Tres Zapotes (Mexico) - Olmec Capital City in Veracruz

Tres Zapotes (Mexico) - Olmec Capital City in Veracruz Tres Zapotes (Tres sah-po-tes, or three sapodillas) is a significant Olmec archeological site situated in the province of Veracruz, in the south-focal marshes of the Gulf shoreline of Mexico. It is viewed as the third most significant Olmec site, after San Lorenzo and La Venta. Named by archeologists after the evergreen tree local to southern Mexico, Tres Zapotes thrived during the Late Formative/Late Preclassic period (after 400 BC) and was involved for very nearly 2,000 years, until the finish of the Classic time frame and into the Early Postclassic. The most significant discoveries at this site incorporate two enormous heads and the well known stela C. Tres Zapotes Cultural Development The site of Tres Zapotes lies on the slope of a marshy territory, close to the Papaloapan and San Juan waterways of southern Veracruz, Mexico. The site contains in excess of 150 structures and around forty stone models. Tres Zapotes turned into a primary Olmec place simply after the decrease of San Lorenzo and La Venta. At the point when the remainder of the Olmec culture destinations began to disappear at around 400 BC, Tres Zapotes kept on enduring, and it was involved until the Early Postclassic about AD 1200. A large portion of the stone landmarks at Tres Zapotes date to the Epi-Olmec period (which means post-Olmec), a period that started around 400 BC and flagged the decrease of the Olmec world. The masterful style of these landmarks shows a progressive decrease of Olmec themes and expanding expressive associations with the Isthmus area of Mexico and the good countries of Guatemala. Stela C additionally has a place with the Epi-Olmec period. This landmark includes the second most seasoned Mesoamerican Long Count schedule date: 31 BC. Half of Stela C is in plain view in the neighborhood historical center at Tres Zapotes; the other half is at the National Museum of Anthropology in Mexico City. Archeologists accept that during the Late Formative/Epi-Olmec period (400 BC-AD 250/300) Tres Zapotes was involved by individuals with more grounded associations with the Isthmus area of Mexico, most likely Mixe, a gathering from the equivalent phonetic group of the Olmec. After the decrease of the Olmec culture, Tres Zapotes kept on being a significant local community, however before the finish of the Classic time frame the site was in decay and was deserted during the Early Postclassic. Site Layout In excess of 150 structures have been mapped at Tres Zapotes. These hills, just a bunch of which have been unearthed, comprise for the most part of private stages bunched in various gatherings. The private center of the site is involved by Group 2, a lot of structures sorted out around a focal court and standing just about 12 meters (40 feet) tall. Gathering 1 and the Nestepe Group are other significant private gatherings situated in the quick outskirts of the site. Most Olmec locales have a focal center, a midtown where all the significant structures are found: Tres Zapotes, interestingly, highlights a scattered settlement model, with a few of its most significant structures situated on the outskirts. This may have been on the grounds that a large portion of those were built after the decrease of Olmec society. The two gigantic heads found at Tres Zapotes, Monuments An and Q, were not found in the center zone of the site, but instead in the private outskirts, in Group 1 and Nestepe Group. On account of its long occupation arrangement, Tres Zapotes is a key site not just for understanding the advancement of the Olmec cultureâ but, all the more by and large for the change from Preclassic to Classic period in the Gulf Coast and in Mesoamerica. Archeological Investigations at Tres Zapotes Archeological enthusiasm at Tres Zapotes started toward the finish of the nineteenth century, when in 1867 the Mexican traveler Josã © Melgar y Serrano detailed seeing an Olmec titanic head in the town of Tres Zapotes. Later on, in the twentieth century, different wayfarers and neighborhood grower recorded and depicted the titanic head. During the 1930s, paleologist Matthew Stirling attempted the primary unearthing at the site. From that point forward, a few ventures, by Mexican and United States organizations, have been completed at Tres Zapotes. Among the archeologists who worked at Tres Zapotes incorporate Philip Drucker and Ponciano Ortiz Ceballos. In any case, contrasted with other Olmec locales, Tres Zapotes is still inadequately known. Sources This article has been altered by K. Kris Hirst Casellas Caã ±ellas E. 2005. El Contexto arqueolã ³gico de la cabeza colosal Olmeca Nã ºmero 7 de San Lorenzo, Veracruz, Mã ©xico. Bellaterra: Universitat Autã ²noma de Barcelona.Loughlin ML, Pool CA, Fernandez-Diaz JC, and Shrestha RL. 2016. Mapping the Tres Zapotes Polity: The Effectiveness of Lidar in Tropical Alluvial Settings. Advances in Archeological Practice 4(3):301-313.Killion TW and Urcid J. 2001. The Olmec Legacy: Cultural Continuity and Change in Mexicos Southern Gulf Coast Lowlands Journal of Field Archeology 28(1/2):3-25.Manzanilla L and Lopez Lujan L (eds.). 