This document provides information about an archaeology activity kit called "Antika" that is designed to introduce students to archaeology. The kit includes replica pottery shards from ancient Israeli archaeological sites that students can reconstruct like a puzzle. It comes with a companion guidebook to help educators incorporate the activity into various subjects like social studies, science, math, and religious education. The guidebook explains how the hands-on activity of reconstructing artifacts can help students learn about the Bible and biblical times in an engaging way by making history come alive. It also describes how the multidisciplinary approach allows core subjects to be taught through the archaeological theme.

1. A Journey Companion
“A hands on experience to let you
dig into your history”

2. Early in modern times, archaeologists engaged in an
attempt to “prove” the historicity of the Bible
Even today, some go to
great expense and great
effort to locate the lost
Ark of the Covenant or
to find the remains of
Noah’s ark. But mainstream
archaeology has charted a
much more interesting and
relevant course. Modern
archaeologists use what they find in
the field to help us understand
how the Bible was crafted and why.
This we learn by reconstructing the life and lifestyle of the people
of the Bible.

3. In the first place, touching history is
far different from reading about it.
►
A storage jar from Lachish,
found beneath the ruins of
the ancient gate of that city,
is more than a piece of
pottery. It is an historical
text. We can “read” it, the
way we might read a passage
in the Bible. We can
“interpret” it, the way we
might interpret a biblical text.

4. • We can imagine the people who made the
jar and those who filled it with oil or grain,
those who loaded it on carts and brought it
from the countryside to the Lachish, those
who unloaded it and stored it in the
warehouses beneath the massive city gate,
those who counted it and weighed it, and
those who depended on the jar and its
contents even as they faced the wrath of an
army invading their homeland. We can
almost hear the prayers of the defenders of
the city, just as when we touch the Wall at
the Temple mount, we can almost feel the
touch of generations of Jews who have
stood there before us, beginning with those
who lent their hands to build it.

5. Through these high-quality
pottery “puzzles” that you can
bring into the classroom, you
can reconstruct the work of
modern archaeologists, learn
the ways in which
archaeologists reconstruct
history from artifacts, and get
the feel of holding history in
your hands. For young
people, this is an exciting
introduction to a reality that no
longer exists. It makes history
live for them, first in the
classroom and then in their
hearts.

6. A journey Companion
• These guides help you get
the most out of the Antika
kits, make it an enjoyable
task to translate classroom
archaeology into classroom
reality. What seems on the
surface to be a mere puzzle
turns into a classroom
adventure, a journey back to
the beginnings of our people,
to a time when our hopes
and our aspirations were
fresh and inspiring.

7. In the classroom
Of course, for parents
and teachers, the
highest satisfaction
occurs when the
inspiration abiding in
religious history (and
particularly in the
Bible) comes alive for
our young people. This
is what transforms the
work of teaching into
the joy of learning.

8. What is Antika?



Antika archaeology Group Activity Pack
includes 24 units of ANTIKA a unique threedimensional puzzle suited for archeologists of
all ages.
Just as an archeologist needs to work hard to
find pieces of fragments that fit together, so
will you enjoy finding potshards in your own
dig and solving the mystery of their original
form.
Inside you will find the shards of
replicated artifacts actually found in various
digs, and which are currently on display in
several museums in Israel. These replicated
pieces are hand made by a skilled potter in
Jerusalem, and are made to appear as
authentic as the originals. There are 12
unique artifacts in the ANTIKA collection from
several archaeological sites around Israel and
from different time periods. In addition to the
replicated vessels are the necessary tools to
guide you on your reconstruction of your
ancient artifacts. Assemble these 3dimensional puzzles just as an archaeologist
would, piece by piece. The job of an
archeologist requires patience and skill. Build
your own collection. Then, like the museum
originals, these authentic replicas will
become part of your own collection, beautiful
treasures for all time. Each GAP includes all
the necessary material for the learners to put
together their treasure piece

Ancient Ties Inc. designed a
companion activity guidebook for
the educator and the learners . This
guide can be used for a unit covering
from one class period up to three
weeks worth of classes and it is
appropriate for learners ranging from
the very young to senior adults. The
companion helps the educator and the
group of learners explore through a
multidisciplinary approach the piece
which they are about to assemble. The
companion explores many themes:
Archaeologist Tools, Water Sources,
Hideouts, Walled Cities, What is a Tel,
The Oil Industry, Fruits of the Land
and many more.

