Israel Archaeology Seminar - Dig For A Day

Time to update our resumes--although it would be quite a stretch to have one’s cv read “amateur archaeologist”. Nevertheless, on our ninth day in Israel we set out for Bet Guvrin National Park. This day was circled on the calendar months ago, and when the moment finally arrived, there was electricity in the air. The anticipation was palpable.

Bet Guvrin National Park is 50 km southwest of the City of Jerusalem. 

Archaeologist Ian Stern met us at the dig site. It's hard to imagine that Stern--a youthful, medium-build archaeologist sporting a shock of salt and pepper hair under his bucket hat--is celebrating over thirty years of excavating the caves of Maresha. He speedily guided us to a spot beneath the shade of a Carob tree in order to properly introduce us to the region. Picture a pastoral scene of rolling hills, Olive groves harvested by Israeli Bedouin, and thorny semi-steppe brush, as far as the eye could see.

The rolling hills of Maresha provide the backdrop of today’s adventure.

Even a Novice Can Be A Part of an Extraordinary Discovery

As we ventured to the caves, we were surrounded by tented access points and benches erected as places to escape the sun and regroup before going underground. We deposited our belongings and made our way down a ladder to the subterranean excavation site. 

Archaeologist Ian Stern has the most difficult job of all--teaching teachers.
Dig For a Day Explained - https://youtu.be/EtVefUg-iN0  

Here, Stern instructs us in the art and science of archaeology. Because these caves are self-contained and specific to one time period, novices like ourselves can “Dig For a Day”. This is a delicate way of suggesting two key thoughts, namely:

We cannot possibly mess things up… Unless, of course, we get too close to the stabilizing beams of wood supporting the ceilings. That warning, as you see in the short video, provided a bit of comic relief as well as a Stern warning--pardon the pun!

Deeper Learning Through Archaeological Inquiry

We are actually helping to excavate and unearth some pretty remarkable relics of the Ancient Near East. These primary sources from approximately 250 BCE give us extraordinary insight into the daily lives of the inhabitants of this region.

A thrill for all ages--At age 83, expert archaeologist Bernie L. delights in checking out the unique Dionysian figurine that Russell unearthed.

At last, equipped with a pick, trow, and two buckets, we each set off to rediscover the world that once was. One might say that these ancient columbarium caves yielded a bounty of riches. Not the sort of riches that the Israeli Antiquities Authority would publicize in the form of a promotional poster, and certainly not something that would appear in the next issue of the Biblical Archaeology Review, but we encountered artifacts that embody a teacher’s definition of “primary sources: the litter of history”. 

In this video, Yonni--a site worker pursuing his degree in Biblical Studies--teaches us about what we can learn from the everyday objects discovered in the excavation process.
Video: Artifacts Discovered in the Caves - https://youtu.be/xFF1ydMp56Y 

Hands-On, Inquiry and Exploration

It is thrilling to think that we were digging and sifting through 2,200 year old debris, building materials, cooking implements, and what remains of an ancient society that existed during the time of the Maccabees. To say that this experience and the memories that I'll cherish will inspire and enlighten my teaching practice is an understatement. It is the fulfillment of a childhood dream. It is a testimony to the wisdom and resourcefulness of those who came before us. It is the enduring power of our human history and all that makes us human--our rituals, our art, our culture. It is a celebration of life and a celebration of joyous discoveries.

Colleen uncovers a beautiful specimen--a shell used to form water-tight plaster for the cave walls.
Video: Seashells in Judea - Colleen's Discovery https://youtu.be/e_zImE3I-qE 

As our time in the cave came to a close, each of us resembled children begging for “just five more minutes” of recess. It was an extraordinary moment. Yet, another unforgettable moment awaited us just around the bend--the infamous bucket-line of the archaeological site.

The twelve of us assembled in a row, from the cave floor to the ground-level door, and on every step and stair in-between. We manually schlepped the rocky debris all the way to the surface. It was exhausting, but personally satisfying. Our work and effort was on full display--and the numerous buckets of dirt needed to be sifted and sorted once more--so that we could make sense of what we might have missed down beneath the surface.