2001 [1995]. Historia Antigua de Mexico. Mexico City: Miguel Angel Porrà ºa.Pool CA, Ceballos PO, del Carmen Rodrã ­guez Martã ­nez M, and Loughlin ML. 2010. The early skyline at Tres Zapotes: suggestions for Olmec cooperation. Old Mesoamerica 21(01):95-105.Pool CA, Knight CLF, and Glascock MD. 2014. Developmental obsidian acquisition at Tres Zapotes, Veracruz, Mexico: suggestions for Olmec and Epi-Olmec p olitical economy. Old Mesoamerica 25(1):271-293. Pool CA (ed.). 2003. Settlement Archeology and Political Economy at Tres Zapotes, Veracruz, Mexico. Los Angeles: Cotsen Institute of Archaeology.Pool CA. 2007. Olmec Archeology and Early Mesoamerica. Cambridge, Cambridge University Press.VanDerwarker An, and Kruger R. 2012. Territorial variety in the significance and employments of maize in the Early and Middle Formative Olmec Heartland: New archaeobotanical information from the San Carlos residence, southern Veracruz. Latin American Antiquity 23(4):509-532.

A Separate Peace Free Essays

â€Å"A Separate Peace† is a novel composed by John Knowles at the background of the Second World War. The brutal real factors of the time set out the idea of the title of the novel, as indicated by Neil Baldwin, â€Å"The weight of this condition at such a critical and naive time established the framework for A Separate Peace†¦Ã¢â‚¬  (Baldwin, p. 1). We will compose a custom paper test on A Separate Peace or then again any comparative subject just for you Request Now The epic was in this manner distributed in 1959 in England and in the United States in 1960. The title of the novel as per J. Knosldx and Liz Gershel alludes both to the political and individual setting of the novel. As indicated by them, the political setting of the novel alludes to President’s Roosevelt’s notice that harmony is unified and that war in one piece of the world will jeopardize every single other part: â€Å"When harmony has been broken anyplace, the tranquility of all nations anyplace is in danger† (p. 2). The individual challenge of the novel alludes to Finny’s internal satisfaction and vision for harmony in which Gene draws quality and solaces. The epic starts with Gene Forester’s come back to the old secondary school in New Hampshire to think about a portion of the recollections especially on the episodes throughout the late spring season between his lesser and senior years. Quality alluding to the old enormous tree on the stream bank says, â€Å"This was the tree, and it appeared to me remaining there to look like those men, the monsters of your adolescence, whom you experience years after the fact and find that they are not just littler comparable to your development, however that they are†¦.the old goliaths have become pigmies the other way† (Knowles, p. 6).   As he strolls around the vacant grounds of the Devon School, Gene reviews an occurrence where alongside his companion Phineas or Finny, they went to a tea, wherein Gene bring up his aversion of Finny’s conduct towards the school authority. Finny intentionally challenge the decorum of the event by wearing the school’s tie as a belt, and dresses in a pink shirt. Quality remarked that Finny is the single individual who could â€Å"get away† with such way of dressing. While he was resting at the foot of a tremendous tree overhanging a riverbank, a scene during his lesser and senior years flashed back in his brain where his closest companion named Phineas challenges â€Å"the different young men to make a jump from the game changing tree on the stream bank into the cold waters† (Baldwin, p. 5). Baldwin noticed that Gene reviewed Finny’s forceful and brave character all through the book. The political setting of the novel is seen in Gene’s thinking wherein he stated, â€Å"Nothing suffers, not a tree, not love, not in any case brutality. Transformed, I headed back through the mud. I was doused; anyone could see the time had come to escape the rain† (Knowles, p. 6). Here, Gene appeared to discussion of the heartlessness of war. Nothing can suffer it, not by any means a tree. Maybe this alludes to the re-presentation of the induction for every single youngster age seventeen to render military assistance. Al however they have three alternatives, yet