complications

with applying and finally getting the position. The distance to Denver also caused some stress.

These were both issues for which I prepared going into the internship. If someone asked me if a

student should take an internship in Denver while going to school in Fort Collins, I would say,

“Yes,” but advise that student to stay on a regular schedule and be prepared to hate Interstate 25

by the end of the semester. Nevertheless, I am thankful that the department has the internship

option for credit as it was truly a valuable experience.

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Appendix E

Scholarships and Funding

Scholarship/Fund Sponsor Amount Purpose

Greenacre

Scholarship Fund

Northern Colorado

Chapter of CAS $350

Attendance at the PA Coordinator

Meeting at the SAA Meeting

(Memphis, TN; April 2012)

Karen S. Greiner

Endowment

Dept. of Anthropology,

CSU $400

Workshop and Curriculum

Development

Alice Hamilton Fund Colorado

Archaeological Society $500

Planning Meeting, Workshop,

Curriculum Development

Ward F. Weakly

Memorial Fund

Colorado Council of

Professional

Archaeologists

$629 Workshop and Stipends

SLiCE Travel Grant Student Programs, CSU $300

Attendance at the PA Coordinator

Meeting at the SAA Meeting

(Honolulu, HI; April 2013)

Research Benefit

Fund

Metcalf Archaeological

Consultants, Inc. $150

Attendance at the CCPA Meeting

(March 2012)