Cherry L. Zielaskowski's CU

Return to Archeology Index Page

Beringia Land Bridge & Technology
Archaeology / Settling Of North America
Fact Or Myth

Cherry L. Zielaskowski, Phd.

Academic Setting

The unit will be available for use by the Harrison Middle School, Albuquerque, New Mexico, to sixth, seventh, and eighth grade instructors. These classes include special education- gifted through learning disabled, and ESL students. It will be available for other teachers of mathematics, social studies, and language arts / literature to use within their subject matter.

Harrison Middle School has a diverse population in both ethnicity and socioeconomic levels. It has a student population which has 73% served by the Federal Free Lunch Program. About 15% receive reduced fee lunch, and 10% pay full price. The school population is raised predominantly in the south valley of Albuquerque which is made up of small business, rural agriculture / stock farmers, and a portion of upper class estates. The ethnicity levels are Hispanic, Anglo, Native American, Black American, and Asian. The predominant ethnicity is Hispanic, with Anglo second. The Native and Black American hold about 3%, and Asian is about 1%. The LEP (Limited English Proficient) students have increased in numbers to allow a “Bilingual” block to be created for school year 2002-2003.

Harrison Middle School put into operation a “block” program of eighty-minute periods four days a week. A “block” consists of math, science, social studies, and language arts teachers working as a team with the same students rotated during the week. On Fridays students attend all their class periods for closure of content taught that week. A school-wide Literature Program was also started as SSR during the split lunch periods. This has resulted in the school passing their Terra Nova Testing scores with a 5% increase or more from the last three years. They ranked higher than the state average. It has been a “School of Improvement” for the last three years, and will not be taken over by the state this next year due to the test score passing increase and its state/district ranking. It has also reduced its violent incident rate to 5% or less in the last three years.

Context and Background

The settling of North America has been an experience of discovery for centuries. The theologians record back to the tribes of Israel sent out to the nations and history records the dominance of early explorers. Native Americans tell in myths and legends of them having always been part of North America. Archaeologists now have documentation of a migration hypothesis of peoples crossing the Beringia land bridge between Asia and Alaska of Asian peoples.

Through the development of the Industrial Age society has opened several windows of conflict to identify the true historical presence of humans on the Northwestern Hemisphere. Archaeologists have developed techniques to determine age factors of artifacts and skeletal remains. Theologists have once more opened records of Creationism. And the Native Americans have become recognized for their historical myths and legends passed down through the generations showing they have always lived in the Americas.

The development of the Space Age has brought on the technology of Satellite Remote Sensing. This provides scientists with visual observations of climatic weather changes around the world through visible-light images. They can observe climatic effects on plant and animal life, and various changes in land features which aide the archaeologists in evaluation of cause / effect on their specimens through infrared-light images.

The Albuquerque Public School’s require the study of Earth, Life, and Physical Science during the middle school sixth, seventh, and eighth grades. This curriculum unit can be used in all science classes. The social studies criteria are to study the eastern hemisphere, western hemisphere, and New Mexico history during middle school. These are also addressed within this unit of study.

It also reaches mathematics in doing timelines, carbon dating, and mapping of latitude / longitude distances. It introduces students to the use of Satellite Remote Sensing technology in the classroom. Language arts is covered through research investigations, and literature is covered through studying myths and legends. Students will develop investigative projects to demonstrate the integration of concepts through visual / tactile demonstrations. Through teamwork students learn to work together to complete research scientifically, create visual three-dimensional projects, and formulate research report to demonstrate their knowledge of the development of life and culture in the Americas.

Technology Use

Satellite Remote Sensing will be the technology students will use to identify the North Polar area of Beringia as it is today. Through searching the Internet pages of NOAA-NASA, earlier images of the area can be downloaded to compare to historical maps of the land and ocean for the Bering crossing. Using the glacial history to match images with GIS maps of the area a model can be created to visualize the events of the glacial age. The USGS historical maps can be added to the evaluation of the model to add to human / animal movement as the glaciers receded. The US Forest Service will be contacted for historical maps of the plant growth over time in the area. Students will learn to integrate the technology to understand the value derived from the Space Age as a side observation. Through this process students will be able to establish a timeline of events of the settling of the northern hemisphere through the Beringia area.

            What students also have to keep in mind is the settling of South America. There is data coming forth through archaeology findings that some early humans may have had the knowledge of building ships prior to the information retrieved so far. There are some findings of early inhabitants of the Aztecs with very modern cities. Did these people come by way of boats? Did they follow the coastline down from Beringia area? Did they cross the Atlantic prior to the major Pangea shift of the continental plates? There are still many unanswered questions being sought after.

The youth of today have no concept of ancient history due the basic demise of the “extended family” concept. Youth used to hear historical stories from their elders as they all lived together. There are limited writings from the elders of today in the Anglo world for the youth to look back on from family lines.

            The Native American legends are of great value to be read by youth today. The Native Americans have never lost their cultural link to document legends over time of the growth, demise, and struggles of tribal life. The legends are passed down through the generations for learning life skills and values. The legends provide historical documen-tation for all peoples to connect with of the changes over time of the planet Earth.

