Escolar Documentos
Profissional Documentos
Cultura Documentos
The following items are included in the unit study kit and must be returned to HCOS: 1. 2. 3. 4. 5. 6. Parent/Student Guide Ancient Mesopotamia Life in Ancient Mesopotamia Kingfisher Atlas of the Ancient World Atlas of the Bible Lands Ancient Civilizations Card Game
*Parent guide is available online with clickable links: http://www.onlineschool.ca/rooms/ library/resource_kits/index.php Scroll down page and click on the kit name. Ask your online teacher for a password for the Discovering Education website for access to the video clips. http://www.discoveryeducation.com Website for Writing Research Papers/Essays: http://www.crlsresearchguide.org/ This site gives the basic steps in creating a research report and tips on everything from making an outline to citing sources.
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Creating Timelines
In her writings, Charlotte Mason recommended preparing a handmade Time Line Book (originally called a Museum Sketch Book; sometimes called a Book of the Centuries). This activity is based upon one of the major keys to motivation: the active involvement of students in their own learning. Students learn by doing, making, writing, designing, creating, and solving. Creating this Time Line Book is a marvelous way for students to not only be actively involved but to pull it all together and grasp the ow of biblical and historical events. In a short period of time, students can complete an illustrated time line page that tells a story, resulting in immediate feedback that is satisfying and rewarding. Then, as your students learn historical facts, they will make notes and sketches in their book, on the appropriate dated page, about famous people, important events, inventions, wars, etc. There are many versions of timelines you can make: a wall timeline, notebook, lapbook, computer generated or purchased book. See examples here: http://heartofwisdom.com/homeschoollinks/craeting-a-timeline-book/ HISTORYThrough the Ages Historical Timeline Figures help tremendously when putting the puzzle of history together. They allow you to follow across eras of time using illustrated gures to represent people and events key to world history. Using them on a wall will allow you to see the global picture, or you can use them in a notebook for portability that will become both a valuable resource and treasured keepsake! Timeline forms to print: http://www.donnayoung.org/history/timeline.htm http://www.homeschooling-ideas.com/homeschool-timeline-templates.html To Set Up Your Time Line Book you will need: 1. A three-ring notebook with a clear-plastic pocket cover 2. Blank 8.5 X 11 pages 3. Smaller lined pages (8.5 x 11 cut down to 8.5 x9) 4. A three-hole punch 5. Glue sticks 6. Optional: Clip art or Software Decide upon the units of time you will use (decades, centuries, etc.) to divide your time line into segments. The nice thing about the notebook style timeline is that its cumulative; every years study can be added in. You can continue this time line as you study later periods by adding pages. As you study each period, there will be times when you will document decades on one page, and other times when you will document several centuries on one page. 8/1/2013 Revised
Place the appropriate section of the time line across the top of each 8.5 x 11 page to represent increments. The shorter lined pages will go in between these pages to hold notes. If there is not room on your time line to include all of your chronology, cull some of the dates or add pages with larger segments that leave more room. Illustrate Pages - On the blank pages add illustrations. Utilize the Internet. Thousands of illustrations, maps, Christian clip art, etc., are available on the Internet. You can also draw your own illustrations, use illustrations from the web or trace or photocopy the illustrations from Reproducible Maps, Charts, Time Lines and Illustrations (What the Bible Is All About Resources). Add Notes and Outlines to Lined Pages - On the lined pages add notes or outlines about key events or people. Write a brief summary for each event, development, or invention. Include: Who did it? When did it occur? What it was. Where it occurred? Why it was important? Write a short biography for each person you research. Information that you may include: birth and death dates, where they were born, where they died, what they did that was important, etc.
Here are some creative options for students to use to record their work. There are many websites and yahoo groups which have a lot of information as well as free resourcesjust do a search!
