2019-2020 Peabody Institute Course Catalog

Your On-Campus Field Trip Destination Learning opportunities for Phillips Academy faculty and students

Course Catalog 2019 – 2020

A MESSAGE FROM THE EDUCATORS You may be surprised by what the Peabody Institute can offer students and faculty at Phillips Academy. We have programs based on archaeology, anthropology, and Native American history to support what you are already teaching in your classrooms.

Our programs, which make use of material from our collection of more than 600,000 archaeological artifacts, are designed to pique students’ interests by offering them an educational experience that cannot be found at any other secondary school in the United States.

This document is meant to be a guide and starting point for faculty. We welcome the opportunity to tailor our programs to conveniently fit into your course curricula, as well as create new programs to supplement specific topics.

If you have any questions, would like your class to visit the Peabody to take part in one of our programs, or would like to discuss the creation of a new program, please contact the Institute’s educators:

Lindsay Randall

lrandall@andover.edu or ext. 4496

Ryan Wheeler rwheeler@andover.edu or ext. 4493

TABLE OF CONTENTS

Art 4

Biology 6 Classics 8 English 9 History 100 10 History 200 14 History 300 16

Mathematics 18 Music 19

Philosophy and Religious Studies

19

Computer Science 19 Physics 20 World Language 21

Dig Deeper Into the Peabody

Back Cover

ART Weft-Over Methods

Students work with the Peabody’s extensive collection of Guatemalan textiles to understand and appreciate traditional weaving techniques and the cultural implications of personal adornment.

Unmasking Art and Culture

Students explore fantastic and intricate masks from a cross section of American cultures to learn how they were made and used.

Silent Voices

Clothing is a readily observed from of nonverbal communication that exists in all cultures. Students will work in groups and attempt to translate the silent language communicated by Guatemalan textiles in the Peabody’s collections.

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ART Visible Differences

Students will learn that an image is a complex cultural productions that are laden with multiple meanings and open to various interpretations.

During the class, students will compare and contrast two images from the Peabody’s collection.

One image is of a native leader and was painted by a white male artist and the other is pencil drawing done by Jaw His Fight, a member of the Sioux tribe.

The differences in how a culture depicts itself and how other depict them – and the meaning behind that – will be highlighted.

ARTIFACTS: Indigenous Art on Its Own Terms

Students will work together to examine artifacts from the Peabody’s collections to better understand how indigenous works of art are expressions of cultural values and philosophy of life. They will better understand that western notions of art are not always applicable –and cannot or should not be imposed – on an object of another culture. They will understand that all native people in the Americas had a deep and vibrant artistic heritage prior to the arrival of Europeans.

American Indian Pottery

Intricate designs, a variety of decorative techniques, and fluid, naturalistic shapes are presented to students during an informal survey of the Peabody’s collection of ancient and contemporary American Indian pottery. Highlights include our distinctive Late Woodland vessels of the Southeast and our extensive collection of southwestern pottery, including pieces by acclaimed Pueblo potter Maria Martinez.

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BIOLOGY Origin and Tenacity of “Race”

Race emerged in the 17th century as a powerful concept that linked physical appearance with social status. This lesson explores the intersection of race and science, with a specific focus on Stephen Jay Gould’s critique of Samuel Morton’s 19th-century skull size with intelligence.

Origin andcorrelation Tenacity ofofhuman “Race” Examples of modern scientific studies of race are discussed, Race emerged in the 17th century as a powerful concept that enabling students to become familiar with the origins of linked physical appearance with social status. This lessonthe explores concept of race as well as the inherent dangers in scientific the intersection of race and science, with a specific focus on studies race.

StephenofJay Gould’s critique of Samuel Morton’ 19th-century correlation of human skull size with intelligence. Examples of modern scientific studies of race are discussed, enabling students to become familiar with the origins of the concept of race as well as the inherent dangers in scientific studies of race.

It’s aMAIZEing!