Time Measurement

Archaeological Dating

Early Archaeology
            Did not mark sites, or record locations
            No recorded records parts found
Current Archaeology
            Carbon 14 dating
            Continental climate – tree rings, Earth layers
PLEISTOCENE ERA
         Glacial Expansion / Recession
            Beringia Land Bridge
            Migration of Humans / Animals
HISTORY OF HUMANS
         Asian History Beringia
            European Exploration
CULTURAL IMPACTS
         Societal Controls
            European
            Native American Cultures
MYTHOLOGICAL
            Native American Legends
            European Theology

Archaeology

The use of technology development for assessing the potential time period of a particular fossil, animal part, or cultural artifact has improved over the centuries to the now used Carbon 14 dating technique. It aids in the identification of particular cultural locations, and the movement of humans across the lands. Prior to laws protecting discovered fossil remains of animals and humans many discovery sites were never marked as to locale of longitude / latitude, depth from surface, or date of discovery. This led to much controversy among geologists and archaeologists as to identification of the fossil remains.

As carbon dating developed, scientists had to come to consensus as to prehistoric time line dates to align archaeological remains. This gave not only scientists a visual perspective, but allowed the global community a concept they could understand. As man searched deeper and deeper for the beginnings of “human” life as we know it now, they were able to put a giant puzzle together, that not only supports the concepts of human evolution, but has put facts from archaeological finds to support the Bibles and Book of Mormon in creationism concepts.

As biological technology systems of testing were implemented, biologists have been able to study climate through tree ring dating, plant development through seed studies, and animals settling in various temperature / moisture areas of the planet. They have been able to study the movement of dinosaurs in relation to the global glacier movements. Thus, they were able to begin to match with archaeologists the migration routes of animals from one continent to another through land bridges such as “Beringia” between Alaska and Siberia. Through the study of glacial decline / recession, biologists were able to identify the pathways of human movement into the Americas matching to the archaeological identification of various “human” fossil remains.

            In the late nineteen hundreds with the advent of technology and increased biological capability to test fossil remnants society has begun to look backwards more deeply in time. Society has a need to validate either, or both, evolution and creationism of mankind for proof of mankind’s’ early existence. Society now wants to prove or disprove the myths of mankind’s development. Thus, they challenge the sunsets of the past, and prepare for change in the future.

The Age of Technology has provided mankind a means of simulating historic myths, by adding factual scientific data, and observing the possible outcomes. This is the basic component of the Scientific Method used in everyday life, not just in a scientific laboratory. Youth of today need to practice its use. They need to model events by interviewing elders of this century to prepare their concepts of how future life and society will change.

Pleistocene Era

Glacial Expansion / Recession

During each glacial ice period the seas and oceans receded due to evaporation of water with the cooling of the atmosphere which became rain / snow to form the glacial formations. As the waters receded land of coastlines became available for passageways for humans and animals. The seas from both Chukchi and Bering dropped volume of at least 500 feet, which dried the connection of land between Asia and Alaska. This land became covered with vegetation and was a supple feeding ground for animals to migrate both directions from continent to continent. This piece of land became known as the Bering Land Bridge, named for the Russian explorer Vitus Bering. The land feature bridging the two continents became known as Beringia, from the Soviet language meaning, “great arctic lowland, an isolated land where many arctic and boreal plants took refuge during the bitterly cold glacial phases of the Ice Age” (Fagan, 103). This type of change in water levels is due to glaciations called eustatic. The other type of water vs land shifting due to weight of glacial mass on land is known as isostatic.

            This last glaciation recession occurred about 20,000 years ago. This exposure of the land bridge provided passage for humans and animals from Asia to move into the new world of the northern hemisphere. As technology developed for confirmation studies of this actually happening, the scientology of human existence in the new world before European explorers landed was founded. The slowly receding Wisconsin glacial ice opened a passageway through Canada to the land of the United States. This provided a second pathway to the new world. The original passageway being confirmed was along the Alaska coastal plain to the US lands, and many think they continued to the South American coastal plains. Archaeologists have found confirmed remains dating back 10 – 12,000 years ago in these areas.

The coastline was at least 500 feet lower than today at that time. As the waters began to flow from the glaciers melting, both oceans began to fill again. Soon rivers/streams became part of the land connecting water flow across land to make lakes, connect to oceans, or gulf coastlines. Looking at the Missouri River connecting to the Mississippi River down to the Gulf of Mexico is one example. Another is the Frazier River from Canada, which crosses the United States border, to become the Columbia River as it flows between Washington and Idaho. The Snake River connects into the Columbia as the Columbia turns right flowing westward between Washington and Oregon to reach the Pacific Ocean. As the waters continued their run off from the melting glaciers, it covered up many remains of humans and animals, which have begun to be found by archaeology research through the use of various technological applications which can used beneath ocean waters and give a view beneath land mass surfaces.

