This is our second week plugging through my history curricula. I'm pleased to say things went a bit smoother this week, having adjusted things quite a bit the first week.
To see the entire timeline or what we've done previously click the dates of interest on the "Ancient History Timeline and Curricula" page above.
To see the entire timeline or what we've done previously click the dates of interest on the "Ancient History Timeline and Curricula" page above.
READ ALOUD BOOK:
In the Days of Noah by Snellenberger
MUSIC: Holst’s
“The Planets”
- REVIEW: Get those animals out again (or let the children act like an animal and have the other children guess the animal first) and play a game about which animals were on the ark and how many (make sure to include aquatic animals, and sheep etc., so you’ll have varied answers).
- Read “The Puzzle of Ancient Man” pgs. 45-50 (Nimrod’s Kingdom)
- “Map Trek Vi: Ancient World”(MAP TREK)*: Map #1
o Take
a moment to remind them this is a map of the world post flood.
o Look
at this “Rodina” wall chart
o Discuss
how the world possibly started as one land mass called “Rodina”, split in half
crashed back together into “Pangea” during flood and then split apart
again.
o Note
how the continents fit together like puzzle pieces, especially Africa and South
America.
- Finish reading “In the Days of Noah” Boys kept wanting more so we read over the weekend and now they want to read it again.
- Mark Timeline
- Listen to Holst’s “The Planets – Uranus, the Magician” and discuss
DAY 2: 2302 BC The Flood
- REVIEW: Timeline; Have students narrate what they’ve learned.
- ·Read “Puzzle of Ancient Man” pgs. 51-56 (Nimrod’s Kingdom)
- ·Read “Noah’s Ark” by Jerry Pinkney
o Compare
to biblical account
o Discuss
the illustrations.
o Get
out some water colors and black ink.
Have the children try to draw a picture of an animal or the ark in the
same style.
- Watch “Flood Geology” by AIG Part 1 & 2: (29 min.)
DAY 3: c. 2300 to 1600 Ice Age
- REVIEW: Draw what the earth would have looked like after the flood. Why many animals on the Ark would have had trouble surviving after the flood (i.e. large dinosaurs). Talk about all the tales across the earth about dragons and the flood. (Reading ideas in Part 2 of “In the Days of Noah”**)
- Using a globe (or Google Earth) show the outline of where the original seas used to be (shallow areas along the coasts) during the Ice Age, and where the “fountains of the deep” erupted, ie. crack around the globe.
- Read “The Puzzle of Ancient Man” pgs. 57-66 (Bronze Age Explorers)
- Discuss the “Piri Reis Map” and its implications.
o Watch
this video http://www.youtube.com/watch?v=TS4eDmhkj8M
o Main
point is to see how perfectly the modern map and Piri Reis map match up.
o Discuss
how their presuppositions stop them from even considering their assumption of
“billions of years” is wrong. How this is the same mentality that caused no one
but Noah’s family to be on the Ark.
- Mark on Timeline
- Listen to Holst’s “The Planets – Neptune, the Mystic” and discuss I must admit I was surprised when I played the entire symphony and the boys were yelling out the different planets.
DAY 4: Descendants of Noah
- REVIEW: Narrate what they remember about Nimrod
- Read Genesis 10: 8-12
- ACAB Unit 2 Discussion Questions
- Discuss how Nimrod would have been able to create cities like Babel and Nineveh so quickly after the flood. Discuss the 10% theory, how we used to have more in our brains, God gave Adam and Eve all the knowledge they needed, we’ve lost that knowledge over time.
- Illustrate the dilution of knowledge:
o Take
a cup, put one drop of blue die. Say
that was Adam when he perfectly reflected God’s image.
o Add
a drop of yellow to represent sin and how Adam no longer fully reflected God’s
image.
o Start
adding water to show years of separation from that perfection and sin has
diluted our bodies and minds.
- Mighty Oak project:
o Go
on a nature walk and pay close attention to the trees. How the branches grow and how the look when
they’ve been cut off or broken.
o Get
art supplies out to draw family trees.
Discuss how the trunk of the tree cannot form without a man and woman. In this case Noah and his wife form the main
trunk. Then draw three main branches for
each of Noah’s sons.
o Focus
on the nations that developed from his different sons. Use page “In the Days of Noah” pg. 56-57**, Table of Nations or Line of Noah
- MAP TREK: Map #2 – Noah’s Descendants
o Expand
upon the different geographic features For instance, my boys were interested in origin of the seas names.
o
Discuss why or why not the Garden of Eden would
still exist Additionally, I had the boys color coordinate the sons of Noah and draw lines showing where their descendents migrated.
- Read about Archeology: There are a number of options here. I was looking for a simple book to introduce the highlights. We chose “Archaeologists Dig for Clues” by Kate Duke. It has a heavy evolutionary world view but think of it as an opportunity to discuss with your children how those presuppositions taint their scientific conclusions. How it narrows their thinking because they assume people lived primitively since they lived long ago.
- Set-up Sandbox dig for the kids. Get together supplies like tooth brushes and sifters to dig for clues in there section of the sandbox.
** "In the Days of Noah" is a great living book about the day of Noah, but that's only the first part (literally). The second half of the book is a great resource, it includes facts, timeline and question answer section about all things flood related. For those concerned about fictionalizing and expanding upon a biblical story I suggest reading the introduction of the book that explains why they wrote the book and then discuss that with your children before reading (its what we did).
“Rodina” wall chart link did not work :(
ReplyDeleteThanks for letting me know I believe it's fixed now.
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