CHAPTER 3 RESOURCES The Ancient Israelites

1 CHAPTER3 RESOURCESThe Ancient IsraelitesCopyright by The McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproducethe material contained herein on the condition that such material be reproduced only for classroom use;be provided to students, teachers, and families without charge; and be used solely in conjunction withDiscovering Our Past: Ancient other reproduction, for use or sale, is prohibited withoutwritten permission from the all inquiries to:Glencoe/McGraw-Hill8787 Orion PlaceColumbus, OH 43240-4027 ISBN 0-07-870295-XPrinted in the United States of 4 5 6 7 8 9 10 113 09 08 07 06 Each CHAPTER RESOURCES Book (CRB) offers blackline masters for a specific CHAPTER of Discovering Our Past: Ancient description of each of the many CHAPTER activities available to youin this book can be found on page v. A complete answer key appearsat the back of this book. This answer key includes answers for allactivities in this book in the order in which the activities Credits: Page 39: Stock Montage/SuperStock; page 40: Erich Lessing/Art Resource,NY; page 41: Stock Montage/SuperStock; page 42: Scala/Art Resource, NY; page 43: Dave Bartruff/CORBISiiiTo the Teacher.

2 VGuided Reading Activity 3-1 The First Israelites .. 1 Guided Reading Activity 3-2 The Kingdom of Israel.. 2 Guided Reading Activity 3-3 The Growth of Judaism .. 3 Content Vocabulary Activity 3 The Ancient Israelites .. 5 Academic Vocabulary Activity 3 The Ancient Israelites .. 7 Analysis Skills Activity 3 Assessing and Interpreting Sources .. 9 Universal Access Activity 3 The Kingdom of Israel.. 13 Reading Skills Activity 3 Making Connections .. 15 Language Arts Activity 3 Analyzing Character in Literature .. 17 Writing Activity 3 Responding to Literature .. 21 Time Line Activity 3 The Political Structure of Israel and Mesopotamia (1800 500 ) .. 23 Critical Thinking Skills Activity 3 Identifying the Main Idea .. 25 Chart, Graph, and Map Skills Activity 3 Interpreting a Family Tree .. 27 Geography and History Activity 3 The Religious Center of the Ancient Hebrews .. 29 Economics and History Activity 3 Income Tax and You.. 31 Citizenship and Service Learning Activity 3 Interviewing Immigrants.

3 33 Step Into World History 3 Evening News of the Ancient Israelites Teaching Strategies .. 35 Evening News of the Ancient Israelites Simulation Sheet 1.. 37 Evening News of the Ancient Israelites Simulation Sheet 2.. 38 Table of ContentsTable of ContentsivBiography Activity 3 ANoah .. 39 Biography Activity 3 BAbraham .. 40 Biography Activity 3 CDaniel .. 41 Biography Activity 3 DMoses .. 42 Biography Activity 3 EYohanan ben Zaccai .. 43 Primary Source Reading 3 Exodus 3:1 12.. 45 World Literature Reading 3 Psalm 23.. 47 Answer Key .. 49 Table of ContentsTable of ContentsvChapter ResourcesGlencoe s CHAPTER RESOURCES are packed withactivities for the varied needs of all of your stu-dents. They include the following activities:These activities provide help for students whoare having difficulty comprehending the studenttextbook. Students fill in missing information inthe guided reading outlines, sentence completionactivities, or other information-organizing exer-cises as they read the review and reinforcement activities helpstudents to master unfamiliar content terms usedin the student textbook.

4 The worksheets empha-size identification of word meanings and providevisual and kinesthetic reinforcement of vocabu-lary of academic words, combined withcontinued acquisition of general words, can sig-nificantly boost students comprehension level ofacademic texts. These activities provide explicitinstruction in teaching word parts, word relation-ships, grammar, and other lexical informationabout academic activities are designed to help studentslearn to think like an historian. The activitiesfocus on such skills as learning how to thinkchronologically and spatially, detecting historicalpoints of view, and interpreting historical activities give you an opportunity to dif-ferentiate your instruction, addressing the differ-ent types of learners in your classroom. Teachingstrategies offer activities for these differentiatedlearning styles: English Learners, AdvancedLearners, Below Grade Level, Special Education,Logical/Mathematical, Verbal/Linguistic,Visual/Spatial, Kinesthetic, Auditory/Musical,Interpersonal, Intrapersonal, and reinforcement activities correspond tothe reading skill lessons presented in each chapterof the student textbook.

5 The activities give stu-dents the opportunity to gain additional practiceat such reading skills as monitoring, inferring,and understanding cause and activities provide practical applicationsof written and oral English language are given instructions on various lan-guage arts skills and asked to apply these skills tohistorical content. Examples of language artsskills include using speaking techniques to sus-tain audience interest, determining the meaningof unknown words, analyzing characterization inliterature, delivering narrative presentations, anddelivering persuasive activities help students develop andpractice writing skills. They are designed to helpstudents not only to increase their writing skills,but also to enable them to apply, relate, interpret,analyze, compare, organize, and write about his-torical facts and the TeacherTo the TeacherviTo the TeacherTo the TeacherThese activities are designed to reinforce thedates of major events in world history and to helpstudents learn the chronological order of thoseevents.