Beringia Land Bridge was totally underwater again until about 10,000 years ago. The lush grasslands were supportive of both grazing animals crossing between both continents, and for hunter-gatherers of human species. At the peak of the coldest point in the glacial build the land was 1,000 km or more wide from north to south. A few of the islands seen now in the Bering Strait are the peaks of mountains upon the bridge. Various elemental levels occurred as the glaciers melted with warming atmosphere creating a variety of ecological change in animals and plant life.

Migration of Humans / Animals

Thirty thousand years ago the first steps of mankind came into the North American continent. The Bering Strait was now tying Asia to Alaska via the land bridge. Herd animals traveled both ways, and became extinct in some areas. Horses from the western hemisphere migrated to Asia as mammoths from Asia migrated to the western hemisphere. Early man also began a westward movement from Asia to the Western Hemisphere. These people were basically hunter / meat eaters following the larger animals as they crossed. About 12,000 years ago the humans in Alaska found a southward passageway through the glacier and followed their food supply to warmer climates.

            The cave in the Sandia Mountains in New Mexico provided archaeologists with artifacts and refuse of human inhabitants. There were chipped-stone spear points unique in shape, form, and workmanship. It is thought to predate the Clovis / Folsom man’s sophisticated points of 10,000 – 12,000 years ago. The Folsom hunters followed the mammoth, ground sloth, and saber-toothed tiger into the cool, humid climate supporting vegetation growth for the Pleistocene super fauna. The mammoth, weighing 16 tons with a 16 foot tusk, lived at the edge of a glacier of Jemez / Sangre de Cristo Mountains. The ground sloth foraged tree branches 25 feet in the air. They were fairly defenseless animals seeking nocturnal security in the tuff holes. The saber-toothed tiger fed on bison herds along the river bottoms.

The Folsum hunters entering the North American region 11,000 years ago dominated the Rio Grande Valley for about 3,000 years. The new hunters in the region exterminated most of the Pleistocene fauna. It is proposed that they eradicated 50 animal species in North America. This was done as they developed more intricate weapons for hunting; such as the stone-tipped spears, and the atl-atl (ingenious throwing device). The period of “Pleistocene over-kill” occurred all over the world wherever man evolved during the ice age. The term “overkill” evolved from Los Alamos’ development of nuclear weapons – now used for event of extinction of prehistoric life at the front door of Atomic City 10,000 years later – Folsom man did not use the term, but dealt with the effects of his efficiency in killing (Pettit, 21).

            The arrival of man in North America is still vague in definitive time dates due to the lack of skeletal remains for adequate dating techniques. Archaeologists have learned what they ate, how they killed and prepared food, but do not have confirmation of shelters / campsites, or how they traveled across the land. There are dim discernible ghosts lingering in the pre-history of man.

            The Makers of Baskets were here during a period of warmth, but the bison, camel, horse, and mammoth had disappeared. Around 6,000 BC they developed into a culture of gatherers. They became semi-nomadic which increased the gathering of wild plant foods. Around 2500 BC they began the concept of farming by planting seeds of corn, squash, and beans. The western New Mexico clusters built groups of dwellings. They were primitive pit houses with thatch like roofs. The basket weaving was created for carrying food in the New World about the time of Christ’s’ birth in the Old World.

            The Anasazi “ancient ones” brought the language to become modern Navajo into the Four Corners area. In AD 500 they created the bow / arrows to augment the rabbit clubs and atl-atls. About AD 700 they began to make and fire clay pots for use in cooking and storage of food, which seems to be the father to kilns and pottery of today. They developed the instinctive artistic skills in weaving, pottery, basketry, and architecture (Pettit, 22).

            Pueblo Bonito developed between AD 700 – 1100 in the form of apartment houses raised in Chaco Canyon and the cliff dwellings constructed in Mesa Verde and Canon de Chelley. By the end of the 11^th century Chaco Canyon had become the cultural center of the Southwest. The classic period for the Pueblo culture was from AD 1100 until 1300. A 25-year prolonged drought caused the abandonment of the cities, resulting in empty ancient kivas by AD 1300.

            The Pajarito Plateau was landscaped with canyons, caves, and mesas. The forested watershed caused a slow release of snowmelt during the drought. The moist summer winds from the Gulf of Mexico blew up slopes to the plateau for afternoon showers during the growing seasons of July to August.

            The Jemez Cave provided archaeologists with artifacts found one mile from the present Jemez Springs, which date to 2500 BC.   It was the way station for migrating people of farmers and hunters. The artifacts found were pottery, baskets, sandals, tools, prayer sticks, planting sticks, rabbit clubs, darts, atl-atls, and obsidian points. The artifacts including the early Spanish period show 4000 years of use. The mummified body of a baby Indian child showed love and care. It had three ears of corn with one held in the child’s hands. It was wrapped in a feather blanket, two deerskin robes, and an outer feather blanket of fine artistic workmanship quality.

