Wednesday, December 29, 2010

Winter Break!

Is everyone enjoying the week off? After cleaning out from the blizzard on Sunday/Monday, I'm trying to decide what to do with the extra time off. I've finished all of the work I need to do, I spent quality time with the family and did some shopping with gift cards I received for Christmas.

Now, I can just chill. I was thinking of trying out snowboarding--I've never done it. I'm sure I'd be tragic, but it looks like fun.

What sort of activities will you be doing this week, or in the winter in general? Leave your answers in the comments below!

Ciao!
Mr. G.

Monday, December 27, 2010

Earliest Homo Sapiens Remains Ever Found?

According to the Associated Press, archaeologists in Israel may have found the earliest evidence of Homo sapiens, dating to around 400,000 years ago. Here's the article (all text and photos are from the AP, accessed from the website of Nation Public Radio):

Researchers: Ancient Human Remains Found In Israel

Friday, December 24, 2010

Merry Christmas!

I want to wish everyone celebrating Christmas tonight and tomorrow a fun and family-filled holiday! Being a history nerd, I can't help but post some interesting historical facts about Christmas. Here's a good summary I found on (believe it or not) Wikipedia:
Christmas or Christmas Day is a holiday observed generally on December 25 to commemorate the birth of Jesus, the central figure of Christianity. Christmas is central to the Christmas and holiday season, and in Christianity marks the beginning of the larger season of Christmastide, which lasts twelve days.
Although nominally a Christian holiday, Christmas is also celebrated by an increasing number of non-Christians worldwide, and many of its popular celebratory customs have pre-Christian or secular themes and origins. Popular modern customs of the holiday include gift-giving, music, an exchange of greeting cards, church celebrations, a special meal, and the display of various decorations; including Christmas trees, lights, garlands, mistletoe, nativity scenes, and holly. In addition, several figures, known as Saint Nicholas and certain mythological figures such as Father Christmas and Santa Claus among other names, are associated with bringing gifts to children during the Christmas season.
Tonight, my family will be having a big Italian dinner involving every sea creature imaginable.
Merry Christmas!
Mr. G.

Wednesday, December 22, 2010

Cuneiform - The World's First Writing

In the earliest days of human civilization, the ancient Sumerians began keeping records of the crops they grew, goods they traded, taxes collected, wars fought, and kings who ruled them. Because Mesopotamia does not have abundant forests from which to make paper, the Sumerians dug clay out of the riverbeds and used clay tablets to write important information.


The characters were formed by pressing a sharpened reed stylus into the wet clay to make triangle-shaped impressions. In fact, the writing is called cuneiform from the Latin word cuneus, which means "wedge-shaped."

The tablets would be sun-baked, or fired in kilns to last a long time. It worked, because we have examples of cuneiform tablets that are around 5,000 years old! We'll be seeing some when we take our field trip to the Museum of Fine Arts in Boston this spring. 

Monday, December 20, 2010

The Hittites

Civilizations of the Fertile Crescent:  The Hittites

The Hittites were a fierce and mysterious people who lived in the central and eastern part of Anatolia, in the modern country of Turkey. The Hittites created a strong and important empire in the years between 1900 B.C. and 1100 B.C. (3,000 - 4,000 years ago), often battling or trading with the Egyptians, competing with the pharaoh Ramses the Great for domination over Palestine and the area of today's Syria.

The Hittites had their capital city at Hattusa, and were known in the ancient world for their skill in smelting and metal working, particularly using bronze and iron to make weapons.




Some great sources on the Hittites:

Wikipedia Entry
Emory University
The British Museum
Archaeological Site of Hattusa

Click "Read More" to watch the videos...

The Israelites

Civilizations of the Fertile Crescent: The Israelites (Hebrews)

The Hebrews, also called the Israelites, were unique among ancient civilizations because of their monotheistic religion. Much of the information we have about the earliest history of the Hebrews comes from the Old Testament of the Bible. Modern Jews trace their religion and culture back to this ancient civilization.



Sources of information on the Hebrews/Israelites:
Harvard Semitic Museum
Wikipedia Entry
NYU Library Guide


The Persians

Civilizations of the Fertile Crescent:  The Persians

The Persians lived in what is today called Iran. They built the largest land empire of the ancient world, and had a great capital city at Persepolis before its destruction by Alexander the Great. Some people know the Persians as the enemy in the movie 300, but there is so much more. The Persians' most famous leaders were Cyrus the Great, Darius the Great, and Xerxes. At one time, the Persians took over the land of Egypt, and at another challenged the Greeks for domination of the lands east of the Mediterranean.