all comes down to one, serving in the military and face the inevitable risk of being murdered in real life. As per Knosldx and Gershel, President Truman’s approval of the dropping of the nuclear bomb in Hiroshima and Nagasaki on August 6 and 9 1945 finished the war, yet it likewise saved the lives of numerous Americans. Knosldx and Gershel expressed, â€Å"Gene recognizes that his life and the lives of a considerable lot of his cohorts were saved this way† (p. 2). Subsequently, apparently the creator (Knowles) passes on his perspectives on the effect of the war wherein he appeared to be miserable in the case of everything will at long last be finished or the demolitions and viciousness of war will proceed until nobody can suffer it, not by any means love, not in any case a tree. Step by step instructions to refer to A Separate Peace, Papers A Separate Peace Free Essays A Separate Peace Free Essays In â€Å"A Separate Peace†, John Knowles utilizes the characters come to comprehend the distinction among dream and reality, guiltlessness andâ experience, and compassion and scorn. Phineas utilizes disavowal to secure himself against the truth of war. One individual can require security to avoid anâ experienceâ that’s been frequenting their lives like a passing in the family. We will compose a custom exposition test on A Separate Peace or then again any comparable point just for you Request Now They need this assurance to assist them with proceeding onward throughout everyday life and discover harmony inside themselves once more. Some need assurance from war in the idea of death during battle.This sort of insurance is progressively physical then passionate in that it’s requesting security that would shield any slug that couldâ enter theâ body. Others need an enthusiastic sort of security from desire and scorn and toâ escapeâ their fears and from truth. This could be expected to assist one with traversing the day and live without escaping different people’s desire and scorn. In â€Å"A Separate Peace† by John Knowles, Phineas needs insurance from reality and reality.With this, John Knowles thinks about the real world and reality by showing the give a role as a boundary that shields Phineas from his general surroundings, just as the thing of madness and reality, of guiltlessness andâ knowledge, and of adoration and nauseate. Phineas’ cautious mentality towards the war and life by and large is a resultâ of his on edge character not having any desire to acknowledge the progressio ns around him, driving him into refusal for his kinship with Gene and the world outside the Devon school. When Phineas catches wind of the war, he places himself into complete disavowal as he tells Gene, â€Å"Don’t be a sap,’ he looked with cool presence of mind at me, ‘there isn’t any war†¦ that’s what this entire war story is an unpleasant drug† (107). Phineas doesn’t accept that there is a war going on. This is something that Phineas stows away and can’t face. Towards the end, Phineas reveals to Gene that the one thing Phineas is frantic about isn't having the option to do anything once he breaks his leg once more, is that he can’t leave to war. This shows Phineas most likely revealed to Gene that he didn’t put stock in war to conceal his genuine feelings. When Phineas shows that he is trying to claim ignorance about the real world and can’t handle reality, Gene states, â€Å"To start kidding, would have been a deceptive disavowal, of what had occurred, and Phineas was not fit for that† (109). Quality doesn’t feel that Phineas can take reality and won’t acknowledge reality. This shows the manner in which Gene sees Phineas as an individual, who can’t handle reality and who is carrying on with his life in denial.Phineas was in such a psyche express, that he couldn’t even be kidded around with as aâ resultâ of his deplorable mentality towards his leg circumstance. As the reality of the real world, when Phineas was pushed from the tree by Gene, he began to be seen before him, Phineas cries, â€Å"I don’t care,’ Phineas hindered in an even voice, so brimming with l avishness that it superseded all the others. I don’t care† (168) Instead of confronting the way that he was pushed out of the tree and proceed onward to different things, he chose not to move on, not thinking anything. This shows the way Phineas sees his life and his mentality towards the world, which was that he invests his energy progressively from reality with regards to how he tumbled from the tree and that there isn’t a war happening around him. Phineas carries on with his life by escaping reality, the cast acting like a hindrance getting him far from tolerating the distinctions, both enthusiastic and physical, thatâ resultâ from his messed up leg. The cast speaks to his double dealing of Gene, reality, and what causes him to understand that he will always be unable to play the games that have a key impact in his life.When Phineas is advised that he will always be unable to play sports once more, all he needs is somebody to convey his sportsmanship for him, and that is the point at which he tells Gene, â€Å"Listen, buddy, in the event that I can’t play sports; you’re going to play them for me,’ and I lost separated of myself to him at that point and a taking off feeling of opportunity, uncovered this may have been my motivation from the first; to turn into a piece of Phineas† (77). Phineas loses the capacity to play sports and needs Gene to do that for him, however Phineas additionally loses his innocence..He feels as though his entire reason after Phineas’ mishap was to turn into a piece of him and do what he not, at this point will have the option to do. It abruptly happens to Gene that Phineas may always be unable to walk once more, not to mention play sports, and this is the point at which he states, â€Å"Then my eyes fell on the bound cast white mass pointing at me, and as it was consistently to do, it brought me down out of Finny’s universe of creation, down again as I had fell in the wake of enlivening that morning, down to the real world, to the facts† (107 and 108).Gene didn’t understand the result of his activities toward Phineas until Gene saw Phineas’ side. Finny had a universe of creation where he wouldn’t face reality and the cast acted like a hindrance that supports Phineas from confronting reality. When Phineas discloses to Gene his sentiments of scorn towards him, Gene’s portrayal of Phineas is, â€Å"He battled cumbersomely for such a time span, that even my brain, eased back and stunned as though it had been, had the option to figure two acknowledge: that his leg was boundà ¢â‚¬ ¦ nd that he was attempting to release his detest against me† (176). Quality thinks about Phineas’ sentiments of disdain towards him and how Phineas feels about the entire mishap. The demonstration wasn’t just a boundary for reality, yet a divider that was attempting to release his loathe for Gene and for what he did to Phineas’ magnificent life

New This Week Division as Sharing, A Comprehensive Lesson Plan

New This Week Division as Sharing, A Comprehensive Lesson Plan This week, TeacherVision Advisory board member, Tara, shares a new lesson for teaching students division. She includes everything you need to teach this in your classroom tomorrow. All you have to do is print! by Tara Dusko Julie Mason, Head of Content and Curriculum, here.  One of my goals for TeacherVision is that we bring you new and comprehensive resources for your classrooms. This week, TeacherVision advisory board member, Tara, has created a new Math lesson that is an introduction to division. This lesson contains everything that you need to introduce division to your students. All you need to do is download, and print. Find the full resource here. The resource includes the following elements: Lesson Plan (so you have materials, procedures and everything you need to do what you do best, teach) Learning Targets (so students know the expectations and you have clearly identified what students should be able to do by completing this lesson) Standards (so you can align your instruction) Assessment (to check for understanding, so you can plan your next instructional move) Extension (for those students who finish early or need a challenge) Learning Targets: Students will model division by sharing items. Students will write division number sentences. Teaching Tip: Consider giving students a pre-assessment before you teach the lesson. This will help you identify what students already know about division, and what they need to be taught. The data from your pre-assessment can also help you if you plan to group students based on ability. Here is a worksheet you can print and use. Teaching Tip: It can be helpful to provide students with a strategy for checking their own understanding. Consider using a self-assessment scale in order to support students to think about how it is going. Here is one to try.   How do you teach division? Share with us on Instagram, Facebook, Twitter, and Pinterest. Author Bio Tara Dusko is a third grade teacher in Sinking Spring, Pennsylvania. She's spent the past 14 years finding engaging ways to make her students love learning. When she's not planning lessons for her classroom, she is spending time with her husband and two children or trying out new recipes in the kitchen. Get some tips for reducing the stressfulness of teaching on her blog,  www.teachwithouttears.com.