            Keres people are thought to be the first permanent inhabitants on the Pajarito Plateau about AD 1150. They migrated from the Zuni-Acoma area of west-central New Mexico, and eastern Arizona before Chaco Canyon and Mesa Verde were inhabited. There were small homes sites developed for over 150 years on the mesa tops. They ranged from 2 to 20 rooms. They covered the area from Abiquiu to Cochiti. The communities are just mounds of rubble now. The Kiva built is a sub-terrainean site within the small house sites. It was the center of the culture. It was the first construction to be completed in a new living area. It was the sanctuary for silence, prayer, thought, and eternal wisdom. The economy was based on agriculture supplemented by hunting. The tree rings indicate abundant rainfall. The dry farming took place on the mesas and canyon floors.

            The northern migrants were people of Mesa Verde and Chaco Canyon about AD 1300. They began migrating south into large communal living groups with different languages and cultures. The Tewa people built along the rim of the Pajarito Plateau. Their artifacts wee similar to Mesa Verde through cliff house building. They enlarged useful caves and built two to three story talus homes.

            The Plateau cities composed of eighteen settlements from Abiquiu to White Rock Canyon. Tewan names indicate the closeness to nature of the inhabitants. Te’ewi (little cottonwood gap) is on a 200 foot bluff at Rio Oso / Chama River. Yuque-yunque (down at the mocking bird place) is at the Chama / Rio Grande River. Shupinna (narrow point), Puye (where the cotton-tail rabbits gather), Tsipiwi (gap where pieces of flaking stone come out of the ground), and Pininikangwi (dwarf-corn meal gap) are all constructed near Santa Clara Canyon. Otowi (gap where the water sinks), Tsankawi gap of the sharp round cactus), and Tshirege (down at the bird place) are located south of the other pueblos. The pueblos of Puye and Tshirege were the focal centers of the ancient pueblo culture. Puye pueblo was made up of a 300 foot by 250-foot quadrangular four-storied structure on the mesa with 1-� miles of double-tiered talus villages on the cliff. Puye and Tsankawi are the “sky pueblos” on the mesa much like Acoma. Tshirege is on the east edge of the mesa north of Pajarito Canyon road and was the largest independent pueblo besides Zuni. The 600 rooms on the ground floor with ten visible kivas have not been excavated as yet, but the view is impressive.   Guarding the entrance(Pettit, 26) of the southern route is a seven foot petroglyph called Awanyu (the Plumed Serpent). It is the pictorial form of the water and sky deity necessary for the well-being and livelihood of the Pajarito people. This deity is found in the water jars and food bowls reminding them of his presence. Otowi and Tsankawi maintained large populations also (Pettit, 26-27).

The Keres territory moved south due to cultural, language, and territory conflicts. It also could have been due to crop failures due to cooler temperatures. This was evidenced with the pine pollen. Prior to AD 1350 villages gradually abandoned the area. They found peaceful living north of Frijoles Canyon. The entire plateau north of Los Alamos was Tewa land. The Keresans were south of Los Alamos and south of the north rim of Frijoles Canyon.

Tyuonyi seems to be the gem of prehistoric pueblos. It is a circular pueblo with a single entrance to 250 rooms at ground level with a total of 400 rooms. It was constructed between AD 1383 to 1466. It has a 42-foot Kiva, which is the largest in the Rio Grande country. Tyuonyi is known as the “meeting place” or “place of treaty.” It lies on the banks of the Rito de los Frijoles River, or what is now Bandelier National Monument. It replaced the cities of the Keres peoples after they abandoned their land (Pettit, 28).

Cochiti lands were formed by Kereseans moving ten miles north of Frijoles Canyon to the Mesa de las Vacas. The shrine of Stone Lions or Yapashenye (sacred enclosure) was built there. They used an abandoned pueblo to create Tse-ki-a-tan-yi” or “Cueva Pentada” (painted cave). They have a painted shrine picture gallery in the arch of a natural cave entrance. The fortress town Ha-nut Cochiti (Cochiti Above) is on the mesa top. It was moved to the banks of the Rio Grande to be known as the Cochiti Pueblo after the Spanish arrived.

The Pueblo cultures used only what was needed to survive, and to keep the natural balance of life within and around them. The balance of life with nature is for the preservation of both culture and religion. The drought once again returned to the area causing the pueblo to move to the river valley and abandon the “sky pueblos.”

The upper Rio Grande had 70 pueblo villages of 20,000 people. The extermination of Pleistocene fauna resulted in the Stone Age man of North America learning to coexist with nature in a way no other civilization has paralleled on the planet. The Pueblo people were a model of creating a balance of life using only what was needed to live, and leaving the remainder as precious in the eyes of their gods as graced by the individual. The people believed they were not masters in controlling the universe, but just a necessary, integral part of it. As the drought came about again, they moved their pueblos closer to the river and began a new life of farming where water was near. Many other pueblos also had to move from the plateaus to the river; thus, 70 pueblo groups of people moved to the water beginning a new form of life.