Through the use of different activities
in Arts, Science, Social Studies, Math
and Literature the learners will have a
better understanding and appreciation
for the Land of the Bible, it’s People
and our shared history.

9. Who may benefit from the Journey
Companion?



There are so many reasons to include archaeology in your school
curriculum, not necessarily as a separate course, but within existing
core areas of study. Archaeology provides the subject matter for a
wide variety of "hands-on" individual and group activities that
stimulate student interest, independent learning, social interaction,
and communication.
These exercises can also develop critical and creative thinking: from
rudimentary levels such as classification, through making inferences
and developing hypotheses, and finally to high level skills such as
developing and testing alternative hypotheses, and using research
results to develop broad generalizations about culture. The skills
involved in archaeological research and interpretation include
manipulation of numbers, graphing, and computer literacy to name
just a few.
The multidisciplinary nature of the subject makes it a useful
umbrella under which a variety of required areas of study can be
taught. Perhaps most importantly, archaeology is an exotic and
fascinating subject for most people, and is capable of capturing
even the imagination of students who might otherwise lack interest
in academic pursuits.

10. The guide is meant for many formal
and informal educational settings.
• You may use all or just some of the
recommended material provided to you. The
material is not meant to replace, but rather
enhance both the core and supplemental
curriculum being presented by current
educators. It is meant to provide a wide range of
ideas for fitting archaeology into the curriculum,
because of the interests of the teachers, the
interests of the students, or to take greater
advantage of opportunities for class involvement
in archaeological research.

11. Meeting Goals and Objectives

The Journey Companion takes into
consideration certain goals and
objectives educators have identified
in both the fields of general and
Judaic subjects, and it helps bridge
these objectives through the use of
the interdisciplinary approach it
brings to the units presented in this
package. At the same time, the
Journey Companion still leaves
ample room for both flexibility in
time management and use of
material.

12.  You will see by the way the material is
presented that they can be used in a
variety of settings . It is up to the
individual educators to decide how to
navigate the material being presented
once he/she begins the journey.

13. Core subject vs. interdisciplinary approach
Social Studies

In social studies, archaeology should be introduced
as an important method of gathering information
about the past, information about everyday events
and people that were often left out of written
histories. That is why archaeologists study historic
sites. During any class discussions of past historical
events and different cultures, archaeological
reflection can be practiced as a means of practicing
critical and creative thinking:

14. Social Studies -continued



What kinds of materials would
be left behind after such an
event?
Which of these would survive
after several hundred years of
abandonment?
What would be unique about
the materials that would give
archaeologists clues about the
time that the event occurred,
and what people were involved
(male or female, culture or
nationality, status of
participants within their
culture)?


What aspects of this culture
would distinguish it from all
others in the archaeological
record?
What information could you
retrieve from the
archaeological record about
this [relationship system,
religion, language, economic
system, political system,
modes of transportation, food
production, or world view]?

15. Mathematics




Archaeology can provide
subject matter for
exercises to develop:
plotting skills,
numerical calculations ,
geometric concepts,
and measuring skills.

16. Science


Archaeological ideas can be
introduced in science
classes at all grade levels.
It provides suitable
material for covering most
of the dimensions of
Scientific Literacy.
Ecological concepts,
geography and geology,
are all integral units to
archaeological research. Its
biggest contribution is the
ease with which it can be
used to get students
involved in the procedures
of scientific investigation
observation,
 measurement,
 classification
 experimentation
 communication
 formulating hypotheses
 formulating theories and
models and making
predictions using
analogies.


17. Language Arts
Recording information is integral to
collecting archaeological materials.
Journal entries are made daily in the
field, regarding the weather, who was
present, what was done, what was
found, and some preliminary
interpretations. Students visiting
archaeological sites or taking part in
archaeologically oriented activities may
write such a journal entry. An important
aspect of archaeology is formally
reporting what has been found and how
it has been interpreted. This can be done
through written reports, oral
presentations (perhaps accompanied by
slides or displays), poster displays or
exhibits, or even video.

18. Language Arts
Creativity can be brought out in fictional
accounts of archaeologists uncovering the
mysteries of the past, or elaborate
instructions of past cultures based on
archaeological information but using
imagination to fill in the gaps. All of these
types of activities allow students the
opportunity to use archaeological
terminology in context, and develop their
communication skills.

