Topic 10: Iceman Unit: Extract 3 

As illustrated by Section 3 of the materials, which is reproduced in Extract 3 below, this summary of activities is translated into a methodological syllabus of tasks (Nunan, 1988b). Section 3 begins with a specification of the content of instruction. That is, the kinds of authentic source texts that are used as input are identified, as are the purposes which these texts serve. At the same time, both the content and purposes of instruction are articulated by giving students detailed methodological instructions that tell how to complete the five tasks that constitute Section 3. These tasks range in scope from individual work (Activities A and B) through small group work (Activities A, C and D) to a presentation to the whole class (Activity E). Notice also how the pedagogical note that follows Activity A suggests what kinds of information learners should look for in their articles and how they should organize this information for use in subsequent activities. The articulation of these activities demonstrates how Johnson's (1982a) principle of task dependency works. In Actitivities A-E, there is a progression from small group-mediated information-getting activities to interpretation tasks carried out in a whole class context.

SECTION 3: INFORMATION GATHERING ACTIVITY

Materials:

  1. Fritz, Sandy. (1993, February) Who was the Iceman? Popular Science. pp. 46-49.
  2. Wernick, Robert. (1988, March) What were Druids like, and was Lindow Man one? (extract). Smithsonian. pp. 146-7.
  3. Houston, Julie. (1984, February) Sacred Slayings. Science Digest. pp. 64-7, 102.
  4. Green, Timothy. (1972, June) Fifty years later, Tutankhamun's treasures are still a sensation. Smithsonian. pp. 14-23.
  5. Seidler, H., et al. (1992, October 16) Some anthropological aspects of the prehistoric Tyrolean Ice Man. Science. pp.455-7.
  6. Marbach, W.D, and J. Phillips. (1987, November 2) New tools for an ancient dig. Newsweek. pp. 80-1.
  7. Supplemental reading for those interested in political issues: Warren, K.J. (1988) A philosophical perspective on the ethics and resolution of cultural property issues. The Ethics of Collecting Cultural Property, Whose Culture? Whose Property? P.M. Messenger (Ed.). Albuquerque: University of New Mexico Press. 1-25.

Purposes:

  1. To gather information for the end-of-unit essay.
  2. To reemphasize cause/effect relationships.
  3. To practice analyzing and evaluating material included in sources.

Instructions:

Activity A: Reading Source Materials (20 minutes)

The articles for this activity are divided into four groups. Each person within your interest section should read a different group. Therefore, you should have an "expert" in your group on each of the four groups of articles. Quickly decide within your group, who will read which group (A, B, C, or D). Then, read your article carefully, looking for information which applies to your interest section.

Note: While you are reading your article(s), be sure to underline, circle, or highlight the information which applies to your interest section. Then, write notes next to the highlighted information to describe briefly why it is important. Also, keep track of the cause/effect relationships you find on your cause/effect handout.

Activity B: Comprehension Check (10 minutes)

Answer the questions for your group of articles.

Activity C: Reporting (20 Minutes)

Report to the other members of your group about the article(s) you read. Briefly summarize the content of the article(s), then discuss the information in the article which relates to the interests of your group.

Activity D: Discussing Interest Section Questions (30 minutes)

As a group, discuss the questions (or case studies) designed for your interest section (see the Scientific, Political and Historical/cultural Interest Section Questions). Using the information in the articles, develop a position as a group, and then prepare a short, informal presentation to share with the rest of the class. Your presentation should include a brief summary of the question, your group's answer, and the evidence supporting your group's answer.

Activity E: Presentations (20 minutes)

A spokesperson from each group should present the summary prepared in Activity D.



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