Cultural Impacts

Societal – Contrast between Western / non-Western controls

Eastern Cultures

The Hindu concept in India looks beyond the life cycle of birth, life, and death. Their concept of cycle reaches out to the infinite and abstract view of never-ending cycles. The Chinese look towards never-ending cycles where the present is currently.

Native American Cultures

They are a part of nature, not in control of nature. The spirit lives within themselves as part of nature. Native American legends are examples of myths leading through time.

European Theology

These are examples of original faith elements which became controlling factors of new cultures they did not understand related to reason and stated as faith.

Australia Aboriginal Art & Culture Center– http://aboriginalart.com.au/culture/

Documentation

PROJECT ESTEEM ACTIVITY SHEET

TITLE:         The Identification of a Satellite Image

SUGGESTED GRADE LEVEL:           6 – 12

GOAL: Establish a visual frame of reference to geographical locations from                                satellite remote sensing images.

OBJECTIVE:

Students will:

1.                   Identify geographical location of a satellite image using an atlas

2.                   process the information identified from a satellite image

3.                   interpret data received from a satellite transmission

4.                   determine distinguishing features from a satellite image

5.                   present evaluation of satellite image to class extension:

6.                   evaluate industrial impact

7.                   determine population locations

8.                   analyze vegetation growth

9.                   identify geologic formations

10.               locate weather features impact on land sites

11.               generate environmental studies issues

12.               analyze atmospheric conditions

13.               determine water flow currents, temperature, pollution, etc.

CLASS OF ACTIVITY           Exploratory X Application X Extension X

APPLICATIONS TO TECHNOLOGY AND SOCIETY

            Concepts in this activity integrate atmospheric / environmental analysis with geography, mapping skills, visual cueing, and computer radio wave acquisition technology

PROCESSES ILLUSTRATED

Observing   Inferring Visual Cueing

Interpreting Data Signal Acquisition Predicting

Using Logic Analysis Comparison

MATERIALS NEEDED

Images:   Supplies:

prior “capture” infrared image on disk worksheet

cloud slide from space slide projector

image on transparency IBM computer with software

laser print of image atlas

GIS photo image overhead projector

PROCEDURES

NOTE:              Students will have previously

a.                    covered the process of radio wave acquisition

b.                   received a lecture on satellite remote sensing

c.                    used previous laser images with atlas analysis

d.                   practiced satellite image acquisition

e.                    discussed weather features which have impacted selected land sites

PROCESS

1.                   Students will work in groups of 3 – 4

2.                   Each group will work independently

3.                   Assign groups randomly

a.       one group a previously loaded image

b.      one group at screen with overhead image

c.       one group at screen with slide image

d.      one group with laser image

e.       one group with GIS photo image

4.                   Rotate groups every twelve minutes

5.                   Preferably, each person will have an atlas available

6.                   Each group will have a worksheet to complete each station

7.                   Students will find maps representative of the landform in the atlas

8.                   Using the maps they will complete the worksheet

9.                   Present image to class with the analysis

10.               Following presentations, brainstorm environmental impact and issues extension:

            Groups will select an environmental issue to be studied through continued image acquisition of the specific area, and environmental research.

EVALUATION

Completion and accuracy of location

Analysis of topographic features

Group interaction shared

Extended analysis of topography

STUDENT WORKSHEET
Satellite Image Analysis

STUDENT NAMES:             _____________________________________________

                                                _____________________________________________

                                                _____________________________________________

                                                ______________________________________________

Satellite: _______________ Date   of    Acquisition: ___________________________
Time Acquired: _________ Light Source:             VIS _______    IR _____________

LAND FORM ANALYSIS:

Name of Continent: _____________________________________________________             Longitude: _______________________ Latitude: ______________________             Political Countries / States: _________________________________________                                                             _________________________________________
Border Water Body: ____________________________________________________
Large Water Body: _____________________________________________________
Rivers / Streams / Lakes: _________________________________________________                                     _____________________________________________________

Major Population Areas: ________________________________________________                                     ______________________________________________________

Major Mountain Ranges: _________________________________________________                                     ______________________________________________________
Major Industrial Areas: _________________________________________________                                     ______________________________________________________Weather Impact Area: __________________________________________________                                     ______________________________________________________
Potential Pollution Areas: _______________________________________________                                     ____________________________________________________                                     _____________________________________________________
Vegetation Growth Areas: _______________________________________________                                     ______________________________________________________

SUMMARIZE POTENTIAL ENVIRONMENTAL ISSUES TO RESEARCH:

LECTURE:
Satellite images are sent from two systems. The automatic picture transmission (APT) senses images from the TIROS – satellite series which are near-polar orbiters. The Geostationary Operational Environmental Satellite (GOES) are in stationary Earth-synchronous orbit above the equatorial line of reference. These satellites are predomin- antly used for environmental monitoring and WEFAX transmissions.

