Arms & Armor - Siege Engine Tournament details

Siege Engine Tournament!!!

Reminder: On 4/18, the last day of regular co-op classes, our history class will be hosting a siege engine tournament.  (The next 3 weeks are classes (4/4, 4/11, 4/18) and presentation day is 4/22 @ 2:00pm.)

Assignment: bring a catapult, trebuchet, ballista, or other completed siege machine to class and demonstrate its capabilities.  These can be homemade, kit, borrowed, or anything else.  Make this project as simple or as elaborate as you wish. 

Please note that the "rock" that we made in our first class does NOT need to be your projectile.  We originally considered having a standardized size and weight for all siege engines, but realized just how impractical that was for this age group

There will be prizes for:

• accuracy
• distance
• height

The kids have been working hard to learn about the various machines, and most have a general idea of which one they want to build.  Remind them as they begin to design that the finished product must fit into your car and be easily assembled on the day of the tournament.  These projects take time to perfect, even with detailed plans, so I encourage you to start early and allow time for tweaking the design.

Here are a few ideas to get you started -

Build your own:

Lego catapult: http://kidsactivitiesblog.com/lego-catapult/

Tiny paper catapult: http://www.mikesenese.com/DOIT/2011/10/palm-sized-print-and-cut-paper-trebuchet/

More catapult designs: http://www.instructables.com/tag/type-id/?q=catapult&sort=none 

Trebuchet designs: http://www.instructables.com/tag/type-id/?q=trebuchet&sort=none

Full size siege engine plans: http://www.mikesenese.com/DOIT/2010/10/trebuchet-roundup-eight-online-plans-reviewed-for-building-your-own/

Work from a kit: 

Amazon has many ready to assemble kits - including this one inspired by Leonardo da Vinci

My kids have had great success with the Pitsco kits.  They are simple but effective.  The only thing you will need to purchase in addition to the kit is a bottle of wood-glue.

We will be outdoors for most of our class period on the 18th, regardless of the weather, so please dress accordingly.  Parents are welcome to join us for the festivities, and the youngest classes may come out also, so save the pretty white shoes for another day.

I look forward to seeing what the kids bring in!

Sheryl G

Arms & Armor - Defensive Clothing

March 28, 2017

Protection has always been a high priority among warriors.  Armor started with simple boiled leather, and improved, as weapons improved, to mail.  Gradually small pieces of iron were added to protect vital organs.  As more and more plates were added a full suit of armor, complete with intricate joints became standard.  Plate armor continued to remain prevalent until the advent of gunpowder.

In class activities:

• Learned about the evolution of armor from a historian https://www.youtube.com/watch?v=CNiYqmFxtI8
• Continued work on our bows
• Learned how to make soda-tab chain mail 
• Discussed plans for our year-end siege engine tournament

Assignment:

• Work on your siege engine 
• Practice your timeline

Arms & Armor - Projectile Weapons

March 21, 2017

Projectile weapons include any objects that use force to throw an item at an opponent. 

Recurved bows made of thin strips of wood stiffened with strips of horn and strengthened with glued-on layers of cattle sinew were the first major improvement in bow technology. The development of the crossbow started in ancient times but was perfected in the Middle Ages.  Interestingly, it was the English longbow, introduced to European battlefields in the 14th century, that truly made the arrow a formidable battlefield projectile. 

In class activities:

• Briefly overviewed the importance of music in communication and instilling fear during battle, so much so that instruments such as drums and bagpipes have often been banned entirely
• Enjoyed a bagpipe song played by a classmate, and discussed what such a song (Amazing Grace) could tell warriors on the battlefield
• Discussed multiple projectile weapons including the atlatl, bow, and crossbow
• Diagrammed the Bodkin point and learned about why it was so feared
• Listened to a classmate explain the parts of a bow & viewed a modern bow
• Discussed the advantages of longbows vs. crossbows
• Began constructing our own bows
• Completed our own arrows

Assignment:

• Choose which kind of siege engine you will be building for our tournament
• Practice your timeline

Arms & Armor - Bladed Weapons

March 7, 2017

Throughout history, the sword has been one of the most beautiful, and deadly of all weapons.  Though its material make-up and style has evolved over time, the use of a blade for slicing and stabbing remained an important element of warfare until the modern age.  

