We Dig Israel

Camp Ramah in the Poconos

Overnight

Elhanan Brown

In this 2-3 session program, campers explore how archeology helps us uncover Israel’s past as a way to better understand the present. Through hands-on activities, a mock archaeological dig, and interpretive lab work, campers connect ancient finds to historical events, geography, and diverse cultures.

archaeology, artifacts, history, geography

Archaeology

Campers will:
•    Experience and enjoy a hands-on archaeological dig
•    Explore how the past informs our present and future
•    Recognize that Israel is a land with deep Jewish roots, as well as a shared space
for many cultures and civilizations
•    Be introduced to broader themes about Israel, including its geographic diversity,
cultural intersections, and religious significance
•    Leave with a sense of curiosity

10-14 years old

10-25 campers

Session 1
•    Slips of paper with artifact types or ancient objects
•    Optional: costume hats for “Hat Game,” props, slips of paper with artifact names
•    Sandbox of any kind at camp
•    String or chicken wire to create the dig
•    Small dig tools: spoons, brushes, trowels or hands
•    Clipboards and worksheets for documentation
•    Clipboards and worksheets for documentation

Session 2
•    Printed large map of Israel
•    Tables for Lab
•    Printed historical timeline for purchase or use example at end of write up
•    Laminated images of actual Israeli archaeological finds: (examples at end of write up)
o    Optional: Add artifacts from around camp to keep things interesting

1 lead educator familiar with Israeli archeology and Jewish history
Optional: Guest speaker or video from a real Israeli archeologist

Session 1: Outdoors, with a sandbox large enough to hide artifacts
(Preferably a somewhat public space so other campers can see and be curious)
Session 2: Outdoors with 2 tables as lab

Session 1: Place string or chicken wire on the sandbox to create a grid (this can also be done easily by drawing in the sand with your heel). Give Hebrew letters and numbers so each digger knows which “Locus” (square in the grid) they dug. Cut up and bury the “laminated artifacts” in the sandbox – 4 or more in each square of the grid, depending on how many “artifacts” you have on hand. Set up archeological tools Session 2: On tables, lay out the artifacts by group along with the clipboard and notes from the previous session

It is recommended to run this program in the morning when campers are focused and not overheated.
Session 1: Introduction to Archeology
I.    Introductory game                        10-5 minutes
II.    The 4-Ds presentation and discussion            15 minutes
III.    The Dig                            30 minutes
Session 2: The Lab, Mapping and Timeline
I.    Introduction to the “Tel”                    5 minutes
II.    Refresher on artifacts                    10 minutes
III.    Learning about the “finds”                    20 minutes
IV.    Presentation of Artifacts and discussion            20 minutes
V.    Wrap up                            5 minutes

Session 1: Digging Israel: Introduction and the Dig
I.    Introduction:                            10-15 minutes
The goal of this game is to introduce participants to the types of things archaeologists find and the idea that the layers of a Tel represent different times in history.

Play one or both of the options below

Option A: Artifact Charades
A fun, fast-paced guessing game using slips of paper with artifact types or ancient objects. Campers draw a slip and act it out for the group to guess. Examples include pottery shards, scrolls, oil lamps, coins, etc. which can be taken from color prints of the PDF attached to the program.

Option B: Stratigraphy Hat Game: Building a Tel
One camper volunteers to be the “Tel.” (Be sure campers know what a “Tel” is)
Other campers come up one at a time and place different hats or objects on their head, each representing a different era or civilization.

As each layer is added, a brief story is told about who lived in the land at that time.
This visual stacking helps explain the concept of stratigraphy - the idea that older civilizations are buried deeper underground, with newer ones closer to the top. You can reference actual sites in Israel that show these layers in real archaeological digs, such as Tel Megiddo, Tel Gezer, Jerusalem/City of David, or Bet Shean.

II.    Introduce the 4 Ds Foundations of Civilization        15 minutes
Tell campers that they are going to become archeologists. In order to do so, they need to know what archeologists think about.

•    It’s all about the  4 Ds that make a location sustainable for civilization:
•    Drink – access to water source
•    Dinner – agriculture/food supply
•    Defense – natural or built protection
•    Drive – trade routes and movement

•    Ask campers to think about how these relate to modern day needs:
•    If someone was to dig up where we live today, what would be a sign of each of the 4 Ds for them?  (plumbing, supermarkets, police/security, highways/internet)
•    Think about today’s 4 Ds when you are digging.

III.    The Dig                            30 minutes
•    Explain that they are going to start their work as archeologists today.
There are two parts to working on a dig:
a.    Digging and finding artifacts
b.    Going to the lab and figuring out what you just found
•    Today we are digging. Next time we are analyzing and figuring out what we found.
•    Divide group into teams of 2-3 Each team of 2–3 is assigned a square.
Share that you are digging for images of real archaeological finds from Israel were buried in different layers of sand.
•    When the campers find an artifact, they should stop, talk about what they think it is and make a note on their lab sheets.
•    Remind them dig carefully, document what they find using a worksheet, and note which layer or grid square it came from.
•    Bring the group back together:
o    As the chief archeologist, my job is to make sure you have properly documented what you found before it goes to the lab.
o    Ask campers to check their documentation and bring it to you for an okay.
o    End with carefully gathering the documented finds and their notes for transfer to the lab.

Session 2: The Lab + Mapping and Timeline             50 minutes

I.    Introduction to the “Tel”                    5 minutes
Ask campers who remembers what a “tel” is?
Today we are going to research and stage our findings.

II.    Refresher on artifacts                        10 minutes
Ask the campers to find their artifacts on the tables in the lab:
Have them look at their notes and their artifacts to make sure they have the right ones.

III.    Learning about the “finds”                    20 minutes
•    The artifacts found in the "Tel" are now presented in the lab area.
•    Each team now examines their laminated finds more closely.
o    Challenge them to see if they can identify any Hebrew letters or words.
•    Using a large map of Israel and a timeline covering major historical eras, they try to place each artifact geographically and historically.
•    Finds were carefully chosen to reflect diversity in:
o    Time (spanning millennia)
o    Culture (Jewish, Christian, Muslim, Pagan.)
o    Place (showing that some sites like Jerusalem have many layers)

IV.    Presentation of Artifacts and discussion            20 minutes
Ask groups to present one or more of their artifacts, perhaps the ones that most interested them or were the most unusual.

This stage allows the discussion to grow naturally, depending on group age, interest, or other educational goals such as Jewish continuity, identity, peoplehood, religion, coexistence, etc.

V.    Wrap up                            5 minutes
Ask campers to share one thing they are taking away with them about Jewish history or archeology.

Timeline PDF

Archaeology PDF