            The satellites send radio tones to the earth’s surface, and it measures the time lapse from output to reception:

�       the louder the tone reception (the shorter the time lapse) forms shades of white

�       the intermediate time lapse forms shades of grey the lower tones (the longest time lapse) forms shades of black

            There are five channels of radiant energy (IR) which can be detected by the primary scanner (AVHRR) as they are reflected off the earth. These range from visible, near-infrared, and infrared spectrum. This signal is transmitted continuously from the satellite, and is only limited by its range of sight from the ground station.

            The ability to receive transmissions is determined by its altitude relative to ground station location. Daytime transmissions are received in both visible and infrared spec-trum. The night time transmissions are received only in infrared. The radio signal is converted from digital to analog for transmission. It is then converted back to digital at the ground station.

            The transmissions can produce a full visual image every thirty minutes in both visible and infrared spectra. It provides smaller portions of the earth’s surface to be viewed which assists meteorologists in:

�       tracking severe weather patterns

�       measuring Earth’s surface and water temperature

�       temperatures of cloud types

�       estimating precipitation

MATHEMATICS

I.           Newspaper – Weather Studies
            a.         compare / graph temperatures of cities at same latitude
            b.         compare wind direction and speed in various land / water areas
            c.         what tribal lands are located there

II.                  Geologic Studies

    a.         construct a 3-dimensional model showing geologic layers indicating elevation and          layer depth

            b.         locate Native American lands (i.e., Mesa Verde, Anasazi, Chaco Canyon, Salmon           Ruins, Athbascans, etc.)

III.                Habitat Observations – charts, graphs, drawings, comparison
           a.                    set-up a mini-habitat for a variety of animals
                        1.      record temperature within habitat
                        2.      locate eating patterns in relation to living / sleeping for each site
                        3.      amounts of food / water for each site
            b.                   evaluate human habitat for same as above
                        1.      classroom environment
                        2.      school environment
                        3.      home environment
                        4.      neighborhood environment
                        5.      city environment
                        6.      regional environment
                        7.      global environment

Bibliography

Bennett, Milton J. and Edward C. Stewart. American Cultural Patterns. Maine: Intercultural Press, 1991.

Campbell, Joseph. Myths, Dreams, and Religion. Dallas, Texas: Spring Publications, Inc., 1970.

Campbell, Joseph. Transformations of Myth Through Time. New York: Harper & Row Publishers, 1990.

Concepts and Challenges in Earth Science. New Jersey: Globe Fearon Educational Publishers, 1998.

Dixon, E. James. Bones, Boats, & Bison. Albuquerque, NM: University of New Mexico Press, 1999.

Erdoes, Richard and Alfonso Ortiz. American Indian Myths and Legends. New York: Pantheon Books, 1984.

Fagan, Brian M. The Great Journey. London: Thames and Hudson, 1987.

Frankl, Viktor E. Man’s Search for Meaning. New York: Simon and Schuster, 1970.

Hall, Edward T. Beyond Culture. New York: Anchor Books Doubleday, 1981.

H`itakonanu’laxk (Tree Beard). New York: The Grandfather Speaks. Interlink Books, 1994.

Niebuhr, Richard H. Radical Monotheism and Western Culture. Kentucky: Westminister/ John Knox Press, 1960.

Pettit, Roland A. Los Alamos Before the Dawn. New Mexico: Pajarito Publications, 1972.

Volpe, Peter E. Man, Nature, and Society. Iowa: Wm. C. Brown Company Publishers,    1979.

Weaver, Kenneth F. “Remote Sensing – New Eyes to See the World.” National Geographic. January 1969.

Zielaskowski, Cherry. “PROJECT ESTEEM ACTIVITY SHEET - The Identification of a Satellite Image.” EDWES Consultants. 1992.

Teacher / Student Internet Resources

Beringia / Glaciers / Culture / Technology

George Lucas Foundation:        http://www.glef.org/

Project Based Learning

Technology Integration

Assessment

            Rubric Builder: http://www.rubricbuilder.on.ca/learn.html

NOAA / NASA Environmental Satellite Information:    http://www.nesdis.noaa.gov/

Earth Images Collections:

            1.         http://www.earthmapgallery.com/
            2.         http://www.webcorp.com/images/alaskaimages.htm
            3.         http://www.galen-frysinger.org/glaciers_of_alaska.htm

Global Imaging: http://www.globalimaging.com/sat-ssat.html

Video:               http://www.pbs.org/beringlandbridge/guide/history.html

History:
            1.         http://www.usatoday.com/news/healthscience/science/cold-science/2001
                        06-08-alaska-glacier.htm
            2.         http://www.earthchangestv.com/breaking/June/0621alaskaglacier.htm

Bering Glacier: http://www.vision.net.au/~daly/bering.htm

Wisconsin Glacier:
            1.         http://www.geobop.com/paleozoo/World/NA/US/WI/
            2.         http://www.dellschamber.com/history/history.htm

Wild Life:
            1.         http://www.gustavus.com/activities/whales.html
            2.         http://www.seawolf-adventures.com/alaskas_wildlife.htm

Weather Resources:      http://www.meteor.wisc.edu/~hopkins/wx-links/wx-edlnk.htm