Appian Way Free Essay Example, 2750 words

BRIEF IDEA OF ROMAN CULTURE With regards to the above stated context, the cultural aspects of Rome during the period of 312 B. C. represented this nation as a central hub for all sorts of ‘trade’, ‘politics’, ‘commerce’ and ‘military’ activities that developed during that period. It was due to the construction of the Appian Way, which helped Rome in establishing contact with multiple other surrounding tribal groups such as Latium and Ostia. Taking consideration of these aspects, one can easily perceive about the existence of variedness within the roman culture at that point of time4. Christianity was also accounted as one of the prime cultural factors, which prevailed within the roman culture during the period of 312 B. C. This era of Roman history also addressed the emergence of multiple superstitious events such as voodoos and black magic. However, the punishment levels regarding such superstitious practices were harsh and in certain cases, the convicts were even sentenced with death penalties. Roman inhabitants during that period were also provided with the freedom of practicing their own religion under condition that they will have to adhere to the state’s religion as well. We will write a custom essay sample on Appian Way or any topic specifically for you Only $17.96 $11.86/pageorder now The emperors were addressed with high sign of societal respect and their judgments were considered as a word of God. The trend of establishing secret societies also emerged within Rome culture during that historical period5. Â   CONSTRUCTION FACTS AND PURPOSE OF THE APPIAN WAY It has been already mentioned that this distant pathway i. e. the Appian Way was built for a specific purpose of serving the war requirements of the Roman army. Thus, the overall construction of this road required the utility of high quality of raw materials and appropriate implementation of strategic plans. In addition, the Appian Way was also built to cater multiple trade practices and VIP travels during the period when Roman economy got subjected to a depletion stage. The primitive stage of this distant route construction was funded by the Roman Empire. However, with time, the cost burden associated with such construction eventually got shifted upon the findings as generated by the activities of this nation’s population6. As a part of the construction plan, multiple mountainous areas were leveled down and reinforced bridges were constructed on the rivers. In order to continue the roadway expansion, the expertise Roman engineers were made a part of the Roman army and the t roops within the army were assigned the roles of being workforce for such projects.

Pros And Cons Of Situation Ethics - 1790 Words

Pros of Situation Ethics Situation ethics avoids the impersonal, black and white, right and wrong ways of thinking of other forms of ethics. Situation ethics is more responsive to circumstances and cultural traditions. Actions should respect individuals and communities. Ethical decisions are handled one at a time based on a particular situation. Cons of Situation Ethics Many people believe that situation ethics means no ethics at all because it always â€Å"depends†¦Ã¢â‚¬  †¢ There’s no universal truth. †¢ Results are unpredictable; there’s a lack of consistency from one situation to the next. †¢ Situation ethics may allow acts that are destructive to others if those acts result in a greater good to the community. Practice Exam Most ethicists†¦show more content†¦Ã¢â‚¬ ¢ Stealing. Forms of stealing include shoplifting, embezzling, or taking the property of others without permission. Many individuals download digital files without paying, buy a dress only to return it a day after wearing it to the party. A survey by Harris Interactive showed that more than half of office workers pilfered (stole) office supplies. Other terms like pinching, snitching, lifting, and filching are used to soften the infraction. †¢ Harming. Physical harming is the use of or threat to use violence against another person. It’s the third type of ethical compromise. Examples include selling a car with brake problems to an unsuspecting buyer, or driving while impaired, or working for a chemical company that poisons the ground water in a community. Ethics in Business There are hundreds of books about business ethics. University business schools have courses