81. Get Connected | College Of Arts And Sciences The teaching assistantship program allows upper level chemistry and The clubsponsors social and intellectual activities for archaeology majors; http://www.fsu.edu/~getinvol/as.html

Get Connected - Home Find activities in your department below: Anthropology Biological Sciences Chemistry Computer Science ... Visual Arts and Dance College of Arts and Sciences http://www.fsu.edu/~fsuas Dean: Contact: (e-mail, phone, and fax) Joseph Travis, Interim Dean 110 Longmire Building Florida State University Tallahassee, FL 32306-1280 travis@neuro.fsu.edu Departments: Anthropology Biological Sciences Chemistry Computer Science ... Philosophy Anthropology http://www.anthro.fsu.edu Program/Organization Name: Florida State University Anthropological Society The function of this society is to bring speakers to campus, promote departmental and organizational integration and provide assistance to students. This society is for anthropology students and faculty as well as anyone interested in anthropology. The FSUAS serves to promote interaction between faculty and students through participation in professional and social activities. Faculty Advisor: Dr. Rochelle Marrinan

82. Virtual Kahun - Teaching Notes Exercise 5 “Bringing Collections Together”. Teaching Notes Activity 5 ICT activities.Archaeology. Egyptian adventure game to find and examine objects in http://kahun.man.ac.uk/teaching5.htm

Virtual Kahun Teaching Notes - Activity 5 Kahun - The Town Kahun - The Town Excavations Collections ... Activity 4 Activity 5 Notes History Learning Objectives Classify the information in different ways History Activities Discuss different deductions in pairs, 4's, whole class. Define archaeology and discuss why so many objects have survived, referring back to earlier lessons. Children to use methods refined from Lesson 3 to make inferences from about how ancient Egyptians lived. Collaborate with others to classify this information. ICT Learning Objectives Computer simulation can represent real and imaginary situations. Computer simulation can allow you to explore options. Computer simulations are simplified representations. ICT Activities Archaeology. Egyptian adventure game to find and examine objects in different houses. Differentiation Different Recording sheets Suggested Resources CD-ROM. Adventure game. Photographs. Information books. Virtual Experience (File size 4,698Kb). Instructions On opening this section, you will find yourself standing in the middle of the desert. As you look around you will see the fertile area along the river. Under your feet are the remains of Kahun, buried in the sand. If you click on the floor of the desert you will find where the buildings are hidden. When you find a building it will rise up out of the sand.

83. Teaching Chinese Archaeology, More About Archaeology - NGA The basic premise of modern archaeology is stratigraphy. Much of the dailyactivity consists of taking and recording measurements. http://www.nga.gov/education/chinatp_arc.htm

Part One: Late Prehistoric China Table of Contents Start Section More about Jade Early Pottery Production More about Archaeology Archaeologists prepare sketches that show excavated layers (strata). The basic premise of modern archaeology is stratigraphy. Already in the eighteenth century Thomas Jefferson realized that soil was deposited in distinct layers and that objects found in the same layer can be assumed to date together, those in lower layers being older than those in layers above. As excavators dig, they make careful note of changes in the color and texture of the soil, the presence of large or small stones, and other factors. Archaeology has little in common today with the dashing image of Indiana Jones. It is a slow and methodical process. Digging proceeds layer by layer, with careful documentation notes, photographs, drawings, and depth measurements at every stage. Much of the daily activity consists of taking and recording measurements. Artifacts are carefully drawn and precise information about their find-spots is noted. Without context, an object can often tell us very little. Pottery, which survives in large amounts and is often decorated with styles particular to different periods and cultures, is a mainstay of archaeology, especially important for dating in prehistoric periods. Well-studied stylistic and technical changes allow for very close dating of ceramics produced in many cultures.

