Phase I: Introduction to Cemeteries

Time Frame: 1-4 class periods

Location: Classroom
The first phase of the cemetery project will take place in the classroom and is guided by the
Introduction PowerPoint lecture. To hook students, Lesson 1.1 asks them to draw their “final
resting place.” This can be a short activity or can last for a day, depending on time constraints.
Next, students are introduced to archaeology and to cemetery preservation through Lesson 1.2,
the Introduction to Cemeteries lecture.
There are two options for additional classroom lessons which are included at the end of the
PowerPoint: Lesson 1.3, a lecture on cemetery symbology and Lesson 1.4, a practice session
where students “record” cemetery markers depicted on photos.

Use the following symbols to modify the lessons to fit your schedule:

Ask your students

Can be assigned as homework

Optional activity

For more opportunities

Lesson 1.1: Final Resting Place Activity
Time Frame: 15-45 minutes (or as homework)
Students draw their “final resting place” on a sheet of paper. They can either share their drawings
with the class or in pairs, depending on the time frame. This activity allows students to share
their own perceptions of cemeteries and fosters a personal connection with the subject before
beginning the project.

Can be assigned as homework

Required Materials
 Pens/Pencils or Markers
 Scratch Paper
 Optional: Introduction PowerPoint lecture (Slide 2)

Lesson Procedures
Slide 2: Have students draw their “final resting place.” Encourage creativity and try not to let
your own ideas about cemeteries or burial places influence their drawings. Have students share
their drawings, either in pairs or with the class if time permits.
Lesson 1.2: Introduction to Cemeteries
Time Frame: 30-45 minutes
This PowerPoint introduces students to historic cemeteries and discusses current issues in
cemetery preservation to provide context for the cemetery visit. It can be paired with the Final
Resting Place activity. There are several opportunities for students to share their own thoughts
and experiences with cemeteries, making the time frame flexible.
The PowerPoint contains several words in gray; if desired, students can follow along on a note
sheet (attached at end) and fill in the blanks with the gray words.
Required Materials
 Introduction PowerPoint lecture (Slides 3-11)

Lesson Procedures
Slide 3: Are cemeteries considered archaeological sites? Yes, historic cemeteries are
archaeological sites! Archaeologists aren’t necessarily the first people that come to mind when
thinking about cemeteries, but they do study cemeteries, both above ground and below.
Archaeologists study human culture through material remains- anything left behind by
human beings. Excavation (digging) is commonly associated with archaeology, but
archaeologists use other tools to study past behavior as well. Even items on the surface of
the ground, like headstones in cemeteries, are studied by archaeologists.

Ask students who has been to a cemetery. Bring up local cemeteries or famous cemeteries,
like Arlington National Cemetery in D.C. or the New Orleans cemeteries.

If students ask, archaeology is different from paleontology (the study of fossils, including
dinosaurs) and from geology, the study of rocks. Archaeologists only study things made, used, or
modified by humans.

Slide 4: Archaeologists view historic cemeteries as “outdoor museums,” full of information

about people from the past, and gravestones as primary sources that can be examined like
historical documents.

Ask students if they have been to a museum and to share their experiences with a partner
or with the class.
Cemeteries are often thought of as “spooky” places, but in the past they were seen as
park-like places to visit loved ones. In addition to providing information about a
historical population and serving as “final resting places,” cemeteries can be very
 beautiful and even serve as tourist destinations (like St. Michael’s Cemetery in Pensacola
shown in the upper picture, which is actually a state park, and the New Orleans
cemeteries, shown in the lower picture.)

Slide 5: What can cemeteries tell us?

Historical sources often address big events and sometimes leave out information about
what day to day life was like or what the interests and beliefs of a population were.
Many perspectives are typically left out of the primary historical narrative, like those of
women or minority groups. Headstones can fill in the gaps in the documentary record to
provide information about non-dominant perspectives or those of the average person.

Ask students: “What kinds of information can we learn from cemetery markers?”

Slide 6: These are some of the types of information we can learn from individual headstones:
 decorative and symbolic significance
 biographical information
 familial relationships
 fraternal or social affiliations (like the Freemasons)
 occupational information
 Economic status
 Cultural or religious beliefs

As you introduce these elements, ask students to think of examples from their drawings or
call attention to them yourself (i.e. pointing out any religious or secular symbols they might
draw on their markers, calling attention to biographical information, such as age, name, family
members, etc.)