The sifting and sorting process is the necessary final step in processing our site excavation.
Video: Sifting & Sorting the Dig for a Day - https://youtu.be/SeuvF48R0N4

Yonni and I pause for a snapshot inside the cave.

Process-Oriented Learning & Discovery

An archaeologist’s work is process oriented. Much like teaching, it is neither for the faint of heart not the sort of person that must see immediate results. There is very little instant gratification, but the next scoop of dirt just might yield the next big find. Bits of metal, to the untrained eye, might be a rare coin from the Second Temple Period… That potsherd might be part of an earthen vessel containing a papyrus scroll…

Stern shares an interest theory about the political implications of some of the 2,200 year old artifacts.
Video: Archaeology Sheds Light on the Formation of Ethnic & Civil Identities in the Hellenistic Age - https://youtu.be/0t5O9rBPT1c 

Archaeology is an art and science build upon discovery and wonder. We can then use the l historical and religious narrative in concert with the artifacts that we found to propose theories and make conjectures about the ancient world. Hopefully this post captures the essence of our “Dig for a Day” so that we may share our joy with you.

Bonus Images - Because we have so much that we want to share with you from our time in Israel!

It tastes like chicken??? There is a very good explanation for that... We toured additional columbarium caves including this one with over 2,000 dovecotes carved into the wall.

Did you know that domesticated chickens existed in Israel hundreds of years before anywhere else?

Maresha is known for its painted caves, too. My particular favorite is the lion. The artist and I share a kindred doodler's spirit--what we lack in terms of artistic accuracy we make up for in terms of creativity and imagination. Awesome possum!

A stunning display of natural beauty, the bell caves of Bet Guvrin National Park.

Avi gets up-close and personal with an olive press. Though not technically a pun, this line amuses me greatly. The sun must be getting to me.

Leaving Israel is just the pits... Now, that's punny!

Archaeological Field Study - The Teacher Becomes A Student

Greetings from Caesarea! Classrooms Without Borders and Holy Family Academy have teamed up to send me to Israel for a 12 day archaeological field study. I am grateful for this life- changing opportunity. In addition to coordinating educational & cultural affairs and teaching cultural literacy at Holy Family Academy, I studied theology at Saint Vincent College. So, this trip is the culmination of years of academic rigor and the eternal pursuit of curiosity. Already I see myself bringing these experiences from Israel into my classroom: perspective cultivated in a land of beauty, honest dialogue shared in community, and wisdom gained by first- hand experience.

Our whirlwind adventure began as our flight touched-down in Tel Aviv and immediately we hit the ground running. As we departed Ben Guiron Airport, our group of 12 ventured north to Caesarea, the city built upon sand by the incomparable Herrod the Great.

Standing before the two aqueducts of Caesarea, I marveled at the craftsmanship. It's magnificent--Such a marvel of engineering!

Classrooms Without Borders - Israel Archaeology Field Study

I biked to the library to pick-up a fresh stash of books preparing for my upcoming Biblical Archaeology field study in Israel. It's hard to believe that the adventure begins in early June.

Random thought, but I hope I'll get to see the Penguins hoist the Stanley Cup while I'm in a city like Tel Aviv, Haifa, or Jerusalem. Regardless, I know my Gram will save me the newspaper clippings. She is the only 93 year old woman that I know of who still reads two newspapers daily...

In the coming weeks, I will write about preparations for my expedition. I will also ask for advice on filming outdoors--I think I am opting for a selfie stick over a tripod so I can film the documentary videos on site easily and without having to inconvenience others with tripod set-up and tear-down.

Here are my thoughts that I shared with CWB / The Jewish Fedaration of Greater Pittsburgh, whom along with Holy Family Academy, have provided me with a scholarship to make this dream become a reality. I aspire to make them proud.

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Why do you want to participate in this study seminar?

