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[/vc_column_text][mk_image src=”http://www.asortest.org/wp-content/uploads/2017/01/social-fb-icon4.jpg” image_width=”42″ image_height=”42″ hover=”false” custom_url=”https://www.facebook.com/ASOResearch/” margin_bottom=”0″][mk_image src=”http://www.asortest.org/wp-content/uploads/2017/01/social-tw-icon4.jpg” image_width=”42″ image_height=”42″ hover=”false” custom_url=”https://twitter.com/ASOResearch?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor” margin_bottom=”0″][mk_image src=”http://www.asortest.org/wp-content/uploads/2017/01/social-in-icon4.jpg” image_width=”42″ image_height=”42″ hover=”false” custom_url=”https://www.linkedin.com/company/american-schools-of-oriental-research” margin_bottom=”0″][mk_image src=”http://www.asortest.org/wp-content/uploads/2017/01/social-ml-icon_7.jpg” image_width=”42″ image_height=”42″ hover=”false” custom_url=”mailto:info@asor.org” margin_bottom=”0″][mk_image src=”http://www.asortest.org/wp-content/uploads/2017/01/blog-icon3.jpg” image_width=”42″ image_height=”42″ hover=”false” custom_url=”https://asor.org/blog” margin_bottom=”0″][/vc_column][vc_column border_color=”rgba(255,255,255,0.01)” width=”1/6″ css=”.vc_custom_1490365673198{margin-right: 20px !important;border-left-width: 2px !important;padding-right: 20px !important;padding-left: 20px !important;border-left-color: #99422f !important;}” el_class=”sticky-sidenav”][mk_divider divider_color=”rgba(255,255,255,0.01)” thickness=”1″ margin_top=”3″ margin_bottom=”3″][vc_widget_sidebar sidebar_id=”ca-sidebar-60550″ el_class=”.widget { overflow: hidden; margin-bottom: 0; }”][/vc_column][vc_column border_color=”rgba(170,170,170,0.01)” width=”8/12″ css=”.vc_custom_1490225606852{margin-right: 10px !important;margin-bottom: 30px !important;border-right-width: 2px !important;border-bottom-width: 2px !important;padding-top: 30px !important;padding-right: 30px !important;padding-left: 20px !important;background-color: #ffffff !important;border-right-color: rgba(227,228,228,0.75) !important;border-bottom-color: rgba(227,228,228,0.75) !important;}”][vc_row_inner][vc_column_inner width=”1/4″ css=”.vc_custom_1589906960215{margin-right: 10px !important;}”][vc_single_image image=”61117″ img_size=”full”][/vc_column_inner][vc_column_inner width=”3/4″][vc_wp_text]EDUCATIONAL MATERIALS
Assignment Ideas & Lesson Plans
[/vc_wp_text][/vc_column_inner][/vc_row_inner][mk_divider thickness=”1″ margin_top=”10″][vc_column_text responsive_align=”left”]Many are aimed at grades 6-12, but can be adapted for university contexts.- includes plagiarism, historical methods, and some ancient world assignments
- : resources for teaching archaeology, including glossaries, bibliographies, careers in archaeology, and K-12 lesson plans from the AIA and other institutions .
- Art of the Ancient Near East: A Resource for Educators (ed. K. Benzel, S. Graff, Y. Rakic, and E. Watts; 2010) available for free at MetPublications
- 17吃瓜Archive of The Ancient Near East Today e-newsletters: Articles from 2013 through the present from reliable sources as well as hundreds of links to news stories from across the Near East relating to history, archaeology, and culture.
- includes lesson materials organized by culture, target student age, artifact type, and topic
- : includes thematic and period-based materials for teaching with their ancient, medieval, and modern collections
- : professional development workshops, lesson plans, and online resources for K-12 educators
- : lesson plans, interactive ideas, downloadable timelines, and a virtual tour of the museum
Much of the content for these online resources came聽from H.Dixon, 鈥淲hat鈥檚 Already Out There? Online Resources for Teaching Ancient Near Eastern Studies and Cognate Fields,鈥澛燙reative Pedagogies for Teaching the Ancient Near East and Egypt聽session (M. Ameri and H. Dixon, chairs), 2019 17吃瓜Annual Meeting, San Diego.鈥�[/vc_column_text][/vc_column][/vc_row][vc_row][vc_column][vc_column_text] [/vc_column_text][/vc_column][/vc_row]