Difference between revisions of "AY Honors/Biblical Archaeology/Requirements"

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<translate>{{RequirementsHeader}}</translate>
 
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==<translate>Requirements</translate>==
 
  
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<b>1. <translate><section begin=req1 />Define archeology and differentiate it from paleontology.
+
<section begin=Body />
−
<section end=req1 /></translate></b>
 
  
−
<b>2. <translate><section begin=req2 />Define the following terms:  
+
<b>1. <section begin=req1 /><noinclude><translate><!--T:1-->
−
<section end=req2 /></translate></b>
+
</noinclude>Define archeology and differentiate it from paleontology.
 +
<noinclude></translate></noinclude><section end=req1 /></b>
  
−
:<b>a. <translate><section begin=req2a />Papyrology
+
<b>2. <section begin=req2 /><noinclude><translate><!--T:2-->
−
<section end=req2a /></translate></b>
+
</noinclude>Define the following terms:
 +
<noinclude></translate></noinclude><section end=req2 /></b>
  
−
:<b>b. <translate><section begin=req2b />Egyptologist
+
:<b>a. <section begin=req2a /><noinclude><translate><!--T:3-->
−
<section end=req2b /></translate></b>
+
</noinclude>Papyrology
 +
<noinclude></translate></noinclude><section end=req2a /></b>
  
−
:<b>c. <translate><section begin=req2c />Assyriology
+
:<b>b. <section begin=req2b /><noinclude><translate><!--T:4-->
−
<section end=req2c /></translate></b>
+
</noinclude>Egyptologist
 +
<noinclude></translate></noinclude><section end=req2b /></b>
  
−
:<b>d. <translate><section begin=req2d />Orientalist
+
:<b>c. <section begin=req2c /><noinclude><translate><!--T:5-->
−
<section end=req2d /></translate></b>
+
</noinclude>Assyriology
 +
<noinclude></translate></noinclude><section end=req2c /></b>
  
−
:<b>e. <translate><section begin=req2e />Cuneiform
+
:<b>d. <section begin=req2d /><noinclude><translate><!--T:6-->
−
<section end=req2e /></translate></b>
+
</noinclude>Orientalist
 +
<noinclude></translate></noinclude><section end=req2d /></b>
  
−
:<b>f. <translate><section begin=req2f />Hieroglyphic
+
:<b>e. <section begin=req2e /><noinclude><translate><!--T:7-->
−
<section end=req2f /></translate></b>
+
</noinclude>Cuneiform
 +
<noinclude></translate></noinclude><section end=req2e /></b>
  
−
:<b>g. <translate><section begin=req2g />Paleography
+
:<b>f. <section begin=req2f /><noinclude><translate><!--T:8-->
−
<section end=req2g /></translate></b>
+
</noinclude>Hieroglyphic
 +
<noinclude></translate></noinclude><section end=req2f /></b>
  
−
:<b>h. <translate><section begin=req2h />Antiquarian
+
:<b>g. <section begin=req2g /><noinclude><translate><!--T:9-->
−
<section end=req2h /></translate></b>
+
</noinclude>Paleography
 +
<noinclude></translate></noinclude><section end=req2g /></b>
  
−
:<b>i. <translate><section begin=req2i />Archeological site
+
:<b>h. <section begin=req2h /><noinclude><translate><!--T:10-->
−
<section end=req2i /></translate></b>
+
</noinclude>Antiquarian
 +
<noinclude></translate></noinclude><section end=req2h /></b>
  
−
:<b>j. <translate><section begin=req2j />Stratigraphy
+
:<b>i. <section begin=req2i /><noinclude><translate><!--T:11-->
−
<section end=req2j /></translate></b>
+
</noinclude>Archeological site
 +
<noinclude></translate></noinclude><section end=req2i /></b>
  
