1. Artefacts from Townsville’s Pioneering Road

2. Technology/materials (each student/group)  Computer/s with Internet access  ‘Townsville’s Pioneering Road website - http://www.townsvillespioneeringroads.info/ http://www.townsvillespioneeringroads.info/  Worksheets (attached)  Pencils  Ruler

3. What is Archaeology?

4. Humans have always made things. Long ago people made simple objects like tools, cups, bowls, vases and jewellery.

5. Some people enjoy searching for these old objects. They like to discover what it was like in the past.

6. Some people even do it for a job! They are called archaeologists.

7. Archaeologists very carefully search for old objects on the ground,

8. under the ground,

9. and even under water!

10. Objects that were made or used by people are called artefacts.

11. Artefacts are made of different materials. An artefact may be made of more than one material, such as gold, silver, clay or wood.

12. The Hof’s building (Stanton House) Project In 2009, archaeology students from James Cook University found these artefacts in the backyard of Hof’s building (Stanton House) in Flinders Street, Townsville. The students learnt about the history of the artefacts by examining them. This is the way archaeologists do research. Insert image of JCU students working on site

13. Describing an Artefact Artefact 1

14. Activity Procedures Introduction: Allow 5 minutes to explain the background information, review the worksheet, define key terms and how to complete the worksheet table. Question 1: Allow 3 minutes for students to answer on the worksheet. Website: Have students open the ‘Townsville’s Pioneering Roads: From Pasture to Port to Prosperity’ website and navigate to Ginger Beer Bottle, Artefact ID JCU:024/FSE09. In this activity it will be referred to as Artefact 1. Observe: Allow 3 minutes for students to rotate the 3D image and view the artefact. Question 2: Allow 15 minutes for students to answer the seven questions in the table, continuing to view the 3D image of the artefact to aid in their description. Question 3: Allow 3 minutes for drawing the artefact on rear of worksheet.

15. What does the artefact look like? Colours Patterns Shapes How do you think the artefact was used? How do you feel when you look at the artefact? Does the artefact remind you of anything? Describing an Artefact

16. Artefact 1 – Ginger beer bottle This is an old soft drink bottle. It is over 100 years old. It is made from a material called salt glazed stoneware. This is a type of pottery. This bottle once contained ginger beer, which was made from ginger root, sugar, yeast and water. To view the artefact in 3D, go to http://www.townsvillespioneering roads.info/portfolio/ginger-beer- bottle-jcu024/ http://www.townsvillespioneering roads.info/portfolio/ginger-beer- bottle-jcu024/

17. Year 2 Worksheet

18. Year 3 Worksheet

19. Measuring an Artefact Artefact 2

20. Activity Procedures 1.Introduction: Allow 5-10 minutes to explain the background information, review the worksheet and define key terms, especially finger widths (an easy way to estimate centimetres) and millimetres. 2.Website: Have students open the ‘Townsville’s Pioneering Roads: From Pasture to Port to Prosperity’ website and navigate to Clear Bottle, Artefact ID JCU:005/FSE09. In this activity it will be referred to as Artefact 2. 3.Observe: Allow 3 minutes for students to rotate the 3D image and view the artefact. 4.Instructions: Allow 5 minutes to describe and demonstrate how students should take measurements on the computer, using these instructions:  Step 1 – Click on the online measuring tool icon.  Step 2 – Select millimetres (mm) as the unit of measurement (not inches).  Step 3 – Place the curser on the required edge of the image and click.  Step 4 – Hold and drag the curser across the object to the other required edge and release.  Step 5 – Note down the measurement on the worksheet.  Step 6 – Find the measurement on a ruler to understand the actual size. 5.Questions: Allow 10-20 minutes for students to do measurements and record their answers on the worksheet. Students should spend approximately 3-5 minutes on each part of the diagram, continuing to view the 3D image of the artefact to take their measurements. 6.Discuss: Allow 5 minutes for students to share results with the class and discuss.

21. How long is the artefact? How wide is the artefact? How high is the artefact? Measuring an Artefact

22. Archaeologists measure artefacts.

23. In Australia we measure artefacts in: mm (millimetres), cm (centimetres), and m (metres). These measurements are the metric system.

24. In America (USA), they measure in inches and feet. This is the imperial system.

25. A bottle has a base, heel, body, shoulder, neck and mouth.

26. Artefacts can have 2D and 3D shapes. A Square is 2D A Cylinder is 3D A Rectangular prism is 3D

27. Artefact 2 – Clear bottle This is a clear, conical glass jar. It is almost 100 years old. The bottle’s function may have been to hold fountain pen ink or Clag Paste glue. Bottles like this were used in the offices that were located in the Hof’s building (Stanton House) in the 1920s. To view the artefact in 3D, go to http://www.townsvillespioneeringroads.info/portfolio/ink-bottle- jcu307/ http://www.townsvillespioneeringroads.info/portfolio/ink-bottle- jcu307/

