Quarter(s): 3,4

Day(s): Mon.

Open Spots: 1

Archaeology is the field of study that unlocks the clues to past civilizations. Forensic archaeology applies these methods to solve puzzles. In this class, students will use physical evidence to try to understand or re-create what happened to an individual through life, death, and burial or to an object though its creation, use, and after it was lost, buried, or discarded. Students will practice field archaeological techniques such as surveys, excavation, and mapping, as well as documentation, analysis, and illustration of human material culture. This archaeological lab will be guided by a scholar of art and antiquity. Dr. Erica Hughes has traveled and participated in archaeological explorations throughout the ancient world. Students will "dig" her personal photos and stories. Class discussions, group activities, and individual hands-on experiences are designed to help teens understand the creation, recovery, and conservation of artifacts and remains.

Second semester, students will explore the forensic component of investigative archaeology. They will explore issues such as the interpretation of skeletal remains, excavating Native burial grounds, and the differences between restoration and reconstruction. The class will review examples and different methods of aging artifacts through archaeological chemistry, phytolith analysis, charcoal, K-Ar and C-14 dating, isotope analysis, and dental calculus. They will look at paleoclimate as a means of site restoration and will learn proper recording techniques for forensic investigations. Example activities to demonstrate these concepts include: using the 6-6 rule to restore a smashed pot; assembling a complete, but disarticulated, human skeleton; and role-playing to debate the ethics of paving over a local heritage site.

Topics in this Series: Field Methods (Semester 1), Forensics (Semester 2). Students continuing from first semester receive priority pre-registration for second semester.

Prerequisites: 8th grade students may only enroll in this course if they successfully completed one of Dr. Hughes' 2019-20 archaeology classes.

Workload: Students should expect to spend 1-2 hours per week outside of class.

Assignments: All assignments will be posted on password-protected Canvas classroom management site. There, students access assignments, upload homework, take automated quizzes and tests, track grades, and message instructor and classmates

Assessments: Points will be assigned for class activities and demonstration of forensic techniques in addition to a semester project.

Textbook/Materials: A pdf version of the required textbook will be posted on the class Canvas site for reading assignments.

Supplies/Equipment: Students should purchase and bring with them each week the following tools and supplies:

Credit: Homeschool families may wish to count this course as a component (partial) credit in Social Sciences for purposes of a high school transcript.

Quarter(s): 3,4

Day(s): Mon

Open Spots: 2

This class will study and simulate the modern fossil fuel-based Energy Economy.

Millions of years ago, the Earth was a covered in vast swamps which buried plant life and trapped that carbon underground for what should have been eternities. Humanity, in its ever-increasing hunger for power, has tapped these energy sources across the globe in the forms of petroleum. It powers our cars, heats our homes, and gives us the ability to fly. Countries that have it get rich, and countries that do not have it fight wars for it. Some economists even use the term "petro-dollar" to describe the basis of the modern Energy Economy. But oil is not the only source of power. In the early Industrial Revolution, coal was king, and though much diminished, is still being used. Natural gas is gaining widespread popularity for its abundance, cleanliness, and comparatively cheap rates. Wind and water- power have been around for millennia but are making a comeback as plentiful, planet-friendly energy sources. The nuclear age, fueled by splitting the atom and harnessing it's power, is almost a century old, and solar is growing in popularity. Critically, we know that the oil will eventually run out.

The class will use a custom Role-Playing Game to simulate a mature industrial economy. Students will role play as energy users or providers. They will choose power sources and balance a simulated power grid. Too little energy, and it's lights out. Too much, and you go bust! The choices must balance pros and cons of the energy form. Do you go with cheap coal and gas and pay later in health outcomes and climate change? Or can you afford the upfront cost of nuclear, and the risks of meltdowns? What are the weaknesses of renewable energy sources? The student who can best apply the knowledge learned will "win" the game and end the semester healthy, wealthy, and wise! To accomplish this, students will create a business plan and run balance sheets week-by-week to justify their strategies. These strategies will have to account for decisions like, how much fuel to acquire versus how much energy/goods to produce and sell in the in-class economy. We will track this in a class ledger, updated weekly and posted online. The students' bookkeeping will reveal profit or loss and guide their choices for the next week's game. Players will learn to change their strategies and tactics based on what everyone else is doing so their businesses remain profitable. Will they avoid bankruptcy or achieve a monopoly -– true to history?

Each student's business plan and bookkeeping ledger will be updated on class Google Drive and will be developed with feedback from the instructor. At the end of the semester, students will add a reflection about what they learned and what they would have done differently in their business plan with their new knowledge and game experience.

Students are encouraged, but not required, to take both semesters of this class. First semester will use a simple energy and business model, while second semester will be more technical including more energy options and considerations, resulting in more complex business plans and game strategies. During the second semester, students will learn about the different types of jobs found in the energy industry.

Topics in this Series: The Industrial Revolution (Semester 1), The Oil Economy and Beyond (Semester 2). Students continuing from first semester receive priority pre-registration for second semester.

Prerequisites: None

Workload: Students should expect to spend 1-2 hours per week outside of class.

Assignments: Course documents including period plans, photographs and recreations will be made available through a class Google Drive link emailed to parents (and students who provide their email address), as well as a class reading list of articles/excerpts and YouTube playlist for any videos watched in class or assigned as homework.

Assessments: Informal assessments will be given at the instructor's discretion, but assignments will not be scored or graded. Each student's financial success in the game will be an indicator of their learning and participation for purposes of assigning a grade. Parents will also be given shared access to their student's business plan with instructor and ledger, with instructor comments at the conclusion of class.

Textbook/Materials: None

Lab/Supply Fee: None

What to Bring: Paper or notebook, pen or pencil

Credit: Credit: Homeschool families may wish to count this course as a component (partial) credit in History, Economics, or Business for purposes of a high school transcript.