61. Champaign Schools visit the website, httpwww.caaarcheology.org. in Homer, IL will present activitiesfrom K 2000 Headwaters Ecosystem sponsored workshop will teach native plant http://www.cmi.k12.il.us/Champaign/sciencecenter/newsletter_feb02.html

February 2002 Newsletter Kevin Kuppler , Science Coordinator Sally Dollahon , Office Manager Mica Witt , Inventory Secretary I.M.S.A. EXCELLENCE 2000+ On Wednesday afternoons at Franklin Magnet Middle School there is an after-school enrichment program that is bringing some exciting opportunities to a group of 22 talented math and science students. Funded by a grant through the Illinois Math and Science Academy in Aurora, we were chosen as one of fourteen districts to pilot this program. Franklin teachers Kery Strysick and Christopher Schultz are working with Science Coordinator, Kevin Kuppler, to lead students in challenging and interactive activities. The E2K+ program staff members have traveled to I.M.S.A.twice for training sessions and communicate weekly with I.M.S.A. staff. K-12 SCIENCE ADVISORY COMMITTEE Classroom teachers from grades kindergarten through high school met at the Champaign Schools Science Center on January 15th to discuss science curriculum. These seventeen teachers, of varying levels of experience, were able to give several valuable perspectives on the strengths and shortcomings of our science units. From first and second year staff we gained insights on how a new teacher might feel when issued a science tub and teacher’s manual. From veteran teachers we learned more about the history of science education in our district. All in all, this was an energizing experience for those who participated and valuable for all of us teaching science in Champaign schools.

62. The Archaeology Channel - Teacher Resources. Activities Investigate artifact finding and the science of archeology. educational and fun thatteach archaeology. help reconstruct or characterise past human activities. http://www.archaeologychannel.org/content/TR_Group.asp?category=53568&name=Activ

63. Utah Information - Archeology contracting firms employ archaeologists to teach, do research Initially, the primaryactivity of agency archaeologists was to Utah archeology in the 1990s is a http://www.utahtravelcenter.com/stateinformation/archeology.htm

Home Destinations Activities Maps ... Site Map Destinations Cities National Parks National Monuments Points of Interest ... ...more Activities Ski/Snowboard Hiking Golfing Biking ... More Travel Information Hotels - Motels Campgrounds Restaurants Entertainment ... State Information Archaeology in Utah can be divided into five chronological periods characterized by particular interests and activities: : Early Explorations and Observations; : Institution- and University-sponsored, Exploring and Collecting Expeditions : Beginnings of Professional Archaeology : The Jennings Era 1980-Present : Hunter-Gatherers and Ethnoarchaeology, Public and Cultural Resource Management, (CRM) Archaeology. 1776-1875: EARLY EXPLORATIONS AND OBSERVATIONS The earliest written description of archaeological sites in the state was made by the renowned Spanish explorers and Catholic fathers Dominguez and Escalante, who traveled north from New Mexico into western Colorado and then west into the Uinta Basin of northern Utah in 1776. Their detailed journal contains priceless descriptions of the countryside and its inhabitants and mentions ruins in the Uinta Basin near the confluence of the Uinta and Duchesne rivers. Little archaeological information was recorded during the succeeding seventy-five years.

64. Lesson Plans – Acadian Culture SLEC / CDLS One becomes a journalist, the other an archeologist. Main activities. 5. teach movementsfor three traditional Acadian dances Les Moutons, Le reel à Quatre http://www.unb.ca/slec/lelien/resources/lessons_acadian.html

Journal of the Imagination in Language Learning and Teaching Volume VII 2002-2003 Lesson Plan Format The lesson plan format includes basic information, multidimensional outcomes, and teaching/learning steps and procedures. LESSON PLAN FORMAT Basic Information: Field of Experience (theme): Topic: Material Required: Timeframe: Outcomes: Communicative-experiential: Language: General Language Education: Culture: Teaching/Learning Steps and Procedures: Personnalisation and Contextualisation: Main Activities: Reflection/Re-integration The Basic information allows the teacher to immediately identify the theme, topic and materials. Outcomes are stated for each of the multidimensional syllabi. The Teaching/learning Steps and Procedures involve three components. The personalisation phase allows learners to consider their own experiences and attitudes about the subject under consideration. The contextualisation phase offers key information about the communicative situation and the nature of the text. Regarding the communicative situation students should know who is communicating with whom, for what reason, in what relationship (eg., mother-daughter, boss-employee, friend-friend). The nature of the text should be made clear by indicating certain key discourse characteristics (eg. poems may have uneven lines and atypical punctuation; letters usually have formulaic openings and closings). Teachers will also encourage learners to use their knowledge of similar texts from their mother tongue. Employed effectively, these two components, personalization and contextualisation, permit learners to anticipate new information.

