RSimonPortfolioFA2013_TeachingWithBrokenGlass_Final

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).

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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

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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

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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).

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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

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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
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
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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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

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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
18
Trenching southeast of the Gold
Belt Dance Hall
Amber 53
Amethyst 4
Aqua 29
Colorless 35
Cobalt Blue 3
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
Milk Glass 1
Green (Light) 4
Red and Colorless 1
Red 1
Blue (light) 2

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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

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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)

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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

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Table 8: Vanoli Data used for Maker’s Mark BingoBingo#
Internal#
Mark/Embossing
Description
Company
Vessel
Function/Contents
OriginCountry
OriginRegion
OriginCity
Date
BingoClue
1 5OR30.18A8.4.1.1607
F in hexagon
101050 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.

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Bingo#
Internal#
Mark/Embossing
Description
Company
Vessel
Function/Contents
OriginCountry
OriginRegion
OriginCity
Date
BingoClue
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.

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Bingo#
Internal#
Mark/Embossing
Description
Company
Vessel
Function/Contents
OriginCountry
OriginRegion
OriginCity
Date
BingoClue
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.

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Bingo#
Internal#
Mark/Embossing
Description
Company
Vessel
Function/Contents
OriginCountry
OriginRegion
OriginCity
Date
BingoClue
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.

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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

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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

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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

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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.

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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)

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Figure 12: Demonstrating the Warm-up Lesson from Investigating Shelter and showing off a
really good hat (D. McCarthy, 9/8/2013)
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.

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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

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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.

50 | P a g e
Figure 13: Follow-up Survey Results (Question 3)
Figure 14: Follow-up Survey Results (Question 4)

51 | P a g e
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,

52 | P a g e
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

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