28. Year 2 Worksheet

29. Year 3 Worksheet

30. Observing an Artefact Artefact 3

31. Activity Procedures 1.Introduction: Allow 3 minutes to explain the background information, review the worksheet, define key terms and explain how to write answers in the boxes and circle answers on the tables. 2.Website: Have students open the ‘Townsville’s Pioneering Roads: From Pasture to Port to Prosperity’ website and navigate to Brick, Artefact ID JCU:335/FSE09. In this activity it will be referred to as Artefact 3. 3.Observe: Allow 3 minutes for students to rotate the 3D image and view the artefact. 4.Questions 1-3: Allow 15 minutes for students to answer on the worksheet. Students should then spend approximately 5 minutes on each question, continuing to view the 3D image of the artefact to aid in their observations and interpretations. 5. Discuss: Facilitate discussion as a class regarding student answers to the questions.

32. How would the artefact have looked when it was new? How has the artefact changed since it was made? What might have caused the changes? Observing an Artefact

33. Artefact 3 – Whole brick This is a red clay brick. It is 132 years old. It was made in Townsville. The brick was used to build the ‘Hof’s Building’, which is now called Stanton House. There is a lot of damage to the brick. To view the artefact in 3D, go to http://www.townsvillespioneeringroads.info/portfolio/brick-jcu335/ http://www.townsvillespioneeringroads.info/portfolio/brick-jcu335/

34. Bricks are made of clay that has been baked at a high temperature in a kiln.

35. Moulds are filled with clay and placed in the kiln for drying and baking.

36. Bricks are used to make buildings.

37. Over time bricks can be damaged by the weather, in accidents and by people.

38. Year 2 Worksheet

39. Year 3 Worksheet

40. Researching an Artefact Artefact 4

41. Activity Procedures 1.Introduction: Allow 3 minutes to explain the background information, review the worksheet, define key terms and explain how to complete a table. 2.Website: Have students open the ‘Townsville’s Pioneering Roads: From Pasture to Port to Prosperity’ website and navigate to Jar, Artefact ID JCU:311/FSE09. In this activity it will be referred to as Artefact 4. 3.Observe: Allow 3 minutes for students to rotate the 3D image and view the artefact. 4.Question: Allow 10-20 minutes for students to answer 10 questions on the worksheet. Students should then spend approximately 1-2 minutes on each question in the table. 5.Observe: Allow another 3 minutes for continued viewing of the artefact’s 3D image. 6. Discuss: Facilitate discussion as a class regarding student answers to the questions.

42. Who? What? Where? When? How? Why? Researching an Artefact

43. Archaeologists do research on many artefacts.

44. Archaeologists look closely at the artefacts. They also use books, articles and websites to find out more about them. They could even speak to people and organisations who may know about an artefact.

45. Artefact 4 – Vegemite jar This is a Vegemite jar. It was made about 70 years ago. It is made of white glass. This is sometimes called ‘milk glass’. To view the artefact in 3D, go to http://www.townsvillespioneeringroads.info/portfolio/jar-jcu311/ http://www.townsvillespioneeringroads.info/portfolio/jar-jcu311/

46. Year 2 Worksheet

47. Year 3 Worksheet

48. Creative Writing about Artefacts Artefacts 5A and 5B

49. Activity Procedures 1. Introduction: Allow 5 minutes to explain the background information, review the worksheet, define key terms and explain how to complete the worksheet. 2. Website: Have students open the ‘Townsville’s Pioneering Roads: From Pasture to Port to Prosperity’ website and navigate to Toy cars, Artefact IDs JCU:115A/FSE09 and JCU:115A/FSE09. In this activity they will be referred to as Artefacts 5A and 5B. 3. Observe: Allow 3 minutes for students to rotate the 3D images and view the artefacts. 4. Writing task: Allow 30 minutes for students to write a short story imagining the artefacts history from creation to now, and illustrate it. Students may continue to refer to the 3D images during this process. 5. Discuss: Allow 10+ minutes for students to share stories with the class and discuss.. Recommended class reading: ‘The Steadfast Tin Soldier’ - http://www.andersen.sdu.dk/vaerk/hersholt/TheSteadfastTinSoldier_e.html http://www.andersen.sdu.dk/vaerk/hersholt/TheSteadfastTinSoldier_e.html

50. Create a story about the artefact Use your imagination Share ideas with other people Be creative Creative Writing about an Artefact

51. Artefacts can also spark our imaginations to create stories of the past. Have you seen adventure movies about archaeology like Indiana Jones, The Mummy and Tomb Raider?

52. Artefacts 5A and 5B – Toy cars These Matchbox toy cars are made of metal. They were made in England about 50 years ago. Some plastic parts are missing. To view the artefact in 3D, go to http://www.townsvillespioneeringroads.info/portfolio/toy-truck-jcu115b/ and http://www.townsvillespioneeringroads.info/portfolio/toy-car-jcu115a/http://www.townsvillespioneeringroads.info/portfolio/toy-truck-jcu115b/ http://www.townsvillespioneeringroads.info/portfolio/toy-car-jcu115a/

53. What are their stories?