Sources of information on the Persians:
Wikipedia Entry
History for Kids: Persia
Ancient History Source Book









The Phoenicians

Civilizations of the Fertile Crescent:  The Phoenicians

The Phoenicians were known as the greatest sea traders on the Mediterranean, and left their legacy by creating the alphabet we still use today (with a few changes). From their bases in what is today Lebanon, the Phoenicians traveled the entire length of the Mediterranean, setting up far away colonies in places like Spain and North Africa. Their colony of Carthage actually challenges the powerful Roman Republic for dominance of the region in the third and fourth centuries B.C.

The Phoenicians built much of their wealth on selling a very special purple dye made from the shell of the murex, a snail-like creature. This dye was so valuable that in ancient Rome, only the emperor was allowed to wear all purple, and the noble families of Rome marked their togas with a purple stripe.

Sources for information about the Phoenicians:


Wikipedia Entry (a good starting point)
Ancient History Encyclopedia: Phoenicia
History World: Phoenicians
History for Kids: Phoenicians
http://www.phoenician.org/


Click "Read more" to see the videos:

The Assyrians

Civilizations of the Fertile Crescent: The Assyrians


The Assyrians began their civilization in the ancient city-state of Assur over 3,000 years ago, and came to dominate the area of upper Mesopotamia that includes parts of modern day Iraq, Syria, Turkey, Jordan, Egypt, Israel, and Saudi Arabia. The Assyrians were known by the Egyptians for being a fierce warrior race who knew nothing but bloodshed and destruction. Recent archaeology has shown that unlike the image in the Egyptians' propaganda, the Assyrians were actually an advanced civilization who excelled in the arts and the science of astronomy and mathematics.

The Assyrians were rivals of the Babylonians and the Egyptians, and produced strong kings with names like Shamshi-Adad and Tiglath Pileser I. Like the Babylonians, the Assyrians were powerful for a time, then declined, then returned as the "New" Assyrian Empire later. The modern country of Syria traces its name back to the ancient Assyrians.



Here are a few sources on the Assyrians:
New York Metropolitan Museum of Art
History for Kids: Assyrians
About.com: Assyria
Wikipedia Entry
All Empires: Assyrians

The Babylonians

Civilizations of the Fertile Crescent:  The Babylonians

Based in the ancient city-state of Babylon, the Babylonian empire stretched across the entire region of Mesopotamia and beyond at its height, around the year 1770 B.C. under its most famous ruler, Hammurabi. Hammurabi is most known for being a conqueror and a law-giver.

The Code of Hammurabi set out the concept of a punishment fitting the crime. He had his laws carved into stone and set in the center of the towns he ruled, so that all would know the laws. The thinking behind Hammurabi's laws can be summed up in the phrase, "An eye for an eye, a tooth for a tooth." This means that if a man injures another by putting out his eye, then that man's eye will be put out as punishment.

The laws were more symbolic since most people in those days were unable to read and write, but Hammurabi created the concept of the rule of law, and the idea of fairness in the justice system.

The interesting thing about the Babylonian Empire was that it existed for a period around 1770 B.C, and declined, but returned again around 600 B.C. as the "New" Babylonian Empire under King Nebuchadnezzar.



Some useful sources for information about the Babylonians:

LookLex: Babylonia
Babylonian Numbering System
Wikipedia Entry

The Akkadians

Civilizations of the Fertile Crescent:  The Akkadians

From the city of Akkad came one of the first and most respected rulers of the ancient world, Sargon. He built the Akkadian Empire around 1900 B.C. by unifying the Sumerian city-states under his control and by building a strong army to control them. 

Some sources of information on Akkad:


History for Kids
Wikipedia Entry
New World Encyclopedia: Akkadian Empire

The Sumerians

Civilizations of the Fertile Crescent:  The Sumerians

The earliest people to grow into a flourishing civilization in the Fertile Crescent (or anywhere) were the Sumerians. Just northwest of the Persian Gulf, between the Tigris and Euphrates Rivers, the Sumerians built a series of city-states that were later incorporated into an empire. Impressively, the Sumerians invented the wheel, irrigation, writing, trade, the sailboat, organized government, and a number system based on 60 (which we still use to measure time).