Students learn how and why corn was domesticated, and the implications (both good and bad) that corn agriculture had on human cultures in the Americas. In the activity “It’s Corny,” students examine corn specimens from the Peabody’s collection and rate them based on desirable qualities such as cob size and kernel size.

Radiocarbon Dating

Students join an experiment already in progress. Each station has a funnel with a block of ice suspended above a beaker.

Students are challenged to plot volume against time to predict the zero point when the experiment was begun. The resultant plot is the foundation for a discussion of isotopic decay, the basis of carbon-14 dating.

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BIOLOGY Phillips Academy’s Great Auk

The great auk (Pinguinus impennis) was a flightless bird of the alcid family that became extinct in the mid-19th century.

The Peabody’s specimen, donated by Thomas Cochran in the 1930s, is one of only 79 skin mounts in existence today.

Students become acquainted with the natural history of the great auk and the factors leading to its extinction. A sampling of other avian artifacts from the Peabody may be included in this course in order to highlight the long and varied relationship between humans and birds.

Human Osteology & Forensics of an 18th Century Execution

Is Abbot Academy’s 19th-century anatomical specimen really a Prussian mercenary executed for desertion during the Revolutionary War? Students find out as they employ contemporary techniques of forensic anthropology to evaluate the physical evidence and compare it to the historical details.

Highlights of the cranial, axial, and appendicular skeleton are presented, and additional casts and examples of human bones are made available for students to view and handle.

Hominid Cranial Morphology

Hominid Cranial Morphology––Can you tell the difference between the skulls of an ape, Neanderthal, and Homo sapiens? This interactive lab gives students the opportunity to explore, handle, compare, and contrast 14 skull casts from apes and hominids spanning the famous, 3.2-million-year-old “Lucy” to modern humans. Students learn about cranial capacity, the evolution of the human body and brain, sexual dimorphism, and which features of each skull are unique to its particular species.

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CLASSICS Roman Pottery: Curate Your Own Exhibit

Students are challenged to research a collection of Roman pottery using online and library resources. During their research, students encounter Latin words and phrases that they incorporate into their final exhibit text. The result is an exhibit curated by students and based on their findings, including details of Roman culture and history.

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ENGLISH

Anthropology of Gender

Many cultures recognize three or more genders—a stark contrast to modern binary Western views that closely link sex and gender. In this lesson, students explore the Native American concept of “two-spirit people,” or people who are seen as having both male and female spirits within them, through the life of 19th-century two-spirit Zuni We’wha, providing a context for assessing broader theories of gender cross-culturally.

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HISTORY 100 Blubber: It’s What’s for Dinner!

Similarly to the Bedouin and Mongol people, effective use of natural resources has allowed the Inuit to thrive in the hostile environments of the Arctic and Subarctic. Working in groups, students examine Inuit artifacts to determine what the objects are, how they were used, and from what material they were made.

Maps and Dreams

European and Native American concepts of geography and land tenure are highly disparate, setting the stage for misunderstandings during the Contact Period in the 17th century. Students learn to read two very different maps—one European and one Native American––looking for similarities and differences that are manifest in material culture, and the consequences of these differences when these two very different cultures meet.

Trash Talks!

The unusable or unwanted remnants of everyday life end up in the garbage. By studying what people have thrown away, archaeologists can learn a great deal about a culture. This is true not only of prehistoric individuals and societies who let no written record about their lives, but people living today.

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HISTORY 100 Un-BELIZE-able Achievements

The ancient Maya were a complex society who had advanced knowledge of mathematics, calendrics, astronomy, and engineering. Their understanding of the world rivaled that of contemporary civilizations in the Middle East, Africa, Asia, and Europe. In this lesson, students engage in a variety of activities to better understand the complexity of the Maya by learning how to write their name, calculate their birthday, solve math problems, and so much more! This class also has extension activities for double periods.

Trebuchet

The trebuchet, a catapult-like machine used to hurl massive projectiles, was one of the most commonly used siege weapons during the Middle Ages. Students are introduced to the history of the trebuchet and how it was employed, and they use the museum’s two replica trebuchets to launch projectiles at a target.

