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INTRODUCTION

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Teacher Notes

On the 19th September 1991, in snow covered alps on the Italian border, a 5300 year old male body was discovered. Named Oetzi (or Otzi), this frozen man is now preserved and housed in the Museum of Archaeology in Bolzano, Italy. Oetzi has been the subject of intense scientific analysis and will continue to be examined as new forensic tools and methods are developed.

Imagine…..

A group of determined individuals, "Friends of Oetzi", have decided that Oetzi should be treated as a human being with rights and therefore all scientific analysis should permanently cease. They claim Oetzi should be given appropriate funeral rites and buried with respect and dignity. Many archaeologists and forensic experts disagree with the group. The matter will be discussed in a public forum, and a decision will be reached by the Italian Ministry of Culture.

TASK

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Teacher Notes

Your team feels strongly on this issue and will prepare a presentation to the Ministry.
Use all or most of the following:

text    moving image    still image    sound(music, narration - live or recorded)    to

• summarize what you have learnt about Oetzi and his Neolithic world.
• compare life in Oetzi's time during the Neolithic period with our lives in the 21st century.
• present an argument that states how your team thinks Oetzi's remains should be treated.

Your audience will be the rest of the class and the teacher. They can be seen as people attending the public forum: "Friends of Oetzi", other interested citizens, scientists, and government officials from the Italian Ministry of Culture.

PROCESS

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Teacher Notes

A good team member:

• listens    • contributes    • solves problems    • respects    • records   
• works consistently and constantly    • seeks help when in trouble   
• challenges him or herself.

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You will form teams of four.

Pre-Reading in your Team:

Before you specifically study Oetzi, access the websites below to learn more about Oetzi's world - Neolithic times.

• When did the Neolithic period occur?
• What were the distinguishing features of the Neolithic period?
• In what parts of the world did it occur?
• When you study Oetzi, determine how much he was a "typical" person from the Neolithic.

What is the Neolithic Revolution? Learn about it here!

http://tiger.towson.edu/~awarni1/neolithic_revolution.htm

Neolithic Period

http://www.infoplease.com/ce6/society/A0835205.html

Neolithic

http://en.wikipedia.org/wiki/Neolithic

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Tasks for each member

All team members are to study Oetzi thoroughly, but each team member does have an area of responsibility...

Member 1
You are the Facilitator.
• You are required to keep a regular journal (handwritten, word processing file or blog) that records all plans, changes, what is being worked on, what has been completed. This journal is part of your team's assessment.
• The facilitator must make sure that the group adheres to deadlines.
• He or she is the group’s spokesperson to the teacher and the class.
• The facilitator plans and practises the presentation to the "Italian Ministry of Culture", and organises any equipment required for this presentation.
• After the presentation, the Facilitator and the group prepare one team self assessment based on the Evaluation table below; this self assessment is submitted to the teacher by a specified time.

Member 2
You are the expert in forensic analysis of the body, internally and externally. Also examine the theories that try to explain why Oetzi was in the Alps. Which is the most convincing theory? Compare and contrast Oetzi and his world with our world - what conclusions have you reached?

Member 3
You are the expert in forensic analysis of Oetzi's clothing, accessories and belongings. Also examine the theories that try to explain why Oetzi was in the Alps. Which is the most convincing theory? Compare and contrast Oetzi and his world with our world – what conclusions have you reached?

Member 4
You are an ethicist - a person who studies morals in human behaviour. Consider these questions:
• Is Oetzi human, an object for scientific study, a curiosity?
• What valuable scientific and historical information can be gained from studying Oetzi?
• What "rights" does Oetzi have?    • Is Oetzi being violated?
• Does time diminish the rights of a deceased person?
Conduct a survey! Ask your participants to imagine that, in 5000 years time, their frozen remains are located by scientists. How would they want their bodies to be treated? Why do they feel this way? Add any questions that would help you understand the "rights" of Oetzi, and the arguments that support scientific exploration of the remains. Compare Oetzi and his world to us and our world – what conclusions have you reached?