19. Arts Education
Reproducing artifacts and archaeological sites
allows students to be creative. The most
valuable activities for giving students a sense of
how life was in the past are those which
attempt to reproduce artifacts as authentically
as possible, using the materials and techniques
that would have been available to the ancient
people. Archaeological interpretations may also
be presented in visual form, as illustrations or
even as dramatic recreations of the events that
may have taken place at a site. These forms of
expressions can bring life to interpretations
that can seem static if presented only in tables
of data and factual reports.

20. Interdisciplinary methodology
 By using an interdisciplinary method
of teaching you may eliminate the
need for core subject teaching and
use the archaeological exploration as
the focal point. The material lends
itself to teachings of various
disciplines.

22. Religious Education
• The connection to the land of
our ancestors are done both
on a spiritual level and an
emotional level. The biblical
text serves as more than an
historical account to events of
the past. The land itself has
always been a focal point for
the people of Israel. The
physical land has managed to
attract many nations who have
left their imprint in its soil.
Throughout history many
peoples have returned to it and
restored its past.

23. • Religious education
is focused on the
identity of who we are
and where we came
from. Archaeological
research helps
unearth many of the
mysteries about our
ancient heritage. The
Journey Companion
enables a student to
achieve a greater
appreciation of their
faith and Nationhood.
• One must dig beneath
the surface to begin
to appreciate the
wonders that are
waiting to be
discovered in the
Land of the Bible.

24. How to use this companion
• The companion is organized like a Tel.
The deeper you dig into a section, the
more in depth the information becomes. In
each tel you can explore down deep or
wide and shallow.

25. Base Camp
►
The base camp is the starting point,
where you and your crew get the
basic knowledge about archaeology,
its methods and tools. This will
provide you with an understanding
of what you will need for further
exploration. You will understand
what the necessary tools are for the
journey ahead. Throughout the
companion, historical and general
background information will be
provided to help the educator be
better equipped to present the
material on hand to the learners.
The base camp will cover the basic
steps in archaeological research:
•Problem
•Excavation
•inventory •Recording
•Testing
•dating, and follow up.

26. You are about to embark on
an amazing journey.
On this journey you will sit in
the drivers seat.
You will have to have be
equipped with the correct
tools and gear.
Your path might start on a
straight road, but be ready
for detours.
Your journey is going to take
you back in time as you dig
into your roots!

27. Think about it!
Recall and note a previous journey you have taken.
What was the destination? __________________________________
Circle either one way
round trip
How long did the journey last?________________________ (days, months)
Who accompanied you?____________________________________
What memories do you have of that journey?
_____________________________________________________________
_____________________________________________________________
______________________________________________________________
What item(s) might you have in your possession to remind you of that journey?
_____________________________________________________
Many famous journeys took place a long time ago. Some of these were one-way journeys while others were roundtrip.
They took quite some time to be completed . Back then the explorer didn't carry A Journey Companion such as
this guide. Many times the records of these explorers might have been written years after the journey actually took
place. Often they were written by other people based on memories of stories they heard. Only at a later date were
some of these explorations written down.
If one wanted to go back in time and follow in the footsteps taken by these travelers, it would be most difficult.
What are some of the items that might help us trace the past of adventurous and courageous travelers?
_______________________________________________________________

28. From: Shmul Simon –Dept. of Antiquities Israel
To: Antika explorer
Subject: Help Wanted
Dear Traveler,
As I am sure you are aware, Israel is constantly expanding its
roadways and building new highways. The other week, work was
brought to a stop because one of the construction vehicles became
immobilized on a wall not visible, as it was under the surface of the
road. While the crew was investigating the problem, some of the
construction workers noticed some shards of ancient pottery .
Due to the newly unearthed findings, we were called upon to
survey the site. There are many things we need to do to survey the
site and decide what should be done.
The shards I sent over should give you a clue as to where we are
and what type of site we’ve encountered.
We really need your help. Please come as soon as possible.
Shmul

29. Archaeological research begins
with choosing a problem.
As introduced in the student letter, we have a problem.
It involves having to recover as much information as
possible in a limited amount of time if a site is in danger.
The danger to this site is that it is located on an area due
to be paved over. Once a problem is identified, the
archaeologist must decide where to do the research (the
study area), and what are the best methods to use. After
much planning, the archaeologist is finally able to leave
their location and do the most well known part of the
research - fieldwork.
Our fieldwork will be conducted in The LAND OF THE
BIBLE using our Tel.