devoted to the need for business leaders to establish and enforce strong ethical standards. All of the experts in the field agree that company’s ethical behavior is heavily influenced by top management. And it’s up to top management to require training to internalize ethics. As the following case studies show, top management often gives exactly the wrong signals for employee behavior. Dieselgate In 2011, Volkswagen was the world’s largest automaker, with brands from Audi to VW to Porsche. Volkswagen was the proud marketer of â€Å"clean diesel† cars. But the company, starting inShow MoreRelatedThe Ethics Of The Ethical Systems872 Words   |  4 PagesSystems In ethics, four systems serve as different beliefs concerning our morals: Relativism Ethics, Consequentialism Ethics, Deontological Ethics, and Virtue Ethics. These four theories attempt to define what right and wrong should be and how one should handle any situation. There are many strengths and weaknesses of each view. The goal is to determine which theory is the best by exploring real world situations and questioning the claims that just don’t work out. 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The Grand Budapest Hotel Free Essays

Wes Andersons colourful and cartoonish style film The Grand Budapest Hotel, was visually captivating and quickly engrossed the viewer in a fairy tale style setting unlike many others. Originally I was skeptical about watching this film as I failed to do so the first time around. That doubt quickly faded once I took the time to truly analyze it, and realize the wonderful art that was captured in his work. We will write a custom essay sample on The Grand Budapest Hotel or any similar topic only for you Order Now Pastel hues ranging from pinks to blues painted the film in an otherworldly setting that immediately grabbed the viewers attention. Not only were the colours visually satisfying but their ability to change the atmosphere and tone of each scene was extremely well executed. From the elegant purples used in the hotel outfits to display the establishments ritziness, to the eerily dark outfits worn by the antagonists whos minds were corrupted by greed, every moment was greatly influenced by the colour theme chosen and guided the viewers emotions consistently throughout. The environments in which the characters lived were vibrant and never clashed with the outfits but rather contrasted wonderfully. Every aspect of the film had a part and was never outweighed by another, this shows the great attention to detail that Anderson flawlessly executed. Another aspect of the movie that stood out was the film style. Many techniques were used throughout the film to achieve the comedic, cartoon style that is quite unique to Andersons work. Flattened visuals created the feeling as if everything from the foreground to the background was pressed together into a two dimensional picture. That aspect along with the characters rapid dialogue and the eccentric settings in which they lived, created a Fascinating world that one would wish to visit. Anderson also used three different aspect ratios to convey the different time periods in the film. Those included the thirties, the sixties, and the eighties. Seeing as â€Å"Aspect ratios for U.S. films rarely change† (Chiu, 1) it was fascinating to see someone go against the norm and try incorporate three different aspects to differentiate between the times in the movie. Though they are subtle, they can change the tone of a scene and display the characters in a different light that is more unconventional to other directors. The beautiful cinematography in this film is testament to Andersons ability to create a wonderfully rich and unparalleled film. Unlike many films in this day and age that seem to repeat the same process as the last, this film definitely stands out. How to cite The Grand Budapest Hotel, Papers

Stonehenge Riverside Project Essay Example For Students