65. Joan Straumanis Curriculum Vitae - International Greece, Evaluated archeology project; FIPSE, 1998. Arranged reciprocal visit of Russianfaculty member to teach at Rollins College, funded by Rotary Clubs of http://home.earthlink.net/~joanstraumanis/cv/straumaniscvinternational.html

Joan Straumanis curriculum vitae full print-ready version INTERNATIONAL PROFESSIONAL PROJECTS Egypt Invited delegate , Global Peace Initiative, invited by First Lady Suzanne Mubarek; People to People Ambassadors program, 2003. China Invited delegate Kenya Evaluated NGO service projects (agriculture, AIDS education); Global Service Corps, Earth Island Institute, 1999. Greece Evaluated archeology project; FIPSE Australia USSR/Russia Professional meetings about establishing educational exchanges, Moscow, St. Petersburg; American Association of Colleges and Universities, 1993. Invited participant in delegation of eight American college deans. Visited Universities of Leningrad, Moscow and Odessa. Funded by Corliss Lamont Foundation and participating institutions, 1987. Mexico Co-leader , month-long study/travel course (archeology, culture); Denison University, 1976. UK Inspected, evaluated study abroad programs in Scotland, England and Ireland; Kenyon College, 1985.

66. O*NET Code Connector Detailed Information Page Anthropology and archeology teachers, Postsecondary 25-1061.00. Detailed WorkActivities. teach college level courses; use computers to enter, access or http://www.onetcodeconnector.org/report?id=1269&s=title&tog=25

67. Links Especially For Home Schooling Curricula to help you use them to teach in accord instruction modules, curriculum, and classroomactivities, all out Current archeology. Of course they want to sell you a http://www.in-this-place.com/id30.htm

var TlxPgNm='id30'; Home Home School Corner Intro General Links Page Links: Sites You Can Use In Your Home Schooling Curricula Of course the links here are every bit as useful to those of you who teach in classrooms. In fact, some are more geared to a classroom, or institutions that have greater resources than a home school but, all in all, I really have the home schooling in mind and heart as I pick and choose and evaluate them. That is only because I especially admire the parent (and student) who is attempting to buck the system, go against the flow, and see to it that their family's values and objectives are met more completely and precisely than they trust the public education system(s) will do. Theirs is a tough undertaking. I hope this helps. Astronomical Society of the Pacific Education Page The astronomy folks seem to have it together better than any other. This website is packed with complete lesson plans and projects and ed activities for all ages ... plus a host of links into other sites and resources ... plus great directions for teachers! Starchild It's called "A Learning Center for Young Astronomers". It's another jewel coming out of NASA's talented folks. It probably deserves to be out front for everybody, but you home schoolers get first shot. Two age groups, young and very young, belong here.

68. MayaQuest Use MayaQuest as a tool to teach Spanish in the upload fun and culturally rich activitiesfor math resource material, maps and photographs * archeology in the http://www.colvir.net/pedagogie/parea/mayaquest.html

69. Career Anthropologists History and archeology Knowledge of events that happened in They like work activitiesthat assist others and to communicate with others to teach, give advice http://www.iseek.org/sv/13000.jsp?id=100241

70. Reconstruction Activities In Iraq Reconstruction activities in Iraq. begun a master teacher program, where we teachdemocratic methods and they will be focused on archeology and environmental http://www.state.gov/p/nea/rls/rm/24898.htm

