Kids in a Network Learning Science, Geography, GIS, Computational Thinking and all of that Jazz ..it worked!!

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Many people embrace what is called STEM at this time. There was SMET before there was STEM.

There was a time when science was pushed aside and people who dared to advocate it were not in the right political space. We suffered but continued the practice of good teaching.

We had our champions, and one of them was Dr. Robert Tinker of Concord.org who got great funding for a number of revolutionary programs and projects and many of them were for K -12.

His projects were much needed to change teaching and learning .

More alphabet soup.

You may ask what is TERC?

For more than fifty years, TERC  introduced millions of students throughout the United States to the exciting and rewarding worlds of math and science learning. Led by a group of experienced, forward-thinking math and science professionals, TERC is an independent, research-based organization dedicated to engaging and inspiring all students through stimulating curricula and programs designed to develop the knowledge and skills they need to ask questions, solve problems, and expand their opportunities.

 

What is really important is that there was extensive broadening engagement and the vision that TERC and Robert Tinker had was an immersive imagining of a future in which learners from diverse communities engaged in creative, rigorous, and reflective inquiry as an integral part of their lives—a future where teachers and students alike are members of vibrant communities where questioning, problem solving, and experimentation are commonplace.

This ideational scaffolding worked.

One of the projects was the NGS Kids Network , standards-based, online science curriculum that allowed students from around the world to investigate topics and share their findings.

Students explored real-world subjects by doing exactly what scientists do: conducting experiments, analyzing data, and sharing results with peers.

You will remember the climate march and the scientists march. With Bob Tinker we marched with our fingers and minds exploring real world science and the ideas are still being used and referenced.

There are pieces of this work that are still relevant. There was an extensive set of resources for teachers at each topic.

You can explore the Unit TRASH here.

You can explore the topic “What’s in Our Water?” here.

Here is the background for water. 

You can explore SOLAR ENERGY here. It has been updated.

HISTORY

A National Geographic Summer Institute was where Concord.org was introduced to me. I believe I met Dr. Tinker however, at the NSTA conference. or at the George Lucas Educational Foundation in a round table discussion.  There we learned about probes. The way we worked was revolutionary in science , and we true pioneers got some push back. We had Dr. Tinker as a resource and the information was free. The promise of the Internet for all has never happened , but if you could get on the Information Highway, well, Concord was there for you.

 

 

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If you ever taught a National Geographic Kidsnetwork Program and did it well ,you know that it changed the face of teaching and learning. Here is a research report that explains the way in which it worked.

The National Geographic Kids Network

REFERENCE: TERC. (1990). The National Geographic Kids Network: Year 4 Final Annual Report. Cambridge, MA: Author.

In conjunction with the National Geographic Society, TERC created The National Geographic Kids Network as a resource for improving elementary science and geography instruction in classrooms around the world. Since its inception in 1986, more than a quarter of a million students in over 7,500 classrooms had then used the network to collaborate on science and geography projects ranging from the study of solar energy to acid rain.( old data)

The primary goal of the National Geographic Kids Network was to promote science and discovery in elementary classrooms by combining hands-on science, geography, and computer technologies with telecommunications activities.

GIS 1The topics were the beginning of real science study for many students.


The National Geographic Kids Network includes seven 8-week curriculum units focusing on “increasing the time spent on inquiry-oriented, hands-on science instruction, strengthening science process and data analysis skills, raising public awareness of the value and feasibility of appropriate science instruction, and publishing and widely disseminating curricular materials that further these goals.” While students research, collect, analyze, and share data with their peers they also problem solve and collaborate with students at other schools. In addition, the network also features a scientist who works with students electronically to evaluate their data, make comments, and offer suggestions. The seven 8-week units include:

  • Hello!  This was a special introductory unit that let us learn how to use project based learning and collaborate with other classes.
  • Solar Energy
  • Acid Rain
  • What Are We Eating?
  • What’s in Our Water?
  • Too Much Trash?
  • Weather in Action

The beginning unit was very special.

Students and teachers and community collaborated and shared , giving information, history, geography and data about where they lived. They got mail. This was a personalized way  , it was a pre-social media of talking with and learning with students in other parts of the world.

How excited my students were to link with a school in Moscow, Russia, or to figure out what animals were pets in some places of the world that we considered pests.

