The Ancient Hebrews: The Origins of Judaism

Abraham is considered one of the patriarchs of the early Hebrews. 

 Unit Focus Question  How did the Hebrews have a lasting impact on Western Civilization? 

 Today's Focus Question  What were the origins and early beliefs of the Hebrews?

Introduction to the Unit  From our textbook: "The study of the Jewish people (the Hebrews) provides an excellent opportunity to show how a relatively small group of people can have a major impact on other peoples and on the course of history. Although the Jewish people were often enslaved or defeated in wars, their beliefs and writings influenced many civilizations."  

The Origins of Judaism: Vocabulary Study  Next, we will study the key vocabulary related to the origins of Judaism, using the document The Origins of Judaism - Cognitive Content Dictionary, which can be found in your Social Studies Google Classroom. We will be using an excerpt from our Social Studies textbook, which has been can also be found in Google Classroom (as well as here), to help us understand the lesson's key words and concepts. Some images have also been posted below to help you conceptualize these new terms.

Judaism may have been the first monotheistic religion, but it would not be the last. 

Ethical behavior is an important part of the religion of Judaism. 

According to the Bible, God made a covenant with Abraham. 

Moses and the Ten Commandments. 

There was a large migration of ancient Hebrews from Egypt into the "Promised Land." 

CNN Student News and Current Event Mapping  As we watch CNN Student News today, identify one or two news stories that you can pinpoint geographically and place on the Current Event layer of your Social Studies World Map via Google Maps. 

Paris, France; Turkey and Syria; and Milwaukee, Wisconsin were all featured in today's segment. After pinning at least one of these places on your map, consider the most important question: What happened here? You should include a title for the event, the date(s) the event took place, a brief summary of what happened, and include an appropriate photo or video.

Homework  Complete the assignment The Origins of Judaism - Cognitive Content Dictionary, which will be due on Friday, December 4. 

From Egypt to the Promised Land

From Egypt to the Promised Land: 'The Prince of Egypt'  As we end our unit on the ancient Egyptians and start to learn about another group, the Hebrews, I thought it would be interesting to examine a moment in history where these two distinct ancient peoples intersected. Today we will begin to watch part of the movie The Prince of Egypt. However, before we do, let's watch the brief video below so we have some background and historical perspective on the origins of the Hebrews and development the religion of Judaism.

Look Up and Look Around

Movie: "Children of Heaven"  Today we will continue our screening of the Iranian film "Children of Heaven." As you watch, continue to make note of the similarities and differences between our two cultures. Additionally, continue to analyze the traits of the film's main characters. Who are they as human beings? How do you know? You will continue to use the Children of Heaven - Study Guide to keep track of your notes and ideas.

Reflection and Discussion  At the conclusion of "Children of Heaven," take some time to reflect. How has this movie and the lessons of the past week changed your ideas about people from the Middle East and the religion of Islam? Before you saw this movie, did you think differently about people from this part of the world than you do now? Has this movie challenged or changed any stereotypes that you used to have? Write your response in the space provided within your Children of Heaven - Study Guide. Next, identify one idea that you wrote down that you think is important enough to be shared with the members of your group and potentially with the whole-class. Be prepared to discuss.  

Video of the Day: "Look Up"  As we inch closer to the beginning of Thanksgiving Break, which will no doubt filled with gadgets of all sorts, from Chromebooks, to iPhones, to Xboxes, to Play Stations, to Androids, and everything else in between, I find it necessary to remind you to occasionally, "look up." Take a moment to look up from the screens that play such a huge roll in our daily lives nowadays and try to truly see what is happening all around you. Look up and see your family and friends. Look up and see what is happening in your community. Look up and see what is taking place right now across the nation and the world. Do not become so beholden to your gadgets and their screens that you fail to witness that actual life is unfolding all around you. Look up, look around, and see! Enjoy the video!   

Homework  Complete the Children of Heaven - Study Guide, which is due Tuesday,November 24. 

"Children of Heaven" and Challenging Muslim Stereotypes

Zahra and Ali from "Children of Heaven" 

Building Background: Iran and Muslim Stereotypes  Last week, students in Ms. Rainey's class challenged you to examine your own knowledge and stereotypes about Muslims and the religion of Islam. You participated in a pre and post survey intended to measure your understanding and biases and watched an illuminating video produced by students presenting information about an often misunderstood group of people and religion. Today we are going to continue examining our own stereotypes and learning about people of the Middle East and the religion of Islam. 

Our focus today is on the people of Iran. Iran is  an important country in the center of the Middle East, and its people have a rich history dating back to ancient times.  

Iran also has a complicated relationship and history with the United States of America. Due to disagreements between the governments of our two countries, tensions exist. The image of the Iranian people that is often portrayed in the media is of a violent people that hate America and wish to do us harm. Images like the one below have been broadcasted on the news for years. If this is the only picture your see of Iranians, it could certainly shape the way you see them. 