84. Education World® : Social Sciences/Archaeology Center Articles, Timelines Timeless Teaching Tools Virtual Archaeology Theseactivities were designed so that as you go through them, you ll be making the http://www.educationworld.com/soc_sci/archaeology/index.shtml

EdWorld Internet Topics Sponsored links: Earn 90% Profit! Walden University M.S. in Education Degrees Online Host Department Web Hosting Best Sellers Best Websites ... Kaplan University Master's of Arts in Hoodia Diet Pills Hoodia Gordonii Hoodia Pills Leading Trade and Vocational Career Schools and Courses Get $249 in instant savings. ... Social Sciences Center Archaeology Center A R C H A E O L O G Y C E N T E R Tools Lesson Planning Themes Standards TOOLBOX VISIT THE ANCIENT WORLD VIRTUAL DIGS AND MUSEUM TOURS Archaeological Digs: The Tomb of the Nobles Prehistoric Puzzles Caesarea Maritima, Israel The Odyssey in Egypt Museums: U. of Memphis U. of Pennsylvania Oriental Institute ArchNet Virtual Library MORE ONLINE RESOURCES Journals and Reference Sources Archaeology News Archive Expeditions Magazine SFU Glossary UCSB Glossary Introductory Activities Ancient Clip-Art Ancient Writing Hunter/Gatherer Quiz LESSON PLANNING Articles Timelines: Timeless Teaching Tools Across the grades and across the curriculum, teachers treasure the value of timelines. And all the timeline resources you'll need are right at your fingertips! Included: Activity ideas for teachers across the grades! China: An Ancient Country in a Modern World As the Chinese New Year approaches, take this opportunity to introduce your students to the history and culture of China and its people. Included: Activities for younger and older students, and links to valuable teaching resources!

85. Huckabay Fellowships--Kristine Bovy Introductory archaeology classes are therefore ideally suited to provide handson Finally, Kristine will be teaching Archy 205 Winter Quarter 2005. http://www.grad.washington.edu/pff/examples/bovy.htm

University of Washington Site Index Contacts Search the Graduate School Home Admissions Resources for Students About the Graduate School ... Kristine Bovy 2004-2005 Huckabay Teaching Fellowship Proposal by Kristine Bovy Back to the Huckabay Main Page Huckabay Fellowship Announcement Huckabay Fellowship Application Huckabay FAQ Page ... Preparing Future Faculty 2004-2005 Huckabay Teaching Fellowship Application Graduate Student: Kristine Bovy, Department of Anthropology Mentors: Peter Lape, Department of Anthropology Stanley Chernicoff, Department of Earth and Space Sciences Motivation for Project In addition to pedagogical concerns, consistency between academic quarters is a problem with the course. Archy 205 is taught by graduate student instructors 3 out of 4 quarters. Student instructors struggle to reinvent the course to fit their own teaching style and learning objectives. Unfortunately no explicit curriculum has been developed for the course, and many activities are simply passed down by word of mouth (e.g. “Betsy did this great exercise when she taught the course last time—you should try it!”). The few artifact labs, handouts and worksheets that reside on the Anthropology department server are outdated and in need of improvement. While learning objectives are embedded in many of these activities, they are not always apparent to the TAs or undergraduates. We believe Archy 205 should be re-designed to emphasize critical thinking, problem-solving, writing, and communication skills. More conceptual questions should be discussed in labs, providing an opportunity for students to “think like an archaeologist.” In addition, these should be expanded beyond object-based activities to include discussions and exercises highlighting contemporary ethical and legal issues in archaeology. Although there is wide spread support among archaeology graduate students and faculty to make these kinds of changes, resources and time have always been impediments.

86. Institute Of History, Archaeology And Education Lunch; Guided Tour of the Museum; Pottery Workshop; “Archaeology Activitiesfor Teaching Ancient Civilizations” History and Archaeology http://www.ihare.org/programs_teacherspring2004.html

AMERICAN REVOLUTION WEEKEND Historic Hudson Valley: Teaching with Historical Documents Spend one or two days at the historic sites of Hudson Valley near I -84 in Beacon and Newburgh. Participants will learn an array of different strategies for conducting an historical inquiry using documents (DBQ), a process mandated by New York State Social Studies Standards. A variety of methods and techniques will be presented based on the curriculum which complies with both the Social Studies and Language Arts Standards. Included will be activities for grades 4-12 involving maps, photographs, letters, journals, and other primary source materials. Saturday, May 22 , 10:00-7:00, Beacon, New York Mount Gulian Guided tour of the site Review of curriculum materials Presentations of the English and Hessian viewpoints Storytelling in the classroom Crafts and battle demonstrations Guided sunset river cruise Sunday, May 23