In class activities:

• Learned about the history of metal
• Looked at blades discovered through archaeology from various time periods
• Detailed the differences between knives, daggers, and swords
• Discussed the advantages of both single and double bladed swords
• Examined the parts of a bladed weapon
• Made our own paper and duct tape swords

Assignment:

• Define the words catapult and trebuchet.  (optional: submit written answers to be added to your notebook) 
• Need source materials to better understand these words?  Read about the difference, and watch a seige machines in action at http://cooltrebuchets.weebly.com/trebuchets-vs-catapults.html

Arms & Armor - Staff Weapons

February 21, 2017

A staff weapon, or polearm, is a close combat weapon in which the main fighting part of the weapon is fitted to the end of a long shaft, typically of wood, thereby extending the user's effective range. Typical defense against these weapons in the early European Middle Ages were round shields with light, non-splitting wood like linden, fir, alder or poplar, usually reinforced with leather on one or both sides and occasionally metal rims, encircling a central metal boss. 

In class activities:

• Listed many different forms of staff weapons
• Discussed the importance of soldiers working together, in particular the Greek Phalynx formation
• Examined the use of horses in warfare & discussed lances
• Labeled the various parts of a halberd
• Made our own foam and duct-tape shields
  

Arms & Armor - Percussion Weapons

February 14, 2017

Many of the weapons that we think of as belonging to the Medieval Period actually originated in antiquity.  Primitive tools for hunting and land cultivation were used aggressively by warring factions.  Of these early weapons the first were percussion implements, designed for blunt striking. Examples include the rock, stick, club, and mace.

In class activities:

• Discussed the first recorded fight in history, that of Cain and Abel, and brainstormed which weapons were used
• Looked at images of percussion weapons
• Discussed the difference between the club and the mace
• Examined changes in the shape of the mace and discussed (in very basic terms) why force directed to a single point is more damaging than force spread across a wide area
• Learned about the first forms of protection in battle 
• Made our own leather arm-guards
• Attempted to throw light & heavy objects at a target and discussed the results
• Made our own foam "rocks" for use with our siege machines.

Assignment:

• Look up the term "siege engine" (Older students should come to class with a written definition, younger ones may just verbally discuss the term with parents)
• Examine images of the many different types of siege engine machines

Parents - Please SAVE your child's foam "rock."  This is the ammunition for their year-end project.  Over the course of this class, homework will be focused on walking children through the process of researching and building their own siege engine.  They will probably want to jump straight into the building stage, but I encourage you to enjoy the research process first.  

For future reference:  Our final class will be a siege engine tournament.  Children will bring their completed machines and compete to see who can shoot the highest, farthest, and most accurately.  These projects can be as big or as small as you would like, but just remember that it needs to shoot the assigned ammunition, and fit inside your vehicle.  Parents are expected to help with design and testing, but projects should be primarily kid-built.  I will eventually include links to several sources for step-by-step building instructions to help with the design process.  

Gutenberg - History 1&2, Explorers and Trailblazers

January 17, 2017

During the Middle Ages, the time consuming process of copying books by hand made the spread of new ideas very slow.  People often worked very hard to solve problems that had already been solved, but they had no access to that information.  

Johann Gutenberg’s invention of the moveable type printing press was one of the main factors that created the explosion of ideas known as the Renaissance, a revolutionary period in the arts and sciences.  Faster and cheaper printing made books available to many people for the first time.  This spread of knowledge led to a new fascination with the learning that swept through Europe. Ideas became more realistic and less dominated by religion, sometimes creating conflict between scientists and the church. 

___

In class activities:

• Assembled and printed using our own moveable type
• Explored Renaissance leisure activities and practiced walking on stilts
• Discussed the time consuming process of creating machines by hand
• Considered the changes to the Church and to society in general as books became increasingly available
• Added to our Medieval notebook

___

For additional information on this subject:

• Read Ink on His Fingers by Louise A. Vernon (127p.)
• Watch an animation of how the printing press works

Assignment due 1/24

• Practice your timeline
• Read history cards 26-32

Black Death - History 1&2, Explorers and Trailblazers

January 10, 2017

The plague, also known as the Black Death because of the dark sores that it caused, was one of the worst diseases in history. This illness carried by rats and fleas resulted in the death of 1at least /3 of the population of the Middle East, Asia, and Europe.  

For years the disease would disappear during the winter, when fleas were less active, only to reappear again to the horror of both rich and poor.

Unfortunately, this tragedy shook many people’s faith in God.  It led to the collapse of the economy, changes on the battle field, and ultimately to the end of the already weakened feudal system, completely changing the medieval world. 