Slide 7: Why is it important to study cemeteries? Many would argue we have a moral and ethical
responsibility to protect and preserve burial grounds. Additionally, cemeteries contain abundant
information about past populations, both above ground, through grave markers and monuments,
and below ground, through skeletal remains. They are historical places with stories to tell.
Finally, many cemeteries face a number of threats and run the risk of being forgotten or
developed.
Slide 8:A major threat to historic cemeteries is vandalism. This is a picture of the Milton
Historic Cemetery in Milton, FL, where 30+ graves were knocked over in Fall 2017.
By maintaining cemeteries and showing people why they are important, historic places, you can
help prevent vandalism. Additionally, in the unfortunate instances when headstones are totally
destroyed or stolen, you will have recorded valuable information about what they said so that
history is not lost.
Slide 9: Neglect is another major threat to historic cemeteries. Many of Florida’s cemeteries are
abandoned or neglected. When residents move away, churches close, or people begin burying
their loved ones in newer cemeteries, older cemeteries are sometimes forgotten and can become
overgrown
This picture shows Mt Zion cemetery in Pensacola, which the University of West Florida
has begun to clean-up and maintain. Your work can help record these cemeteries and
draw attention to their importance.

Ask students: “Have you seen any abandoned or neglected cemeteries in your
neighborhood? Do you know who is responsible for caring for them?”

If students know of abandoned cemeteries, they can look up property ownership on the
county Property Appraiser website.

Slide 10: There are a number of federal, state, and local laws protecting cemeteries on public
lands; however, on private land, cemetery maintenance is the responsibility of the land owner.
Sometimes, land owners don’t have the ability to maintain the grounds, and at times they don’t
even know they are responsible for its upkeep. Florida law allows local governments to care for
cemeteries that have been abandoned for over six months.
The Florida Master Site File is a list of all historic properties in the state of Florida, including
historic buildings, archaeological sites, and historic cemeteries. This list is consulted during
development projects to determine whether any historic properties would be impacted by
construction projects. However, many known sites are not listed on the file, including a large
number of Florida’s historic cemeteries. Projects like ours are important to ensure all historic
cemeteries are recorded and protected.

If students ask: Though the Florida Master Site File doesn’t offer legal protection for
listed sites, it does ensure that impacts to the properties are considered and mitigated during
publicly funded development projects.

Slide 11: Through this project, we will:

1. Learn new skills in the classroom
2. Visit the cemetery to record headstones
3. Analyze the information we collected after the trip
We won’t be doing any excavation while we’re in the cemetery. We will focus on studying
what’s above ground, like grave markers, to understand the history of our local community. In
this class we learn about different cultures. This is a way to learn about our own culture.
Lesson 1.3: Cemetery Markers and Symbology (Optional)
Time Frame: 30-45 minutes
This optional PowerPoint lecture introduces students to cemetery markers and symbology in
preparation for their visit to the cemetery. It can be paired with Lesson 1.4, Headstone Recording
practice, if desired. There are also opportunities for students to analyze the marker they
completed in Lesson 1.1, Final Resting Place activity.

Optional activity

Required Materials
 PowerPoint Lecture (Slides 12-27)
 Optional: Symbology Packets

Lesson Procedures
Slide 12: Gravestones can be read just like other historical documents. There are three primary
ways to examine them:
1. Analyze the writing
2. Interpret the symbols
3. Look at the stone for clues
Slide 13: Analyze the Writing: Just from this simple marker, we can collect biographical
information, including: a person’s name (Melissa Florida), their family members’ names (John
and Ann Campbell), the date they were born (October 14, 1834), the date they died (November
21, 1850), and their age (16).
Slide 14: What can we learn from this marker? Students should point out name (James
Thomson), occupation (Late Chief Engineer for West India and Pacific Company ship named
Darien), birthplace (Scotland) birth date (June 1, 1851), death place (New Orleans), death date
(October 19, 1893), and age (42)

Ask students: “What information could someone learn about you from your final resting
place drawing?”

Slide 15: Sometimes, graves contain epitaphs, which are short texts honoring a deceased person.
These can be analyzed for clues into a person’s qualities as well.
For example, this one reads: “Sleep on dear mother and take thy rest, God called the home, he
thought it best.”
 Ask students: “What can we learn about Mary Settles from this epitaph?”

Click for responses: She was a mother, she was religious (probably Christian), her death was
probably peaceful
Slide 16: Benn’s epitaph reads: “Pure at thy death as at Thy birth, Thy spirit caught no taint from
Earth.” This refers to his young age, only 2 years old, and is actually a line from a poem.
Slide 17: In addition to reading the writing, archaeologists can interpret the symbols on the
markers, which provide clue’s to a person’s identity.
Slides 18-20: These are a number of examples of symbols and their meanings.