• Sites for Members 2 and 3

Ötzi - Iceman of the Alps

http://www.mummytombs.com/mummylocator/featured/otzi.htm

Ötzi the Iceman

http://en.wikipedia.org/wiki/%C3%96tzi_the_Iceman

Testimony from the Iceman

http://www.smithsonianmag.com/issues/2003/february/iceman.php?page=1

Death of the Iceman

http://www.bbc.co.uk/science/horizon/2001/iceman.shtml

Otzi The Iceman

http://www.crystalinks.com/oetzi.html

The Iceman

http://www.american.edu/TED/iceman.htm

Ötzi, the glacier man

http://www.angelfire.com/me/ij/oetzie-home.html

Ice Mummies: Return of the Iceman

http://www.pbs.org/wgbh/nova/transcripts/2518iceman.html

Ötzi's Last Journey – Plants and the Iceman

http://www.gla.ac.uk/Acad/IBLS/DEEB/jd/otzi.htm (1998 article - death theories out of date)

Mosses and the Iceman

http://www.gla.ac.uk/Acad/IBLS/DEEB/jd/iceman.htm

The Iceman's Last Meal

http://www.pbs.org/wgbh/nova/icemummies/iceman.html

Prehistoric ice-man fought to his death (Weapons and violent death)

http://www.abc.net.au/science/news/ancient/AncientRepublish_924421.htm

Iceman's Final Battle (Weapons and violent death)

http://news.bbc.co.uk/1/hi/sci/tech/1884525.stm

Ötzi the Iceman Infertile Outcast? (DNA analysis)

http://dsc.discovery.com/news/briefs/20060206/oetzi_arc.html

Oetzi: a 5300-year-old hi-tech warrior? (Clothing, weapons and accessories)

http://www.stonepages.com/news/archives/000164.html

Detective work, persistence pay off in project to recreate ancient footwear (Oetzi’s shoes)

http://www.post-gazette.com/pg/05192/535974.stm

Optional Research: Bog Bodies 1

http://www.archaeology.org/online/features/bog/index.html

Optional Research: Bog Bodies 2

http://www.utexas.edu/courses/wilson/ant304/projects/projects97/dentep/dentep.html

• Ethics Sites for Member 4

The Iceman - scroll down to Points 8 and 15

http://www.american.edu/TED/iceman.htm

World Archaeological Congress Codes Of Ethics

http://www.worldarchaeologicalcongress.org/site/about_ethi.php

Mortal remains, guilt and the loss of the past

http://metamedia.stanford.edu/~mshanks/weblog/?p=247

Code of Ethics of the American Anthropological Association
Scroll down to A. Responsibility to people and animals with whom anthropological researchers work and whose lives and cultures they study

http://www.aaanet.org/committees/ethics/ethcode.htm

Whose Heritage? The Conflict between Living and the Dead within Archaeology

http://www.science-spirit.org/article_detail.php?article_id=22

Dancing with the dead in a mass grave - Mary Baxter

http://www.britarch.ac.uk/ba/ba50/ba50feat.html

Ancestors, not Specimens: Reflections on the Controversy over the Remains of Aboriginal People in European Scientific Collections