87. A Handbook For Teaching Archaeology In Saskatchewan Schools A Handbook For Teaching Archaeology In Saskatchewan Schools Archaeology providesus with the perspective of change in human activity through time, http://www.ssta.sk.ca/research/curriculum/90-08.htm

A Handbook For Teaching Archaeology In Saskatchewan Schools By Maureen Rollans (1990) SSTA Research Centre Report #90-08: 106 pages, $20 Table of Contents I. Introduction to the Handbook II. Archaeological Background Information Introduction to Archeology Archaeological Inventory ... Grade Level Archeology and the Common Essential Learnings VII. Classroom and Outdoor Activities Newspaper Strategies Climate Change/Culture Change Making Maps Cemetery Archaeology Art Activities Solving Artifact Mysteries Analysis and Classification Garbage Can Archaeology Simulated Excavation Field Trips VIII. Resource Materials Available IX. Public Archaeology in Saskatchewan Back to: Curriculum The SSTA Research Centre grants permission to reproduce up to three copies of each report for personal use. Each copy must acknowledge the author and the SSTA Research Centre as the source. A complete and authorized copy of each report is available from the SSTA Research Centre The opinions and recommendations expressed in this report are those of the author and may not be in agreement with SSTA officers or trustees, but are offered as being worthy of consideration by those responsible for making decisions. I. Introduction to the Handbook

88. Teaching Virginia Archaeology Teaching Virginia Archaeology. Resources for Teachers and Students Now availableonline—the Teacher Guide and Activity Book to Solving History’s http://www.dhr.virginia.gov/arch_DHR/archaeo_teach.htm

Home PROGRAMS Archaeology Archival Research ... WHAT'S NEW Teaching Virginia Archaeology Resources for Teachers and Students Click here to see armor artifacts from the DHR Archaeological Collections. How do we know about the Native Americans who were here when Europeans arrived? One source is the artwork of John White, who was governor of the “Lost Colony” that settled in present day North Carolina in 1585. White’s colorful eyewitness depictions of Indian life provide a compelling means for learning about the clothing, rituals, activities, food, and houses of Native Americans of the mid-Atlantic coastal region. Enter the Indian world of White’s paintings through an exciting interactive education module developed by the Department of Historic Resources. Based on three White watercolors, the module forms a valuable on-line resource and springboard for learning about Indian life, especially for elementary school students. It combines history, archaeological artifacts, and the oral traditions of Native Americans today. First People: The Early Indians of Virginia Click here to find out about the ancient history of the native people of Virginia. Although these web pages span the entire spectrum of native cultural history, they barely scratch the surface of what archaeologists and other scholars are learning about native Virginians.

89. Intrigue Of The Past: Introduction For Educators Intrigue presents an integrated means of teaching archaeology. While theseactivities can enliven the study of archaeology, they are best built on the http://rla.unc.edu/lessons/Front/L006.htm

PDF version Front matter Next page Main Menu ... RLA home INTRODUCTION FOR EDUCATORS We all feel connected to our personal history, how it has shaped the person we are today and will condition who we become tomorrow. Our society, too, has been formed by its history. For hundreds of generations, people have lived in the very places we do, have prospered, failed, and endured. The past offers us a unique perspective on who we are, personally and culturally. North Carolina's past is rich almost beyond belief. Archaeological and historical sites offer the opportunity to travel in time. We can explore an old mining camp in our western mountains, walk through 18th-century Moravian streets in Old Salem, or contemplate the meanings of the drawings etched on Judaculla Rock by sure hands centuries ago. Take a walk in the fertile floodplains by rivers and note the chipped stone and broken pottery at your feet; it tells you that you are only the most recent visitor to a place that was visited by countless earlier people. In some places in North Carolina, you can stand at a site and take in a landscape little changed by centuries. You see what those who came before you saw and imagine another way of life. You become richer for knowing the human history of your home. Studying the past gives us a rare chance to examine our place in time and forge links with the human continuum. Archaeologists also want to learn about the many cultural lifeways people have chosen and how these lifeways have changed over time. Anthropology, archaeology's parent discipline, seeks to understand human behavior in a broad sense. Archaeology contributes to anthropological knowledge by studying behavior through the artifacts and other material evidence that people left behind.

