PATH TO PARADIGM
6 October 2007
Myron Paine firstname.lastname@example.org
Ida Jane Gallagher Donna Stehling William Stehling
Jim Scherz Jeff Bennett Karl Hoenke
Many People came to ancient North America from Many Places."
Focus on visitors to North America. Do not address Central or South America at this time.
Consider teachers, curriculum coordinators, students, parent groups, junior or community colleges, supplements to special materials targeted especially to students.
K-12 students were selected for the primary target. This target has world history in 10th grade. The secondary target is U.S. history classes in the 8th grade. If possible state history materials for the 4th grade will be created,
We considered, without decision, targeting private vs. public schools in the belief that private schools might be more flexible or receptive.
We will create 4-6 DVD or CD segments approximately 40 minutes in length (consistent with class times, allowing 10 minutes for discussion.
The segments will be distributed to AAAPF members, with the expectation that the members present them to classes or prepare teachers to present the material.
EntrÈe to teachers and classrooms is likely to be a sensitive matter, depending upon the relative flexibility of teachers. It may be necessary to approach curriculum coordinators or other school officials first to gain permission.
The educational material will comprise an introductory overview which will summarize the full series and entice interest among decision-makers. The student educational material will comprise segments selected from among:
ð Migrations and Diffusion - Establish a foundation showing how ancients could have crossed oceans. This will anticipate audiences thinking. "I see the evidence, but there's no way 'they' could have gotten here."
Ideas included showing that small sailboats today do cross oceans, Columbus' ships were short, currents make it easy, ancient maps were surprisingly accurate, etc. Note currently popular analogies like the Chinese expedition popularized in 1421.
ð Evidence - What kind of evidence would the audience expect to find to demonstrate ancient visitors had reached North America? Be prepared then to discuss ruins, skeletal remains, artifacts (potshards, mooring stones, tablets, foundations, DNA, language(s), chemical fingerprinting, customs, etc. Discuss the relative strength of these various types; i.e. the "smoking gun" vs. softer evidence. Illustrate traps like convergence, coincidence, and independent development.
ð Myths and Stories - There are many legends, origin myths, and parables common across cultures and oceans. It was concluded this more supporting evidence than a stand-alone topic.
ð Norse visits - This is a well-developed subject among the group. The evidence is strong.
ð Chinese visits - This is less-well known, but the evidence is reasonably good. The story has entertaining surprise value.
ð The Copper Story - We did not address this topic and therefore no opinions on its compatibility with our objectives have been discussed. I offer that the evidence is not as strong as the topics above; however, after a good foundation in how ancients got here and how to evaluate the value of evidence, this may be a good educational stretch for the audience
ð Languages -- It was concluded this more supporting evidence than a stand-alone topic.
ð Plants and Foods - Fascinating, but it was concluded this more supporting evidence, especially for migrations, than a stand-alone topic.