In class activities:

• Learned about the impact of disease in the medieval world
• Discussed the various methods used to "prevent" and “cure” the plague
• Mixed up some of our own cures (chocolate spiders etc.) and tasted our creations.
• Discussed the cycle of the plague
• Added to our Medieval notebook
• Read Run Far, Run Fast by Timothy Decker

Optional lesson extension activities:

• Read The Door in the Wall by Marguerite de Angeli (121p.)
• Watch music video of the black death - http://sotw-videolinks.blogspot.com/2012/04/sotw-2-chapter-25-end-of-world.html
• What if the Bubonic Plague never happened? https://www.youtube.com/watch?v=q1aULu6BqNs

Assignment due 1/17/1017

• Read history cards MA 24-25
• Practice your timeline

Marco Polo - History 1&2, Explorers and Trailblazers

November 29, 2016

 Explorer and merchant Marco Polo captured the imagination of the many with his book detailing his travels. His adventures with Kublai Kahn and the people of the “East” were so fantastic that many of his contemporaries believed his tales to be fantasy.  Over time much of what he detailed has been verified.

In class activities:

• Watched portions of Animated Heros Marco Polo

• Discussed the idea that cultural learning happens in two directions

• Mapped the silk road and Marco Polo's route

• Folded origami animals
• Discussed God's plan vs our own in relation so Marco Polo's time in jail during which his book was written.

Optional lesson extension activities:

• Enjoy this printable activity book to go along with the movie we watched

• Watch a brief summary of the impact of the Marco Polo's travels

• Read or watch Shakespeare's The Merchant of Venice to better understand the issues faced by Marco Polo and his fellow traveling businessmen during this time period
• Try your hand at more origami.

Our Christmas performance is next week.  No history lessons are due.
Enjoy your holiday! See you in the new year!

Assignment due 1-3-2017:
Read history cards MA 20-23

Magna Carta - History 1&2, Explorers and Trailblazers

November 15, 2016

I am so thankful for the amazing children and parents at FAITH.  A family emergency kept me away from class, but with only a few hours notice Mrs. Cross stepped up and made sure that the kids had a fun and educational lesson.  I also heard great reports of the children making her feel welcomed and appreciated.  What a fantastic community!

In class activities:

• Listened to the story of King John and the Magna Carta
• Discussed bullying 
• Looked at what God says about bullying
• Watched a video about the Magna Carta
• Made "important documents" using basic calligraphy and sealed them with wax

Assignment due Nov. 29th

• Read history card MA19, Marco Polo
• Practice your timeline  

Crusades - History 1&2, Explorers and Trailblazers

November 8, 2016

The Crusades were a series of tragic wars fought between Christians and Muslims for control the Holy Land. 

The city of Jerusalem (Palestine) was the center of faith for three major world religions. It was conquered by Islam in the 600s A.D. In 1095 Pope Urban II called for a crusade to free Jerusalem from Muslim control.  

Side note: The word crusade comes from the word Crux, which means cross in Latin. Those who volunteered were called crusaders, meaning that they took the cross of Jesus upon them, literally wearing a red cross on their clothing.  

Crusaders were promised that they would receive an indulgence (ticket to eternal life) if they died while fighting for Christianity. As a result, many died, including Jews, during their two year journey to Jerusalem. When they finally laid siege upon the city, they had to surround it for months. When the city fell, the Crusaders thought they had won, but they were unable to retain control.

Eight more crusades followed, but the Christian hold on the area continually weakened. In 1291 A.D., Muslims captured the last European hold-out in the area and the Crusades came to an end. 

In Class Activities:

• Viewed an animated map of the world, showing the spread of major religions - took particular note of the region of Jerusalem
• Reviewed the differences between the church in Western Rome and the Byzantine empire
• Named the three religions of the Holy Land, and discussed why the land was important to each
• Learned about the migration of the Seljuk Turks
• Discussed the closing of Jerusalem to pilgrims
• Mapped the geographical issues that made maintaining Christian control of Jerusalem difficult
• Made red crosses to add to our history notebooks
• Continued weaving our blanket

Optional Lesson Extension Activities:

• Watch any version of Robin Hood.  This movie is set during the Crusades.  Consider the impact that the Crusades had on those who remained at home.
• Make your own stained glass out of shrink film (or plastic cups) and sharpies 
• Learn more about the Children's Crusade

Assignment Due 11/15/2016:

• Read History Cards MA 16-18
• Practice your timeline

Bayeux Tapestry - History 1&2 Explorers and Trailblazers

Tuesday Nov. 1, 2016

Around 1000, vikings began to settle in the Normandy area of France.  In the next few years they adopted the culture and language of the people they conquered, becoming “civilized” Normans.