90. PBS - Scientific American Frontiers:Dead Men's Tales:Teaching Guide:Undisturbed In this activity, you ll create a delicate archeological find that will beuncovered by a classmate. In order to preserve the elements of this find, http://www.pbs.org/saf/1203/teaching/teaching3.htm

I t is critical for archeologists, like those you saw in the segment " The Real Pyramid Builders, " to record the exact placement of any artifacts uncovered at a dig site. Only after a location has been recorded can the finds be removed, catalogued, and further examined. By maintaining this accurate log, archeologists have a permanent record that can later be analyzed with regard to the precise placement of artifacts and remains within the dig site. Activity Answers National Science Standards and Curriculum Links ... Help Classroom Impressions In this activity, you'll create a delicate archeological find that will be uncovered by a classmate. In order to preserve the elements of this find, the "unearthing" procedure must be precise, deliberate, and methodical. The exact location and position of every dig artifact must be recorded to maintain the coherency of the find. OBJECTIVE This activity page will offer: An introduction to difficulties in archeological excavation "Unearthing" challenge MATERIALS Toothpicks

91. AAS - About The Survey A state archeological agency dedicated to education, preservation and research . Universitybased teaching and programs to school classes, civic groups, http://www.uark.edu/campus-resources/archinfo/about.html

Coordinating Office Office of the Registrar Computer Services Program Research Stations ... Frequently Asked Questions Mission The Mission of the Arkansas Archeological Survey is to conserve and research the state's heritage and communicate this information to the public. The Survey's professional staff has expertise in both historic and prehistoric archeology and maintains a rigorous research agenda around the state. Long term as well as emergency excavation projects are funded through grants, contracts, and the Survey's own state funding. Survey staff provides the general public and professional colleagues with information about research findings through various means. Technical and popular publications are distributed widely in the state and across the nation. Specific archeological information is provided to government agencies, professional archeologists, and researchers through on-line access to the Survey's computerized databases. University-based teaching and programs to school classes, civic groups, and the Arkansas Archeological Society reach many other Arkansans. Eleven Research Stations are located throughout the state, seven on university campuses, two at archeological state parks, and our newest one in Blytheville on the former Eaker Air Force Base. Each has a full-time Ph.D. archeologist who conducts research, assists other state agencies, and is available to local officials, amateur archeologists, and students in need of information about archeology or archeological sites.

92. AAS Teaching Resources A state archeological agency dedicated to education, preservation and research . State Archeologist. Educational Resources. •. Teaching Resources http://www.uark.edu/campus-resources/archinfo/teachers.html

Teaching Resources Teaching Resources Archeology Month Education News Internships Education Links ... Archeology Links The Arkansas Archeological Survey has produced a variety of materials to aid teachers in their instruction on Arkansas history and Native Americans. These materials include a teacher's packet, videos, slide sets, books, and exhibits. Please see below for information. Any suggestions on resources needed or any questions may be directed to Mary Kwas, Education Specialist, mkwas@uark.edu An Educational CD-ROM Students can learn about the first encounters between Native Americans and Europeans, as well as study French and Spanish, in this exciting CD-ROM that makes use of an extensive collection of primary and secondary source materials, including historical texts, maps, art works, and artifact images. The English modules include 73 interactive learning exercises, tutorials, bibliographic references, and some 90 additional learning activity suggestions. In addition, the foreign language modules provide audio-visual presentations to strengthen reading, writing, and listening skills. The software is usable for students from junior high to college levels. The CD was developed by the Arkansas Archeological Survey and the UAF Department of Foreign Languages, with funding in part by the National Endowment for the Humanities through their "Teaching With Technology" program.

93. Main Students will recognize the unrealistic portrayals of archaeology in the media . The teacher will then show the class the results of this activity. http://www.pennarchaeologymonth.org/2002teachingkit.htm

Teacher's Corner: Lesson Plan Archaeology and The Media By Sara Clark and Alicia Ebbitt Final PA Standards in Reading, Writing, Speaking and Listening concepts covered in this lesson (www.pde.state.pa.us) Learning to Read Independently: G. Demonstrate after reading understanding and interpretation of both fiction and nonfiction text. Reading critically in all content areas: B. Use a variety of media and evaluate the quality. 1.4 Types of Writing: C. Write opinions and persuasive pieces 1.6 Speaking and Listening: A. Listen to others D. Contribute to discussions E. Group discussions and presentations F. Use media for learning purposes. Objectives: Vocabulary: Students will use media for learning purposes. Students will recognize the unrealistic portrayals of archaeology in the media. Students will acknowledge and describe the biased, stereotypical, and political nature of the media. Students will share ideas with the class and participate in discussions.