Ask students: “Did you draw any symbols on your Final Resting Place? If so, why did
you choose them? Do they have a deeper meaning? Would someone else be able to interpret the
meaning?”

Slide 21: Finally, archaeologists look for clues in the actual stone. For example, stone carver
might have hand-signed the marker, like in the one on the left. Archaeologists also examine the
materials the marker is made of; especially here in Florida, where there isn’t much naturally
occurring rocks, many materials were shipped long distances, indicating they were expensive
Slide 22: Many times, items will be intentionally left at a marker to honor the person buried
there. These are referred to as “grave goods.” Common grave goods include flowers, flags,
shells, stones, and figurines. Sometimes, these items can provide insight into an individual’s
social, ethnic, occupational, or religious affiliations.
Slide 23: Archaeologists also look at the overall context of the cemetery to understand each
grave as a part of a larger whole. How old is the cemetery? Are there any patterns in the burials?
How does this individual marker compare to surrounding burials?
By looking at the entire cemetery, we can better understand an entire community and how it
changed throughout history.
Slide 24: Now we’ll look at a few markers to practice our new skills. This marker has a last
name, but no birth or death dates. Can we learn anything from the symbol? Students should
respond that the broken column represents life cut short, so the person buried here was likely
young.
Slide 25: What can we learn from this marker? Students should answer with name (George
Weiland), home state (Vermont), rank (Lieutenant Colonel), military branch (Army Air Forces),
wars served in (World War I and II), birth date (July 1, 1894), death date (July 31, 1957), and
age (63). They might also point out the flag represents his veteran status, the marker is
government issue, and the cross indicates he is Christian.
Slide 26: What can we learn from this marker? Students should answer with name (Harold
Murray Hirshberg), rank (private), military branch (army), war served in (WWII), was a
husband, father, grandfather, and great-grandfather, and the star indicates he is Jewish.

Leaving stones on cemetery markers is a Jewish tradition. There are different

interpretations of this practice, but it is generally meant to symbolize the person’s continued
memory after their death.

Compare this marker to the previous one. They are both government issue veteran
markers, but the cross commonly found on these markers is replaced with the Jewish star on the
second marker.

Slide 27: What can we learn from this marker? Students should answer name (Samuel Joynes),
birth date (February 21, 1857), death date (December 7, 1911), and age (54). They might also
refer to the epitaph, which reads: Death is eternal life, why should we weep. This indicates his
belief in the afterlife and a positive view of death.

This marker is in the shape of a tree trunk and indicates Samuel Jhoynes belonged to
Woodmen of the World, a fraternal order founded in 1890 that provided life insurance to its
members. Members of Woodmen of the World received these distinctive grave markers.
Lesson 1.4: Headstone Recording Practice (Optional)
Time Frame: 30-45 minutes
This optional activity familiarizes students with the Headstone Recording form and gives them
an opportunity to practice recording markers before the visit to the cemetery. Four examples of
markers are provided in the PowerPoint. If additional practice is desired, you can download more
photos of cemetery markers and have students practice recording them individually or in small
groups using the headstone recording form.

Optional activity

Required Materials
 PowerPoint Lecture (Slides 28-40)
 Optional: Headstone Recording Forms

Lesson Procedures

Slide 28: One of the most important fields on the Headstone Recording form is the inscription.
There is a specific way to record inscriptions to keep these forms consistent.

1. Copy the inscription EXACTLY as it is written on the stone. Include all misspellings and
reversals. Copy uppercase as UPPERCASE and lowercase as lowercase. Copy all punctuation,
even if it looks wrong to you.
2. Use a slash “/” to indicate a new line of text.
3. NEVER guess what a word, letter, or number is. If you don’t know, leave a blank space:
“_____”

Slide 29: Practice writing this transcription. Have students fill write the transcription on scratch
paper, on the board, or on a headstone recording form.

Slide 30: This is what the transcription should look like. Note: January is misspelled on the
headstone, so it is misspelled in the transcription.

Slide 31: This is the headstone recording form, which we’ll use to record markers on our
cemetery visit. In addition to recording the transcription, we will also record the marker type, the
material, design elements, and the condition of the marker. Walk through these elements with the
students. They can use the recording packet to learn more about marker types, symbols, and
materials.

Slide 32: Practice writing this transcription. Have students fill write the transcription on scratch
paper, on the board, or on a headstone recording form.
Slide 33: This is what the transcription should look like. Note: The backward “N” in “born” is
drawn backward in the transcription.