http://www.jcu.edu.au/aff/history/articles/turnbull.htm

Ishi's Long Road Home

http://www.sciencenews.org/articles/20000108/bob8.asp

Kennewick Man

http://en.wikipedia.org/wiki/Kennewick_Man

EVALUATION

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Teacher Notes

Teacher Assessment, Our Checklist and Guide to Team Self Assessment

ASSESSMENT AREAS	EXCELLENT	GOOD	SATISFACTORY	POOR
CONTENT: Research	Found at least 12 pieces of information.	Found at least 10 pieces of information.	Found at least 8 pieces of information.	Found at least 6 or less pieces of information.
CONTENT: Putting it all together "Information" is defined as text, image and sound	• Accurately and thoroughly explored connections of Oetzi, Neolithic and Now. • All information relevant and appropriate to the task. • All information historically accurate. • All information is connected and flows well.	• Connections of Oetzi, Neolithic and Now were somewhat accurately and thoroughly explored. • Most information relevant and appropriate to the task. • Most information historically accurate. • Most information is connected and flows well.	• Connections of Oetzi, Neolithic and Now were borderline in accuracy and thoroughness. • Some information relevant and appropriate to the task. • Some information historically accurate. • Some information is connected and flows well	• Did not explore connections of Oetzi, Neolithic and Now. • Not enough information is relevant or appropriate to the task. • Not enough information is historically accurate. • Not enough information is connected and flows well.
CONTENT: Argument How should Oetzi's remains be treated?	• Argument is very reasonable. • Argument is very thorough. • Argument is strongly persuasive.	• Most of the argument is reasonable. • Most of the argument is thorough. • Argument is quite persuasive.	• Some of the argument is reasonable. • Thoroughness of the argument varied. • Some parts of the argument were persuasive.	• Argument is not convincing. • Argument needed more detail and explanation. • Argument is not persuasive enough.
TEAMWORK	• All understood role and carried it out. • All solved problems co-operatively. • All listened attentively to each other. • All contributed constantly. • All members always used time wisely.	• Most understood role and carried it out. • Most solved problems co-operatively. • Most listened attentively to each other. • Most contributed constantly. • Most members always used time wisely.	• Some understood role and carried it out. • Some solved problems co-operatively. • Some listened attentively to each other. • Some contributed constantly. • Some members always used time wisely.	• Not enough understood role and carried it out. • Not enough members solved problems co-operatively. • Not enough members listened attentively to each other. • Not enough members contributed constantly. • Not enough members always used time wisely.
PRESENTATION	• All creative and original. • Always correctly pitched at audience. • Entertaining throughout. • No errors - all polished and rehearsed. • Excellent use of text, image and sound.	• Mostly creative and original. • Usually pitched well at audience. • Mostly entertaining throughout. • Mostly polished and rehearsed. • Mostly excellent use of text, image and sound.	• Sometimes creative and original. • Sometimes pitched correctly at audience. • Sometimes entertaining throughout. • Sometimes polished and rehearsed. • Sometimes there is good use of text, image and sound.	• Not enough creativity and originality. • Not satisfactorily pitched at audience. • Not entertaining enough. • Not polished and rehearsed to a satisfactory level. • Not enough successful use of text, image and sound.
JOURNAL	• Journal was always organised. • Written in impressive detail. • Always maintained regularly. • Had accurate spelling and punctuation.	• Journal was mostly organised. • Written in good detail. • Maintained regularly most of the time. • Had reasonably good spelling and punctuation.	• Journal was somewhat organised. • Detail varied. • Could have been maintained on a more regular basis. • Regular spelling and/or punctuation errors.	• Journal was poorly organised. • Required much more detail. • Was not maintained regularly enough. • Had too many spelling and/or punctuation errors. • Journal was not submitted.
TEAM'S SELF ASSESSMENT	• Self assessment was fully based on the Evaluation table. • Showed a fully accurate and honest assessment of the team's strengths and weaknesses.	• Self assessment was mainly based on the Evaluation table. • Showed a mainly accurate and honest assessment of the team's strengths and weaknesses.	• Self assessment was somewhat based on the Evaluation table. • Showed a partially accurate and honest assessment of the team's strengths and weaknesses.	• Self assessment was not based on the Evaluation table. • Showed limited or poor accuracy and honesty in the assessment of the team's strengths and weaknesses. • Self assessment not submitted.

CONCLUSION

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Teacher Notes

By studying Oetzi, we develop a better understanding of people and societies - now and in the Neolithic.
We can learn about how our current society came to be, and explore the similarities and differences between our world and the Neolithic.
We can explore morals and ethics associated with today's cultural, religious and scientific treatment of the dead.
We can develop an appreciation of forensic science, a rapidly developing discipline that is revealing a wealth of information in archaeology and anthropology.

EXTENSION WORK

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Teacher Notes

Australian Aborigines and the Remains of Ancestors
Access the websites below, discuss the four questions and negotiate with your teacher as to how your team will respond to these questions.

1. Why is it important for Aborigines to give appropriate burial rites to their ancestors?
2. Why do some scientists believe that human remains should remain in collections and be studied scientifically?
3. What actions have been taken by the Australian government and overseas organisations regarding the remains of Aboriginal ancestors?
Consider issues such as:
    • complete or partial return of the remains.
    • minimal physical interference with the remains during scientific examination.
4. Compare and contrast Oetzi's situation with that of Aboriginal ancestors.

Aboriginal Culture and Grief: An Interview with Ray Minniecon

http://www.compassionatwork.com/art_minniecon.html

Wiran Aboriginal Corporation - The Project to Recover the Remains Of The Ancestors

http://www.eco-spirituality.org/ealchga2.htm

Human Remains: Objects to Study or Ancestors to Bury?

http://www.instituteofideas.com/transcripts/human_remains.pdf

Dead Aborigines returned home

http://www.eniar.org/news/repat20.html

Alarm raised over return of human remains

http://www.eniar.org/news/repat18.html

NSW: Sydney Aboriginal people find final resting place - 4 March 2005

http://www.abc.net.au/message/news/stories/s1316256.htm

NSW: Sydney Aboriginal people reburied at Botany Bay - 30 May 2005

http://www.abc.net.au/message/news/stories/s1374941.htm

NSW Legislative Assembly Hansard - Return Of Aboriginal Remains - 16 March 2004

http://www.parliament.nsw.gov.au/prod/parlment/hansart.nsf/V3Key/LA20040316005

TEACHER NOTES

Introduction •

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Extension Work

This WebQuest was constructed by staff from Reservoir District Secondary College:
Text was by Alida Bonotto and Vince Antonetti (Librarians)
Oetzi sketches by Heather Wilson (Arts teacher)