94. ISM: Educational Opportunities: Information About The Illinois State Museum's We a soil study set;; a freshwater mussel study set; and; a handson wetlandarchaeology activity. How Can I Borrow a Wetland Teaching Kit? http://www.museum.state.il.us/ed_opp/wetland-kit.html

Information about the Illinois State Museum's Wetland Teaching Kit What's the Wetland Teaching Kit? Originally produced for the Illinois State Museum's Scientific Literacy project for teachers of grades 5-8 entitled An Interdisciplinary Study of Illinois Wetlands, these kits are available for lending, at no charge, at different sites across the state of Illinois including the Illinois State Museum. The resources and activities in the kit cut across the curriculum. Any teacher who includes wetlands in their curriculum would find the kit to be useful. The kits were produced with funding from the Illinois State Board of Education's Scientific Literacy program. What's in the Wetland Teaching Kit? A tremendous number of high-quality teaching resources on wetland topics. Each kit contains: an activity book with over 25 activities cross-referenced to the Illinois Academic Standards; an original 30 minute video featuring different Illinois wetlands; a variety of posters; a soil study set; a freshwater mussel study set; and a hands-on wetland archaeology activity.

95. SAAweb - Education archaeology education. Public Education Committee Network, Teaching ArchaeologyA Sampler Traveling Exhibit on Archaeology Education http://www.saa.org/education/

What's New? About SAA Careers, Opportunities, Education ... SAA Marketplace Education Links Academic Programs Archaeology in the Classroom: Guidelines Education Educational Materials available from SAA Professional Development Public Education Public Education Committee Public Education Committee Network Traveling Exhibit on Archaeology Education Education SAA focuses on four areas within archaeology education: academic programs, curriculum development, professional development / continuing education, and public education. These sections offer a variety of educational information. Whether you are searching for college programs offering archaeology, information on the Committee on Curriculum 's Teaching Archaeology in the 21st Century , ways of continuing to develop your archaeological skills, or public education materials or opportunities, these sections will contain the information you are looking for. Recent Announcements Did you know that the Public Education Committee has a traveling exhibit on archaeology education? The attractive display is available to SAA members for use at conferences, archaeology month activities, or other special events. The borrower pays only the return shipping costs. For more information on borrowing the exhibit, or to schedule it for an event, please contact

96. SAAweb - Education Public Education Committee, Public Education Committee Network, TeachingArchaeology A Sampler Traveling Exhibit on Archaeology Education http://www.saa.org/pubEdu/

What's New? About SAA Careers, Opportunities, Education ... SAA Marketplace Education Links Academic Programs Archaeology in the Classroom: Guidelines Education Educational Materials available from SAA Professional Development Public Education Public Education Committee Public Education Committee Network Traveling Exhibit on Archaeology Education Public Education The public education program consists of the society's Public Education Committee (PEC), its Manager of Education and Outreach, and its Network of State and Provincial Archaeology Education Coordinators . These three arms of the education program work together to develop, produce, and distribute informational and educational materials to the public. SAA's Public Education Committee was formed in 1990 to reach larger audiences through projects that promote understanding of and respect for other cultures and encourage preservation of heritage resources. Members of the committee work to bring these messages to classrooms, to archaeological parks, museum sites, and other forums. The committee conducts workshops, sponsors public programs, and maintains a network of archaeologists willing to act as resources for teachers. The resources in this section will provide the public, educators, and archaeologists with information on how to incorporate archaeology into every day lessons, and current news, programs, and activities.