Working in teams, students change variables on the trebuchet to optimize its range and accuracy.

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HISTORY 100 String Theory: When Worlds Collide

Students learn how the exchange of plants, animals, and diseases impacted both the Old and New worlds. Through the use of numerous color-coded strings and labels, which are strung across the room, students also begin to visually understand how a majority of the exchanges occurred disproportionally and how they affect us today.

You’ve Got Mail!

Modern fiction often omits the complex nature of combat in the Middle Ages and how difficult it was to wage. Students explore the evolution of different styles of medieval armor by handling reproduction chain mail, gauntlets, a helmet, a crossbow, mace, a halberd, and a broadsword.

The lesson concludes with a “Siege Shootout” in which students use miniature replica crossbows to shoot foam projectiles at cardboard knights.

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HISTORY 100 Trade Connections

For three days students come to the Peabody Institute to investigate how trade connected a variety of cultures from all over the Americas. Through this week long “dip” students engage in activities that foster their critical thinking, communication, and collaboration competency in a creative and interactive manner. Can be condensed into two days.

Day One

Using a mock excavation of a local archaeological site, one that highlights Andover’s historical status as a Native American trading center, students will rotate throughout the various excavation units examining the material culture to determine what activity was taking place as well as what type of a settlement it was.

Day Two

Continuing to work in groups, students will rotate between stations examining objects from the Hopewell, Pueblo, Maya, and Moche cultures. They will be asked to think about materials/functions/ideas/etc. related to the objects. The class will conclude with a sorting activity of the objects they had examined in class.

Day Three

The week concludes with investigating a map showing the trade and exchange connections between the four cultural groups. There will be a discussion about how looking at various groupings can help further archaeological investigations.

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HISTORY 200 Cultures in Contact

In this historical simulation, students are introduced to some of the issues and conflicts that created and fostered tensions between English colonists and Native Americans in New England during the 17th century. Students explore differences in in how Puritans and Native Americans viewed Cultures Contact land ownership, religion, andstudents gender roles, In this historical simulation, are and they participate in a scenario that is an important introduced to some of the issues and conflictspart thatof the history Andover and is depicted on the town seal. created of and fostered tensions between English colonists and Native Americans in New England during the 17th century. Students explore differences in how Puritans and Native Americans viewed land ownership, religion, and gender roles, and they participate in a scenario that is an important part of the history of Andover and is

“The little Spots them”: depicted on the town allow’d seal.

Landscapes and Slavery in New England

In Colonial New England, enslaved men and women were able to utilize the architecture and landscapes that their owners had built in order to create a space for themselves that was free from constant surveillance. In this unit, students explore how landscapes can shape human behavior. A handson project using archaeological data from Isaac Royall’s Ten Hills Farm in Medford, Mass., illustrates the concept.

AlterNATIVE Uses Students use two adze-like tools, one made of stone and the other of metal, to learn how to read material culture as text.

By thoroughly investigating the objects, they learn the complex story of the fur trade and the relationship between Native Americans and Europeans in New England.

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HISTORY 200 “The little Spots allow’d them”: Landscapes and Slavery in New England

In Colonial New England, enslaved men and women were able to utilize the architecture and landscapes that their owners had built in order to create a space for themselves that was free from constant surveillance. In this unit, students explore how landscapes can shape human behavior. A hands-on project using archaeological data from Isaac Royall’s Ten Hills Farm in Medford, Mass., illustrates the concept.

Taíno Encounter: Native People of the Caribbean

Students in History 200 learn about the Taíno people through slides, artifacts, and discussion.

The Taíno had a flourishing culture when they first encountered Columbus and other European conquistadors in the late fifteenth and early sixteenth centuries. They grew crops, fished, practiced a religion based around supernatural deities called Zemis, and played a ball game similar to that known in Mesoamerica. Disease, enslavement, and warfare waged by Europeans reduced the Taíno to near extinction, leaving little but archaeological evidence and some documentation of their language. The last decades have seen a renewed interest in Taíno language and culture in Puerto Rico, Florida, and New York, where people still acknowledge Taíno descent and harbor considerable Native DNA.