Contact: bonotto.alida.c@edumail.vic.gov.au

INTRODUCTION

Oetzi had been studied on a basic level at our school. Who was he? What has been discovered about him? Especially involving are the forensic investigations that have been conducted, and the theories regarding Oetzi's death - a "murder mystery". However, there was a need (and challenge!) to add higher order thinking skills to the task (ethics of archaeology), and to bring it "closer to home" - to an Australian experience in the present (treatment of the remains of Aboriginal ancestors).

LEARNERS

This WebQuest is aimed at Years 8-9. However, the sophisticated vocabulary or language used in some of the websites may perhaps mean that it could be more suitable for Year 10. As always, teachers know the ability levels of their students and can ascertain the suitability of this WebQuest for them.

Before studying Oetzi, students would benefit from some prior knowledge about the Neolithic era, and this has been provided in the WebQuest. Perhaps they could do a geographical study of the area in which he was found (Otztal Alps), and from where he supposedly came (nearby valleys).

CURRICULUM STANDARDS

THE PRINCIPLES OF TEACHING AND LEARNING P-12 (PoLT)
This WebQuest can address the following PoLT areas…

Students learn best when the teacher:
1.3 uses strategies that promote students' self-confidence and willingness to take risks with their learning.
1.4 ensures each student experiences success through structured support, the valuing of effort, and recognition of their work.
2.1 encourages and supports students to take responsibility for their learning.
2.2 uses strategies that build skills of productive collaboration.
3.1 uses strategies that are flexible and responsive to the values, needs and interests of individual students.
3.2 uses a range of strategies that support the different ways of thinking and learning.
3.3 builds on students' prior experiences, knowledge and skills.
3.4 capitalises on students' experience of a technology rich world.
4.1 plans sequences to promote sustained learning that builds over time and emphasises connections between ideas.
4.2 promotes substantive discussion of ideas.
4.3 emphasises the quality of learning with high expectations of achievement.
4.4 uses strategies that challenge and support students to question and reflect.
4.5 uses strategies to develop investigating and problem solving skills.
4.6 uses strategies to foster imagination and creativity.
5.1 designs assessment practices that reflect the full range of learning program objectives.
5.2 ensures that students receive frequent constructive feedback that supports further learning.
5.3 makes assessment criteria explicit.
5.4 uses assessment practices that encourage reflection and self assessment.
5.5 uses evidence from assessment to inform planning and teaching.
6.1 supports students to engage with contemporary knowledge and practice.
6.2 plans for students to interact with local and broader communities and community practices.
6.3 uses technologies in ways that reflect professional and community practices.

VICTORIAN ESSENTIAL LEARNING STANDARDS (VELS)
• ICT for visualising thinking – Suggestions: mind mapping software (e.g. Inspiration, Microsoft Visio) can be used to plan the group’s activities and timelines, and design the presentation.

• ICT for creating - Students choose appropriate procedures, techniques and ICT tools to create their submission to the Ministry. They correctly manage and secure computer files and folders. They plan, record and reflect on their progress through the WebQuest.

• ICT for communication – Suggestions: the journals and self assessments can be recorded in blogs that are accessible to a certain audience. Group queries and self assessments can be transmitted to the teacher via email. Team members may also communicate out of class via communications technology. The whole class could create an Oetzi wiki that could also become available to a wider audience outside of the school.

VELS Strand: Discipline Based Learning
VELS Domain: The Humanities – History
• Historical Knowledge and Understanding Level 5 – abbreviated to reflect this WebQuest.
1. Students analyse and describe aspects of daily life and key features of community life in ancient societies. They analyse the ways that ancient societies were governed.
2. Students analyse change and continuity over time and compare key aspects of past and present societies. They explain the influences of ancient societies on contemporary societies.

• Historical Reasoning and Interpretation Level 5 - abbreviated to reflect this WebQuest.
1. Students frame key research questions, plan their investigations, and report on their findings.
2. They use a range of primary and secondary sources including visual sources that record features of the societies in their investigations.
3. They use relevant historical evidence, concepts and historical conventions to present a point of view. Students use a variety of forms to present their understanding.