 

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For those of us who used the units , the task of classroom management was quite different from that faced by teachers employing the traditional instructional methods of lecture, discussion, and seat work. Geography was a huge factor in the work. Sometimes there was application of the arts, and yes, there was purposeful reading and writing. The face of the working classroom was changed. Extensive resources were shared with teachers.

Students were involved in an inquiry process and reported back to a scientist who helped them analyze their data . There were geographical teams of students sharing information , and collecting data and sometimes telling their stories. I was a teacher of the Gifted, but I was able to use technology to transition into being a classroom teacher for all. Parents and community members were excited about meaningful  uses of technology.

With NGS Kidsnetwork, students spend the majority of their time working on their own or in small groups collecting and doing research.

Teachers often spend their time participating in projects as peers , with community interface of experts, parents helping with the data.

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Why Do We Have Minority History Months?

Black History Month,Asian American Month,Native American Month.Hispanic American..etc. I think that is because the real history is rarely taught. Sometimes it is taught without talking about the problems that people had in this country. Native Americans who survived the two new worlds coming together, suffered a lot that has never been taught. We don’t teach history and geography well. Many students never grasp the idea of the global exchange that is the world today.

Try this method. We have lots of ways to explore our histories today. We have technologies and books and real and virtual field trips.

USE THE DATE?

I had a teacher who used dates. She would say 1492? What was happening in the world?

We had to learn to create something that would tell her this information.  Some students would have the dates before and after.You could not just memorize the data in a book or a chapter. It was a very interesting way to learn about what was going on in the world. ( Dr. Dannie Starre Townes- Virginia State University.

We had to learn what the leading influences were in the time frame that she gave us and then we had to present it to others.

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I had a principal who had a book, the “Book of Where”, and she encouraged us to let students explore the travel of their families through the years.
The Book of Where: Or How to Be Naturally Geographic: Neill Bell
Published by Scholastic Inc, 1994
ISBN 10: 0590480154 / ISBN 13: 9780590480154

We made family maps and did International Day and learned about many cultures. Also the National Geographic had taught me to let kids draw a free hand map of the USA.

The family map was personal. It could be national or international. Cultural elements were inserted. Recipes were collected and shared.We shared family stories and history.

We explored geography and the US.

Now there are new ways to explore our history, our roots, our family stories.

Who are the people in your family ?

Where did the family originate?

Have you and your family always lived in the USA?

Where in the USA has your family lived, visited, what are the places that people have gone to school, and or work and or family vacations?

Is there another country that your family originated from? More than one?

Geography is a template for learning about the world.

Museums do tell the stories , the Smithsonian does workshops for interested people and there are exhibits. The Smithsonian had the exhibit years ago, Seeds of Change that used plants to tell the story of two worlds merging. Two old worlds merging and changing culture, or not from each other. The map above is a very simplified diagram. We have tools and technology now to tell the story better. There are new ways to explore museums. There are new ways to explore cultures. Google Cultural Institute

The Google Cultural Institute is a way to learn about cultures. You can explore using technology as in this virtual tour of Egypt.. (This is a view of the great Pyramids of Giza.)

There is this project that lets you learn from artifacts in a museum. It is the Smithsonian project X3D.

“The SIx3D viewer offers students the ability to explore some of the Smithsonian’s most treasured objects with a level of control that has never been possible until now. We hope this revolutionary level of access to the Smithsonian collections will spark your students’ curiosity and that the exploration of these objects will enable them to build lifelong observation and critical thinking skills.”

“With few exceptions, SIx3D also offers access to these data sets. Hailed by many as the third industrial revolution, 3D technology is molding a new K-12 STEM model. Students can use the same tools as professionals to become creators themselves. Whether students are printing invaluable museum objects or inventions of their own design, we hope the chance to bring objects to life will give students the opportunity to create imaginative and innovative work.”

To help you introduce 3D and its possibilities to your students, Smithsonian educators are working on new resources for K-12 classrooms.

Rather than glimpsing art & photography in the confines of rectangular frames, step into them in virtual reality with the Google Cardboard for supported smart phones. Here is the link to start those explorations.

Traditional Museum Resources? So many museums online.

This is one that lets us frame the thinking about the two old worlds that came together.

Seeds of Change: Five Plants That Transformed Mankind was a 1985 book by Henry Hobhouse which explains how the history of the world since Columbus linked America to Europe and has been changed by five plants.[1] It describes how mankind’s discovery, usage and trade of sugar, tea, cotton, the potato, and quinine have influenced history to make the modern world. The museum used that book as a beginning way to tell us the story ,it was fascinating!!