Remote Sensing Data:
            1.         http://rsd.gsfc.nasa.gov/rsd/
            2.         http://cirrus.sprl.umich.edu/wxnet/software.html

Mapping:           http://instaar.colorado.edu/cosmolab/alaska/alaska.html

USGS: 1.         http://www.state.nm.us/gsd/isd/ads_gis.html
            2.         http://elibrary.unm.edu/maproom/
            3.         http://roadmap.unm.edu/search/gis_data/gis.htm

Glacier Curriculum:
            1.         http://www.asf.alaska.edu:2222/
            2.         http://www.uwgb.edu/dutchs/202ovhds/glacial.htm

Glacier Names: http://www.library.state.ak.us/asp/alaska_glaciers.html

Glacier Bay Multimedia:
            1.         http://sdcd.gsfc.nasa.gov/GLACIER.BAY/glacierbay.html
            2.         http://www.360alaska.com/

Geology:
            1.         http://www.champagne-design.com/qtvr/okotoks.html
            2.         http://www.newswise.com/articles/2001/3/GLACIER.ISU.html

Native Americans:
            1.         http://cooday8.tripod.com/alaska.htm
            2.         http://web.onramp.ca/rivernen/prehist.htm

Petroglyphs:      http://unr.edu/homepage/daved/gislinks.html

Flint Knapping: http://www.opalvalley.com/gary/

NM Bison:        http://www.fw.vt.edu/fishex/nmex_main/species/050428.htm

Teacher Resources:

            Jigsaw Classroom:        http://www.jigsaw.org/steps.htm
            APS Technology Corner:           http://www.aps.edu/aps/tech/techcoord.html
            Portfolio Collection:      http://www.rochester.k12.in.us/tql.htm

            WebQuest:
                        1.         http://www.aps.edu/aps/sw_depart/ittp/WQDay2/Day2Begin.html                         2.         http://edweb.sdsu.edu/webquest/community.html

            ISTE:   http://www.iste.org/

            Rubric Building:             http://www.rubricbuilder.on.ca/learn.shtml

            Project Based Learning:             http://4teachers.org/projectbased/

            Evaluation of Internet Sources:   http://www.uwec.edu/Library/Guides/tencs.html

            Baldridge – Quality Learning:    http://www.rochester.k12.in.us/tql.htm

            Portfolio Collection:      http://www.rochester.k12.in.us/tql.htm

            APS Teacher Resource Pages: http://www.aps.edu/aps/teach_resources/welcome.htm

            APS Tech Coord Corner:         http://www.aps.edu/aps/tech/techcoord.html

            Multicultural Resources:             http://www.aps.edu/aps/sw_depart/~tighe/diverse.html

            One Sky Many Voices: http://groundhog.sprl.umich.edu/index.html

            Game Show Presenter: http://www.almorale.com/gsp.html

            Research a Document: http://www.dianahacker.com/resdoc/

            Glacier Curriculum:       http://www.asf.alaska.edu:2222/

            Geology Project Performance: http://www.essentialschools.org/pubs/exhib_schdes/nyac_web/cpark/perform.htm

            Sample Test Questions: http://www2.austin.cc.tx.us/pgoines/testq.html

http://www.goes.noaa.gov - Currently there are no fees associated with the SAA’s online services. We ask only that you cite “the NOAA Satellite Active Archive” as the data source in all publications, articles, papers, etc. for which data sets have contributed value.

            Remote Sensing Tutorial Cover Page
            http://rst.gsfc.nasa.gov/start.html
            http://www.oso.noaa.gov/goes

            Geostationary Operational Environmental Satellites
            http://climate.ncdc.noaa.gov/cgi-bin/otter/sat/process_cgi_sm

Climate Data Request
http://www.photolib.noaa.gov/corps/bering1.html
NOAA Photo Library –The Northern Seas: Bering, Chuckchi, &    Beaufort Coastlines and Islands

            http://geo.arc.nasa.gov/sge/landsat/daccess.html - Landsat Data Access

Implementation

Team Projects will be developed to present a concept

WebQuest - http://users.erols.com/abisson.massed/beringia.htm

NM Standards: D-4: #6,7, 8 - Develop and demonstrate responsible / ethical behaviors                         E-5: #6,7, 8 - Develop effective leadership, interpersonal, and team skills

LESSON 1:     What is archaeology and why study it?

Take a field trip to Maxwell Museum to get visual picture of type of work an archaeologist does.