As an undergraduate student at Saint Vincent College, the most transformative experience of my young life came very much as one would set-up a corny joke: “A priest and a rabbi went out to lunch together…” 

It was my junior year and I was enrolled in a course co-taught by a priest and a rabbi, Catholic-Jewish Dialogue. The resulting experience was the product of more than 35 years of scholarly debate and loving friendship formed over a standing Tuesday/Thursday lunch between these two learned men. For me, it was far more than just a class, or a grade on my transcript, but rather the invitation to spend the rest of my adult life in pursuit of common ground, conversation, and quiet contemplation. 

Saint Vincent College contacted me for an interview in advance of establishing the Rabbi Jason Edelstein Chair in Catholic-Jewish Dialogue. After more than ten years, I had the chance to personally thank my teachers and mentors. It is my distinct honor to help tell their story and preserve Rabbi Edelstein’s legacy for future generations. As Rabbi and Father Campion imparted upon me, at our core, we are alike in our similarity, our fragility, and our brokenness. It is our duty and responsibility to each other to learn from one another. This is what I hoped to convey while appearing on film in the video, “We Begin at the Same Place”. I want to contribute to “Rabbi and Camp’s” tradition of respectful interreligious dialogue and help to uncover truly human stories from those whom I encounter on this expedition.

I relish the opportunity to explore Israel and Palestine--to actually see the sites that I studied in my undergraduate Biblical Archaeology courses and classes in Saint Vincent’s Seminary. My waters run deep… I’ve evolved from an adolescent, dreaming of discovering hominid species as a paleoanthropologist, to a college student, pouring over texts and images while uncovering the mysteries of history in the Judeo-Christian tradition. Now, as a teacher, I hope to inspire that same sense of wonder and pursuit of lifelong learning for my students. It goes without saying that this would be personally, professionally, and spiritually rewarding. To personally see the Holy Land and actually get to participate in an archaeological dig is something that I still cannot fathom--to be selected is the fulfillment of a dream.

We Begin at the Same Place | Catholic Jewish Dialogue at Saint Vincent College

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What are your professional expectations for this Study Seminar?

In contemplating this opportunity, I keep coming back to the notion that this will be the most immensely rewarding interdisciplinary opportunity that I have ever embarked upon. Consider this singular experience an opportunity to realize a childhood dream--to do fieldwork in a live archaeological site. However, and I cannot believe that I am writing this, that is only the tip of the iceberg!

Professionally, I am eager to partner with educators embarking upon a similar journey. I love channeling the energy and abundance of ideas that come from with a collaborative atmosphere. As a Cultural Literacy teacher, learning from experts in the field and developing relationships with not only scholars and students, but also the archaeologists and residents preserving the treasures of the region will provide me with a perspective unlike any other professional development opportunity I have ever encountered.

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What specific areas are you planning to learn more about, i.e. government, culture, religion, art, history, current events, etc.

From the time of the Babylonian Captivity to today, Jerusalem has seen its share of tumultuous change. I am excited to go beyond the pages of a Biblical Archaeology text and to experience the Holy City first-hand. An exploration of this magnitude implies that I will play the role of archaeologist, biblical scholar, and art historian. To understand the past as well as modern day concerns of Israelis and Palestinians can only begin with an open mind and a listening ear. I am just as eager to learn about the past as I am to listen to perspectives on the present situation. As a Cultural Literacy teacher with a background in philosophy and theology, I feel that this is the ideal casting call for a lifelong learner such as myself.

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What professional interest or expertise would you be willing to share with the other teachers participating in this study seminar?

I would use my expertise in digital media integration to support my fellow educators on our mission to provide a rigorous, relevant education befitting the next generation of global citizens. We have an awesome opportunity to utilize media-rich content to both educate and captivate our students’ imaginations.