The Sumerians were a polytheistic society, believing in a few principal gods and thousands of lesser gods and goddesses. The had one well-known creation myth involving a great flood and a hero named Gilgamesh. This story may have been the inspiration for the Noah's Ark chapter of the Bible.


Some great sources for information about the Sumerians:
BrainPOP
The British Museum
Wikipedia Entry
LookLex Encyclopedia
National Geographic Article

Thursday, December 16, 2010

The Real Story of Noah's Ark (and Gilgamesh)?

Are you familiar with the story of Noah's Ark? Most people know the basics of the tale of an old man, Noah, who saved two of each animal in a huge boat as the world is destroyed by a flood. One source, the Bible's Book of Genesis, is summarized like this:

"God, seeing the wickedness of man, is grieved by his creation and resolves to send a great flood. He sees that Noah is a man "righteous in his generation," and gives him detailed instructions for the Ark. When the animals are safe on board God sends the Flood, which rises until all the mountains are covered and all life is destroyed. At the height of the flood the Ark rests on the mountains, the waters abate, and dry land reappears. Noah, his family, and the animals leave the Ark, and God vows to never again send a flood to destroy the Earth."

An interesting piece of history that many students might not know is that the ancient Sumerians have a very similar tale about humanity being wiped out by a catastrophic flood, with only a select few being saved. This epic poem is about a hero named Gilgamesh, and comes from an older oral tradition. Although only fragments of the whole story survive on broken clay tablets, most scholars believe the earliest Gilgamesh stories to be from about 2000 B.C.E.

"The flood story tells how the god Enki warns the hero Atrahasis ("Extremely Wise") to dismantle his house (perhaps to provide a construction site) and build a boat to escape the flood planned by the god Enlil to destroy humankind. The boat is to have upper and lower decks, and to be sealed with tar. Atrahasis boards the boat with his family and animals and seals the door. The storm and flood begin. Even the gods are afraid. After seven days the flood ends and Atrahasis offers sacrifices to the gods."

Wednesday, December 15, 2010

Blank Maps of the Middle East

Here are copies of the Ancient Middle East map that we finished in class yesterday, and the modern one we completed today. Click on each for a larger version.

On the Ancient Map, locate:
Mediterranean Sea
Black Sea
Caspian Sea
Red Sea
Dead Sea
Persian Gulf

Euphrates River
Tigris River
Nile River
Jordan River

Anatolia
Persia
Mesopotamia
The Fertile Crescent
Egypt

Zagros Mountains
Taurus Mountains
Caucasus Mountains

Syrian Desert
Arabian Desert


On the Modern Map, locate:
Mediterranean Sea
Black Sea
Caspian Sea
Red Sea
Persian Gulf


Euphrates River
Tigris River
Nile River


Egypt
Libya
Niger
Chad
Sudan
Tunisia

Italy
Greece
Turkey

Syria
Jordan
Iraq
Iran
Saudi Arabia
Yemen
Oman

Tuesday, December 14, 2010

Mapping the Ancient Middle East

In class we started mapping the Middle East and Mediterranean regions, where the ancient civilizations we study were located. Here's a copy of our class map provided by the talented Mrs. S! (Click on the pic for a larger version)




Our focus of study for the Mesopotamia unit is really the entire Fertile Crescent: An area that stretches from the Nile Valley of Egypt in the west, northward to Palestine, westward across the Tigris and Euphrates Rivers, and southward to the Persian Gulf. Surrounded by inhospitable deserts, the Fertile Crescent is an area that has good soil for farming, rivers for water, and is in a strategic location for trade.


Mesopotamia itself comes from the Greek meaning "the Land Between the Rivers" because it is in the area between the southern parts of the Tigris and Euphrates Rivers. There the Sumerians built the very first true civilization and invented farming, the wheel, writing, and the first organized governments.

For more information about this region, check out a really cool website about Mesopotamia from the British Museum, or this one from the University of Chicago.

Want to see a wicked cheezy "school video" on ancient Mesopotamia? I mean it's interesting and all, but there is a very serious "cheez" factor. Enjoy:

Time Capsule Car

As Needham celebrates its tercentennial, the Historical Society is interested in creating a time capsule. This container would be sealed with various artifacts chosen by sixth graders at High Rock.

Here is a cool story about a time capsule that was actually a car buried in 1957 in Tulsa, Oklahoma. In 2007, 50 years later, the time capsule was brought to light again, but looking a little bit worse than when it went in the ground.