Invite archaeologist to share specimens, discuss how work is performed, and plant seeds of the Beringia Land Bridge with plant / animal migration.
http://weber.ucsd.edu/~dkjordan/arch/mexchron.html

NM Standards: E-5: #4, 5, 6 - Science as Inquiry
                        F-6: #7, 8, 9, 10, 11, 12 – Process of scientific inquiry

APS Standards: E/S 3.2.4 - How fossils are formed

LESSON 2:     Archaeology Lab

Use fossils in lab activity to identify different types of rocks using geology to get concept of time events over long periods. Review from prior lessons of the Pangea movement of the Earth’s plates and how rock layers were formed over time.
http://www.beringia.com/02/02maina5.html

NM Standards: E-5: #4, 5, 6 - Science as Inquiry
APS Standards: E/S 3.2.5 - Determine age of rocks and fossils

LESSON 3:     What is Satellite Remote Sensing and how is it used?
http://rst.gsfc.nasa.gov/start.html
http://www.ngdc.noaa.gov/paleo/parcs/atlas/beringia/

Investigate the Internet into the NOAA site on satellite remote sensing and how it is done. Use satellite activity to create a model of geostationary and polar orbiting satellites.

NM Standards: E-5: #4, 5, 6 - Science as Inquiry
                        F-6: #7, 8, 9, 10, 11, 12 – Process of scientific inquiry

APS Standards: Technology and Scientific Investigation

LESSON 4:      Compare and contrast maps of the Beringia / North America over time.http://aurora.ak.blm.gov/arctic/cultural/images/beringia.jpg

Work with downloaded pictures in infrared / visible light to find the Bering Sea and location of Siberia and Alaska.

NM Standards: N-14: #7, 8, 10 – Compare/contrast interactions between science/                              technology
APS Standards: E/S 3.2.1, 3.2.3 - Plate tectonics, continental drift, environment change

LESSON 5:     Describe the Beringia land features through a timeline.
http://www.geo.umass.edu/projects/chukotka/berhome.html

Students download satellite images of the Beringia area as it looks now. They contrast it with a USGS map to create a model design on butcher paper of how it looked in 14,000 BP. They are to then create elevation levels of the land in relationship to the sea level. Each team should take a different period of time to demonstrate change over time. http://weber.ucsd.edu/~dkjordan/arch/beringia.html

NM Standards:

            N-14: #7, 8, 10 – Compare/contrast interactions between science/ technology
            A-1: #7, 10, 11, 13 – Understand / use mathematics to solve problems

APS Standards: E/S 3.4.3 - Impact of global natural events

LESSON 6:     What were the climatic changes of Beringia?
http://www.ngdc.noaa.gov/paleo/parcs/atlas/beringia/index.html -- Atlas

Discuss weather patterns and the timeline of glacial change on the earth’s development process for developing climates.

NM Standards: E-5: #9 – Understand / use numbers and number relationships
APS Standards: E/S 3.4 - Impact of global natural events

LESSON 7

Describe the continental shift and change in water levels during the glacial time period of Beringia.
http://camalott.com/~paulap/bering.htm

NM Standards: A-1: #7, 10, 11, 13 – Understand / use mathematics to solve problems
APS Standards: E/S 3.4 - E/S 3.4.3 - Impact of global natural events

LESSON 8:     Identify the ancient cultures of Beringia and movement southward.
http://www.alaskan.com/docs/beringia.html

Using map topography to make a map on butcher paper of the Beringia Land Bridge including Siberia and Alaska.

Using map topography make a map on butcher paper of Alaska, Wisconsin Glacier, and Canada to show pathway of migration.

NM Standards: N-14: #7, 8, 10 – Compare/contrast interactions of science / technology

                        D-4: #9, 10 – Understand / use mathematics connections

                        E-5: #9 – Understand / use numbers and number relationships

APS Standards: S/S 6 – 8: Cultural development and social change over time

LESSON 9:     Identify the ancient cultures of North America.
http://www.beringia.com/02/02index.html
http://weber.ucsd.edu/~dkjordan/arch/beringia.html

Using map topography make a map on butcher paper of North America to show migration settlements.

NM Standards: 2-(5-8) III-A #b, c, d: Use language, literature, and media to understand                                   social / cultural perspectives.

                        8-(5-8) II-C #b, c, d: Competence in skills and strategies for written work APS Standards: S/S 6 – 8: Cultural development and social change over time

LESSON 10:   Relate Native American myths and legends to settlement of North America.

NM Standards: 2-(5-8) III-A #b, c, d: Use language, literature, and media to understand                                   social / cultural perspectives.

                        A-1 #6 : Describe how peoples of the world are connected and cope with                    changing conditions.

APS Standards: Reading Strand 1, 2, 3 – Reading, listening, processing concepts

LESSON 11:    Relate Native American cultural movements due to environmental                                              changes in the land and seasons.

http://www.beringia.com/01/01maina1.html

NM Standards: E-5 #5, 8: Know / understand relationships in history from past / present                       to lead to the future.

                        K-11 #5, 8: Understand ever changing nature of culture

APS Standards: S/S 6 – 8: Cultural development and social change over time

PROCESSES ILLUSTRATED
	Observing	Inferring	Visual Cueing
	Interpreting Data	Signal Acquisition	Predicting
	Using Logic	Analysis	Comparison
MATERIALS NEEDED
Images:		Supplies:
	prior “capture” infrared image on disk	worksheet
	cloud slide from space	slide projector
	image on transparency	IBM computer with software
	laser print of image	atlas
	GIS photo image	overhead projector