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HISTORY 300 Beyond Reason: The Impact and Influence of the Age of Enlightenment in an Andover Cemetery The Enlightenment influenced the political ideology and discourse leading up to the American Revolution and the formation of the United States of America. The Enlightenment, however, was not strictly a theoretical A WorldStudents of Difference concept. visit a local cemetery and examine the Students objects the Peabody Institute’s changing explore motifs found onfrom gravestones, discovering how the collection in order to increase their awareness of Native ideas of the Enlightenment were physically manifest in daily American diversity - priorlesson) to European arrival - by life. (Extended-period investigating how the influence of environments is reflected in the life ways and material culture of different tribes.

The Trail Where They Cried

The forced removal of the Cherokee people from their ancestral land profoundly affected their society, and choices made by various individuals, both tribal and non-tribal, had a significant impact on the experiences of specific groups of the Cherokee tribe—an impact that the Cherokee people still feel today. Through the use of a “Choose Your Own Adventure” activity, students begin to understand the complex nature of this traumatic event.

Identity By Design Students will explore objects from the Peabody Institute’s collection to understand Plains peoples’ long standing close connection to their surroundings and natural resources.

Through the lens of one aspect of life – clothing – the impact that Westward Expansion had on tribes will be more clearly defined.

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HISTORY 300

The Trail Where They Cried

The forced removal of the Cherokee people from their ancestral land profoundly affected their society, and choices made by various individuals, both tribal and non-tribal, had a significant impact on the experiences of specific groups of the Cherokee tribe – an impact that the Cherokee people still feel today. Through the use of a “Choose Your Own Adventure” activity, students begin to understand the complex nature of this traumatic event.

Native American Graves Protection & Repatriation Act (NAGPRA)

The passage of the Native American Graves Protection & Repatriation Act (NAGPRA) in 1990 marked a turning point for archaeologists, museums, and Native peoples. The law requires museums to consult with appropriate tribes and repatriate ancestral remains, funerary objects, and other sacred objects. Specific examples, often involving the Peabody, will be discussed. Students in History 300 will discover how modern Native peoples are working to undo colonial practices and heal the considerable wounds caused by loss of ancestral remains and sacred objects.

Students should read NAGPRA Comics: Journeys to Complete the Work online before visiting the Peabody: https://nagpracomics.weebly.com/ the-comics.html

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MATHEMATICS Trigonometry

Students apply their theoretical knowledge of sines, cosines, and tangents to a practical problem: can they use trigonometry and old maps to reconstruct the location of Samuel Phillips’s Mansion House? The Phillips Academy founder built the house in the 1780s, but it burned down in 1887. Each phase of the project adds complexity, beginning with only a tape and then expanding to include a simple surveying instrument. At the end of the project, the students, working in small groups, compare their maps and discuss how they surmounted challenges. (Requires at least three periods)

Statistics Working with museum staff, students use statistics to investigate aspects of the Peabody’s collections in a hands-on manner, and then create a poster based on their work. Past topics include the use of ceramic sherds to test the validity of southwestern ceramic chronology. Faculty may select topics in conjunction with museum staff. (Multiday or longterm project)

Radiocarbon Dating

Students join an experiment already in progress. Each station has a funnel with a block of ice suspended above a beaker.

Students are challenged to plot volume against time to predict the zero point when the experiment was begun. The resultant plot is the foundation for a discussion of isotopic decay, the basis of carbon-14 dating.

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MUSIC Instrumental Understanding

Exclusively studying Western music in the classroom limits student musical knowledge and appreciation. Studying native music can help students identify how music relates to human life and understand the inseparability of music and culture.

Students must be challenge to think globally in order to enhance self-awareness and understand and appreciate different cultural and social philosophies and ideas. In this class students will examine Native American musical instruments to better understand how music is shaped by its cultural context.