Our time capsule in Needham will be in a safe, but not buried under ground. It will be stored at the Needham Historical Society for fifty years, then opened in 2061. See you there!

From Reuters:



Oklahoma centennial time capsule car found ruined
TULSA, Oklahoma | Sat Jun 16, 2007 12:07pm EDT

TULSA, Oklahoma (Reuters) - A car buried half a century ago in a time capsule had been transformed into a hunk of junk by the time it was unveiled on Friday as part of Oklahoma's Centennial. The concrete vault, built in 1957 and meant to be opened this year to celebrate Oklahoma's Centennial as a state, has leaked in the intervening 50 years and most of its contents were ruined, to the dismay of those hoping to find a pristine, gold '57 Plymouth Belvedere.

Would-be auto restorers unwrapped 1950s-era protective covering from the mud-caked relic onstage Friday evening at the Tulsa Convention Center, revealing a ruined hulk with rotting upholstery, collapsed suspension, flat tires and an engine that appeared to be a solid chunk of rust.
Officials said they feared the worst when the time capsule was opened earlier this week to reveal four feet of standing water.

The unveiling of the car was to be the centerpiece of a city celebration featuring a classic car show, a "sock-hop" and the showing of a film playing in 1957 at the time the car was buried. "When we saw the water in there we were completely devastated," said event co-chair Sharon King Davis.
"We had such hopes."

The capsule was buried on the lawn of the Tulsa County Courthouse in 1957 to be opened in 2007.
According to the event chairman back then, they chose the Plymouth Belvedere because it exemplified "an advanced product of American industrial ingenuity with the kind of lasting appeal that will still be in style 50 years from now."

The two-tone, gold-and-white behemoth sported white-wall tires, a V-8 engine and high tail fins trimmed in chrome.

Items buried with the car included jugs of leaded gasoline, a change of oil and a case of Schlitz beer.

All items were covered with mud and appeared to be ruined.

A sealed steel capsule buried with the car, however, opened to reveal a pristine 48-star American Flag, letters from various state and city officials and documentation for a savings account valued at $100 in 1957, which has now appreciated to a little over a thousand dollars.

The capsule also contained postcards from citizens guessing what the city's population might be in 2007.

The person who guessed a figure closest to Tulsa's current population, estimated by census officials to be 382,457 as of June 1, or that person's descendant, will win the car and the savings account.

Officials reviewing the documents said they would announce a winner in the coming weeks.

Friday, December 10, 2010

Stable Food Supply ... or Soylent Green?

When we look at a certain civilization, any civilization, the first and most important aspect is its stable food supply. Without a regular and dependable supply of food, a civilization will begin to break down into chaos.

History includes several examples of times and places in which hunger and a desire for food has caused political or social troubles: Russia in 1910 and 1917, the U.S. and Germany in the 1930s, the Soviet Union in the 1980s and 90s, and certain African countries in the 1970s up until the present day (sadly).

About two years ago, the price of wheat worldwide spiked and products such as bread and pasta almost doubled in price. The video below shows a survey of how different countries' news stations covered the crisis. Notice that in the U.S. the story focused on how much more pastries would cost, while in Egypt and Pakistan people were rioting and in a state of panic over the higher price and lower supply of bread:




In movies, there is one great example of what might happen in an earth that is overcrowded and polluted. Without the land to grow food, or clean oceans from which to find seafood, the company goes to drastic measures to provide food.

In Soylent Green, the main character finds out a terrible secret about what the people of New York have been eating. He also solves the mystery of where all of the missing rioters went after being arrested by the police. He tries to warn the others! 




The movie ends with the hilarious (and gross) thought that maybe one day the food supply just might be...PEOPLE!!!! The movie is pretty terrible, but the last scene includes one of the most famous lines in movie history.

Wednesday, December 8, 2010

Reflecting on Barter Day...

Think you can't get anything by bartering but tacky knickknacks? Think again! A Canadan guy named Kyle MacDonald used bartering to go from a small red paperclip to a house. He worked his way across the country trading one thing for another without the use of money. I wonder if anyone will carry Barter Day that far...