6 Each activity includes a time line labeledwith events and dates. Students answer questionsbased on the time thinking skills are important to stu-dents because they provide the tools to live andwork in an ever-changing world. These activitiesshow students how to use information to makejudgments, develop their own ideas, and applywhat they have learned to new interpret and organize information incharts, graphs, and maps. These activities aredesigned to help students learn visually and tostimulate critical thinking interdisciplinary activities help studentsbecome familiar with the role that geography hasplayed in history. Students are given the opportu-nity to analyze and interpret maps in relation tohistorical interdisciplinary activities give studentsan understanding of the impact of economics onhistory. Applied to current situations, students arefamiliarized with economic terms and activities are designed to involve stu-dents in grassroots community projects that mayhave national or international implications.

7 Theservice learning projects help students under-stand how history affects their own lives on adaily extended activities are designed to givestudents an idea about real life occurrences in his-tory that they can feel a part of to make historycome alive! These reenactment activities give stu-dents the experience of participating in plays,journalism, literary salons, and more. Groupsdocument their efforts by completing a planningsheet or observation biographic sketches of significant figuresfrom world history expose students to a diversityof cultures and time periods. Questions empha-size the role of individuals in historical activities allow students to see historythrough the eyes of those who witnessed historicevents, lived during historic periods, and partici-pated in historical movements or changes. Eachselection is preceded by an introduction and aguided reading suggestion and is followed byquestions that allow students to analyze andinterpret the readings provide students with theopportunity to read literature by or about peoplewho lived during different historical selection is preceded by background infor-mation and a guided reading suggestion, and fol-lowed by comprehension and critical : Outlining Reading the section and completing the outlinebelow will help you learn more about the early Israelites .

8 Refer to yourtextbook to fill in the people called Israelites built a kingdom in . Israelites believed in long drought began in Canaan, so the Israelites had to move toto Egyptian pharaoh the to the Hebrew Bible, God sent 10 to Egypt to convince the pharaoh to set the Israelites , an Israelite who had escaped death and slavery, believed Godhad told him to lead the Israelites out of the last plague that killed all the children, the pharaohfinally decided to release the the Israelites were leaving Egypt, the pharaoh sent his army after to the Hebrew Bible, God parted the and theIsraelites crossed unharmed while the Egyptian soldiers were Israelites left Egypt and traveled back to . climbed to the top of Mt. Sinai where God gave him laws known as the. of the Torah is the , which helped shape the moral laws ofmany nations. took the Israelites about years to reach Canaan, but Moses diedbefore they reached their new leader, , led them into a victorious battle against theCanaanites, the people they found living in their Joshua died, the Israelites did not have one leader, but looked to leaderscalled First IsraelitesCopyright by The McGraw-Hill Companies, by The McGraw-Hill Companies, : Reading for AccuracyReading the section and completingthe activity below will help you learn more about Israel.

9 Use your text-book to decide if a statement is true or false. Write Tor Fin the blank,and if a statement is false, rewrite it correctly on the strongest people living in Canaan in 1000 were chose Saul to be the king of the killed Goliath with a slingshot and looked forward to the day when David would take overhis reign as king of the made the nations that he conquered pay him tribute inmoney or Israelites loved Solomon as their king because hisproverbs were so Solomon died, the Israelites remained strong as oneunited all of their troubles, the Israelites remained faithfulto their Israelites who were forced to move in 722 are oftenreferred to as the lost tribes of Israel. Nebuchadnezzar treated the Jewish people kindly andallowed them to stay in their Kingdom of IsraelCopyright by The McGraw-Hill Companies, : Answering Questions Reading the section and completingthe questions below will help you learn about the growth of to your textbook to answer the did the Jews do after Cyrus permitted them to return home?

10 Books are collected in the Hebrew Bible? were the Jews of the Diaspora living? two things resulted from copying the Hebrew Bible intoGreek? does a Jew prepare and eat kosher meat? were four articles of clothing that Jewish men wore? was Ruth considered an outsider and without property rights? three things did the Romans do when they retook Jerusalemin 70? did the Romans forbid the Jews to do after the revolt of 132? was the primary role of the rabbis?The Growth of JudaismCopyright by The McGraw-Hill Companies, by The McGraw-Hill Companies, Ancient IsraelitesDirections:Choose a word from the list below to fill in each blank in theword hope to the kingdom of Israelmoney or slaves given to the Israelites by conquered peoplesnation that rulesother nationstime the Jewsspent in Babylonset of letters usedto spell out wordsfamily groups (basedon Jacob s 12 sons)belief in one GodEarly Israelite CivilizationalphabetmessiahSabbathcovena ntmonotheismsynagogueDiasporaprophetsTor ahempireproverbstribesexilerabbistribute Copyright by The McGraw-Hill Companies, (continued)6 NameDateClassThe Ancient Israelitesthe first part of theHebrew Bibleweekly day ofworship and restthe scattering of Jews outside of Israel and Judahreligious teacherswise sayings Solomonwas known foran agreement betweenGod and the Israeliteswhere Jews would meet topray and discuss religiona deliverer sent by God,for whom many Jews waitedJudaism7 NameDateClassThe Ancient IsraelitesAcademic Words in this ChapterA.