[Print Friendly Version] Reconstruction Activities in Iraq Andrew Natsios, Administrator, U.S. Agency for International Development Special Briefing to the Press Briefing Room, U.S. Department of State, Washington, DC October 3, 2003 (1:40 p.m. EDT) MR. ERELI: Good afternoon, everyone. Welcome to the State Department briefing room, where we have a special guest, Director Andrew Natsios of the United States Agency for International Development, will be briefing us on reconstruction in Iraq. Director Natsios will be bringing to us what we think are some really newsworthy success stories of partnership and progress in Iraq with U.S. assistance and Iraqi, sort of ingenuity, know-how and commitment. With that, I'll introduce Director Natsios, who will have a few remarks of introduction, and then take your questions. ADMINISTRATOR NATSIOS: School starts tomorrow in Iraq, on the 4th, and when kids return to school they'll find the following things that are very new: 1,595 schools have been completely rehabilitated and reconstructed. These schools, in many cases, had been abandoned for years; in other cases, they had been looted; in other cases, simply, they had fallen into disrepair the electrical wiring had been ripped out, the plumbing had been ripped out, the water systems were not functional, there was no electricity; the ceiling fans, which are critically important, what's in 125 degree temperature in the schools in many months during the year, which if the fans don't function, it's difficult for the kids to stay awake.

71. Archeology - Encyclopedia Article About Archeology. Free Access, No Registration Archaeology (or archeology) is the scientific study of past any object or processresulting from human activity. of the world symbolically, to teach and learn http://encyclopedia.thefreedictionary.com/archeology

Dictionaries: General Computing Medical Legal Encyclopedia Archeology Word: Word Starts with Ends with Definition Archaeology (or archeology ) is the scientific study of past human cultures For other uses of culture see Culture (disambiguation). Definitions The word culture comes from the Latin root colere, (to inhabit, to cultivate, or to honor). In general it refers to human activity; different definitions of culture reflect different theories for understanding, or criteria for valuing, human activity. In 1952 Alfred Kroeber and Clyde Kluckhohn compiled a list of over 200 different definitions of culture in their book, Culture: A Critical Review of Concepts and Definitions Click the link for more information. through the recovery, documentation and analysis of material remains, including architecture This article is about architecture as referring to buildings; for other meanings of the word see computer architecture, software architecture, information architecture Architecture is the art and science of designing buildings. A wider definition would include within its scope the design of the total built environment, from the macrolevel of town planning, urban design, and landscape to the microlevel of furniture and product design. Architecture, equally importantly, also refers to the product of such a design. Click the link for more information.

72. Nature Day Camps Summer 2003 people groups, and how to conduct your own archeological dig both in about animalscan be directed into fun, educational activities that teach about the http://www.rovingnature.com/page8.html

Hands-On Not Hand-Out Science Teacher Workshops Purpose The purpose of these Workshops is to present educational activities that teachers of all levels can use to direct the curiosity of their students about their immediate world into acquiring basic knowledge about plants and wildlife in fun adventures, both indoors and outdoors. Format One or more Workshop Sessions, designed to accommodate approximately 15 participants each, and chosen from the following list, are presented using both available indoor and outdoor facilities. A workshop packet for each participant includes an outline and descriptions of the many associated activities, as well as a listing of other pertinent resources for each session. Workshop Descriptions A. Once Upon a Habitat... B. SuperPlants! for all ages Mild-mannered sprouts and buds can be transformed before your very eyes into Useful and Important Products of Plant Productivity! From the weird and wacky (Yikes! Yeast!) to the tangled and tasty (Berry Good Stuff!) to the pretty and practical (Do or Dye!), you can lead your students to discover many of the ways plants produce important contributions to our lives. C. Dances With Turtles

73. Current Department News And Activities instructor will be conducting an archeological dig at as creative writing, vocabularybuilding, and tin punch activities. constant, we all É must teach and be http://www.tusculum.edu/faculty/home/gcollins/html/current.html

