Lesson Five
Artifacts, Amphorae, and Aliens
Enduring Understanding
Archaeology is a systematic way to learn about past
cultures.
Essential Question
What can artifacts tell us about the people who used
them?
What Students Will Learn
• Objects found at archaeological sites can tell us
something about how people lived.
What Students Will Do
SUBJECTS: art, social studies, science
CCSS and NGSS: W.2, W.10, SL.1, SL.2, Sl.4,
L.6 and ADQP, PCOI
SKILLS:
• Bloom’s Taxonomy: Evaluation, Synthesis,
Analysis
• Facets of Understanding: Interpretation,
Application
DURATION: 45- 60 minutes
CLASS SIZE: Any
Background Information
• Make observations about Roman artifacts.
• Make inferences about the artifacts based on
observations and previous knowledge.
Beyond the unique physical structure of Villa
B, perhaps the most significant aspect of this site is the
fact that it preserves unparalleled material for new
study in several underrepresented areas, including
human remains, foodstuffs, coins, jewelry, and
transport vessels. In the courtyard and ground-level
rooms, excavations uncovered over 400 amphorae.
Perhaps the most significant of these are the stacked
amphorae still in place at the northwest corner of
the courtyard. The empty containers, originally
containing oil, wine, or garum (fish sauce), were
fitted together vertically, mouth to pointed base, in
order to drain them.
That these amphorae had been cleaned
and stacked upside down to dry tells us that they
were meant to be re-used at the site. Amphorae in
northwest corner of courtyard. Supporting this
assumption is the discovery of a small stone oven
nearby containing a small pot with pine resin,
suggesting that—among other things—in this
courtyard workers prepared storage amphorae,
certainly for wine, and possibly for oil and garum
Assessment
Students will draw and list observations of three
selected artifacts from their chosen school site.
Students will then exchange what they write with
a classmate, who will write a subjective inference
predicting what each of the three objects are called
and their uses, as well as the place in the school his/
her peer chose, using evidence from the physical
descriptions.
Materials
For Each Student
• Paper clip
• “Alien Archaeological Site” data collection sheet
For each Group
• “Amphora” image
Leisure & Luxury in the Age of Nero
Copyright 2015 Project Archaeology-MSU
]73[
(the famous fermented fish condiment of ancient
Rome). Extensive paleobotanical remains found
in some amphorae and piles of carbonized
pomegranates, hay, and walnuts found in the south
rooms indicate that Villa B probably functioned as
a site for the storage and distribution of foodstuffs.
(http://www.oplontisproject.org/index.php/thevillas/)
Misconception Alert!
Studying Past Cultures
Many people mistake archaeology for a
swashbuckling “Indiana Jones” adventure.
Archaeologists often are thought of as questing
after rare and beautiful artifacts. Although it is
true that at times archaeologists do find rare and
beautiful things, they could more accurately be
compared to Sherlock Holmes, a detective of the
past, as they gradually piece together the culture
of a people to understand more about them. A
single artifact removed from its context discloses
very little about culture. By studying many sites
and artifacts and their relationship to each other
and the environment, one discovers the way
people lived. Archaeologists study a people’s
culture by the things they left behind, clues!
Amphorae stacked in northwest corner of peristylium
Uncovering Prior Knowledge
The amphorae were likely filled with a product to
be distributed. Villa B was probably some type of
business. Be sure to emphasize that these are best
predictions about the past based on the evidence
excavated, but that no one can be completely sure as
to what the place was used for approximately 2000
years ago.
Place students into small groups of three or four and
distribute a paper clip to each student. Inform groups
that their task is to come up with a list of as many
uses for the paper clip as they can in three minutes.
One student in the group will write the group’s ideas.
Allow groups to share their favorite, most creative,
and most practical uses with the whole class.
Preparing to Teach
Discovering New Knowledge
1. Make a copy of “Alien Archaeological Site” data
collection sheet for each student.
2. Print colored copies of “Amphora” for each group
of students.
3. Gather a class set of paper clips.
4. Prepare to share background information.
5. Post the essential questions and Word Bank words.
What can artifacts tell us about the people
that used them? Inform students that this question
will guide their learning. Indicate the Word bank words
(artifact, amphora, observation, inference, hypothesis)
and inform students that they will use these words as
tools and define them during the lesson.
1. Distribute a large image of an amphora that was
discovered at Villa B at Oplontis to each group of
students.