Is this image representative of who the people of Iran are and how they feel about Americans?

And to be fair, the Iranian government and media is also guilty of pushing propaganda about America and Americans. As a result, the view of Americans for some Iranians is also likely skewed. How do we overcome these misrepresentations, stereotypes, and propaganda? I believe it starts with understanding our shared humanity. 

Below I have included some images from Humans of Tehran, which is a Facebook page dedicated to capturing the humanity of the people of Tehran, the capital city of Iran. Do the people in these pictures seem that much different from us? Do they change the way you see Muslims and people from the Middle East? 

Finally, watch the short video "Discover Iran in 2 Minutes" and see if you see Iran and its people in a new light.  

           

Movie: "Children of Heaven"  Now we will watch the film Children of Heaven which tells the heartwarming story of the relationship between a brother and sister from Iran. As you watch, pay attention to both the similarities and differences between your culture compared to that of the people of Iran depicted in the film. Also make note of the central characters' character traits. What human qualities do they exhibit? Finally, consider your own stereotypes you may have had about Muslims and/or people from the Middle East? Has this movie and today's lesson challenged or changed they way you see people who follow the religion of Islam and/or who live in this part of the world? If so, how? You will use the Children of Heaven - Study Guide, which can be found in your Social Studies Google Classroom, to keep track of your notes and ideas. 

Ancient Egyptian Writing

 Lesson Focus Question   What did writing look like in ancient Egypt and how was it used?

Ancient Egyptian Writing Overview  Today we are going to continue to learn about ancient Egyptian writing. The following is an excerpt from the British Museum's online Ancient Egypt exhibit: The ancient Egyptians believed that it was important to record and communicate information about religion and government. Thus, they invented written scripts that could be used to record this information. The most famous of all ancient Egyptian scripts is hieroglyphic. However, throughout three thousand years of ancient Egyptian civilization, at least three other scripts were used for different purposes. Using these scripts, scribes were able to preserve the beliefs, history and ideas of ancient Egypt in temple and tomb walls and on papyrus scrolls.  

The Story of Ancient Egyptian Writing: The British Museum  We will now learn about how writing changed in ancient Egypt over time by reading an interactive story at the British Museum's online Ancient Egypt exhibit, which can be found here.  

How and Where Writing was Used in Ancient Egypt: Online Exploration  You will now have an opportunity to explore the various ways and places writing was used in ancient Egypt, by exploring the site here. Click on the "scribe" and learn was his or her job was. Click on the various places around ancient Egypt and discover what role writing played there.  

Newsela Article: 'Paris Target of Deadly Attacks'  Visit your Social Studies Google Classroom and locate the Newesla article about the recent terrorist attacks in Paris. Follow the link to Newsela, login, set the reading level to 880L, read the article carefully, take the quiz, and write the constructed response paragraph. When you are finished, return to Google Classroom and make the assignment as 'Done.' You have until Friday, November 20, to complete this assignment. 

Homework  Complete the activities related to the Newela article about Paris terrorist attacks, which should be marked as 'done' by Friday, November 20.

From Paris to Beirut: Terrorism and Solidarity Take Center Stage

People are offering prayers for Paris, as well as prayers for the world.

CNN Student News and Current Event Mapping  As we watch CNN Student News today, identify a news stories that you can pinpoint geographically and place on the Current Event layer of your Social Studies World Map via Google Maps. 

The terrorist attacks in Paris, France were featured in today's segment. After pinning this place on your map, consider the most important question: What exactly happened here? You should include a title for the event, the date(s) the event took place, a brief summary of what happened, and include an appropriate photo or video. 

NY Times Video: The World Stands in Solidarity  The day after the deadly attacks in Paris, people around the globe turned out to light candles, lay down flowers and console each other. 

Los Angeles Times Article: 'Mexican-American Student Killed in Paris'  Those killed in Paris (and for that matter in Lebanon, Syria, Iraq, Egypt, and elsewhere) are more than just numbers. They are real human beings. Meet one of the victims: Nohemi Gonzalez, a Mexican-American student from Cal State Long Beach who was in Paris as part of a semester abroad program. 

NY Times Article: 'Beirut, Also the Site of Deadly Attacks, Feels Forgotten'  Paris, France, was not the only place in the world targeted by terrorists this past week. Let's not forget that the people in the Middle East, including Beirut, Lebanon, have also been victimized by terrorism.

 

Make Your Voice Heard: Padlet Activty  What is your reaction to Friday evening’s terror attacks in Paris? Thursday's attacks in Beirut? What aspects of this news story have you thought about the most? What are your wishes for the people of Paris, Beirut, the family of Nohemi Gonzalez, and for the world? What would you say to the people who are angry and afraid because of what happened? If you wish, visit this Padlet wall and share your voice. 