PHILOSOPHY & RELIGIOUS STUDIES Beyond Reason: The Impact and Influence of the Age of Enlightenment in an Andover Cemetery

The Enlightenment influenced the political ideology and discourse leading up to the American Revolution and the formation of the United States of America. The Enlightenment, however, was not strictly a theoretical concept. Students visit a local cemetery and examine the changing motifs found on gravestones, discovering how the ideas of the Enlightenment were physically manifest in daily life. (Extended-period lesson)

COMPUTER SCIENCE Iteration and Symbolic Encodings

Clothing is a readily observed from of nonverbal communication in all cultures. Students will work in groups and attempt to translate the silent language communicated by Guatemalan textiles in the Peabody’s collections. They then work to find loops and determine parameters for a variety of designs.

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PHYSICS The Atlatl: An Ancient Hunting and Warfare Device

The atlatl, a device for throwing long, slender darts, was one of the most important technological inventions of Ice Age people. Used across the globe, it was the primary weapon employed for hunting and warfare in the Americas until it was replaced by the bow and arrow. Because it acts as a handheld catapult, an atlatl greatly magnifies the force with which one can propel a dart for hunting. In this lesson, students use modern atlatls in a safe and controlled environment, practicing both long-distance throwing and accuracy.

Trebuchet

The trebuchet, a catapult-like machine used to hurl massive projectiles, was one of the most commonly used siege weapons during the Middle Ages. Students are introduced to the history of the trebuchet and how it was employed, and they use the museum’s two replica trebuchets to launch projectiles at a target. Working in teams, students change variables on the trebuchet to optimize its range and accuracy.

Building Blocks and Equinox: Archaeoastronomy of the Ancient World

Ancient civilizations around the world had sophisticated knowledge of the movements of celestial bodies and were able to expertly mark important calendar days by building structures to create alignments. Students use modeling clay to create structures that mark significant solar events, such as the Summer Solstice, and learn basic concepts of archaeoastronomy and problem-solving skills.

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WORLD LANGUAGE Mexican Day of the Dead: El Dia de los Muertos

Students delve into the popular and fun-filled Mexican holiday Día de los Muertos, the Day of the Dead. The pre-Columbus roots of the holiday are explored, along with Spanish and Catholic influences. In October and November, a large altar featuring modern Mexican crafts will be on display and samples of traditional Mexican drinks and/or candies will be available. This unit is best utilized during an extended period, but it is possible to complete in 45 minutes.

The Ancient Maya

Students encounter the Americas’ most advanced pre-Columbus civilization: the Ancient Maya. Students are introduced to the geographical and political nature of

ancient Mesoamerica, including the Maya and their neighbors. Through Maya art, architecture, religion, warfare, and responses to cultural collapse and the Spanish conquest, students come to appreciate that the Americas were inhabited by advanced people that rivaled European art, science, and technology. Original and reproduction Maya artifacts are shared.

Upper Paleolithic Quiz

Students learn about the Peabody’s collection of Upper Paleolithic artifacts from France, including collections acquired in the 1920s from Louis Didon. A quiz-game format allows students to test their knowledge of French as they solve riddles involving real Paleolithic artifacts, some more than 200,000 years old. Prior to class, students may peruse electronic copies of vintage correspondence regarding the collection, as well as a brief biography of Didon in French.

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DIGGING DEEPER INTO THE PEABODY Massachusetts Archaeological Society Talks Join us every 3rd Tuesday of the month at 7:00pm from September to May for monthly presentations by leading History and Archaeology experts.

Free and open to the public.

Refreshments served.

Work Duty

One of our premier programs where students work in all aspects of museology from cataloging collections to curating their own exhibits.

Independent Projects Students are encouraged to use the collections and staff expertise in Abbot Independent Scholars research.

Behind the Scenes Tours View our hidden treasures with a guided behind-the-scenes tours.

Call to schedule an appointment.