• Historical Knowledge and Understanding Level 6 - abbreviated to reflect this WebQuest.
1. Students study Aboriginal and Torres Strait Islander communities and the fight for civil and political rights.
2. They make links between historical and contemporary issues.

• Historical Reasoning and Interpretation Level 6 - abbreviated to reflect this WebQuest.
1. Students frame research questions and locate relevant resources, including contemporary media and online resources.
2. They critically evaluate sources of evidence for context, information, reliability, completeness, objectivity and bias.
3. They recognise that in history there are multiple perspectives and partial explanations.
4. They use appropriate historical language and concepts in historical explanations.
5. They use evidence to support arguments, and select and use appropriate written and oral forms to communicate and develop historical explanations in a variety of oral, written and electronic forms.

PROCESS

The WebQuest should take a number of lessons (8-10 sessions?), and there should be time allocated for the presentations, self assessments and extension work. It is difficult to suggest exactly how many lessons are required. For example, student ability and attendance, access to equipment, interruptions to the daily school program need to be considered.

How will students be divided into groups? Here are some possibilities….
The teacher may structure the groups according to ability levels, behaviour concerns. Students may choose their own groupings. Students may have to write a submission to the teacher, explaining why their self-selected team should be allowed to work together, and how they will go about it. A lucky dip could determine teams. Choose an approach that's right for the class!
Ideally there should be groups of four. If this is not possible, have groups of 3 or 4. In a group of three, the role of facilitator should be shared.

How are lessons to be organised?
Obviously, access to the internet is essential. Team members should be responsible for all aspects of their project (task allocation, research, time management, construction of the presentation, behaviour and attitude…). All of this should be recorded in the journal.
The teacher should encourage students to find their own information and solutions. Use these types of questions and comments:
a.) Let's write down a list of possibilities.
b.) What can you do to solve this problem?
c.) Where can you go, who can you see, to find the answer?
d.) You could do a number of drafts and then pick the best one.
e.) What needs to be done to make the group work more successfully?
f.) How will you decide which images and sounds will be included in the presentation?
g.) Look at your presentation from the point of view of an audience member. What do you see? What do you hear?

It may be useful for students to construct a timeline involving Oetzi, Ishi, Kennewick Man and the "bog bodies". Does Otzi's extreme age make him more valuable for scientific study, and deserving of greater respect?

Some time may have to be given to ICT skills and equipment training e.g. how to use an interactive whiteboard, how to edit images, how to construct a Photo Story. Again, easy access to equipment and software are needed.
The teacher running this WebQuest should have some ICT and digital equipment experience, or have an ICT aide. Capable students in the class could share their ICT knowledge with their peers.

Where will the presentations take place? The classroom, library, a more formal environment like a hall or theatre?
Who will be the audience? The WebQuest states that the class is the audience, but this can be extended to include outside groups. Will there be a "Question Time" after each presentation?

The extension work and self assessments are important and should be completed by the class!

SUGGESTED RESOURCES

To produce their presentations, students need a good knowledge of one or two appropriate software programs e.g. PowerPoint, Photo Story 3, Movie Maker, webpage construction programs (Dreamweaver, Front Page, Nvu, Net Objects Fusion…), graphics editing programs (Adobe Photoshop, Paint Shop Pro…), sound editing programs (Audacity).

Computers, interactive whiteboards, digital projectors and screens may be required for the presentations. Scanners and digital cameras may also be needed.

Teams may have very creative ideas for their presentations. For example, they may seek costumes and props. Creativity is to be encouraged, as long as it is appropriate for the task.

The BBC has produced two television documentaries on Oetzi:
Death of the Iceman(2002) and The Iceman Murder (2005). Both have been shown on Australian television.

A non-fiction title is Iceman by Brenda Fowler (Pan Macmillan 2002).

An interview with an ethicist, anthropologist or archaeologist could provide a good perspective.

EVALUATION

The rubric covers quite a few areas, but look mainly for a presentation that is appropriate for the audience, persuasive and entertaining. Of course it should have accurate information, and sound reasoning in its arguments. The choice, design, arrangement and movement of images and sound should appear "professional".
The style of self-evaluation could be negotiated between teacher and team.

CONCLUSION

From studying the remains of one man, students develop an understanding about Neolithic life in southern Europe. They also develop an appreciation of forensic science, and look at the role of ethics in archaeology. Then all of this is brought "closer to home" with the link to a current issue involving the remains of Aboriginal ancestors.

Introduction •

Task •

Process •

Evaluation •

Conclusion •

Extension Work •

Teacher Notes