CNN Student News and Project Showcase

CNN Student News and Current Event Mapping  As we watch CNN Student News today, identify one or two news stories that you can pinpoint geographically and place on the Current Event layer of your Social Studies World Map via Google Maps. 

Sinjar, Iraq; Beirut, Lebanon; and Lima, Peru were all featured in today's segment. After pinning at least one of these places on your map, consider the most important question: What happened here? You should include a title for the event, the date(s) the event took place, a brief summary of what happened, and include an appropriate photo or video.

'Journey to the Afterlife Instruction Manual' Project Turn-In  After nearly a week of work, it's time to 'turn in' your Journey to the Afterlife Instruction Manual project. Please provide the URL to your project and answer a few questions using the Google Form here. 

Project Showcase  Let's check out a few of the best Journey to the Afterlife Instruction Manual projects showcased below.

                                                                       

  

Student Surveys

7th Grade Social Studies Surveys  Before we continue our lesson from Tuesday on a 'People's History of Ancient Egypt,' we will first participate in a pair of surveys created by students in Ms. Rainey's 7th grade Social Studies class. You can find a link to the student-designed activities on Ms. Rainey's Blog here. 

Homework  Complete your Afterlife Instruction Manual. This project is due on tomorrow, Friday, November 13.

A People's History of Ancient Egypt

Warm-Up: Afterlife Instruction Manual Project  I'd like to begin today by giving you 10-15 minutes to work on your Afterlife Instruction Manual. This will be your last opportunity this week to work on this project in class. Don't forget that this project will be due this Friday, November 13.

How Ancient Egyptians Lived  With our overwhelming focus on the Egyptian pharaohs, their power and responsibilities, their individual personalities, their grand building projects, and their singular quest for immortality, we unfortunately tend to forget about the lives of the everyday people that made up this civilization. We shouldn't do that and we won't do that. As interesting as the life of Ramses II was, so too were the lives of the people that stood under him in Egypt's social class structure. 

And don't forget, without the labor of the working men and women of ancient Egypt, the pharaoh's power and authority would crumble. Today let's focus on some of their lives. 

Let's begin by reading an excerpt from your textbook below, which examines what life was like for some ordinary Egyptians. 

Think critically. Do you think the description above was representative of the lives of all "ordinary" Egyptians? Do you think all Egyptians were privilege to "festivals and banquets" and "wore eye paint and wigs"? Whose story is being left out? Are we receiving a comprehensive portrait of life in ancient Egypt or just a slice? What responsibility does our textbook have to truthfully tell the story of the lives of all members of Egyptian society?  

Comparing the Life of an Egyptian Nobleman with the Life of an Egyptian Farmer Noticeably absent from the textbook's description of the lives of ordinary Egyptians is a representation of the lives of Egyptian farmers, whose labor the entirety of Egyptian society was built upon. Without the work of farmers, there is not ancient Egypt  

Let's try to remedy that by taking a look at what the lives of Egyptian farmers may have been like and how their lives compare to those members of the wealthier classes. Explore the British Museum's take on life in ancient Egypt here, and then read side-by-side story here, which compares the life of wealthy ancient Egyptian nobleman's family with that of a farming family.  

Homework  Complete your Afterlife Instruction Manual. This project is due on Friday, November 13.

Ancient Egypt Project: An Instruction Manual for Journeying to the Afterlife

Project Overview  For the past week, we have studied ancient Egyptian religious beliefs, specifically as they relate to death and the afterlife. It's now time to demonstrate what you've learned. Rather than take a test or write an essay, your assessment will come in the form of a  project. Specifically, you will be creating an instruction manual. 

Imagine that the pharaoh of Egypt has come to you requesting your advice and wisdom on how he or she can gain entry to the afterlife. The pharaoh wants specifics. "What exactly do I need to do?" he or she asks. You decide the most effective way to communicate the specifics on everything from mummy and tomb preparation, to navigating the underworld, to what to expect at the Hall of Two Truths, is to create an instruction manual.  
   
Examples of Instruction Manuals  The purpose of an instruction manual is to educate its user about how to do something. There are instruction manuals for just about everything, from how to build something to how to fix something to how to play a game. 

An effective instruction manual probably includes: Instructions presented as step-by-step procedures, simple concise language, and visuals to make it easier to understand. 

Below are few different examples of various types of instruction manuals. 

Project Guidelines  You will now begin constructing your own instruction manual with the purpose of educating a pharaoh about how to gain entry into the afterlife. You may choose to produce your instruction manual using any of the various Google tools available in your Drive, such as a Google Document, Google Presentation, or Google Drawing. (If you choose you may use a simple Google Drawing template I made, which can be found here.) 