The focus  seeds are: sugar, corn, the potato, disease, and the horse, selected says Viola “because of the human dimension to their story.” From the exhibition has also came another book called “Seeds of Change,” edited by Viola and and Carolyn Margolis, assistant director of the museum’s quincentenary programs. ( You may notice that tobacco , which was a seed of change was not addressed.

‘IMAGINE a world without pizza, Swiss chocolates, or French fries! Even harder, imagine Italy without the tomato or the {cowboy} without his horse,” says Herman J. Viola, the father of the massive new show “Seeds of Change” at the Smithsonian’s National Museum of Natural History.

The ideas merged and produced an expanded concept for the exhibition “Seeds of Change” that would focus on five seeds chosen from a list of nearly l00. As Viola says, this exhibition focuses on “an exchange of peoples, animals, plants, and diseases between Europe, Africa, and the Americas” over 500 years that began when the New and Old Worlds met.Mr. Viola, curator of the 400-object show, notes that before Columbus encountered the Americas none of those fixtures of modern life had been discovered.

Article excerpt

‘IMAGINE a world without pizza, Swiss chocolates, or French fries! Even harder, imagine Italy without the tomato or the {cowboy} without his horse,” says Herman J. Viola, the father of the massive new show “Seeds of Change” at the Smithsonian’s National Museum of Natural History.

Mr. Viola, curator of the 400-object show, notes that before Columbus encountered the Americas none of those fixtures of modern life had been discovered.

Learning history can be fun!!

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What is History?

“History is for human self-knowledge. Knowing yourself means knowing, first, what it is to be a person; secondly, knowing what it is to be the kind of person you are; and thirdly, knowing what it is to be the person you are and nobody else is. Knowing yourself means knowing what you can do; and since nobody knows what they can do until they try, the only clue to what man can do is what man has done. The value of history, then, is that it teaches us what man has done and thus what man is.” R. G. Collingwood

Knowing other people’s stories helps us to understand sometimes their ways of seeing the world and their elements of culture. Simply we can cite, food , shelter, clothing, systems of education, and customs or traditions. But it can get much more complicated than that. See here . Elements of Culture.  We made T-Shirts to define regions in the US. Other countries may also have regional differences, linked by the language, land and available food sources.

What is Geography and what does that have to do with History?

How Do We Learn it? Why Study Geography?

Sometimes, even effective, fun award-winning web and mobile study apps aren’t enough to sustain motivation to study Geography, if you don’t see its relevance to your life. It is not just about beautiful visuals and interesting places, The truth is that geography is a highly relevant and important type of knowledge for anyone to have.

Here are some top reasons why you should study more geography.

  1. Global Awareness /Where is that place?
    Let’s be honest: we all care about what other people think of us. That’s why our first important reason for studying geography is that it makes you look smart. Knowing basic geography can help you avoid embarrassing moments, impress a people, increase your knowledge of the world that we live in. In addition you see and hear about lots of places that are dots on the map. What do you really , really know about the places and the people who live there?

2. Put the News in Context
How are you supposed to understand the news if you don’t know geography? Knowing geography helps put current events in context. Recently there has been a lot of news about immigrants. Who are they , why do they come, where do they come from and what do we need to know about them or immigration in an historical sense. I was amazed to be in a city in Europe from which many Italians came and to see their letters of credit on a rope that was put up into the ceiling each night. This was when Italians were coming to America in droves from Naples.

For example, knowing that Hong Kong is a city in southern China can begin to help a person understand why it is politically different from the rest of China: it’s geographically isolated.

Hands on a globe

3. Chart the Course of History
Geography not only puts current events in perspective, it help us understand history. A person can’t understand World War II without understanding the roles of the continental Russian Winter or the English Channel. Geography shapes the course of world history. Want to better understand history? Study geography.

The various months help us to know the history in the United States of the groups who were brought here, who were already here, and those who immigrated here. I learned oter people’s history too. Here is a reason that people immigrate.