−
:<b>k. <translate><section begin=req2k />Tel, tell, and Khirbet
+
:<b>j. <section begin=req2j /><noinclude><translate><!--T:12-->
−
<section end=req2k /></translate></b>
+
</noinclude>Stratigraphy
 +
<noinclude></translate></noinclude><section end=req2j /></b>
  
−
:<b>l. <translate><section begin=req2l />Replica
+
:<b>k. <section begin=req2k /><noinclude><translate><!--T:13-->
−
<section end=req2l /></translate></b>
+
</noinclude>Tel, tell, and Khirbet
 +
<noinclude></translate></noinclude><section end=req2k /></b>
  
−
<b>3. <translate><section begin=req3 />Define maximalism and minimalism
+
:<b>l. <section begin=req2l /><noinclude><translate><!--T:14-->
−
<section end=req3 /></translate></b>
+
</noinclude>Replica
 +
<noinclude></translate></noinclude><section end=req2l /></b>
  
−
<b>4. <translate><section begin=req4 />Describe or illustrate ten tools that are used in an archaeological excavation. If possible demonstrate how several of the tools are used.
+
<b>3. <section begin=req3 /><noinclude><translate><!--T:15-->
−
<section end=req4 /></translate></b>
+
</noinclude>Define maximalism and minimalism
 +
<noinclude></translate></noinclude><section end=req3 /></b>
  
−
<b>5. <translate><section begin=req5 />Describe the principal techniques of dating an archaeological artifact
+
<b>4. <section begin=req4 /><noinclude><translate><!--T:16-->
−
<section end=req5 /></translate></b>
+
</noinclude>Describe or illustrate ten tools that are used in an archaeological excavation. If possible demonstrate how several of the tools are used.
 +
<noinclude></translate></noinclude><section end=req4 /></b>
  
−
<b>6. <translate><section begin=req6 />Name three benefits that biblical archaeology can provide a student of the Bible.
+
<b>5. <section begin=req5 /><noinclude><translate><!--T:17-->
−
<section end=req6 /></translate></b>
+
</noinclude>Describe the principal techniques of dating an archaeological artifact.
 +
<noinclude></translate></noinclude><section end=req5 /></b>
  
−
<b>7. <translate><section begin=req7 />Report on the history of archaeology (minimum of 20 events of significance) by:
+
<b>6. <section begin=req6 /><noinclude><translate><!--T:18-->
−
<section end=req7 /></translate></b>
+
</noinclude>Name three benefits that biblical archaeology can provide a student of the Bible.
 +
<noinclude></translate></noinclude><section end=req6 /></b>
  
−
:<b>a. <translate><section begin=req7a />Writing a two-page research report
+
<b>7. <section begin=req7 /><noinclude><translate><!--T:19-->
−
<section end=req7a /></translate></b>
+
</noinclude>Report on the history of archaeology (minimum of 20 events of significance) by:
 +
<noinclude></translate></noinclude><section end=req7 /></b>
  
−
:<b>b. <translate><section begin=req7b />Illustrating a detailed timeline
+
:<b>a. <section begin=req7a /><noinclude><translate><!--T:20-->
−
<section end=req7b /></translate></b>
+
</noinclude>Writing a two-page research report
 +
<noinclude></translate></noinclude><section end=req7a /></b>
  
−
:<b>c. <translate><section begin=req7c />Creating an electronic presentation
+
:<b>b. <section begin=req7b /><noinclude><translate><!--T:21-->
−
<section end=req7c /></translate></b>
+
</noinclude>Illustrating a detailed timeline
 +
<noinclude></translate></noinclude><section end=req7b /></b>
  
−
:<b>d. <translate><section begin=req7d />Other presentation method approved by your instructor
+
:<b>c. <section begin=req7c /><noinclude><translate><!--T:22-->
−
<section end=req7d /></translate></b>
+
</noinclude>Creating an electronic presentation
 +
<noinclude></translate></noinclude><section end=req7c /></b>
  