When the King Edward III (the Confessor) of England, died in 1066 without leaving a son, several men, including William, Duke of Normandy, saw an opportunity to seize the throne.  The war story of the Norman Conquest of England is told in a captivating piece of medieval art, the 231 foot long Bayeux Tapestry. 

William, who later became known as William the Conqueror, brutally invaded England.  After landing he quickly built motte-and-bailey castles to shore up his position.  Medieval castles were not the luxurious palaces we imagine in fairy tales.  They were built first for advantage of position and defense, and rarely with comfort in mind.  The castle was a stronghold, a place where all the people could retreat for protection.

In class activities:

• Reviewed the history of the barbarians & vikings
• Learned about castle structure
• Briefly summarized the Norman conquest of England
• Discussed the idea of history from the point of view of the victor
• Looked at many pictures of the Bayeux tapestry while we read the story of the Norman Conquest from The Bayeux Tapestry by Norman Denny
• Began collectively weaving our own blanket and discussed the difference between a tapestry and embroidery
• Learned about the uses for fabrics in medieval homes

Optional lesson extension activities:

• Watch an animated version of the Bayeux tapestry's story 
• Build your own Norman ship out of paper
• Print coloring and/or notebooking pages for William I

Assignment due November 8th:

• Read history cards MA 14-15, Cathedrals in Europe, The Crusades
• Practice your timeline.  We have a new video up covering this period's hand motions.  

Feudalism - History 1 & 2, Explorers and Trailblazers

During the Middle Ages, the feudal system was the primary form of social organization.  Under feudalism all land was held by the king. Scattered throughout the king’s land were many small villages, each ruled by a noble or vassal who was granted this honor by the king in return for their help in fighting wars.  Villages were filled with serfs (peasants) who farmed the land and gave a portion of their crops each year to the lord in return for protection and in payment for the use of the land.

Freemen who lived in towns worked for and took care of themselves.  Guilds began as craftsmen formed partnerships based on their trades, and agreed to support one another in adversity and business.

In class activities:

• Created our own feudal system triangle using our chairs, and participated in assigned roles as food moved up toward the peak and land moved down toward the base.
• Discussed who truly had the most power during the middle ages (military leaders) and discovered the purpose for knights pledging loyalty to the king through a code of chivalry
• Reviewed the way that the church was intertwined with politics during this time period
• Made paper crowns (in-class for explorers, take-home for trailblazers)
• Signed our own pledge of loyalty and added it to our history notebooks

Optional lesson extension activities:

• Learn more about the age of chivalry
• Watch a video detailing the origins of the feudal system
• Two Disney movies took place during Medieval times: Robin Hood and The Sword and the Stone.  Consider watching one and writing the names of the characters in the correct place in the feudal system hierarchy (worksheet)

Assignment due Nov. 1:

• Read History Card MA - 13 William the Conqueror and the Battle of Hastings
• Practice your timeline

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Rise of Islam, History 1&2, Explorers & Trailblazers

Islam is not just a religion, but a political entity. It began when, at the age of 40, Muhammad believed he was hearing from God in the form of visions.  His revelations were later written down by a follower into the Quar’an.  

Muhammad was called prophet. His strong military leadership along with his promise of peace with God united the local tribes.  He then led these tribes to conquer Medina & Mecca, and continue expansion. Throughout much of the Middle Ages the Byzantine Empire fought the Muslims for control of the eastern Mediterranean. 

In class activities:

• Reviewed the rise and fall of the Roman Empire, & the subsequent re-expansion under the Byzantines

• Learned about the origins of Mohammed and his rise as a powerful religious and military leader

• Mapped the expansion of the Islamic empire and compared it to the Roman and Byzantine empires

• Discussed various forms of government and added the Islamic State to the list.

• Compared Christ's "one way to the father"John 14:6  vs. the pillars of Islam

• Carved our names into soap to remind us that God has engraved us on the palms of his hand.  Isaiah 49:16  We can do nothing to earn our way into heaven.