30. Who, what, where, when, how?
You probably figured out that one of the most important items we need is some substantial
evidence. So lets turn to the sources and see what information we can gather.
As suggested, we need to look back into the written journals to obtain clues.
Lets begin our assumptions with the obvious .
What do we know?
A place was found which was inhabited by people .
We also know the location of the place as modern day Israel.
Lets try to use the Bible as one source material to obtain additional information about the
people who might have journeyed through the place.
We will also need to have a map of the Land of the Bible
The map serves for us as a point of information that someone has recorded for us. There
are many maps available. Unfortunately maps often change through time. Later on we will
explore why these changes happen and how to interpret these changes.. We will see what
insights we can gain from the map, most important we will know how to use the maps to
our advantage.
Let’s begin by getting a general sense of the place and the who where some of the people who
journeyed in and to the land.

31. Inventory




The first part of archaeological fieldwork is to take an inventory of
all sites in the study area. This will be achieved in various levels
either independently or with your guidance as explained below.
A site is a location that contains evidence that people
performed some activity there in the past. Sites are recognized by
finding artifacts and features left behind by people in the past.
An artifact is anything that has been made or changed by
humans. However, many items, particularly those that have been
used by humans but not changed, have an archaeological
importance that is not easily recognized unless they are found
closely associated with other items or artifacts. Such as if an
archaeologist finds 50 rocks arranged in a circle, this cultural
feature provides a clue about the structures that people built at
that site.
A site can be found in a number of ways. Sites are often
discovered accidentally by ordinary people, who then contact an
archaeologist. But usually archaeologists look for sites. They
survey by walking along lines, set a distance apart so that they
set consistent coverage over the study area. While surveying,
they look for artifacts or features on the ground surface, or in
places where the sub-surface is made visible.

33. Read all about it!
We can find out about the eldest family of explorers in Genesis (Chapter 11:31-Chapter 12: 9)
After reading the text we can answer these questions:
Who participated in the journey?___________________________
Where did it begin?_________________________________
What was the final destination? __________________________________
Who were the inhabitants of the destination?________________________
Much information is given to us about places that existed in those days.
We will use them later in a greater detailed map.
Write down the places mentioned:_________________________,
________________________, _____________________________,
______________________
Note: One of the things we can pick up from the text is information about roads and routes.
There are many obvious reasons roads are developed. In the following page you will see a map of an area
referred to as The Fertile Crescent.
The area stretched from modern day Iraq to Egypt. Fertile, because some of the best farmland of the Fertile
Crescent was in a narrow strip of land between the Tigris and Euphrates Rivers. Crescent, because the
areas half moon shape.
Before going on try to answer: why do roads get developed?
_______________________________________________________________
_______________________________________________________________

34. After reading the following texts what assumption can you come up with regarding the area
identified in the map above. (All the texts are in the book of Genesis)
(chapter 12:10, Chapter 13:1, Chapter 24:2,10, 51,52,59,63, Chapter 28:6 – Chapter 29 Chapter
32 Chapter 41:52 Chapter 42 Chapter 43 Chapter 46 Chapter 49: 28)
______________________________________________________________
______________________________________________________________
What did the text reveal to you about trade in Biblical days?
______________________________________________________________
______________________________________________________________
After reading the texts what clues might it shed about some ancient societies?
___________________________________________________________
_______________________________________________________________

35. Do you enjoy solving puzzles and interested in the past?
Then archaeology is for you!
What is archaeology?
It is the scientific study of human culture based upon interpretation of
the evidence of human activity.
Using clues left behind, the archaeologist pieces together the mysteries
of earlier cultures.
The archaeologist interprets any remains that show evidence of having
been made, used, or altered by humans.
Archaeologist's work consists of locating evidence of past cultures,
conducting detailed excavations, completing laboratory analyses,
writing reports, and teaching others about what has been found.
Besides conducting studies to understand the past, the archaeologist is
also involved in saving artifacts of the past for the benefit of future
generations.
To achieve all this an archaeologist needs to know history, understand
human cultures and social patterns (social sciences), science,
geography and other topics related to the job.