−
<b>8. <translate><section begin=req8 />Share with a group or instructor the significance of each of the following famous archaeologists (or other archaeologists relevant to your region, country, or division). Be detailed and specific.
+
:<b>d. <section begin=req7d /><noinclude><translate><!--T:23-->
−
<section end=req8 /></translate></b>
+
</noinclude>Other presentation method approved by your instructor
 +
<noinclude></translate></noinclude><section end=req7d /></b>
  
−
:<b>a. <translate><section begin=req8a />Jean-Francois Champollion
+
<b>8. <section begin=req8 /><noinclude><translate><!--T:24-->
−
<section end=req8a /></translate></b>
+
</noinclude>Share with a group or instructor the significance of each of the following famous archaeologists (or other archaeologists relevant to your region, country, or division). Be detailed and specific.
 +
<noinclude></translate></noinclude><section end=req8 /></b>
  
−
:<b>b. <translate><section begin=req8b />Edward Robinson
+
:<b>a. <section begin=req8a /><noinclude><translate><!--T:25-->
−
<section end=req8b /></translate></b>
+
</noinclude>Jean-Francois Champollion
 +
<noinclude></translate></noinclude><section end=req8a /></b>
  
−
:<b>c. <translate><section begin=req8c />William Foxwell Albright
+
:<b>b. <section begin=req8b /><noinclude><translate><!--T:26-->
−
<section end=req8c /></translate></b>
+
</noinclude>Edward Robinson
 +
<noinclude></translate></noinclude><section end=req8b /></b>
  
−
<b>9. <translate><section begin=req9 />Assemble a folder with ten archaeological discoveries that have connected with the biblical history of the Old and New Testament. The folder should have the following characteristics:<br>a. In order by chronological dates or geography. <br>b. Organized according to the Old and New Testament. <br>c. Photos. <br>d. Texts. <br>e. Bibliography sources. <br>f. Personal commentary about every artifact or discovery.
+
:<b>c. <section begin=req8c /><noinclude><translate><!--T:27-->
−
<section end=req9 /></translate></b>
+
</noinclude>William Foxwell Albright
 +
<noinclude></translate></noinclude><section end=req8c /></b>
  
−
<b>10. <translate><section begin=req10 />Discover information from available resources (video, books, magazines, journals, etc.) about five excavations that are happening at this point in time, around the world, that are relevant for the comprehension of events in the Bible. Explain why every excavation is relevant for the comprehension of the Biblical text.
+
<b>9. <section begin=req9 /><noinclude><translate><!--T:28-->
−
<section end=req10 /></translate></b>
+
</noinclude>Assemble a folder with ten archaeological discoveries that have connected with the biblical history of the Old and New Testament. The folder should have the following characteristics:
 +
:a. In order by chronological dates or geography
 +
:b. Organized according to the Old and New Testament
 +
:c. Photos
 +
:d. Texts
 +
:e. Bibliography sources
 +
:f. Personal commentary about every artifact or discovery
 +
<noinclude></translate></noinclude><section end=req9 /></b>
  
−
<b>11. <translate><section begin=req11 />Do one of the following:
+
<b>10. <section begin=req10 /><noinclude><translate><!--T:29-->
−
<section end=req11 /></translate></b>
+
</noinclude>Discover information from available resources (video, books, magazines, journals, etc.) about five excavations that are happening at this point in time, around the world, that are relevant for the comprehension of events in the Bible. Explain why every excavation is relevant for the comprehension of the Biblical text.
 +
<noinclude></translate></noinclude><section end=req10 /></b>
  
−
:<b>a. <translate><section begin=req11a />Assemble a simple model of Jerusalem observing the following:  
+
<section begin=challenge />
−
<section end=req11a /></translate></b>
+
<b>11. <section begin=req11 /><noinclude><translate><!--T:30-->
 +
</noinclude>Do one of the following:
 +
<noinclude></translate></noinclude><section end=req11 /></b>
  