As a means of supporting other teachers participating in this study seminar, I would assist individuals in the process of setting up an educational YouTube channel. The process may feel overwhelming for teachers not familiar with digital media, but I will patiently walk colleagues (as I have done in the past) through the process every step of the way, serving as a teacher-coach and technological Sherpa. We will begin by creating and sharing video playlists featuring the best online resources available. Ultimately, my desire is to empower participants so that they can showcase their field learning experience in a way that invites their students to join in the exploration.

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Describe the final educational product that you plan to create with your students in your classroom independently or in collaboration with other teachers as a result of this Study Seminar?

I am eager to document a diverse array of experiences as a result of participating in this study seminar. My objective is to film video at archaeological sites, record the lectures of noted scholars, and profile individuals offering their unique perspective of what it means to conduct this type of scholarly research and preserve the treasures of the past for future generations.

Ultimately, my intent is to upload this original content to a YouTube channel where it can be utilized by teachers participating in the field study. Additionally, I plan to share it with teachers at my school so that it may be used and adapted for a variety of purposes. For instance, our videos can be the backbone of lessons on Biblical Archaeology within a religion class, as an introduction to Israeli life and culture in Cultural Literacy, and as a primer on the history of the Ancient Near East in a world history class.

As a PBS Digital Innovator, a distinction I was just recently honored to receive, I routinely share my work with a robust community of educators utilizing digital media and technology. By chronicling my experience of archaeological field-work and cultural appreciation with an audience of fellow educator-innovators, I will expand our networked learning ecosystem. In essence, making and sharing digital media will provide me, my fellow field-study participants, and Classrooms Without Borders with another platform to receive feedback on how we might utilize these resources to develop engaging multimedia for our students

#CSforALL - Erase All Kittens

Full Disclosure: I am absolutely smitten with the stealth learning game Erase All Kittens. Shout-out to @PMKievlan for sharing this with us at the LRNG Pittsburgh Digital Badges training session.

The game is yet another brilliant example of stealth learning at its finest. Players "hack the game" by editing HTML and CSS code. It transforms the look, feel, and functionality of the  game.

You are rewarded with lovely kitten .GIFS when you write code that helps you to reach the cute and cuddly little friends. My personal favorite element of the game is the upbeat, quirky narration and "loading updates" that are whimsically bizarre. It's just corny enough to keep you grinning from ear to ear as you play.

 Here's How it Works...

In each level, Arca must navigate the ruins of the Ancient Internet...

She is probably checking out the Tripod.com website that I made for sophomore chemistry, along with "Up the Punk" my Oasis fan-girl turned Brit-Punk website... 

We partied like it's 1999. Because it was.

Immediately, I felt the rush that comes from being honestly challenged and motivated to continue--it was exciting to make, build, and create the levels of the game... all through lines of code.

Once you complete the third and final level, you are invited to send feedback via Google Forms. You are generously rewarded with a bonus level that teaches you about CSS. You need to change the background color and other elements of style (NO--not Strunk & White!!!) to expose malevolent Dingle Bats and other obstacles in your way... It's really, really neat!

Check it out yourself: E.A.K. 

Digital Badges - Training on the LRNG Platform

The other afternoon, I wrapped-up my second day of training on the LRNG platform. The design and functionality are just extraordinary! This summer's roll-out of Pittsburgh - City of Learning is certainly something that we want to plug out kids into immediately.


Though I am not currently a part of the City of Learning program in Pittsburgh, I am working alongside Holy Family Academy's Head of School / Chief Learning Officer and our Career Coaches to develop pathways and playlists to expand our networked learning ecosystem into the surrounding community.


Digital badging has been an interest of mine for the past two years, however I only (officially) entered the badging process just this year at Holy Family.  My intent is to utilize digital badges in our innovative field-based learning program.

Check out this video out of Chicago--it offers a comprehensive view on the power and potential of badging.