36. Until know we have looked at maps, read recorded history but have not
seen the hard facts!
We will refer to the Bible and maps as Records. This means that at
some point in time someone actually recorded what they have seen
or heard. It is part of archaeological evidence we call records.
When archaeologist are interested in pursuing and finding more
information about somewhere, they have to rely on earlier records.
Since we can’t get the information from the people who are long gone,
where do you think archaeologist can turn to in order to gather more
needed information?
________________________________________________________
________________________________________________________

37. Archeological Skills
Find more of the hidden skills you might need and use on your archaeological
exploration. Circle the skills you find.
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Detective
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Art expert
Architect
Historian
Mathematician
Write down other skills:
_______________,
________________,
_________________

38. Well, it’s time to bring all those skills together. Archaeologists are not experts in all the
skills you’ve uncovered. They usually work in teams where each person brings their
specialized skill into the equation.
Before we can start to decipher the artifacts Shmul Simon sent us, we have to make
sure we understand what it is we are going to try and reconstruct.
Look around the area you are in (be it outside or inside).
make a group list of 15 material possessions you see (books, toys, clothing, etc.)
1. _________________________________
2. _________________________________
3. _________________________________
4. _________________________________
5. _________________________________
Think and discuss with your group which items you think you will still have around in 50
years time and why?
__________________________________________________________________
__________________________________________________________________
Discuss what you think happens to the things that are not around and why are these
items not around today?
How do we know what people used 100 years ago?
___________________________________________________________________
__________________________________________________________________
___________________________________________________________________

39. Few of the objects people have used a few thousand years ago have survived. This is because most
material would decompose over time. Damp weather can destroy wood, writing paper and
clothing. Only in harsh dry climates do objects remain in their original form.
Many artifacts have been found throughout Israel in the same condition the object was left many
years ago.
One of the most common artifacts found in archaeological sites are objects made from stone or
pottery.
Why do you think many pottery and stone artifacts are found in various sites.?
________________________________________________________________
Why are pottery and stone artifacts so common?
————————————————————————————————
The problem
As we see from Shmuls letter, we have a problem. It involves having to recover as much information as
possible in a limited period of time, because of the possible danger to the site . The danger to this site is
that it is located on an area due to be paved. The site might be of significant importance.
We must decide where to do the research , and what are the best methods to use. In order to achieve this,
we must have more detailed information about the people and the places of the Land of the Bible. We
have already read about some of these places. Reading about it is insufficient. One must be able to
identify it on a map and be sure the location is correct, prior to excavating and digging up a specific site.
When we have gathered the historical information we will finally be able to leave this area and do the
fieldwork.
Our fieldwork will be conducted in The LAND OF THE BIBLE using our Tel.

40. Surveying your site
There are different ways to survey an area depending on the
conditions of the land.
Surface survey can be done by looking at features available to the naked
eye.
Aerial survey are used for spotting buried walls in agricultural fields or
patterns in rocks.
The student companion has pictures and question regarding site
surveying.
Archeologist often survey sites in areas which have some sort
credible evidence that people have performed some activity there
in the past.
The students will look at the aerial and surface pictures and
determine if there are clues about past habitation activity in these
areas.
Ask the students to indicate what are the methods they used to
determine this?
How does prior knowledge of history contribute to our survey of a
site?
The important concept is that the visible surface of the Tel may give
information about people and places. However, records and
artifacts may not be visible on the surface.
Note: It is important to convey to the learners that although we may
not have the knowledge of who the inhabitants of the place were ,
it is our goal to find out who were the people that dwelled in this
place.

41. The site
Your site is a Tel. A Tel is a raised mound marking the site of an ancient
city. Just as a Tel has many parts which need to be surveyed so does
this Journey Companion. The entire site (or Tel) is the physical LAND
OF THE BIBLE. Your Tel will have to be surveyed by your group.
Archeologists often refer to layers of habitation as strata. A Tel is
made up of strata.
Surveying your site
There are different ways to survey an area depending on the conditions of
the land.
Surface survey can be done by looking at features available to the naked eye.
Aerial survey is used for spotting buried walls in agricultural fields or patterns
in rocks.
Archeologists often survey sites in areas which have some credible
evidence that people have performed various activity there in the
past.
Based on our previous text reading what might we find at a specific site?
____________________________________________________________
Look at the pictures taken on the surface and by air and determine if
there are any clues about habitation activity in these areas.

42. Aerial Survey
Clues in picture 1:_____________________________________________

43. Surface Survey
Clues in picture 2:____________________________________________

44. • How did you reach your conclusion?
______________________________________________________
______________________________________________________
• How does prior knowledge of history contribute information to our
survey of a site?
________________________________________________________
________________________________________________________
• Important Note: On the visible surface of the Tel is information
about people and places. Records and artifacts however, are usually
not visible on the surface of any site.