−
::<b>i. <translate><section begin=req11ai />Relief
+
:<b>a. <section begin=req11a /><noinclude><translate><!--T:31-->
−
<section end=req11ai /></translate></b>
+
</noinclude>Assemble a simple model of Jerusalem observing the following:
 +
<noinclude></translate></noinclude><section end=req11a /></b>
  
−
::<b>ii. <translate><section begin=req11aii />Different perimeters of the city in the time of the First Temple (David and Solomon), of the Second Temple (Herod and Jesus Christ) and the current Jerusalem
+
::<b>i. <section begin=req11ai /><noinclude><translate><!--T:32-->
−
<section end=req11aii /></translate></b>
+
</noinclude>Relief
 +
<noinclude></translate></noinclude><section end=req11ai /></b>
  
−
::<b>iii. <translate><section begin=req11aiii />The major archaeological sites
+
::<b>ii. <section begin=req11aii /><noinclude><translate><!--T:33-->
−
<section end=req11aiii /></translate></b>
+
</noinclude>Different perimeters of the city in the time of the First Temple (David and Solomon), of the Second Temple (Herod and Jesus Christ) and the current Jerusalem
 +
<noinclude></translate></noinclude><section end=req11aii /></b>
  
−
::<b>iv. <translate><section begin=req11aiv />The main points of religious visitation
+
::<b>iii. <section begin=req11aiii /><noinclude><translate><!--T:34-->
−
<section end=req11aiv /></translate></b>
+
</noinclude>The major archaeological sites
 +
<noinclude></translate></noinclude><section end=req11aiii /></b>
  
−
:<b>b. <translate><section begin=req11b />Simulate an archaeological dig (often referred to online as a “schoolyard dig”). Either set up the dig OR participate in a meaningful way at all stages of the dig process including:  
+
::<b>iv. <section begin=req11aiv /><noinclude><translate><!--T:35-->
−
<section end=req11b /></translate></b>
+
</noinclude>The main points of religious visitation
 +
<noinclude></translate></noinclude><section end=req11aiv /></b>
  
−
::<b>i. <translate><section begin=req11bi />Collecting tools
+
:<b>b. <section begin=req11b /><noinclude><translate><!--T:36-->
−
<section end=req11bi /></translate></b>
+
</noinclude>Simulate an archaeological dig (often referred to online as a “schoolyard dig”). Either set up the dig OR participate in a meaningful way at all stages of the dig process including:
 +
<noinclude></translate></noinclude><section end=req11b /></b>
  
−
::<b>ii. <translate><section begin=req11bii />Laying out the grid/area for excavation
+
::<b>i. <section begin=req11bi /><noinclude><translate><!--T:37-->
−
<section end=req11bii /></translate></b>
+
</noinclude>Collecting tools
 +
<noinclude></translate></noinclude><section end=req11bi /></b>
  
−
::<b>iii. <translate><section begin=req11biii />Digging
+
::<b>ii. <section begin=req11bii /><noinclude><translate><!--T:38-->
−
<section end=req11biii /></translate></b>
+
</noinclude>Laying out the grid/area for excavation
 +
<noinclude></translate></noinclude><section end=req11bii /></b>
  
−
::<b>iv. <translate><section begin=req11biv />Identifying artifacts
+
::<b>iii. <section begin=req11biii /><noinclude><translate><!--T:39-->
−
<section end=req11biv /></translate></b>
+
</noinclude>Digging
 +
<noinclude></translate></noinclude><section end=req11biii /></b>
  
−
::<b>v. <translate><section begin=req11bv />Identifying artifact context
+
::<b>iv. <section begin=req11biv /><noinclude><translate><!--T:40-->
−
<section end=req11bv /></translate></b>
+
</noinclude>Identifying artifacts
 +
<noinclude></translate></noinclude><section end=req11biv /></b>
  