Check out an article about him from the BBC News:
Man turns paper clip into house

 Here's the timeline of trading followed by Kyle MacDonald:
  • On July 14, 2005, he went to Vancouver and traded the paperclip for a fish-shaped pen.
  • He then traded the pen the same day for a hand-sculpted doorknob from Seattle, Washington, which he nicknamed "Knob-T."
  • He then traveled to Amherst, Massachusetts, with a friend to trade the Knob-T for a Coleman camp stove (with fuel).
  • He went to San Clemente, California, and traded the camp stove for a Honda generator.
  • He made a second (and successful) attempt (after having the generator confiscated by the New York City Fire Department) in Maspeth, Queens, to trade the generator for an "instant party."
  • He traded the "instant party" to Quebec comedian and radio personality Michel Barrette for a Ski-doo snowmobile.
  • Within a week of that, he traded the snowmobile for a two-person trip to Yahk, British Columbia.
  • The second person on the trip to Yahk traded Kyle a cube van for the privilege. 
  • He traded the cube van for a recording contract with Metal Works in Toronto.
  • He traded the recording contract to Jody Gnant for a year's rent in Phoenix, Arizona.
  • He traded the one year's rent in Phoenix, Arizona, for one afternoon with Alice Cooper.
  • He traded the one afternoon with Alice Cooper for a KISS motorized snow globe.
  • He traded the KISS motorized snow globe to Corbin Bernsen for a role in the film Donna on Demand.
  • On or about July 5, 2006, he traded the movie role for a two-story farmhouse in Kipling, Saskatchewan.

Don't forget your tacky knickknacks on Wednesday!

    Tuesday, December 7, 2010

    Barter Day is Tomorrow!

    As part of our study of ancient civilizations, students will be learning about the development of the first economies. Key concepts of this unit include surplus-scarcity, supply and demand, and trade; money was not used. To give students a clearer understanding of the concept of trading, or bartering, we will have “Barter Day” on Wednesday, December 8.

    On Barter Day, students will become artisans in a marketplace and trade their “goods” with other students to learn about the challenges (and fun) of bartering. In the process, students learn about the importance of supply and demand and about competition in the marketplace.

    To participate on Barter Day, students should look around the house for unwanted tacky knickknacks, trinkets, toys, or other junk treasure. The items that students bring in should be no more than can fit all together on a desk. The things that students bring in are for trading. Students should not bring in anything of value, or anything that is special to them. Some students choose to make “craftsy” items to trade. This is acceptable as long as the materials do not total more than $5.00 in cost.
    Please note: Absolutely NO FOOD PRODUCTS.

    Students should bring in their goods on Tuesday, December 15th to prevent anyone from forgetting and being left out on Barter Day. Students must bring something in order to participate.
     
    Some helpful vocabulary for understanding a barter economy:

    Barter: To trade goods or services without the exchange of money

    Surplus: An amount, quantity, greater than is needed

    Scarcity: Insufficiency of amount or supply; shortage

    Trade: The act or process of buying, selling, or exchanging goods within a country or between countries: domestic trade; foreign trade (2.) A purchase or sale; business deal or transaction (3.) An exchange of items, usually without payment of money

    Knickknack: an ornamental trinket or gimcrack; a bit of bric-a-brac 



    Monday, December 6, 2010

    Living in an Early Farming Town

    Tonight's homework involves reading a passage from A Message of Ancient Days, and answering four questions about life in one of the earliest Neolithic (Stone Age farming) communities. In this case, the town is called Çatal Huyuk and it is located in the present day country of Turkey.


    After looking at the readings on the early Neolithic period, the text asks you to answer the following questions:

    1. What was life like in a Neolithic farming town?

    You would live in a mud-brick house and take care of fields of crops outside of the village. Besides growing food, your family would continue to hunt wild animals and gather plants and berries. There would be different jobs for the different people in the town.

    2. In the area of industry (making and trading stuff), how did the people of Çatal Huyuk differ from hunter-gatherers? What caused this difference?

    Çatal Huyuk had a surplus of food, and so not everyone had to hunt and gather food all the time. People of the town were able to take on new and different jobs: tool makers, farmers, builders, traders, basket weavers, pottery-makers, and jewelers. The reason people could choose these different jobs was that the farmers grew more food than the town needed.  

    3. What is obsidian, and how is it formed? What did the people of Çatal Huyuk do with it?

    Obsidian is a dark volcanic glass which forms when lava cools quickly. People used obsidian to make fine tools, jewelry, and blades. Tools made from obsidian include razor blades, arrow heads, spear tips, and polished black mirrors. 