Stonehenge Riverside Project Essay StonehengeThesis: Stonehenge was built by the Early Britons. With the evidence at hand, the Early Britons even though they have few writings and less proof of mathematical ingenuity seem to have built Stonehenge. IntroductionI. WhoA. Legends of Who Built Stonehenge1. Devil1a. Heel Stonei. Thrown at fleeing priestii. Has indent todayb. Woman in Ireland2. Merlina. King Ambrosius2b. Dance of Giants3c. Merlin = (?) Myrddin4B. Early Britons51. Dismissed by Inigo Jonesa. No knowledge of buildingb. If Romans found any buildings, would have written about it2. Ignorant savages to Jones3. Actual possible buildersC. Romans1. Possessed skill and knowledge62. Drawings of Stonehenge and Roman Theater similara. Equilateral Trianglesb. Units of measure matchedc. Matched in proportion and shape if two stones were added3. Not them6, 7a. Too primitiveb. No inscriptionsD. Druids1. Not much historically known2. Celts fled to England from France to continue way of life3. Human sacrifice8a. Appease Godsb. Tell Future4. Priests to Early Britons5. Also ruled out by Jones8a. Did not know mathematicsb. Had none of the skills of architecture except philosophy and astronomy6. Could have worshipped there- NOT build it9, 1 0a. Stones standing by 1500 BCEb. Before Druids came to BritonE. Random Possibilities111. Stones really crushed held by marvelous cement2. Lost Continent of Atlantis3. Indians of North Americaa. Similarities between Indian mounds and platform mounds of Silbury Hillb. Stonehenge similar to base of burial mounds in N. AmericaII. WayA. Structure1. Basic12a. 91 stones todayb. Around 140 originally2. 4 Elements13a. Outermost circlei. 30 columns of Sandstoneii. Topped with 30 or more lintel stonesb. Bluestones-Outeri. 5 trilithons (gate like structure)ii. Horseshoe shapec. Bluestones-Inneri. Smaller than Outerii. Horseshoe shaped. Bank and Ditchi. Around whole thingii. 56 white chalk patches (2-6ft across) outside3. Aubrey Holes14a. Many contained bonesi. funeral rites possiblyii. link to Druidsb. Believed to be filled in and emptied at certain points of time4. 4 Station Stones15a. Standing pillarsb. Indicate corners of rectanglec. May have helped align circle structures5. Heel Stone16a. Weighs 35 tonsb. Standing by itselfc. Sun rises over every yearB. Construction1. Primitive tools and techniques were used with remarkable success2. Used17a. Deer antler picksb. Ox shoulder shovelsc. Flint hammersd. Leather or reed baskets and ropes3. Digging of Ditches18, 19a. Circle shapei. Sharp stick tied to cord stuck in ground, and scratched soilii. No evidence, but assumed b. Ditchi. Antler picks hammed into chalkii. Chalk carried to bank and dumpediii. Diggers removed over 3500 cubic yardsiv. 100 diggers and 200 carriers could have completed it in 35 days4. Buildersa. Evidence suggests farmers and traders20i. Not primitive and backwardsii. Highly organizediii. Skilled in many craftsiv. Able to work with sophisticated mathematical conceptsb. Archaeologists still not sure who built it. We will write a custom essay on Stonehenge Riverside Project specifically for you for only $16.38 $13.9/page Order now 5. Moving Stonesa. Bluestonesi. Came from Walesii. Land21 Placed on sleds Sleds rolled over logs Long line of logs, last brought to front Did NOT use wheelsdid not know about (?)no evidence of usageiii. Water22 3 small canoes of wood Raft lowered 9in. in experiment 4 men needed to pole along shallow wateriv. Archaeologists concluded Bluestones moved 250 miles by rolling and raftingb. Sarsen Stones23i. Not from Walesii. 30 tons each, 6 times larger and heaver than Bluestonesiii. Only needed to move 20 milesiv. Quarry uphill of Stonehenge-17 miles gentle slopev. Pulled on sleds only in winter- ice, left in springvi. 25 people could have moved themvii. Chores fewer in winter-more time to moving stones6. Shaping Stones24a. Methodsi. Driving wooden wedges into cracks-pouring water in cracksii. Chipping Heat stone Pour cold water on rock Hit stone Man could chip off 6 cubic in. in an hourb. 3 mill cubic inches removed from just Sarsensc. 500 thousand hours just shaping stoned. Also needed 1000s of hours to chip, grind, and smoothe. Right shapei. Chipped long shallow groves into stone 3in deep, 9in wide Ran length of stoneii. Ridges left hammered outf. Not all stones had final shaping and polishing- many left in rough stateIV. Stonehenges Astronomical Connections25V. Stonehenge Today26A. Government protected monumentB. People come every yearC. Archaeological digs are under way or startingConclusionEndnotes1 Roop 32-342 Roop 25-263 Roop 27-294 Hawkins 65 Roop 366 Roop 37-387 Crystal8 Balfour 15-169 Roop 38-3910 Roop 45-4611 Roop 4712 Papanek 60 13 Papanek 60-6114 Papanek 6115 Papanek 61-6216 Papanek 6217 Roop 7418 Roop 7519 Balfour 11220 Branley 1221 Roop 77-7822 Roop 78-7923 Balfour