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Editor's Notes

• #2: Petra Jr. Ranger Programme is the first outreach project that targets youth. The objective of the programme is to help participants identify with their heritage through innovative and engaging activities.
• #3: Our objective are; help participants identify with their heritage; develop a generation that values and protects petra; instill the concept of maintaining balance between economic development on one hand and preserving petra on the other hand; and finally understand the concept of responsible tourism.
• #4: Our programme targets youth in the six villages surrounding Petra. We divide participants into three main groups; 7 ¨C 9, 10 ¨C 12 and 13 - 15
• #5: We developed our curriculum based on the outstanding universal values of Petra that makes a UNESCO world heritage site. The first value we address is the cultural value by introducing the participants to the different cultures that contributed to their heritage. For the 7-9 we introduce three historical eras, for the 10-12 we add a fourth one, and as they get older we add more historical eras. Each era is introduced through number of classroom activities that are followed by field visits to the relative sites.
• #6: The first era we introduce is the Neolithic that dates back to 7000 B.C. participants dress up like Neolithic people then they light fire using flint stone.
• #7: Another class room activity introduces the participants to the first round Neolithic houses they lived in and how they after that started building square houses then they notice the similarities with modern house which help them identify with this heritage and finally each participant build their own habitat.
• #8: Participants then visit the neolithic site of beidha where they do the bread making activity, they first see the quern the neolithic people used to grind the wheat and they compare it to the modern rounded one they use now, then they bake the wheat bread on the site the same way neolithic people used to do it. And as part of promoting responsible tourism on each field trip participants pick up trash to keep the site cleen.
• #9: Following the Neolithic we introduce the Nabataens starting with the costumes.
• #10: Nabataean were known for their fine pottery, participants identify with this heritage by making their own pottery and painting it.
• #11: We also introduce participants to neolithic art. This is the wall painting found in siq al barid. For the 7-9 participants paint pieces of the wall painting, as for the 10 ¨C 12 they paint laying on their backs as the Nabataean did originally. Then they put the pieces together to form a similar painting.
• #13: Participants then visit the site of Petra where they learn more about the Nabataean culture. They play a scavenger hunt game where they get clue cards that describe specific features and they need to find it and document it. This activity help participants understand the features and monuments better and help them pay attention to the details which relates to archaeologists¡¯ work. They also learn more about the rangers¡¯ work by pointing out good and bad practices and avoiding doing the bad practices. And they learn about the tour guides¡¯ job and how important is this job for tourists.
• #14: Roman: Participants learn about the Roman culture through the same process as they get introduced to the roman number where they write their birthdates and phone numbers using the roman system. They also are introduced the roman theatre that was initially built by Nabataeans which they visit during the field trip to Petra. Some of the participants dress-up like Romans and introduce the males and female dresses to the class.
• #15: Roman: Participants learn about the Roman culture through the same process as they get introduced to the roman number where they write their birthdates and phone numbers using the roman system. They also are introduced the roman theatre that was initially built by Nabataeans which they visit during the field trip to Petra. Some of the participants dress-up like Romans and introduce the males and female dresses to the class.
• #16: Byzantine: Participants learn about the Byzantine culture through the same process as they get introduced to the Byzantine mosaic by making their own mosaic, participants create a mosaic with the first letter of their names in the Greek. They also are introduced the Byzantine mosaic found in the site which they visit during the field trip to Petra. Some of the participants dress-up like Byzantines and introduce the males and female dresses to the class.
• #17: Byzantine: Participants learn about the Byzantine culture through the same process as they get introduced to the Byzantine mosaic by making their own mosaic, participants create a mosaic with the first letter of their names in the Greek. They also are introduced the Byzantine mosaic found in the site which they visit during the field trip to Petra. Some of the participants dress-up like Byzantines and introduce the males and female dresses to the class.
• #18: Synthesis: Participants also do some wrap up activities which help them connect the dots and relate the cultures to each other and to themselves by doing a digging activity which directly explains the work of an archaeologist by doing a small excavation where they dig in a box with several layers of sand. Each layer is an era and they find an artefact that goes back to that era and learn how to document it and preserve it.