Optional at-home lesson extension activities:

• Read The Golden Age of Islam by Linda George or a similar book from your library
• Click through this interactive map showing the powers in control of the Mediterranean region
• Watch a 10 minute Crash Course video explaining the basics of Islam and discuss it with your parents
• For more advanced students (or curious parents): This professor at Yale does an excellent job of explaining why this particular religion has such a significant impact on politics: http://oyc.yale.edu/history/hist-210/lecture-14

Assignment:

• Read timeline cards MA8 & 9
• Practice your timeline

Byzantine Empire - History 1&2, Explorers & Trailblazers

The term Byzantine is used to refer to the Eastern half of the Roman Empire after it was divided. The peak of the Byzantine Empire occurred after 527 during the Justinian Dynasty. Justinian I (Justinian the Great) took on many projects including reviewing all of the existing Roman laws re-writing them into a single book often called the Justinian Code. Under his rule the empire gained territory and maintained peace through tribute pay-outs to the Persians. This caused them to continually increase taxes, eventually leading to discontent among the people.

 In class activities:

• Learned about Justinian's origins as a peasant
• Discussed the influence of the Demes, chariot racing teams who had great political power
• Divided ourselves into blue and green parties, and discussed what would happen if we only took care of the people on our side
• Literally stitched Rome back together, showing how Justinian attempted to rebuild Rome
• Wrote our own book of laws
• Watched portions of a cartoon explaining Justinian's influence

Optional lesson extension activities:

• Finish watching the cartoons we started in class (there are lots, and they are fantastic, so I'll only recommend this one activity this week):
• Justinian and Theodora episode 1
• Justinian and Theodora episode 2
• Justinian and Theodora episode 3
• Justinian and Theodora episode 4
• Justinian and Theodora episode 5
• Justinian and Theodora episode 6
• Justinian and Theodora episode 7
• Justinian and Theodora episode 8
• Justinian and Theodora episode 9
• Theodora episode 10
• Justinian and Theodora episode 11
• Justinian episode 12
• Justinian and Theodora - Lies
• Justinian and Theodora - Lies2

Assignment:

• Read history card MA - 7 and discuss the topic of Islam with your family
• Practice your timeline

End of Western Rome - History 1&2, Explorers & Trailblazers

After Jesus died followers spread the word that He was, and is, God.  This process was facilitated by the order and shared language of the Roman empire.  Sadly, Roman authorities believed that the worshipers of Jesus were dangerous and enslaved or killed many believers. 

Persecution continued until 313CE when Constantine the Great ruled that Christianity was legal.  

Christianity eventually became the official state religion, spreading it throughout the empire.  This ran counter to traditional Roman rule, which declared the emperor to be one of (or equal to) the gods, and was one factor in the decline of Rome, in addition to many others.

In 330CE, the Empire was intentionally split into two parts: the western half centered in Rome and the eastern half centered in Constantinople. This defenensive move did not prevent repeated attacks of Rome by the barbarians who eventually conquered Western Rome.

In class activities:

• Learned the meaning of the ichthus and made our own scratch art fish
• Reviewed the words barbarian and vandal in both their original and modern definition (the kids thought it was hilarious that pants were considered barbaric in Rome)
• Discussed the "hard words" on this week's history cards including "vulgate" and "council" - discussed why our timeline handmotions help our brains to remember the meaning of what we are saying.
• Played a game in which we tried to defend a large area from invaders
• Learned about persecution & Constantine
• Located Rome on a world map, and then highlighted the extent of the empire on regional maps
• Discussed cardinal directions & marked the portion of Rome that fell to barbarians
• Added to our Medieval Notebook

Optional lesson extension activities:

• Watch Crash Course History's brief synopsis of the fall of Rome.  
• Play online games as you learn about ancient Rome
• Take a short quiz to see what you remember from class

Assignment:

• Read history cards MA 5 & 6 (St Benedict and Monasticism & Justinian the Great)
• Practice your timeline

Barbarians & Vikings - History 1 & 2, Explorers and Trailblazers

The term Barbarian does not describe one specific people group.  It means outsider, or people who were foreigners to the main ruling countries (Greece, & later Rome).  This included the Huns, Franks, Vandals, Saxons, and Goths, Visigoths. They were thought of as uncivilized and uncultured people.  During the Barbarian invasions (also known as the Migration Period) from 400 - 800, these feared warriors conquered many lands including the Roman empire.  

The Vandals' descendants later became known as the Vikings.   Because they had to depend on the sea, the Vikings became expert boat builders who lived as traders and settlers.  They launched ferocious attacks on Europe, looting and pillaging before returning to the sea.

