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Ancient History

Read MOH Lessons 37-39 (Elisha, Joel and Obadiah, and Homer)

• Complete the following assignments:
• Watch the following videos about Ithaca, Mycenae, and Troy
  • Ithaca:   www.youtube.com/watch?v=MR5f3Y4xIh4 (5 minutes)
  • Mycenae:  www.youtube.com/watch?v=ELH_5Do-VZI (4 minutes)
  • Troy:  www.youtube.com/watch?v=XWOCxJRLaUo (4 minutes)
• Create a “Travel Brochure” for one of the following: (Use the template below.)
  • Ithaca, Mycenae, Troy, Sparta, Israel, Judah
  • travel-brochure
• Bonus Points Opportunity
• You can earn bonus points by writing a paragraph about your favorite exhibit from the Anniston Museum field trip.

• Read Prologue-Chapter 6 of God King
• Complete the following on the same page: It may be typed.
• Define the following vocabulary words:
  • scribe, succession, plummeting, fowler, solemn, sullied, scepter, longshoreman, quays, longbow, unleavened, sluices, cataract, pompous, chalice, vizier
  • Answer the following questions: Answer questions for Prologue-Chapter 6 using complete sentences. It may be typed.
• Prologue Question:
  • In the prologue, what do you think the boy meant when he said “you’d better get used to him. Someday…”?
• Chapter 1-6 Questions:
• Who is Embulah?
• Who was Taharka’s mother?
• What do you think “Taharka became a god and also received his punishment” means?
• What is ka?
• How did the Kushites come to rule Egypt?
• What angered Pi-Ankhi most in Thebes?
• Why do you think Embulah told Taharka to make Shabataka fear him?
• Describe Shepnu’s character.
• What news was brought from the South?
• What caused Taharka to fear?
• Predict: Who do you think is holding the dagger? What is about to happen?

science

Read pgs. 73-80

Cut out and paste the attached file's information onto turtle, frog & salamander cut-outs from last weeks homework

NJ-pg. 64-65 Crossword Puzzle

NJ-pg. 57 WDYR

Lesson 4 Test

wooo beeee doooo bee dooooo

Science

Read pages 67 through 71

NJ - pg. A21-A25 complete instructions on page A21 and then glue on page 66 in note booking journal

Literature:

• Read Chapters 9-17 of The Children’s Homer
• Complete “Greek God Business Card” activity (Due Oct. 22nd)
• Complete the following on the same page: It may be typed.
• • Define the following vocabulary words:
    • fawning, vile, puglist, girt, hireling, second-sighted, swineherd, aloof, lamentation, hale
  • Answer the following questions: Answer questions for Chapters 9-17 using complete sentences. It may be typed.
    • Chapter 9:
      • Why are there so many wooers in Odysseus’ home?
    • Chapter 10 :
      • How does Odysseus anger Antinous, the chief wooer?
    • Chapter 11:
      • Why does another beggar challenge the beggar Odysseus?
      • What request does Eurymachus make of Odysseus?
    • Chapter 12:
      • What is the significance of Odysseus’ brooch?
      • Describe Penelope’s contest of choosing a wooer as a husband.
    • Chapter 13:
      • What was the prophecy of Theoclymeus?
    • Chapter 14:
      • Who shot the arrow through the ax heads?
    • Chapter 15:
      • Who was the first wooer killed?
      • Why is this significant?
    • Chapter 16:
      • What test did Penelope give to Odysseus to prove his true identity?
    • Chapter 17:
      • How did Laertes know Odysseus’ true identity?
      • What did the father of Antinous ask of the men of Ithaka?
      • How was Athena helpful at the end of the story?

History:

• Read MOH Lessons 34-36 (Phoenicians, Division of Israel, Elijah)
• Complete the following Notebooking pages:
  • Phoenicians:
    • Write or type 15 facts about the Phoenicians
    • At least 5 need to come from a source other than MOH
  • Elijah:
    • Complete by describing the various people and places on the sheet
• Complete the following assignments:
  • Watch the following videos about the Phoenicians
    • www.youtube.com/watch?v=bOdmEd0HxnM (3 minutes)
    • www.youtube.com/watch?v=vLItZSJL0ug (11 minutes)
    • www.youtube.com/watch?v=rn4xHbPXOHY (22 minutes) “Phoenician Ports & Colonies”
  • Complete Map 7 “Israel”
    • Use the map found on the first page of Lesson 35 to show how the Kingdoms of Israel were divided

READ READ READ

Ancient Literature

• Read Part II Chapters 1-8 pages 123-191 of The Children’s Homer
• “Greek God Business Card” activity (Due Oct. 22nd)
• Complete the following on the same page: It may be typed.
• Define the following vocabulary words:
  • adze, auger, osier, suppliant, brine, insolently, din, recesses, aught, guilefully, fathom, forbear, mariner, bane, mast, hawser, bewilderment, semblance
• Answer the following questions: Answer questions for Chapters 1, 2, 3, 6, 7, & 8 using complete sentences. It may be typed.
• Chapter 1:
  • Why is Odysseus having trouble at sea?
• Chapter 2 :
  • What does Athene instruct Nausicaa to do which ultimately helps Odysseus?
• Chapter 3:
  • What are the expert skills of the Phaeacians?
• Chapter 6:
  • What happens to those who hear the Siren’s song?
  • How did Odysseus lose all his men?
• Chapter 7:
  • Why did Athene change Odysseus’ appearance?
  • Who is planning an ambush for Telemachus?
• Chapter 8:
• Who takes care of Odysseus after he lands on Ithaka?

Ancient History

• Read MOH Lessons 31-33 (King Saul, David, & Solomon)
• Complete the following Notebooking pages:
  • David: Complete by writing facts about the people listed on the page
• Complete the following assignments:
• Follow the instructions for section 32C-Older Students to gain understanding of the exact historical settings in which David wrote 14 of his Psalms.
  • Psalms 3, 7, 18, 30, 34, 51, 52, 54, 56, 57, 59, 60, 63, and 142
• Follow the instruction for section 33B-Middle Students to research the special features of the Temple of Solomon
• Complete Map 7 “Israel”
• Help for Map 7 can be found in the back of your MOH textbook: “Review 11-3 Answer Key”
• Label and shade the extent of Saul’s kingdom in one color
• Label and shade the extent of David’s kingdom in a different color

Science

Read pgs. 60-67 (Stop before Reptiles vs. Amphibians)

NJ-pg. 62 or 63 Copy work