−
::<b>vi. <translate><section begin=req11bvi />Recording data
+
::<b>v. <section begin=req11bv /><noinclude><translate><!--T:41-->
−
<section end=req11bvi /></translate></b>
+
</noinclude>Identifying artifact context
 +
<noinclude></translate></noinclude><section end=req11bv /></b>
  
−
::<b>vii. <translate><section begin=req11bvii />Assessing the importance of the dig process
+
::<b>vi. <section begin=req11bvi /><noinclude><translate><!--T:42-->
−
<section end=req11bvii /></translate></b>
+
</noinclude>Recording data
 +
<noinclude></translate></noinclude><section end=req11bvi /></b>
  
−
[[Category:Honor Requirements|{{#titleparts:{{PAGENAME}}|1|3}}]]
+
::<b>vii. <section begin=req11bvii /><noinclude><translate><!--T:43-->
−
[[Category:Honor Requirements Revision 2|{{#titleparts:{{PAGENAME}}|1|3}}]]
+
</noinclude>Assessing the importance of the dig process
 +
<noinclude></translate></noinclude><section end=req11bvii /></b>
 +
<section end=challenge />
 +
<section end=Body />

Latest revision as of 20:56, 20 July 2022

Other languages:
English • ‎español
Biblical Archaeology

Skill Level

2

Year

2012

Version

25.11.2024

Approval authority

General Conference

Biblical Archaeology AY Honor.png
Biblical Archaeology
Spiritual Growth, Outreach and Heritage
Skill Level
123
Approval authority
General Conference
Year of Introduction
2012
See also
Family, Origins and Heritage Master Award



1. Define archeology and differentiate it from paleontology.

2. Define the following terms:

a. Papyrology

b. Egyptologist

c. Assyriology

d. Orientalist

e. Cuneiform

f. Hieroglyphic

g. Paleography

h. Antiquarian

i. Archeological site

j. Stratigraphy

k. Tel, tell, and Khirbet

l. Replica

3. Define maximalism and minimalism

4. Describe or illustrate ten tools that are used in an archaeological excavation. If possible demonstrate how several of the tools are used.

5. Describe the principal techniques of dating an archaeological artifact.

6. Name three benefits that biblical archaeology can provide a student of the Bible.

7. Report on the history of archaeology (minimum of 20 events of significance) by:

a. Writing a two-page research report

b. Illustrating a detailed timeline

c. Creating an electronic presentation

d. Other presentation method approved by your instructor

8. Share with a group or instructor the significance of each of the following famous archaeologists (or other archaeologists relevant to your region, country, or division). Be detailed and specific.

a. Jean-Francois Champollion

b. Edward Robinson

c. William Foxwell Albright

9. Assemble a folder with ten archaeological discoveries that have connected with the biblical history of the Old and New Testament. The folder should have the following characteristics:

a. In order by chronological dates or geography
b. Organized according to the Old and New Testament
c. Photos
d. Texts
e. Bibliography sources
f. Personal commentary about every artifact or discovery

10. Discover information from available resources (video, books, magazines, journals, etc.) about five excavations that are happening at this point in time, around the world, that are relevant for the comprehension of events in the Bible. Explain why every excavation is relevant for the comprehension of the Biblical text.


11. Do one of the following:

a. Assemble a simple model of Jerusalem observing the following:

i. Relief

ii. Different perimeters of the city in the time of the First Temple (David and Solomon), of the Second Temple (Herod and Jesus Christ) and the current Jerusalem

iii. The major archaeological sites

iv. The main points of religious visitation

b. Simulate an archaeological dig (often referred to online as a “schoolyard dig”). Either set up the dig OR participate in a meaningful way at all stages of the dig process including:

i. Collecting tools

ii. Laying out the grid/area for excavation

iii. Digging

iv. Identifying artifacts

v. Identifying artifact context

vi. Recording data

vii. Assessing the importance of the dig process


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