Posted in 6th Grade, History 6

H6 W8 – What Happens to Those Who Do Not Follow God’s Plan

What happens to those who do not follow his plan

Those who do not follow His plan when asked to are destroyed or forced to comply, like Pharaoh and the ten plagues.  The Israelites and Hunger was another example, where they complained of hunger and were given quail but then they were bitten by sand vipers.

Posted in 6th Grade, History 6

H6 W6 – Why Death and the Afterlife are so Important in Egyptian Culture

Why Death and Afterlife was so Important in Egyptian Culture

In ancient Egyptian records, death, the funeral procession, and the afterlife are all significant focuses in Egyptology.  The interiors of the tombs disclose this, and numerous additional details of what they believe of the afterlife, all portrayed upon the walls of the tombs.  The tombs perform a monstrous role in how we know so much about ancient Egypt and they still do today… there are probably hundreds more tombs to find even today.  The steps were as follows:

1)         The high priest comes in with the dead body.

2)         The priest removes the brain (they thought the brain was unimportant) through the nose.

3)         Depending on the method chosen, he would do one of these three things:

  • Take out the organs, crush them up, stick them in a jar with natrum salt, let it sit for seventy days, and finally give it back to the buyer
  • Fill the stomach with cedar oil, soak the body in spices for seventy days, and on the last day pull out all the cedar oil, and with it, the dissolved organs, then give it back to the buyer
  • cut open the side of the corpse with a sharp Ethiopian stone, remove the intestines, and wash out the belly, cleaning it with palm wine and again with pounded aromatics. They fill up the body with pure crushed myrrh, cassia and other herbs (except frankincense) and sow it up again. After this, they pickle the body in natrum salt, hiding it away for seventy days, the longest time possible. After the seventy days, they wash the body and wrap it up completely in cut bandages of linen muslin, smearing it with gum which the Egyptians use instead of glue. The relatives then get the body back and make a man-sized wooden image, into which they insert the mummy and then store it away in a burial chamber

They thought that once the body was embalmed, that their spirits would embark on a three-year-long journey to the land of the dead.  They believed that once their spirits arrived in the Land of the Dead that they would live there for three thousand years.

Names were also very important in Egyptian culture.  They thought that speaking a dead person’s name would help the person in the land of the dead.  However, erasing or destroying that person’s name was basically erasing that person from existence.  This culture was also highly intertwined with government, like the pharaoh representing the gods, whatever he upholds being just and right (ma’at) and everything else being wrong, etc.

Therefore, the answer to the question “Where does mummification and their beliefs of afterlife fit in?” is that the whole culture depended on it and two links hold it together; 1) their god of the afterlife, and 2) the connection between the mummification and the afterlife.  In short, the whole process is; First, the person dies.  Second, the high priest allows the relatives to choose which process they’d like, and then he follows through that process.  After the process is complete the relatives retrieve the mummy or jars and place them in a chamber in the rock.  What they believe happens next is that the soul splits in half to become the Ka (spirit shadow of the person) and the Ba (the life-force).  Then the spirit (not the soul, which became the Ka and Ba) goes on a three-year-long canoe ride to the Land of the Dead.  The he lives for three thousand years, and at the end of the three thousand years is the end of the world and everything is destroyed.  In conclusion, Death and the Afterlife are so important in Egyptian culture because the whole culture is centered around it.

Posted in 6th Grade, History 6

H6 W4 – What I see of God’s Sovereignty in the Patriarchs

            When I look back at the lives of the Hebrew Patriarchs I see God’s Almighty Sovereignty constantly.  Their lives fully reflect His glory and sovereignty and his Omnipotence, Omniscience, and Omnipresence.  Therefore, they were fully influenced by God in their ways and helped when things went wrong.  Let’s take Abraham as an example of God’s influence in our lives and actions.  He believed in the on God even before he was called out of Ur at age 70.  Knowing that God had called him, he went and followed His instructions. When he got to Canaan, he saw that Canaan was in a famine and he didn’t want to live in a famine, so he moved to Egypt for a while and sinned for the first time in his journey – he called Sarai his sister not his wife.  The Pharaoh thought that since she was his sister he could take her as one of his many wives.  God then revealed to Pharaoh that she was his wife not his sister so he rebuked Abram and sent him on his way with his wife.  Joseph is also a very good example, when his brothers came up with the idea to kill him and Judah said to sell him, so they sold him.  In the end, he was second highest in the land of Egypt, and could provide for his family in the future.  Both of these excellently show His Sovereignty in their lives and actions, and shows that God is Perfect and can make good out of bad.