2. Tell students: The artifact they are analyzing
is called an amphora, and that their job, as
archaeologists, is to create a hypothesis as to what
this object is and what its uses are.
3. Inform students that they must list the physical,
observable features of their amphora. Then think
of a hypothesis of what it was used for that is
supported by physical evidence. Assist students in
defining and giving examples of a hypothesis.
Word Bank
amphora: an ancient storage jar with a large oval
body, narrow neck, and two handles that rise almost
up to the mouth.
artifact: any object made or used by people.
hypothesis: an idea that is not proven, but leads to
further study.
inference: a conclusion derived from observations.
observation: recognizing or noting a fact or an
occurrence.
]74[
4. Have students write what use they believe the
amphora had on a sticky note and stick on the
board, clustering similar responses.
5. Allow groups to summarize their ideas with the
rest of the class, emphasizing why they came up
with their use, citing evidence from the image
given to them.
6. Highlight how the class has just used observations
to inform their interpretations. Assist
students with defining artifact, amphora,
observation, and inference.
7. Tell students: Archaeologists at Villa B at Oplontis
discovered many of these tall, double-handled
jars.
8. Ask students: Why were amphorae abundant at
the villa? What might have been in the amphora?
Who might have used the amphora? Why is it
shaped the way that it is without a flat bottom?
Share Background Information with the students.
Reflecting on New Knowledge
Assessment
Artifact Analysis! When students visit the museum
exhibit have students, in partners, search the exhibit
for an artifact that intrigues them and that they would
like to learn more about. Give them the “Artifact
Analysis Data Collection Sheet” to make observations
and inferences (a clipboard would be helpful as well).
Once they are finished they will find another group
and interpret their artifacts for one another.
Inform students that alien archaeologists have landed
on Earth and are trying to gather information about
earthlings. These aliens have never encountered any
object or infrastructure we have on Earth, and are
exploring our school on a Saturday when nobody is
around. Students, acting from the viewpoint of this
alien species, are to choose a place in the school,
or on the school grounds, and make observation
notes on this place. This includes sketches of the
environment, written physical description, and a list
of physical characteristics of three artifacts.
Students will write descriptive, objective paragraphs
describing the three selected artifacts from their
chosen sites without naming the objects or inferring
their utilities. Only what can be determined through
the senses can be written. Students will then
exchange what they write with a classmate, who will
write a subjective inference predicting what each of
the three objects are called and their uses, as well
as the place in the school his/her peer chose, using
evidence from the physical descriptions.
]75[
Provide students time to share with their partner
what conclusions they made, and then discuss as a
class how being an archaeologist is much like being
a detective. Through systematic observation, careful
note taking, and analysis of patterns, informed
inferences can be made. Show pictures of Villa B at
Oplontis and discuss how archaeologists believe it to
have been some type of distribution center, or store,
to sell some type of locally produced food, wine,
or oil. Emphasize how stacked, clean amphorae
indicated to archaeologists that the jugs were reused, and a small stone oven with a pot of pine resin
suggests that workers prepared stored amphorae.
When archaeologists were classifying and counting
amphora pieces a thumb print was discovered pressed
into the clay!
Museum Activity
Notes
]76[
Amphora
]77[
Name:_________________________________________________________________________________________
Alien Archaeological Site
1. Sketch a place at school as if you were an alien visiting the school.
2. Draw three artifacts.
3. Describe the site and three artifacts only using five senses (sight, sound, taste, smell, touch).
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. Exchange this paper with _______________. Guess the place and make inferences about the artifacts.
______________________________________________________________________________
______________________________________________________________________________
]78[
Names:_______________________________________________________________________________________
Artifact Analysis Data Collection Sheet
(Adapted from the National Archives and Records Administration Artifact Analysis Worksheet)
With a partner find an artifact in the museum exhibit and make observations and inferences.
Observation
1. Sketch the artifact.
2. What type of artifact is it? (Describe the material from which it was made: bone, pottery, metal, wood, stone,
leather, glass, paper, cardboard, cotton, wood plastic, other material)
3. What qualities does it have? (Describe how it looks and feels: shape, color, texture, size, weight, movable
parts, anything printed, stamped or written on it)
Inference
1. Who might have used it?
2. What might it have been used for?
3. Where might it have been used?
4. When might it have been used?
]79[
What does the artifact tell us?
1. What does it tell us about technology of the time in which it was made and used?
2. What does it tell us about the life and times of the people who made it and used it?
3. Can you name a similar item today?
4. If you could ask the maker or the user two questions, what would they be?
]80[