Slide 34: This is the completed headstone recording form. Walk through these elements with the
students. They can use the recording packet to learn more about marker types, symbols, and
materials.

Slide 35: Practice writing this transcription. Have students fill write the transcription on scratch
paper, on the board, or on a headstone recording form.

Slide 36: This is what the transcription should look like. Note: The lowercase “i” in “died” is
written in lowercase in the transcription.

Slide 37: This is the completed headstone recording form. Walk through these elements with the
students. They can use the recording packet to learn more about marker types, symbols, and
materials.

Slide 38: Practice writing this transcription. Have students fill write the transcription on scratch
paper, on the board, or on a headstone recording form.

Slide 39: This is what the transcription should look like. Note: The difference between the
lowercase and uppercase letters in the transcription.

Slide 40: This is the completed headstone recording form. Walk through these elements with the
students. They can use the recording packet to learn more about marker types, symbols, and
materials.
Name: _____________________________

Introduction to Cemeteries Notes

Introduction to Cemeteries
1. Are _______________ considered archaeological sites?
 _______________, historic cemeteries are _______________ sites.
 Archaeologists study human _______________ through material _______________ –
anything left _______________ by human beings.
 _______________ is commonly associated with _______________, but archaeologists
use other _______________ to study past _______________ as well.
 Even items on the _______________ of the ground, like _______________ in
cemeteries, are studied by archaeologists.
2. Archaeologists view historic cemeteries as “_______________ _______________,” full of
information about _______________ from the past and gravestones as _______________
sources that can be examined like historical _______________.
 Cemeteries are often thought of as “_______________” places, but in the
_______________, they were seen as _______________ to visit _______________ ones.
 In addition to providing _______________ about a historical _______________ and
serving as “final _______________ places,” cemeteries are very _______________ and
are even _______________ destinations like St. Michael’s Cemetery in Pensacola.
3. What can cemeteries tell us?
 Historical sources address _______________ _______________ but often leave out
information about _______________ life or the _______________ and
_______________ of a population.
 Headstones can fill in these _______________ and provide us with other perspectives.
4. What types of information we can learn from headstones?
 _______________ and symbolic significance
 _______________ information
 _______________ relationships
 _______________ affiliations
 _______________ information
 _______________ status
 _______________ or _______________ beliefs
5. Why is it important to study cemeteries?
 To _______________ and _______________ burial grounds
 To collect _______________ about past _______________
 To learn the _______________ these historical places _______________ can tell
 To prevent _______________, _______________, and _______________
6. How can you help?
  Federal, state, & local laws _______________ cemeteries on _______________ lands.
 On _______________ land, it is the responsibility of the land _______________.
 Florida law allows _______________ governments to care for _______________ that
have been abandoned for over _______________ months.
 The Florida _______________ _______________ File is a list of all _______________
properties in the state of Florida.
 This list is _______________ during _______________ projects.
 Many known sites _______________ listed on the file, including a large number of
Florida’s _______________ cemeteries.
 Recording projects like _______________ are _______________ to ensure
_______________ historic cemeteries are _______________ and preserved.
7. What will we be doing?
 Recording _______________:
o Transcribing _______________
o Sketching _______________
o Mapping _______________
 Analyzing our _______________
 We will _______________ do any _______________ while we’re in the cemetery.
 We will _______________ what’s _______________ ground to understand the
_______________ of our local _______________

Cemetery Markers and Symbology:

Epitaphs:
 An _______________ is a short text _______________ a deceased person.
 What can this _______________ tell us?
 “Sleep on dear mother and take thy rest God called thee home, he thought it best”
o She was a _______________
o She was _______________, probably _______________

Symbols:
 Ivy: _______________ & _______________
 Lily: _______________ & _______________
 Rose: _______________ & _______________
 Olive Branch: _______________ & _______________
 Dove: _______________
 Eagle: _______________
 Snake: _______________
 Anchor: _______________ & The _______________
 Harp/Lyre: _______________ & _______________
 Broken _______________: Life cut _______________
Grave Goods:
1. Grave goods are _______________ left behind by those who _______________ the
_______________.
2. These items usually carry _______________ significance.

Survey and Recording Transcription:

 Copy the inscription _______________ as it is written on the stone. _______________
all _______________ and reversals.
o Copy uppercase as _______________ and lowercase as _______________.
o Copy all _______________, even if it looks _______________ to you.
 Use a _______________ “/” to indicate a new line of _______________.
 NEVER _______________ what a word, letter, or number is. If you don’t know, leave a
_______________ space: “_____”