45. Testing and Excavation
•
•
•
If sites are found during an inventory, they
are marked on maps. Then they are tested
to find out how important the site is - will it
help answer the research problem?
Assessment can involve collecting all of the
artifacts lying on the surface of the field, and
carefully mapping the location of each item.
Or it may involve using shovels to dig a
series of square test pits; these tests give
the archaeologists an idea of how deep the
site is buried, and if parts of the site remain
undisturbed below the ground surface.
In our Tel example we will be using
the outline of The Land of the Bible for test
sites. This will be for the purpose of looking
at the importance of historical knowledge.
You will use the knowledge your
learners have at this point of the journey. By
doing the activity, they will indicate to you
and themselves what areas they have
established as credible and ones that they
have some familiarity with. A site is only
excavated if the assessment indicates that a
site will be productive in archaeological
materials that are important to the problem
at hand. By indicating the dot on the grid,
they are acknowledging that there is
something there that is worth further
exploration. Until they actually dig, they will
not know what they are going to find.
•
Archaeological excavation is a slow and
careful process. Archaeologists carefully scrape soil
away with pointed trowels or carefully maneuvered
shovels, and collect the soil in buckets. Artifacts are
left in place for as long as possible, while dirt is
brushed away from around them. They are only
removed after the archaeologist has had a chance to
observe the relationships among the artifacts in the
area being excavated. The archaeologist dumps the
bucket of excavated soil into a shallow box with
screen mesh forming the bottom; the dirt falls through
the screen and the archaeologist has one last chance
to find the artifacts. Detailed notes are recorded at
each stage of the excavation.

46. • Excavation is an expensive and time consuming activity
which involves destroying part of the site, and possibly
destroying the information for which future
archaeologists may be searching. Therefore, not every
site that is discovered is excavated, and even sites that
are excavated are rarely fully excavated. However, some
archaeological sites are in danger of disturbance or
destruction by natural processes such as erosion or
modern developments as in our example of the highway
project. It is necessary to study these sites in unusual
detail because important information might otherwise be
lost. To future archaeologists, access to the complete
records and the artifact collection from the excavation of
a site is the next best thing to personally digging there.

47. The Test Site Activity
The following activity is one of the most important stages which
will help guide the learner in the direction in which they would
like to pursue their test site.
Material presented in the student companion about testing may
give the explorer the ability to choose which categories to
further explore in an area.
The test site categories will be spread out on the grid of 12x13
squares. 12 of them are prearranged to correspond with the
Antika vessels.

48. There are a total of 156 site activities.
These include topics such as:










Cult objects
Burial
Embalming
Writing methods
Maps
Roads
Seals
Money
Hunting and Fishing
Weights & Measures











Market
Agriculture
Calendar
Inscription
Weapons & Warfare
Houses
Monasteries
Palaces
Synagogues
Fortification
Baths & Bathing
Each activity gives the explorer an insight to People, Places and Records.

49. One of the first things you need to do in an archaeological dig is to map the site.
Mapping the site
If you have determined that the site does have potential for excavation, based on
the results of your area survey , your next step is to map the site. The survey area
is mapped out on a grid, and a few different locations are selected for sample
testing. On the horizontal surface, archeologists usually divide the site into a
pattern of squares called a grid. One corner of the grid is the designated reference
point, called the datum. It is a reference point that never changes, such as the
building in the picture below. A more detailed map must be made of the site and
testing areas are determined.
This is called shovel testing.

50. • On the next page you will find a map of the Land of the Bible. Your
task will be to do shovel testing in certain areas and see what you
will unearth.
• Since there are so many different archaeological sites and many
different facts you will unearth, the site map lets you decide where
and what you can excavate.
• Remember, we will be stripping layers to try and understand who
was here, what they did, and when was it done.
• A lot of cleaning or removal of debris will take place so we can see
the important facts. We will sift through records, sites, dates and
other information and retain important facts. Making a drawing of
found objects and where they were found, will be helpful for later
reference. The most important challenge facing us is the restoration
of the shards and observation of their significance .