Posted in 6th Grade, History 6

H6 W3 – What I See of the General Revelations of God

What I see of the general revelations of God in the world around me is in his creations.  Anything you can explore all points back to the great Creator who started it all, and he also shows us his beautiful handiwork, some of which we can explore of hundreds of years and it always points all the way back to the beginning of time and past that to God himself, who is the only one who could start all of this.  He was the one who created, on the first day, light and dark.  He was the One who made, on the second day, the land and the water.  He alone created, on the third day, the heaven and he earth.  Only he could have done these, and then the other things he did when the Earth was made to be.  The animals and plants today reflect that intelligence and magnificence of God in how they work, and the skies proclaim his grandeur, as the verse says, “The heavens declare the glory of God, and the sky proclaims the work of his hands,” from Psalm 19:1.  The creation of The Lord is truly incredible!

Posted in 6th Grade, History 6

H6 W2 – My Favorite Greek Civilization

Today’s assignment may not have been a worksheet, but it was an essay on which civilization I like the most out of Greek, African, Mesopotamian, or Anatolian. I think my favorite would be the Greeks, especially the Minoans. I like them because they were a peaceful peoples because they didn’t go off onto expeditions, very content with their surroundings because they weren’t envious of the other peoples, and very smart, because that was where Archimedes grew up.

Also, they left many records of what happened with Terracotta and were very set on architectural beauty, like the Lion Gate, and the Palace at Knossos. They then went into battle for a long, long time with the Mycenaeans and lost, leaving a 500 year gap in the history as of lack of evidence. Today scientists are simply excluding this gap from history altogether. I think that this was one of the most important civilizations in history.

Posted in 6th Grade, History 6

H6 W1 – Journey of the Tower of Babel

March 1, 2008 B.C.

 *This diary is to log our exploits after the confusion of languages and I was chosen to write it, so here I am writing it. This is the first day of the confusion and I am unable to read the Hebrew that I learned in school two years ago. I was chosen to start a log on the trip and to record all that happens on the way, including dialect. Well, I was walking around in the tower searching for anyone that spoke the same new language, which I called “Spanish”. I called out and I heard another voice beside me yelling at me and I could understand. To me this was surprising because I had spoken Hebrew all my life (so far). I asked if anyone else could talk in the same language too, and he had encountered Chiram and Abhy. “Aaron, ¿podemos caminar juntos?” Barrak said. I said sure and we split up, while he went left and I right. I ran into Chedva and Elias and he found Liesbet. I had arranged to have him meet me at the cracked wall at 3:00 to round everyone up. Once there, we decided to figure out where to go when we left because we knew we needed to leave. Six-sevenths of us wanted to head to the northeast; we were simply having a dispute on how far northeast, with three agreements on northeast about 3,000 kilometers (about 1864.114 miles) away. Otherwise, Barrak wanted to go about 3,500 kilometers, Chiram was indifferent, Abhy wanted to go 6000 kilometers, and Chedva didn’t want to leave even though she couldn’t talk to her family. Liesbet, Elias and I overpowered all the others. The end of the day neared and we each had been assigned a position. I was the scribe, Elias was the rations dealer, Abhy was the buyer, Chedva was planner, Barrak was the camp director, Liesbet was the mapmaker, and Chiram was the planner’s helper. We went home, planning to meet again at the crack in the morning.

March 2, 2008 B.C.

We sent Abhy shopping and she came home with a basket of chocolate. She says it was all she could get.

March 3, 2008 B.C.

We switched Abhy’s position to planner’s helper and Chiram to her old position of buyer. Chiram bought exactly what we needed using sign language, and proved Abhy a flat liar about the chocolate.

March 4, 2008 B.C.

We start on the journey in 7 days. Starting the countdown to leaving, and Abhy will not stop saying goodbye.

March 5, 2008 B.C.

6 days left. Too dull for writing.

March 6, 2008 B.C.

5 days left! I’m actually pretty excited to found a new country and to blaze the trail for our descendants that want to follow the thousand-year-old trail that we wandered along to reach their home country.

March 11

Time to leave! I am hugging all my friends and family goodbye, and they are hugging me so tight that I think they want me to stay. When we left the village a crowd of kids came rushing up and trying to climb all over us and come with us. We had to send them back to their village to their moms. One kid actually spoke the same language we did and he knew me so he was calling, “Aaron! Aaron!” and I let him come along. He was apparently born that way and he had learned Hebrew too, so I had him tell as many kids as possible to go home. This left about 30 kids, and about 24 spoke the new language and the rest were speaking gibberish to one another. I called the ones that spoke Spanish over. They were allowed to come along and the rest went home, disappointed. They had brought a basic arsenal of knives, including a couple foreign machetes about as long as my arm. The rest had about three small folding knives each. We stashed two out of every three in a bag and carried the rest. We, the grownups, got the large machetes and the younger ones had the small folders and small machetes. Therefore, we had an army of young boys waiting to slash their way through the jungle and forest and desert. Since they knew they could be going a long distance they each brought about seven times as much food as they could eat in a week so we all had a large ration. After setting up a large camp fit for a small army, we got in the tents and went to bed, ending the day.

*this is not actual, it’s just a creative essay

the names are real