Rationale for the Importance of a Digital Badging Proposal that Unites PGH Careers + PGH Teens

Recently, I was involved with a team at HFA in submitting a grant proposal helping to link students from the region with plans for badging our existing Corporate Work Study Program. We have +50 partners throughout the region, and we are in the midst of creating playlists of experiences introducing teens to a cariety of careers that feature prominent roles into this region's future. Consisting of both local and digital experiences, these playlists expose teens to a variety of careers, help to connect teens with information to learn about the specific avenues for growth in each sector, and the experiences unlocs opportunities for young people to pursue these careers in greater depth.

This is a good time to be a young person in and around the City of Pittsburgh. With so much attention being placed upon corporations, nonprofits, and educational institutions comprising the Remake Learning Network, there are abundant opportunities to expand a networked learning ecosystem in and around the city. Local census data shows that a proposal has the ability to have a far reaching impact within the City of Pittsburgh and Allegheny County.

2014 Census: Youth Under Age 18


48,800 - City of Pittsburgh


246, 250 - Allegheny County


The topography of southwestern Pennsylvania is unique with respect to how urban hubs of innovation border rural, even remote communities. The time is right to make serious attempts to establish solid connections with Beaver, Butler, Armstrong, Westmoreland, Fayette, and my own native Washington County. These counties surrounding the City of Pittsburgh vary greatly with respect to a diverse make-up of urban, suburban, and rural schools.

I am proud to work with the committed leaders at Holy Family Academy. Our vision is to connect the youth of the Pittsburgh metro area with expansive real world opportunities. The goal is to provide students with deeper learning experiences beyond the four walls of the classroom. In this manner, we will remake learning by expanding on real world partnerships and future ready opportunities for the young people of this region to become informed and inspired by the pathways and playlists on their journey to success in school, careers, and life.

Holy Family Academy - An Established Network Provides a Pathway for Discovery

This would enable HFA to broaden the reach of an existing networked learning ecosystem of +50 partners in industry, higher education, and corporate sectors. 

We have constructed multiple playlists consisting of local and digital experiences that will make learning authentic, relevant, and personal.

As we move forward, it is my goal to work closely with our leaders in the Career Hub and fully implement this digital badging program in a way that can benefit our students and the community at large.

Generate Sort Connect Elabotate - Teaming-Up to Learn About Civil Rights

We had a breakthrough using the Visible Thinking Routine "Generate - Sort - Connect - Elaborate". 

Reflecting upon my practice, I've always found it difficult to have students elaborate in a meaningful way that extends the discussion and inspires further inquiry. Frankly, I've felt like I've failed quite a bit, that I wasn't packaging the routine properly and it had the distinct feeling of a one-off activity...

Turns out that:

1) Practice makes perfect

2) Pitching it like a college major and putting students into idea teams of specialists helps... Tremendously.

Above: Tyrell and Tori team up and explore a topic from our intro to the 1960s collection of digital archives.

Chris prepares his post-it notes to share with his teammate and post on the class' "thought map" -- We are still working on a term for this. I want to call it chart paper and we can "chart a course for personalized learning"... But, as the kids say, that's corny.

The ideas begin to mount. Forming a grid of "four corners" helped students to sort and connect their thoughts in an easy to follow manner.

Working together with a partner helps thinkers to make the visible thinking routine feel more like a conversation.

Experiencing the '60s via GCI - Malcolm X

Marshall McLulan said "The media is the message", but is it possible for the media to distort a message? Some historians might contest that Malcolm X's militant legacy is more of an invention of the media... 

Admittedly this point of view is on the opposite end of the spectrum of JFK's legacy--but it says something about the 1960s.

Perhaps at this great period of social change, people craved a basic storyline. When the figures of society are too complex to be summarized in 140 characters, the media will craft a message they deem suitable to print.

Malcolm X - Cultural Literacy Portal to GCI 

-Check out the archives of primary sources featuring Malcolm X & additional readings for independent exploration.

As we continue our exploration of primary sources from the 1960s Civil Rights Era, please consider the role that new forms of media have in shaping public opinion during the 1960s (tv, radio, increased print media publications across the country).

To help students form a nice historical comparison, you may want to also consider how social media and the immediacy of the 24/7 news cycle shapes our perspective today.