51. At this time , you will
use the archaeological
tools to sift through the
material and artifacts.
As you explore the
sites on the map,
using the shovel
testing method, you
will identify which
squares on the grid
reveal vital
information.
By doing this you will
start to explore and
excavate those areas
that have not been
previously explored by
your group.
A/13
B/13
C/13
D/13
E
F
G
H
I
J
K
L/
B/1
C/1
D/1
E/1
F/1
G/1
H/1
I/1
J/1
K/1
L/1
A/12
A/11
A/1
0
A/9
A/8
A/7
A/6
A/5
A/4
A/3
A/2
A/1

52. Recording Location and Context
•
•
•
Archeologists do not excavate in a random fashion. You should dig in only
one square at a time. In our Tel we will be using the grid method. Each
square in the grid will represent one unit of exploration. As previously
indicated these exploratory units will help you have a greater understanding
of your roots.
The units will be self-contained and you may complete one or more units for
shovel testing.
What you have found and discovered within that specific unit will be
recorded into you journals.
In order for others to benefit from your work, you as an archaeologists must
keep records of artifacts and indicate precisely where each artifact was
found within a specific unit. Each artifact that is collected during excavation
is placed in a bag labeled with all of the necessary information: In that way,
archaeologists can reconstruct the site in the laboratory, by plotting artifact
locations. By studying these plots, archaeologists can study how artifacts
are associated in groups, and what those groups can reveal about human
activity. Recording an artifact's context is also important in interpreting what
activities occurred at a site.
While you are excavating with your group you will be writing notes for future
reference. Once you have finished your shovel testing at a few sites, you
will evaluate the contents of the “labeled bags” . Then you will gather the
information and facts you have found, putting together the puzzle.

53. If the explorer indicated Beer Sheva D4 on their map, they
might end up exploring the following :
How did the city get it’s name?
What significance did this place hold?
Who were the people that lived there?
Was the city inhabited throughout time?
When in Biblical accounts is the city mentioned?
and so on….
•The explorer will use the archaeological tools here to sift
through the material and artifacts to see which ones have
significance to their identified sight on their map. By doing
this they will start to explore and excavate areas that have
not been touched upon.
•At this point of the journey the learners will get the trowel,
bucket, soil, screen mesh which will all come into play in
their hands. Careful analysis and detailed note taking will
begin to take place as the dig progress.

54. Archaeologists must also control the vertical scale of their excavations. The
arrangement of the layers of sediment at a site is called stratigraphy.
Stratigraphy is important in determining vertical relationships among
artifacts. Artifacts found within the same soil layer, or strata were all
deposited at approximately the same time period. On the other hand, artifacts
found in different strata were deposited at different times, perhaps by
completely different people. For that reason, archaeologists must excavate in
layers.
When gathering the information from your units you will be looking at
information from different strata. Notes about each vertical dig or (time period)
will be kept on level record forms. These forms are filled out for each level of
each unit that is being excavated. The forms have spaces for writing
information about what article was dug, how deep the level was (time period),
what was collected, and observations about the environment, unusual
associations of artifacts, and any other useful information.
This will help you understand and determine which group of people lived in a
certain place at what period in time.

55. Record your observations from
each site dig you complete
Test site grid location:
_____________________________
Pencil drawing of object
Artifact discovered:
_______________________________
Material artifact is made from: _____________________________
Theory about the use of the artifact:
__________________________________________________________________
__________________________________________________________________
Recorded references:
__________________________________________________________________

56. Activity sheets example #1- Wells
• Stop and think:
• By looking at our map we notice 3 beds of
water. Unfortunately not all of them are
suitable for consumption: Why do you
think this is the case?
• Investigate and write the name of the
available source of fresh
water:______________

57. • As you might imagine from the answer above,
settlements in Biblical days had to concentrate
around this one area. However river and springs
helped expand settlement to many remote areas
in the land.
• Look at following records: Genesis 14:10, 16:14,
21:19, 21:25-30, 24:11-20, 26:18-25, 26:32,
29:2-10 Exodus: 2:15 Numbers: 20:17, 21:1622 Samuel II 17:18-22
• What can you learn from these records about
wells and their importance?
• In what surrounding were these wells dug?.

58. • Groundwater is contained in the zone of
saturation below the land surface. The top of this
zone is known as the water table. People can
tap into this source of water by digging wells.
The depth of the well and level of the water table
greatly influences the wells productivity.
• To this day Bedouins (see separate sheet) dig
wells even in dry river beds reaching the source
lay below.
• During the winter months, heavy rains cause
flooding in many areas. Many times these floods
mud up the wells and they have to be dug again
in the spring.

59. This activity can help you understand
what happens in wells over time.
• Materials: Pencil, fine
wire screening, small wire
for fastening, medicine
dropper, drinking glass,
water, course sand, and
food coloring.