4. Build Navigation Skills
The most basic skill in navigation is understanding the “lay of the land.” Studying geography helps develop spatial thinking. Those skills could come in handy if you get lost driving around town or in the wilderness!Whoa.. did I forget the GIS? ESRI skills? You can build a story of the places you are studying on a map.GIS 1

5. Travel Smart Whether doing Virtual or Real Travel.
Without a basic sense of geography, it’s impossible to get the most out of travel experiences. If you’re heading to Spain, do you want to see misty mountains, rocky coastlines, or searing-hot cities? These questions will decide whether you head to Torla, Basque Country, or Sevilla. Study up before your next vacation or VR Experience..You don’t want to do eye candy where you just look at pretty pictures without the content.

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6. Understand Your Home
Geography allows you to understand the place where you live in the context of the world as it is. Why did people settle in your town? What is the cultural heritage of your town ? Your region?The people who live there? I just found out that the city that I grew up in was the home of slavery. Alexandria , Virginia. People were sold from that city to the south. I never knew that!.It was not taught to me. I went to a Catholic School at first, run by Irish Priesrs and nuns from the Oblate Sisters of Providence. I knew the history of Ireland, and of New Orleans from where the nuns came.

People settle in specific places because of the landscape. For example, cities are almost always built on a river or other reliable water supply. What is the history of the place you live? How has the geography affected the area? These are the questions to ask to gain a deep understanding of your home.

7. Get a Grasp on Globalization
Globalization has been one of the biggest forces in world history for decades. The saying “it’s a small world” reflects this change: the world is as big as it always was, but it’s just more interconnected than ever. Understanding the changes that have swept the world as a result of this interconnection is impossible without appreciating the geography on which it is taking place.

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8. Make Sense of Different Cultures
Human culture is fundamentally place-based: the land determines or influences the cuisine, clothing, architecture, even social relationships. Every aspect of a culture is affected by its geography.

Geography helps you understand and appreciate the incredible diversity of cultures around the world. Like with news, geography puts culture in context. To understand a people, you have to know something about their land.

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9. Prepare for the Future
Geographic skills guide important decisions every day. From architecture to politics to business, the physical landscape frames the debates happening today that will be in the history books tomorrow.

Most people don’t get to learn geography. It may be shared in the context of a place name on the news, or as  a part of personal history, if there is interest.

Do your personal exploration and share it with others.

Mummies? Egypt?What Can We Learn?

IMG_9840I have traveled to Egypt by thought, by reading, by books, by lectures in geography and by invitation of a friend. My quest was to visit the museum of antiquties in Cairo. Before the newest of technology, I had a laser disc of a mummy, and how they prepared it and like many others , I had done a lot of reading about Sir Howard Carter and his discovery. I also followed an archaeologist on television to see them examine new sites and try to identify new mummies, or tombs.  In school for students I had a remarkable book to use with various movies and videos , by David McCauley.

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Amazon.com Review
When children catch their first glimpse of a pyramid, a sea of questions inevitably tumbles forth. “Why are they shaped like that?” “How were they made?” “Who made them?” “What were they used for?” Perplexed adults can sigh with relief now that David Macaulay has found a way to thoroughly answer all those deserving questions. His exquisitely crosshatched pen-and-ink illustrations frame the engaging fictional story of an ancient pharaoh who commissions a pyramid to be built for him. With great patience and respect for minute detail (not unlike the creators of the early pyramids), Macaulay explains the sometimes backbreaking tasks of planning, hauling, chiseling, digging, and hoisting that went into the construction of this awe-inspiring monument. Just when the narrative teeters on the edge of textbook doldrums, Macaulay brings us back to the engaging human drama of death and superstition. This respectful blending of architecture, history, and mysticism will certainly satiate pyramid-passionate children as well as their obliging parents. ALA Notable Book. (Ages 9 and older) –Gail Hudson —

Talk about engineering!! STEM and STEAM

 

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A poor person’s mummy..

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The Egyptian and I.

Better than that I had large cardboard depictions of the things that Sir Howard Carter found. While in New York, a man in a fez bowed to me and called me a daughter of Egypt , handing me a rose. It may have been flattery but he was visiting a New York Museum and so we talked a bit . I have been studying about Egypt since I was eleven years old and heard about King Tut. Well let me revise that. I was often sent to the library in my Catholic school to read and I found these books about archaeology. They fasscinated me. He sent these huge , beautiful cardboard placards done in gold and blue. They were museum quality and I taught with them.

I was afraid of mummies, but there was a scientist who went ot Egypt who lived near my home. It was rumored that he had a mummy at the top of his apartment building and we kids went to see. It was a mummy. We were speechless and scared all at the same time. We never asked questions as we did not know him.