Tusculum College Museum Studies Department Current News and Activities News updated: May 6, 2004 Upcoming Special Programs In 2004: Built from Scratch: 19th Century Furniture from East Tennessee: Exhibition at the Museums of Tusculum College through October 22, 2004. Furniture from the East Tennessee Historical Society, the collection of Tusculum College, and private donors. Programs for children and adults. July 15, 16, and 17, 2004: Enjoy period food and drink while discussing women's interest in art, literature, and culture as seen through Godey's Ladies Books of the 1850's. Dr. Taimi Olsen of the Tusculum English Department, will help us venture into a "women's world" of the period. Archeology at the Doak House Museum- May 9 through June 2, 2004. Actual archeology dig conducted by the University of Tennessee - Chattanooga. Children's program available. General public is invited to visit site during operating hours. Interested individuals are invited to attend a meeting of the Andrew Johnson Memorial Association being held on Monday, May 24, at 2:00 pm in the Academy on the grounds of the Doak House Museum. Dr. Nicholas Honerkamp, Director of the Jeffery Brown Institute of Archeology at UT - Chattanooga will give insight into the current dig and lead a short tour of the site. Summer Camp- Zip, Bang Ring: 19th Century Backyard Sounds will be held June 22-25, 2004 at the Doak House from 10am until 3pm each day. Children ages 6-12 can have great summer fun while participating in quality enrichment education. Reservations taken through June 16 or until camp is filled, which ever comes first. Cost $80. Non-refundable deposit of $25 holds the reservation.

74. Mazatlan Hotels Information - Visit Mazatlan Mexico is the ideal place to find archeological material specifically encourages recreationaland cultural activities for the an attempt to enrich and teach the areas http://www.areatravelinc.com/mexico/mazatlan/about/museum.html

Mazatlan Hotels Dining Transportation Currency Converter ... Mexico >> Mazatlan The Archaeological Museum of Mazatlan HOW TO GET THERE The archeological museum can be found at Sixto Osuna # 76 in the Historical Center of Mazatlan, only a block away from the oceanside boulevard known as Olas Altas. ORIGIN It is possible to trace the museum's origins back to the State Government that designated the building as a historical site in the 1800's. It was opened on June 29,1989, in order to spread the regional and cultural account of the beautiful state of Sinaloa. This Museum was made possible with the help of the Department of Regional Culture and Research of Sinaloa. DESCRIPTION The museum contributes to the cultural task of showing the history of the area and of Mexico. The Museum attests to the importance and richness of the archeology that characterizes the cultures that fluorished and developed during the prehispanic era in this region. This is the sixth museum in the state of Sinaloa and is the ideal place to find archeological material specifically from Mazatlan. ACTIVITIES The museum encourages recreational and cultural activities for the areas primary, junior and secondary schools as well as colleges in an attempt to enrich and teach the areas youth the importance of their race and cultural origins.

75. Petra, Jordan Teacher's / Parent's Guide What can they teach us of the main article about the daily life of a working archeologist.www.mit.edu8001/activities/jordanians/jordan/petra.html Written from http://www.digonsite.com/grownups/TGPetra.html

dig Parent's / Teacher's Guide Petra, Jordan (September / October 2002) Teacher Guide prepared by: Lisa Greenberg. Before Reading the Magazine The following activities will prepare students for information they encounter in this issue of Dig. Understanding Trade Objective: To introduce students to the concept of trade. Procedure: Before students read the magazine, initiate a discussion of "trade." What do students trade among themselves? What gives value to their trades? Help students to recognize that sometimes people "trade" goods for goods (barter) and sometimes they trade goods for money (commerce). Have students share ways in which they have bartered or engaged in commerce. Brainstorm with students where their family cars, food, and clothing might come from and list answers on board. Divide the students into groups to research the origins of cars, clothing, and food in their families and community. Sample activities could include a survey of the school parking lot for car manufacturers and a survey of peers to list their family cars' manufacturers. Students could graph their results to show the percentage of cars made in Japan, Germany, US, France, etc. Students could list the foods they ate over a three-day period and determine countries of origin; then graph or present the results. Do their survey results match with their anticipated results from brainstorming? Did they discover any surprises? Note that some products which carry a USA trademark might have parts that were made elsewhere.