Other Instruction Manual Project Guidelines: 

1. You must include a title (e.g., A Guide to the Afterlife). 
2. You must include information about the following topics: preparing the tomb, preparing the body, the journey through the underworld, the Hall of Two Truths, the final judgement, and the afterlife.
3. Information should be presented in a step-by-step format and use either numbers or transition words to make clear each step. 
4. You should write clearly and concisely, use your own words, and use second-person pronouns (e.g, you and your).  
5. You should include at least one visual, image, or illustration with each step.   

This project will be due next Friday, November 13.

Homework  Complete your Journey to the Afterlife - Study Guide and Journey to the Afterlife - Cognitive Content Dictionary. Both are due: Tomorrow, Friday, November 6.

Life and Death in Ancient Egypt: Journey to the Afterlife (Day 3)

 Lesson Focus Question   What was the role of religion in ancient Egypt?

Journey to the Afterlife: Video Selections  Today we will continue to investigate ancient Egyptian religious beliefs, specifically as they relate to beliefs about the afterlife. We will also continue to examine multiple sources; today our sources include a variety of videos. As you watch the videos, continue to to take notes using the document Journey to the Afterlife - Study Guide, which can still be found in your Social Studies folders. 

The first video provides an overview of ancient Egyptian beliefs about the afterlife, with a special focus on the role and importance of tombs.

The next video explains the mummification process. 

Now we will watch in excerpt of a video examining the perilous journey through the underworld.

Finally, check out this comically gruesome take on what goes down in The Hall of Two Truths, and which includes an appearance by Osiris at The Final Judgement

Homework  Complete your Journey to the Afterlife - Study Guide. Due: Friday, November 6.

Life and Death in Ancient Egypt: Journey to the Afterlife (Day 2)

 Lesson Focus Question   What was the role of religion in ancient Egypt?

Journey to the Afterlife: Overview  Now that we all clearly understand some of  the important terms and concepts related to ancient Egyptian religion, it's time to begin our investigation into the ancient Egyptian beliefs about the afterlife. Your task is to gather important information about each step an Egyptian would take on his or her journey to the afterlife. You will take notes using the document Journey to the Afterlife - Study Guide which can be found in your Social Studies Google Classroom. 

Ultimately, we will use our collected information to construct an Egyptian Afterlife Instruction Manual, which you will design for an ancient Egyptian pharaoh to help him or her successfully navigate the journey to the afterlife. More to come.

Today, however, we will begin working as a whole-class by examining an excerpt from your Social Studies textbook featured below entitled "Journey tot he Afterlife." Make sure as we read to add important information to your Study Guide. 

Journey to the Afterlife: Group Read and Investigation  Now we will break up into groups and dig even deeper for critical information related to the journey to the afterlife. I will provide each of you with a copy of the book The First Civilizations which also features a section entitled "Journey to the Afterlife" beginning on pg. 40. You and your group will read the section together, identify important information, and add key details to the pertinent sections of your Study Guide.  

Homework  Complete your Journey to the Afterlife - Study Guide. Due: Friday, November 6.

Life and Death in Ancient Egypt: Journey to the Afterlife

Lesson Focus Question   What was the role of religion in ancient Egypt?

CNN Student News and Current Event Mapping  As we watch CNN Student News today, identify one or two news stories that you can pinpoint geographically and place on the Current Event layer of your Social Studies World Map via Google Maps. 

Egypt's Sinai Penensula; Syria; Paris, France; and Chagrin Falls, Ohio were all featured in today's segment. After pinning at least one of these places on your map, consider the most important question: What happened here? You should include a title for the event, the date(s) the event took place, a brief summary of what happened, and include an appropriate photo or video.

Writing Warm-Up  Today we begin to learn about ancient Egyptian religious beliefs about death and the afterlife. But before we learn what they believed, let's consider some of our own beliefs. What do you believe happens after we die? Do you believe in life after death? If so, what does that mean to you? Share some of your ideas here. 

Journey to the Afterlife: Vocabulary Study  Today we are going to learn key words and concepts related to ancient Egyptian beliefs about death and the afterlife. You can find the assignment Journey to the Afterlife - Cognitive Content Dictionary in your Social Studies Google Classroom. After locating your assignment, I want you to make a prediction about what you think each word means by closely studying the images and accompanying questions below. We will then learn the definitions together, select a visual representation for each word, and use each word in self-constructed sentences to demonstrate our developing understanding. 
  

Do you believe in an afterlife?

Who or what do you think resides in the underworld?

What might an archaeologist find in a tomb?

If Osiris makes the final judgement of a dead person's soul, what decision is he making?

What are some of the steps in the preparation of a mummy?

Why do you think Ramses II wanted to become a mummy? 

Homework  Complete the assignment Journey to the Afterlife - Cognitive Content Dictionary. Due: Friday, November 6.