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The mummy  , or what I saw was I think the case of a mummy. My imagination set in and so my quest to learn about the geography of Egypt,the mummies and Hierogyphics began.

 

Definition of hieroglyphic
1
: hieroglyph
2
: a system of hieroglyphic writing; specifically : the picture script of the ancient Egyptian priesthood —often used in plural but singular or plural in construction
3
: something that resembles a hieroglyph especially in difficulty of decipherment

Source : Merriam- Webster ( online 2016)

There was in Old Town Alexandria, in an alley a shop of Egyptology. I went there and studied how to make papyrus, and ordered a gold hieroglyph , and studied astronomy using Egyptian science. You can convert your name to a hieroglyph here

WRITE LIKE AN EGYPTIAN

Write your name in a hieroglyh and make a cartouche.

EAT LIKE AN EGYPTIAN

Archeological discoveries have told us much about how ancient Egyptians worshiped, celebrated and mourned. But these scientific finds have also provided tantalizing clues about how–and what–this complex civilization ate. From grains like emmer and kamut to cloudy beer and honey-basted gazelle they dined sufficiently.

Bread and beer were the two staples of the Egyptian diet. Everyone from the highest priest to the lowliest laborer would eat these two foods every day, although the quality of the foods for the priest would undoubtedly be higher. The main grain cultivated in Egypt was emmer. Better known today as farro, emmer happens to be a fairly well balanced source of nutrition: it’s higher in minerals and fiber than similar grains. Breads and porridge were made from the grain, as well as a specially devised product that modern-day archeologists call “beer bread.”

Beer bread was made from dough that used more yeast than normal breads, and it was baked at a temperature that didn’t kill off the yeast cultures. Brewers crumbled the bread into vats and let it ferment naturally in water. This yielded a thick and cloudy brew that would probably disgust our modern palates. But it was also nourishing and healthy, and filled in many nutritive deficiencies of the lower-class diet.

But ancient Egyptians did not survive on carbohydrates alone: Hunters could capture a variety of wild game, including hippos, gazelles, cranes as well as smaller species such as hedgehogs. Fish were caught, then salted and preserved; in fact fish curing was so important to Egyptians that only temple officials were allowed to do it. Honey was prized as a sweetener, as were dates, raisins and other dried fruits. Wild vegetables abounded, like celery, papyrus stalks and onions.

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Although no recipes from the times remain, we have a fair idea of how the Egyptians prepared their food thanks to dioramas and other objects left in tombs. Laborers ate two meals a day: a morning meal of bread, beer and often onions, and a more hearty dinner with boiled vegetables, meat and more bread and beer.

Nobles ate well, with vegetables, meat and grains at every meal, plus wine and dairy products like butter and cheese. Priests and royalty ate even better. Tombs detail meals of honey-roasted wild gazelle, spit-roasted ducks, pomegranates and a berry-like fruit called jujubes with honey cakes for dessert. To top it all off, servant girls would circulate with jugs of wine to refill empty glasses: the perfect end to an Egyptian banquet.

It was fun to let children make their own hieroglyphs. To translate their name as a scribe might have done.

 

Today in Pennsylvania students and teachers can do a virtual field trip from the classroom. It is one of several that are offered to schools.

Mummy Makers: (Grades: 5 – 9)
Students will learn how and why ancient Egyptians mummified their dead by stepping into the role of apprentice to an ancient Egyptian embalmer! Using fabricated mummies, students will explore the artificial mummification process as they prepare Mr. Ulysses Penn for his journey to the afterlife. This workshop uses life-like mummies.

Here are some of the things we learned.

Ancient Egyptians believed in an afterlife, a real and beautiful place, where they played and lived after they died. To enjoy your afterlife, you couldn’t just die. You had to prepare. To achieve immortality, you had to satisfy some requirements.

Requirements:

(1) Your name had to be written down. You had to have your name written down somewhere, the more places the better. If it was not written down, you disappeared.

(2) You had to pass the Weighing of the Heart. You had to pass the weighing of the heart test in the Hall of Maat. Your heart was weighed against the weigh of a magic feather. If your heart was light, because you had lived a good, hard working, caring life, the scale would balance, and you would go to heaven. If it did not, well, that was another story.

(3) You had to have a preserved body. Another thing you needed to move on to the afterlife was a preserved body. One way to preserve the body of a person who had died was to dry them out and wrap them up with linen bandages. That process was called mummification.