76. Classroom Activities For Year Of Wonders Classroom activities for Year of Wonders. Research classical archeological siteswith burials in the area of Discuss ways to teach children about hygiene and http://www.swc.cc.ca.us/~library/yearofwonders.htm

77. IAS Projects And Activities Institute Projects and activities. He has led numerous anthropological and archeologicalexpeditions in the Institute staff members teach in the Geography and http://www.dartmouth.edu/~arctic/activities.html

Institute Projects and Activities Siberian Films by Andrei Golovnev Home page: http://www.dartmouth.edu/~arctic/video Dr. Andrei Golovnev is a well-known Arctic anthropologist and filmmaker and a leading expert on indigenous peoples and cultures of the Russian North. He is a Senior Anthropologist at the Institute of History and Archeology in Ekaterinburg, Russia, and founder and director of the Ethnographic Bureau, also headquartered in Ekaterinburg. He has led numerous anthropological and archeological expeditions in the Russian North, particularly studying peoples who depend on large-scale reindeer herding. Read more.... Western Arctic Herd Traditional Ecological Knowledge Home page: http://www.dartmouth.edu/~arctic/rangifer/wahtek Find out more.... Human Role in Reindeer/Caribou Systems - Rangifer.net Home page: http://www.dartmouth.edu/~arctic/rangifer

78. Utah History Encyclopedia HISTORY OF archeology IN UTAH Desert Archaic splittwig by describing the researchactivities and publications firms employ archaeologists to teach, do research http://www.media.utah.edu/UHE/a/Archeology.html

HISTORY OF ARCHEOLOGY IN UTAH Desert Archaic split-twig figurines Archaeology in Utah can be divided into five chronological periods characterized by particular interests and activities: 1776-1875: Early Explorations and Observations; 1875-1910: Institution- and University-sponsored, Exploring and Collecting Expeditions 1910-1947: Beginnings of Professional Archaeology 1947-1980: The Jennings Era 1980-1992: Hunter-Gatherers and Ethnoarchaeology, Public and Cultural Resource Management, (CRM) Archaeology. 1776-1875: EARLY EXPLORATIONS AND OBSERVATIONS The earliest written description of archaeological sites in the state was made by the renowned Spanish explorers and Catholic fathers Dominguez and Escalante, who traveled north from New Mexico into western Colorado and then west into the Uinta Basin of northern Utah in 1776. Their detailed journal contains priceless descriptions of the countryside and its inhabitants and mentions ruins in the Uinta Basin near the confluence of the Uinta and Duchesne rivers. Little archaeological information was recorded during the succeeding seventy-five years. Government exploration of the Four Corners region in southeastern Utah commenced at about the same time as Mormon settlement in the north. Between 1849 and the late 1870s individuals such as J.H. Simpson, J.N. Macomb, J.S. Newberry, W.H. Jackson, F.V. Hayden, W.H. Holmes, and others traveled the Four Corners area discovering and documenting many Anasazi sites in the Mesa Verde Region of southwestern Colorado and southeastern Utah. In the 1870s members of the Untied State Geographical Survey expedition led by Lt. George Wheeler excavated sites at Beaver and Provo and wrote provocative descriptions of mounds in Parowan Valley. At the latter location (described earlier by Brigham Young above), they estimated that there were 400 to 500 structures.

79. Directorate Of Environment And Safety School Programs be on hand to allow for interaction with archeological items, and to Earth Day activities. s).Members of the DES Conservation Division will teach students how http://www.riley.army.mil/view/article.asp?id=127-2002-05-03-33911-97

80. Career Services-History to coach students in some extracurricular activity as well Those who teach at museumsand historic sites may in art history, folklore, and archeology may prove http://www.wssu.edu/student/career/wssumajors/History.htm

Quick pdf Guide College of Arts and Sciences Helpful Links History Historians as Educators The most obvious, and, in many ways, perhaps the most important career path is in teaching. Depending on the level of teaching, you may need to take additional courses in other subjects or specialize in a narrowly defined field of history. While most public schools will require additional study to acquire a teaching degree as well, independent schools often do not ask for special qualifications. Both public and independent schools expect history and social studies teachers to coach students in some extracurricular activity as well— therefore, proficiency in such areas will be helpful. Elementary Schools: Apart from having a strong motivation to teach very young children, students of history interested in teaching in elementary schools (grades K–6) must take a wide range of courses, including anthropology, economics, geography, history, political science, and sociology in preparation for certification by the state to teach social studies. They also must take a general studies curriculum required of all teachers of grades K–6; this includes introductory courses in English, music and art, science, history, and geography, as well as specialized courses in math, physical education, and teaching techniques. Those interested in teaching at the elementary level should consult the education department of a local college or university or officials in the state in which they hope to teach for further guidance and to determine additional requirements.

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