97. University Of Durham - Archaeology Vacancies The Department of Archaeology provides high quality teaching and research range of university teaching;; Experience of administrative activity within an http://www.dur.ac.uk/archaeology/about_vacancies/lectureship_prehist.php

Staff Contact Info Home vacancies Lectureship A/B in Prehistory Ref. No. 0720 The Department The Department of Archaeology provides high quality teaching and research over a considerable range. We teach and research all periods from the earliest prehistory to post-medieval. Our geographical spread of interests encompasses Britain, Europe and the Mediterranean, Egypt and the Middle East, and both South and East Asia. The Department currently has four research groupings The Science of People, Environments and Time; The Emergence of Complex Societies in Europe and the Mediterranean; The Graeco-Roman World and its Neighbours; From Late Antiquity to Early Capitalism. The University The University Library has excellent holdings to support research and teaching in Archaeology, and there are close teaching and research links with the other 5 and 5* Departments including Anthropology and Classics, and research links with the Departments of Geography, Earth Sciences, Biological Sciences and Physics. Beyond the University Durham is one of the most attractive cities in northern of England. Famous for its medieval Cathedral and Castle, Durham has other significant advantages:

98. Teacher Resource Exchange MS Word Activity sheet 4 A sheet to record activity 4 Website Children sarchaeology - An American site that explores concepts of archaeology in terms http://www.tre.ngfl.gov.uk/server.php?request=cmVzb3VyY2UuZnVsbHZpZXc=&resourceI

99. UGGS TA Awards 1999 - First Place Essay Caryn Berg — ANTH 2200 Introduction to Archaeology My first semester ofteaching this course was a learning experience. As a first year teaching http://uggs.colorado.edu/fundingawards/TAaward/essays/1999/99anth1.htm

Archaeology is a Fun Science! Students are often disappointed when they first experience an Introduction to Archaeology course. Many students take Introduction to Archaeology because they believe that Indiana Jones represented a realistic example of an archaeologist's practices. Students quickly realize that archaeology is a fairly scientific discipline that is full of facts, theories, and alot of writing. For those students who believe that archaeology is primarily about adventure and romance, Introduction to Archaeology can be fairly mundane. I have been given several opportunities to teach recitations for ANTH 2200: Introduction to Archaeology. From the very beginning, it seemed to me that I always have a major challenge facing me. I want students to really understand what it means to be an archaeologist. I want the students to be aware that although archaeology is a science and can often be taught in a rather dry manner (poor textbooks, complex lectures, and a lot of jargon), this is a fun science. Archaeology is full of great finds and fascinating interpretations of the human past, but how do you teach students to appreciate all of this without Harrison Ford? My first semester of teaching this course was a learning experience. As a first year teaching assistant who had never taught a class, I had no real experience pertaining to meeting teaching objectives. I naively believed that my enthusiasm for the subject would be enough for students. I thought that because I love archaeology, my students would learn to love archaeology as well. I quickly realized I needed more than enthusiasm to make recitations successful. Fortunately, I have had the opportunity to serve as the teaching assistant for the course for several semesters, allowing me the luxury of continual improvement. I constantly "fiddle" with the recitations; I believe that I am successful in conveying the fun of archaeology while maintaining the integrity of its link with science.

100. History Of Art, Cornell / Graduate Program The field of History of Art and Archaeology offers a Ph.D. program in which an MA or In the second and third years, when most students have teaching http://www.arts.cornell.edu/histart/graduates/phd.htm

The Ph.D. Program Field System Fields rather than departments define graduate education at Cornell. Members of the Department of the History of Art may also serve in other fields as well as their own, such as Medieval Studies. Our field, History of Art and Archaeology, constitutes approximately fourteen members. The field of History of Art and Archaeology offers a Ph.D. program in which an M.A. or Special Masters is granted at the successful completion of the admission to candidacy examination, or A-exam. We do not offer a terminal M.A. Areas currently offered in the field of History of Art and Archaeology include the following: African art, American art, Ancient art and Archaeology, Baroque art, Medieval art, Modern art, Renaissance art, Southeast Asian art, and Theory and Criticism. A list of current field members is attached. Students select their own committee members. The faculty member representing the major subject is the chair of the Special Committee. If the student has not chosen a principal adviser, the Director of Graduate Studies initially acts in this role. By the end of the first year, the student should have selected all his/her committee members. This Special Committee system results in a flexible graduate education tailored to each individual student. Cornell faculty encourage interdisciplinary approaches to the studentÌs selected major field.

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