    4. Why do you think the houses of Çatal Huyuk had rooftop entries?

    There are several reasons why the people of Çatal Huyuk built mud-brick homes with entrances on the roof, and ladders to come in and out. Write your ideas in a comment, and we'll see what people come up with! 

    Do your best to answer these questions using the Blog postings here and tomorrow we will be taking notes in class.


    Surplus and Scarcity: Trading Begins

    Tonight's homework is to reflect a little bit on the concepts around Barter Day, and to think about the earliest communities who started trading about 10,000 years ago. You can read more specifically about those first farm towns in previous Blog posts.

    In understanding the marketplace and trade, it is important to know some basic economic terms:

    Surplus: (noun) an extra supply of something. This could mean extra anything, but in this context we're usually talking about crops, or natural resources like wood or a certain kind of stone. Having a surplus is important to trade because people would never trade materials they needed to survive. It was only when farming produced more food than the village needed that they then traded the extra to other villages for things the people did not have.

    Scarcity: (noun) not enough of something. Early farm towns often had scarcities of natural resources depending on where the town was located, such as a scarcity of wood in Egypt, or a scarcity of metal tools in Mesopotamia.

    Trading happens when one person, town, or village has a surplus of one product that another person, town or village needs. In exchange, the other town trades a different item or product to get what it needs. Trading only happens if a surplus exists. In early farm towns, the development of agriculture allowed villages to grow more food than the people needed to eat, leaving the extra to either save or trade for other needed supplies. Trade started quite locally, but over time happens over great distances, usually up and down rivers.
    The value of a certain product depends on how much there is, and how much people want it. The amount of a product is called the supply, and how badly people want it is called the demand. The more people want something, the more they would be willing to trade for it. If there's way too much of a product, then people would not be willing to give very much for it.


    Competition happens when two or more people or villages want the same product. By offering more and more for the product, the value increases and people have to trade more for it.

    Here's an example from Neolithic times: The early settlement at Catal Huyuk had a great deal of obsidian it either found nearby or traded for with other villages. Obsidian is a type of black volcanic glass that can be sharpened to make knife blades.

    Once the people of Catal Huyuk made the blades they needed to butcher meat and build axes, they still possessed a surplus of the obsidian. Catal Huyuk became a very important trading center because so many surrounding villages needed the obsidian. In return, Catal Huyuk received many important products it needed such as food products, wood, and other natural resources.



    Here's an example from the present day: The kingdom of Saudi Arabia has a tremendous amount of oil under its territory. Even after giving free or cheap gas to its population, the Saudi government has a huge surplus of leftover oil which it sells on the world market.

     The United States and China both have huge factories, industrial machines, cars and trucks, planes, buses, all leading to a huge demand for the energy provided by burning gasoline. With both the U.S. and China competing to buy the oil, the price increases.

    The more the two countries demand the oil, the higher the price goes. In return, the royal family of Saudi Arabia are fantastically wealthy, with several members being billionaires. All of this money can then be traded for palaces, expensive cars, fancy trips, private jets, and nice clothes.

    On Barter Day, maybe the same thing will happen with a few pairs of "Kanye Glasses?"

    Wednesday, December 1, 2010

    Your Ice Man Article

    In class, we've been working on creating an article about the Ice Man, including your inferences about his life, death, and the world in which he lived. Here is the assignment:

     
    Iceman Article

    Be a National Geographic Writer!


    To write this article, I want you to pretend that you are a National Geographic journalist.  Your job is to report all of the important information about our mummified friend, and to educate people on what it all means.  You need to connect all the artifacts that I show you and the information you learn from the video, and come up with your own inferences about Iceman’s life and death.

    Outline for the Article
    Cover-
    You need an interesting cover for your article (like a
     National Geographic cover)

    1st Paragraph- Introduction and general information

             When and where was Iceman found
                Who found him
                How he was found
                Explain the excavation
                Any additional general information you think is important
    * Use you video notes to help

    2nd & 3rd Paragraphs- Explain the artifacts found with him

             Explain in detail- his ax, boots, quiver, pouch, and his remains.
    Use your notetaking sheets to help you remember the information.

    4th Paragraph- Conclusion and inferences

    Explain your inferences about Iceman’s life and death.  Use the artifacts as the evidence to prove your inferences.  Use your notes from class to help.

    **Your article should also contain captions, quotes, headings, and pictures that can be included in any of the above 3 paragraphs.