Big Book of Books and Activities: an illustrated guide for teachers, parents, and anyone who works with kids! by Dinah Zike is available from the HCOS library http://www.dinah.com/ About Lapbooks and Lapbooking Lapbooking is the term for taking a paper le folder and refolding it so that there are two covers on the front. It is held vertically, with the 11 inch long side being held in a vertical position. It is refolded so that one cover opens to the left and the other cover opens to the right. This lapbook is dedicated to one topic of study. The child then makes miniature books and little folded aps about content of that subject area. Those little books are glued to the inside of this lapbook. Extensions can be made, with card stock paper or tag board paper, to make the lapbook have more surfaces in which to place books. The cover can be decorated. About Notebooks and Notebooking The big difference between notebooks and lapbooks is that in lapbooking the information is made into tiny books which are glued inside of a le folder. With notebooking a child may make little books but they are glued into pages which are 3 hole punched and put inside of a 3 ring binder notebook. With notebooking, regular pages can be added as well as pressed leaves or other objects. In other words the notebook pages might just be at and not have "mini books" in them. Also some people use notebooks like scrapbooks and can add in things like pressed owers, real dried leaves, photographs your family took, et cetera. Notebooking can cover a whole subject such as Ancient History and may hold an inch thick stack of papers, while lapbooking is smaller/thinner and holds less information. Subjects for lapbooking may cover smaller topics such as Ancient Mesopotamia or Pyramids. Sites for lapbooks & notebooking: 8/1/2013 Revised
Homeschoolshare has many free resources! http://www.homeschoolshare.com/lapbooking_resources.php www.knowledgeboxcentral.com Lapbooking 101 Lapbook lessons Flapbooks http://lapbooking.wordpress.com/ http://www.lapbooklessons.com/ http://www.unitstudies.com/books/index.aspx
More website links are available through the Weblinks library: http://www.onlineschool.ca/php-bin/links/ Mesopotamia Websites:
http://history-world.org/sumeria.htm http://mesopotamia.lib.uchicago.edu/
http://hypermedia.educ.psu.edu/k-12/edpgs/su96/meso/ mesopotamia.html#hammurabi http://www.fordham.edu/halsall/ancient/asbook03.html Wikipedia - http://en.wikipedia.org/wiki/Mesopotamia
http://www.crystalinks.com/mesopotamia.html Hammurabis laws - http://eawc.evansville.edu/anthology/hammurabi.htm http://lexicorient.com/e.o/mesopotamia.htm http://www.livius.org/index.html http://www.fsmitha.com/h1/index.html http://www.kidsnewsroom.org/elmer/infoCentral/frameset/civilizations/meso/ index.html http://mesopotamia.mrdonn.org/index.html http://www.mrdonn.org/ancienthistory.html http://www.shsu.edu/~his_ncp/Iraq.html http://www.timelineindex.com/content/home/forced
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Specic learning outcomes are noted, but there are others you may cover ie. Bible, language arts, art. Enjoy your study!
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Activities:
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Research cuneiform using the internet and books. http://www.crlsresearchguide.org/ 1. Write an essay answering the following questions: How did people pass on information before the development of the written word? How did they begin recording information and how did it develop? What did the Sumerians document on the tablets? (review video if necessary) List other things societies want on record today ie. citizenship, property ownership. What was the importance of scribes? Describe how they were trained and what services they performed. Compare cuneiform and how it affected civilization to modern day media 2. Compare the Mesopotamian Flood Story to the Biblical account. Create a chart showing the similarities and differences. 3. Add to your timeline. Include inventions and important people. See pg. 52 in the Atlas of the Bible Lands and Ancient Mesopotamia pg. 90 - 96
Lesson 4 Babylonia
Listen to:
(not included in kit but available from HCOS library)
What in the World? Descendants of Noah, Sources & Evidences, Oldest Cities OR
True Tales: Table of Nations, Origins of Races, Dispersion after Babel, Discovery of Troy
Discovery of Ur Read:
Life in Ancient Mesopotamia
pg. 9-11 Ancient Mesopotamia
pg. 12-31 Genesis
11: 1-9
Activities:
1.
After the ood, all people were descended from Noah and his sons. As time went by, the people began to worship many gods. Research the Tower of Babel and create a poster or picture showing what happened. Why did the Lord confuse their language? How did this impact their civilization?
http://www.crlsresearchguide.org/
2. Investigate who Nimrod was, what his name meant and what his association with the Tower of Babel was.
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3. Read Genesis 11:26-32. What do we learn about Abrams family? Why does the Lord tell Abram to leave his homeland (Chapter 12) and what promise does he make? Plot his course on a map. Atlas of the Bible Lands pg. 12-13 4. Add to your timeline.
Lesson 6 Assyria
Read:
Book of Jonah
Life in Ancient Mesopotamia
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2 Kings chapters 17 & 18 pg. 9-11
Ancient Mesopotamia
pg. 57-64
Activities: 1.
2. 3.
4. 5.