You needed a preserved body so that your Ba and Ka, the two pieces of your soul, could find their way home at night back to your tomb. Without a body, the Ba and Ka would get lost. And they would no longer be able to reach the heavenly Land of Two Fields.

The poor placed the bodies of their dead relatives out in the desert sand. The bodies dried naturally in the sun. That was a perfectly good system. It assured the dead a place in the afterlife (provided their heart was light from doing lots of good deeds while they were alive, and their name was written down somewhere.) If they had a light heart, they would pass through the field of reeds and reach their afterlife. (The field of reeds is what the ancient Egyptians called death.)

The rich could afford to be more fussy. They hired professional mummy makers, to help them look their very best.

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These are from the British Museum.

 

The Kennedy Center had a booklet to tell us how to live, make music , make a flute, etc. and to make bread.

A teacher had an extensive website

We used it to do project based learning and thinking about Egypt.

He created a website for teachers to give them background

From The Smithsonian Anthronotes

The Egyptian Afterlife: What to Take with You and Why
Bryan, Betsy M. (2012)
Objects made for and placed in burials were a significant part of a proper Egyptian entombment and demonstrate the belief that life’s activities continued into eternity; for chronology of dynasties and dates mentioned in  this paper.

What Egyptians Took to the Afterlife
There are more than a few similarities between the ancient Egyptian religion, and our modern religions of today. However, a belief that you “could take it with you” is a prime difference. In fact, they thought the dead could take a considerable number of items with them.
What Egyptians Took to the Afterlife
In many cases, the king who were buried in the Valley of the Kings, as well as high officials and others began stocking their tombs with good long before their death. Our knowledge of what they attempted to take with them comes mostly from the intact tomb ofTutankhamun, but there is an abundance of other evidence, including remnants from the tombs of Tuthmosis III (KV 34),Amenophis II (KV 35), Tuthmosis IV (KV 43), andHoremheb (KV 55).

Ancient Egyptian Map 11

Other tombs have provided a few items, and in some tombs such as Sethos II (KV 15), we even have wall illustrations of items placed in his tomb.
In many cases, the king who were buried in the Valley of the Kings, as well as high officials and others began stocking their tombs with good long before their death. Our knowledge of what they attempted to take with them comes mostly from the intact tomb of Tutankhamun, but there is an abundance of other evidence, including remnants from the tombs of Tuthmosis III (KV 34), Amenophis II (KV 35), Tuthmosis IV (KV 43), and Horemheb (KV 55). Other tombs have provided a few items, and in some tombs such as Sethos II (KV 15), we even have wall illustrations of items placed in his tomb.
In the Valley of the King, burials usually included the mummified body of the king, which was placed in a series of coffins nested one inside the other and placed in a stone sarcophagus. The sarcophagus was most often surrounded by gilded wooden shrines. But there were also many other items, including magical items to assist the dead king, and a variety of mundane objects for his use.
The mummy itself was prepared with various items to protect and sustain the king in the netherworld. While some funerary items were very beautiful, items such as the mask had specific purposes. The face mask, a sculpture of the king’s own face, allowed him to be recognized by the deities in his death. Other items found on the mummy included various amulets, such as heart amulets and vulture amulets placed around his neck, all of which were to protect the king from specific threats.
Read more: http://www.touregypt.net/featurestories/equip.htm#ixzz40XtAcxeX

 

 

 

The US Russia Opening Doors Project

The US-Russia Opening Doors project is a project of the Eurasia Foundation. http://eurasia.org/


Opening Doors to Collaboration
(US-Russia)(English version)
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Bonnie and Vic Sutton have worked, learned and shared best practices in this program, with travel, study and outreach in Russia.We worked with Dr. Yvonne Andres. She says

“As educators, our ultimate goals are two: to open the door to a world of infinite possibility for our youth, and to help them learn how to learn — opening doors, lighting the way and connecting youth.”

Attached is a link to her educational outreach video. This video will be available in both English and Russian. And, there will also be downloadable teaching materials available in August.

We quite are thrilled to have been granted special permission from Pete Townshend (The Who) to use his song, “Let My Love Open the Door.”

Open your Doors to Collaboration
Watch the video – and join the project!

Dr. Yvonne Marie Andres

iPoPP.org – Globally Connecting Every Educator by 2020
Facebook.com/MyiPoPP
Twitter.com/MyiPoPP