___In class activities:

• Discussed the words barbarian and vandal and learned about their origin
• Thought about how foreign languages sound to those who don't speak the language and discussed the impact that lack of communication can have
• Built a Viking longboat

• Started creating a Medieval notebook

• Played the viking game Kubb

• Studied maps of the Barbarian homelands

• Discussed misconceptions about Vikings (they did not wear hats with horns)

___Optional lesson extension activities:

• Watch a brief history of the dark ages - https://www.youtube.com/watch?v=QV7CanyzhZg&list=PLy0B6ncmGtqcLNRmMA43e2cNFD2v5ZoF2&index=1

• Read Viking Ships at Sunrise (Magic Tree House #15) by Mary Pope Osborne (96p.)

• Read Adventures with the Vikings by Linda Bailey (48p.)

• Fun online Viking activities - www.bbc.co.uk/schools/primaryhistory/vikings/

• Learn about the martyrs - the Torchlighter videos are fantastic and they come with printable activities. For this week the ones covering Augustine and Perpetua are highly recommended. http://www.torchlighters.org

___
Assignment:

• Read history cards MA 3&4, and NT32
• Practice your timeline

Archaeology - Process Review

{assignment listed at end} 

In preparation for next week's archaeology mystery party, the kids reviewed their archaeological vocabulary and techniques.  They were reminded that digging is by nature destructive.  Data can be destroyed every time soil is moved or objects are touched.  Archaeologists attempt to minimize this risk through carefully selecting the right tool for the right conditions, and focusing on slow, methodical work.

In class activities:

• Brainstormed activities we have done throughout the elective to include in our party
• Worked on our archaeology notebooks
• Reviewed the steps in the process of archaeology
• Learned some new archaeological vocabulary
• Completed reconstruction of our pots

Optional lesson extension activities:

• Learn more about why GPS coordinates look the way they do.  
• Play online archaeology games to practice your skills for our party.
• Watch an archaeologist demonstrate proper excavation techniques

Assignment:

• Think of one thing that you think that the people of the future would like to know about you.  Find an object that represents this idea and bring it to class to add to your own personal time-capsule. (items will be returned)

Additional notes:

• Please check your pots, you should have gone home with the one you originally created, not the one you reconstructed.  If your name is not written on the bottom, please bring it back to class with you.
• We will hopefully be outside again next week, dress appropriately
• I plan to make a cake to share with the students during our party.  If there are any dietary concerns, please let me know.

Special thanks: Parents, please let your children know how much I appreciate their kindness to one another.  We had no TAs available during our project this week, and all 25 of the kids pitched in to help with hot glue guns, pot re-assembly, and clean-up beautifully.  I am so proud of them!

Archaeology - Pompeii

{Assignment for next week listed at end}

Pompeii was one of the first archaeology sites.  It was first discovered in 1549 while digging for a water channel, after having been buried in ash since 79AD. The site was later pillaged for works of art by the king of Spain.  Excavations have continued growing deeper and more careful over time.  Current archaeological work at Pompeii is focused on layers beneath the time of the catastrophic eruption.

In class activities:

• Learned about excavations at Pompeii
• Discussed changes in the field of archaeology over the past 300 years
• Continued work on our mock dig site using sifters
• Documented discarded artifacts
• Worked to re-assemble pottery sherds
• Discussed the necessity for archaeologists to work together (one piece from each student's pot was placed in a different student's box, along with several pots that were spread throughout the entire class)

Optional lesson extension activities:

• Learn about what is happening at Pompeii today: http://interactive.archaeology.org/pompeii/index.html
• Watch a video showing the current conditions in Pompeii (un-narrated, some reading required)

Assignment:

• We will be outdoors next week.  Please wear appropriate shoes and bring a jacket to class.
• Students will continue restoring their pots next week.  Extra hot-glue guns would be appreciated!
• Take a look at the archaeology field trip details, and let me know if you plan to attend.  

Archaeology Field Trips

Hi friends!  

The archaeology class is planning a field trip to the UNH Open Archaeology Day to view a series of hands-on activities, including stone tool knapping (or flaking), mock excavation, ancient foodway sampling, and atlatl (spear) throwing.  I hope your family will be able to join us!

Friday April 22nd, 2016

1:00 - 4:00

Huddleston Hall Room G16, 73 Main Street, Durham NH. 
e-mail Sheryl if interested in attending
metting location & lunch details to follow

This event is technically only open to college students, so you MUST register.  Please let me know exactly how many members of your family are attending by 4/11.

Additional Events: Did you know that April is Archaeology Month here in NH?  There are many events that are open to the public.  Take a look at the full schedule!

I am going to be attending several events including the dig in Deerfield on 4/14 and the Pompeii presentation on 4/16 with my kids, so if you find one that interests you, pop me an e-mail and we can try to meet up while there!