Research the Assyrians using the internet and other books. Write a description of the Assyrian civilization. What were they known for? Include a bibliography. http:// www.crlsresearchguide.org/ Create a map of the Assyrian Empire. See Atlas of Bible Lands pg. 22 & 23 Write your version of the sermon Jonah may have given; it was so powerful it caused the nation to repent. Consider his experience and the religious beliefs of the Assyrians. OR Write a news story about Jonahs arrival and the impact his sermon had on the people. Add important dates and people to your timeline. See Atlas of Bible Lands pg. 52
Ancient Mesopotamia
pg. 32-39
Activities: 1. Write about the day in the life of a merchant. Imagine what issues this individual might have faced and how they could be resolved (e.g., food shortages, ooding, epidemic). If you were this person, how would the issue affect you? How would you overcome the issue? How would it feel to have or not have power? Would you be treated in a particular way because of your place in that culture? What could you conclude about the social structure of this culture? When researching, make sure you identify daily life, gender roles, and social structure in the time period your person lived. If this person lived in your town today, would their life be any different? 2. How would things like the environment, peoples needs, and trade fuel the desire for new inventions and new types of technology in ancient civilizations and in the present? 3. Add to your timeline. See Ancient Mesopotamia pg. 90 - 96
Activities: 1. Create a chart of all of the inventions and innovations the Mesopotamians contributed. Explain how it affected their culture in the second column and how they affect us in the present day in the third column. Include art, technology, and literature, political & military inuences. 2. Trace the history of an innovation (e.g., inclined plane, wheel, lever) or a concept (e.g., faith in God, the alphabet, numbers, astronomy, astrology) important to that culture. Analyze the spread of the innovation or concept to other cultures and show if other cultures changed the original to suite their needs. Why did the innovation or concept change/not change from culture to culture?
3. Research one of the following areas of Mesopotamia using books and the internet and write an essay. Questions and suggestions are given for some topics: Art (see art questions) Architecture ( see architecture questions) Medicine 8/1/2013 Revised
Science and Technology (see suggestions) http://www.crlsresearchguide.org/ Art Questions 1. 2. 3. 4. 5. 6. 7. 8. Make a list of all of the types of artwork done. What kinds of carvings were discovered? How skillful were the sculptors? What kind of metalwork did they do? What types of paints or pigments did the Ancient Mesopotamians use? What types of homes did the workmen and their families live in? What were the Hanging Gardens? Add illustrations of art to your report.
Architecture Questions 1. What types of structures were built ie. Ziggurats? 2. What materials were used? 3. Where did they get the materials? 4. Were special materials or tools developed? 5. What type of machinery was used? 6. Where were the structures located? 7. What were they used for? 8. Were they public or private? 9. What features are distinctive of the style? 10.Draw a sketch of the building 11.Create a Model of the building Science and Technology Choose an activity: 1. Write a summary about Ancient technology & science at least 4 paragraphs long and add illustrations. 2. Make a model of one type of technology used. Ie. a tablet, irrigation system, star map. 3. Brainstorm the types of tools that would be useful in Mesopotamian civilization and create a Mesopotamian tool or invention (or choose a civilization of your choice). This tool or invention should impact the society you have chosen in one of the following areas: farming, religion, daily life, mathematics, astronomy, trade, or transportation. The invention or tool must be constructed from materials that would be available during that period of history (e.g., no plastics or electronics). 4. Write a reection describing how your invention or tool (from question number 47) impacted the society you chose and why this impact will further develop the societys civilization. (For example: creating a simple rudder for a boat will enable better control of boats, which in turn will increase ability to travel down Euphrates and Tigris Rivers, thereby increasing trade and enhancing the civilization.). 8/1/2013 Revised
Lesson 10 Kings
Research the Rulers of Ancient Mesopotamia that are mentioned in the Bible. Some scriptures are noted, but search the Bible for more. The Book of Daniel has references to several Kings. Sargon ll
Hosea 10:6, 2 Kings 17 Sennacherib
2 Kings 18:17-37 Nebuchadnezzar ll
2 Kings 24, Daniel 4 & others Belshazzar
Dan. 5:26-28 Cyrus the Great
Isa. 44:28 45:1,Ezra, 2 Chronicles, Daniel Darius the Mede
Daniel Darius l
Ezra Xerxes l
Esther Artaxerxes l
Ezra See Atlas of the Bible Lands pg. 52- 53 for timeline of rulers. Activities: 1. Read all of the accounts regarding the above Kings and put them on your timeline. 2. God is always in control, even when it does not look like it. He uses the powers that govern to affect His outcomes. Write an essay on how God directed these kings and how they treated the Israelites. Focus on one or more specic Kings, which person in the Bible they interacted with and how God used them for his purposes. ie. Nebuchadnezzar (the Mad King), Xerxes & Esther http://www.crlsresearchguide.org/
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A written or oral report that shows the student is able to defend a position on a global issue by considering competing reasons from various perspectives. A written, oral, or audio-visual presentation using more than one form of representation (written and oral, audio-visual with a paper-based hand-out, etc.) and utilizing information from both primary and secondary sources. A project where the student designs, implements, and assesses detailed courses of action to address national problems or issues.
A written sample that shows the students understanding of one or more of the above topics researched using a body of information from primary 8/1/2013 Revised
archaeological and historical evidence and secondary print, non-print, and electronic sources.
A list of books, audio-visual materials, or multi-media that the student has learned from. A eld trip log. Map work (showing the ability to locate and describe major geographic features and selected nation states of the world and the ability to interpret and use graphs, tables, aerial photos, scales, legends, and various types of maps) Answers to comprehension questions
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