Chapter 3 Out of the Grave Backwards Note

Chapter 3: Out of the Grave Backwards Note taking

Backwards Note taking 101 • Make a t-chart on your paper. It should look like the t-chart below: ▫ My Notes Teacher Notes

What goes in the “My Notes” section? • When the class reads a chunk of text, you will be taking notes on the left side of the graphic organizer- this is DURING the reading, not after. • After we read, you will turn and talk to a partner to compare notes.

What goes in the “Teacher Notes” section? • Once you have turned and talked with your partner, I will reveal my notes on the chunk. • On the right side of your page, add any information that you did not pick up on your own. • If you already have the basic concept, DO NOT rewrite it on the “Teacher Notes” side- it is a waste of time!

Chunk 1 (page 36 -37) • Once the bones were excavated, they were sent to the lab for conservation. • Conservation Process: ▫ Step 1=removing all traces of soil ▫ Step 2= drying the skeleton ▫ Step 3= coating the bones with an acrylic mixture that acts like glue ▫ Step 4= glued broken bones together ▫ Step 5=Wrap up the bones and put them in storage boxes until sent to Owsley

Chunk 2 (page 38) • Owsley and his colleague examined the bones and checked the measurements made in situ. • The arrowhead found near JR 1225 B did not cause damage to the femur, but the wound still could have been infected and let to his death. • The boy’s clavicle was fractured and because it had not healed, it must have happened shortly before he died. • Owsley and Bruwelheide believe the boy’s death was a result of violence.

Chunk 3 (page 39 -40) Stop at the blue heading • His skull revealed he had been hit in the head and he suffered from low iron. • He also suffered a serious infection in his jaw. • The infection spread from his tooth to the bone of his chin and jaw. This infection could have affected his immune system and would have killed him if the arrowhead did not kill him first. • Modern dentistry prevents such infection from killing us today.

Chunk 4 (finish page 40, skip to the last paragraph on page 41 and read through the first paragraph on page 42) • Stable isotope analysis tells about a person’s diet. • Carbon-13 found in bones can help determine what kind of food they ate. ▫ A person raised in North America would have a carbon -13 value between -15 to -9, but the colonists should have a value between -18 and -16. • JR 1125 B had a carbon-13 value of -19. 3 this means he had virtually no corn in his diet and he probably died shortly after arriving in Virginia.

Chunk 5 (finish page 42 and 43) • Catherine Correll Walls used historical evidence to figure out JR 1125 B’s name. • There were at least four boys who were known to be on the three ships that arrived in 1607 ▫ Two were still alive in 1608 and one was only nine years old, so it was not them. ▫ The most likely candidate is Richard Mutton. • If the birth records are correct, Mutton was fourteen when he died and this fits Owsley’s estimate. • Only further research will determine whether the identification can be confirmed.