60. Procedure:
1. Roll a piece of screening around a
pencil to make a cylinder.
2. Enlarge the cylinder to approximately 1
cm in diameter. Fasten cylinder with a
piece of wire around it to keep it from
unrolling.
3. Place the cylinder upright in a glass with
sand, keeping the sand out of the
cylinder.
4. Pour water into the sand. The sand will
take up water, but the water will also
go into the cylinder – the well.
5. Remove water from the well with the
medicine dropper
6. After you remove water from the
cylinder (your well), notice the level of
water in the sand. Your well will also
be lower at first but will eventually fill
up again.
7. Add more water to your sand and
observe your well.
Recording:
• Observe your well and record your
observations in each one of the
steps.
• (You may choose to draw what
you notice)
• What happened to the
groundwater when you removed
water from the well?
• What happened to your well as
more water was added to your
“groundwater”?
• How do finding records about
wells help archaeologists?
• What information about cultural
behavior is described in the
records you have explored?
• What are some of the advantages
and disadvantages of relying on
wells for water needs?

61. Activity sheets example #2- Writing
• When we come to think about writing in today’s world we
can’t imagine a time when only a few elite people had
the skills or the knowledge of writing. It seems we take it
for granted that schools today teach us this basic
necessity of life. Even the tools we used have changed
over time.
• Even currently you might have a few choices when
taking notes either in digital form or mechanically.
• Write down some of these options: ____________,
_________________, ________________,
____________
• There have even been changes in writing tools since
your parents were in school. Even a simple tool such as
a pen has evolved. Today we have pens with erasable
ink. What we write on has changed through time.

62. • Archaeological finds indicate that many different
materials were used. Many inscriptions chiseled onto
stone have been found. However these stones must
have been heavy and bulky. As more people gained the
ability to communicate through writing, other methods
were used. One example of that would be clay tablets.
• Clay would be shaped into a tablet, written on with a fine
stylus and perhaps left out to dry in the sun, or baked in
the oven to preserve what was written on them. At times
sherds of broken pottery jars were written on using ink
and a fine brush. These clay shards are called ostraca.
The word comes from the Greek ostrakon, meaning
"shell, sherd.” School lessons, short letters, receipts, and
other administrative documents were written on these
clay sherds.
• In many digs such as Lachish, Arad and Samaria
archaeologists found thousands upon thousands of
ostraca.

63. • Records indicate that wooden tablets were also
commonly used with writing in ink. Not many wooden
tablets have been found. Can you understand why this is
the case?
• The English term "paper" is partly derived from an ancient
writing material called papyrus. Many papyrus documents
from the Roman and Byzantine periods have been found.
Papyrus was made from stems of papyrus reed, which
are 10-15ft high, cut into strips. These strips were laid
vertically side by side to form a single layer. These layers
then were moistened, pressed together, and dried. Sheets
were cut to a desired size. Papyrus was more convenient
than clay tablets since it could be easily written upon, was
considerably light, and handy.
• Writing was also done on parchment, which is made from
the skins of animals. The animal hide was soaked in
limewater to make it white. It was then polished with chalk
and pumice stone to smoothen the surface. The skins
were cut into sheets, and like the Torah sewn in scrolls.

64. • When writing on parchment, ink is used as the pigment.
There are several instructions, which vary in regards to
the consistency of the ink when related to Jewish
writings. Some of the ingredients are: soot, resin, olive oil
and water. A scribe would carry with him his inkpot and
penknives. A scribes room was found in Qumran with
tables and inkpots of clay. Because of the dry climate of
the area, the consistency of the ink has remain in tact
through the years.
• Look at following records: Exodus 24:7, 34:27
Deuteronomy 24:1-3, 27:2-4, Kings I 14:19, Kings II 5:5
Isaiah 8:1, Jeremiah 17:1, 29:11-12, 36:17-29, Ezekiel
37:16
• What do the records indicate was the main purpose of
writing?
• What do the records want to show to us about the power
of writing?

65. Cost conscious curriculum
By purchasing the ANTIKA GAP your school gains
an excellent hands-on activity The experience
of uncovering an ancient artifact, the challenge
of its restoration etc.
Buying these kits without the GAP offer would cost
your school $675.00 and would offer limited
educational content.
Buying the GAP would offer a huge saving of
$325.00 with no additional cost to the vast
educational resources in A JOURNEY
COMPANION.