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

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| name =Pekin duck
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==<translate>Requirements</translate>==
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| image =Hausente.jpg
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'''1. <section begin=req1 /><translate>
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| description =A Pekin duck is a breed of domesticated duck used primarily for egg and meat production. Bred from the Mallard in China, nine ducks were imported to the United States in 1873. It is the most popular commercial duck breed in the United States. These ducks are ready for butchering at 6 to 8 weeks of age and produce more meat that is desirable for eating than other breeds of duck. Its meat is very tender and mild and well-suited for many menu options. The eggs are slightly larger than a large chicken egg, and tend to have a more durable shell and stronger membrane which makes them harder to crack open than a chicken egg. Duck eggs have more protein, calcium and many vitamins, as well as more fat and cholesterol, per gram than a chicken egg. Duck eggs are very similar in flavor and texture to a chicken egg. They can usually be substituted for large or jumbo eggs in recipes. The mascot of the insurance company Aflac is a Pekin duck.
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Define archeology and differentiate it from paleontology.
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}}
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</translate><section end=req1 />'''
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'''2. <section begin=req2 /><translate>
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Define the following terms:
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</translate><section end=req2 />'''
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:'''a. <section begin=req2a /><translate>
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Papyrology
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 +
 
 +
</translate><section end=req2a />'''
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:'''b. <section begin=req2b /><translate>
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Egyptologist
 +
 
 +
 
 +
</translate><section end=req2b />'''
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:'''c. <section begin=req2c /><translate>
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Assyriology
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 +
 
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</translate><section end=req2c />'''
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:'''d. <section begin=req2d /><translate>
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Orientalist
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 +
 
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</translate><section end=req2d />'''
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:'''e. <section begin=req2e /><translate>
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Cuneiform
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</translate><section end=req2e />'''
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:'''f. <section begin=req2f /><translate>
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Hieroglyphic
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 +
 
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</translate><section end=req2f />'''
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:'''g. <section begin=req2g /><translate>
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Paleography
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 +
 
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</translate><section end=req2g />'''
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:'''h. <section begin=req2h /><translate>
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Antiquarian
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</translate><section end=req2h />'''
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:'''i. <section begin=req2i /><translate>
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Archeological site
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</translate><section end=req2i />'''
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:'''j. <section begin=req2j /><translate>
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Stratigraphy
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</translate><section end=req2j />'''
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:'''k. <section begin=req2k /><translate>
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Tel, tell, and Khirbet
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</translate><section end=req2k />'''
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:'''l. <section begin=req2l /><translate>
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Replica
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</translate><section end=req2l />'''
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'''3. <section begin=req3 /><translate>
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Define maximalism and minimalism
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 +
 
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</translate><section end=req3 />'''
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'''4. <section begin=req4 /><translate>
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Describe or illustrate ten tools that are used in an archaeological excavation. If possible demonstrate how several of the tools are used.  
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 +
 
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</translate><section end=req4 />'''
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'''5. <section begin=req5 /><translate>
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Describe the principal techniques of dating an archaeological artifact
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</translate><section end=req5 />'''
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'''6. <section begin=req6 /><translate>
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Name three benefits that biblical archaeology can provide a student of the Bible.
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 +
 
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</translate><section end=req6 />'''
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'''7. <section begin=req7 /><translate>
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Report on the history of archaeology (minimum of 20 events of significance) by:
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 +
 
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</translate><section end=req7 />'''
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:'''a. <section begin=req7a /><translate>
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Writing a two-page research report
 +
 
 +
 
 +
</translate><section end=req7a />'''
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:'''b. <section begin=req7b /><translate>
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Illustrating a detailed timeline
 +
 
 +
 
 +
</translate><section end=req7b />'''
 +
:'''c. <section begin=req7c /><translate>
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Creating an electronic presentation
 +
 
 +
 
 +
</translate><section end=req7c />'''
 +
:'''d. <section begin=req7d /><translate>
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Other presentation method approved by your instructor
 +
 
 +
 
 +
</translate><section end=req7d />'''
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'''8. <section begin=req8 /><translate>
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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.
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 +
 
 +
</translate><section end=req8 />'''
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:'''a. <section begin=req8a /><translate>
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Jean-Francois Champollion
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 +
 
 +
</translate><section end=req8a />'''
 +
:'''b. <section begin=req8b /><translate>
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Edward Robinson
 +
 
 +
 
 +
</translate><section end=req8b />'''
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:'''c. <section begin=req8c /><translate>
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William Foxwell Albright
 +
 
 +
 
 +
</translate><section end=req8c />'''
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'''9. <section begin=req9 /><translate>
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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.
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 +
 
 +
</translate><section end=req9 />'''
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'''10. <section begin=req10 /><translate>
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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.
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 +
 
 +
</translate><section end=req10 />'''
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'''11. <section begin=req11 /><translate>
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Do one of the following:
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 +
 
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</translate><section end=req11 />'''
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:'''a. <section begin=req11a /><translate>
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Assemble a simple model of Jerusalem observing the following:
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 +
 
 +
</translate><section end=req11a />'''
 +
::'''i. <section begin=req11ai /><translate>
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Relief
 +
 
 +
 
 +
</translate><section end=req11ai />'''
 +
::'''ii. <section begin=req11aii /><translate>
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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
 +
 
 +
 
 +
</translate><section end=req11aii />'''
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::'''iii. <section begin=req11aiii /><translate>
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The major archaeological sites
 +
 
 +
 
 +
</translate><section end=req11aiii />'''
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::'''iv. <section begin=req11aiv /><translate>
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The main points of religious visitation
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 +
 
 +
</translate><section end=req11aiv />'''
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:'''b. <section begin=req11b /><translate>
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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:
 +
 
 +
 
 +
</translate><section end=req11b />'''
 +
::'''i. <section begin=req11bi /><translate>
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Collecting tools
 +
 
 +
 
 +
</translate><section end=req11bi />'''
 +
::'''ii. <section begin=req11bii /><translate>
 +
Laying out the grid/area for excavation
 +
 
 +
 
 +
</translate><section end=req11bii />'''
 +
::'''iii. <section begin=req11biii /><translate>
 +
Digging
 +
 
 +
 
 +
</translate><section end=req11biii />'''
 +
::'''iv. <section begin=req11biv /><translate>
 +
Identifying artifacts
 +
 
 +
 
 +
</translate><section end=req11biv />'''
 +
::'''v. <section begin=req11bv /><translate>
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Identifying artifact context
 +
 
 +
 
 +
</translate><section end=req11bv />'''
 +
::'''vi. <section begin=req11bvi /><translate>
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Recording data
 +
 
 +
 
 +
</translate><section end=req11bvi />'''
 +
::'''vii. <section begin=req11bvii /><translate>
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Assessing the importance of the dig process
 +
 
 +
 
 +
</translate><section end=req11bvii />'''
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[[Category:Honor Requirements|{{#titleparts:{{PAGENAME}}|1|3}}]]
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[[Category:Honor Requirement By Sections|{{#titleparts:{{PAGENAME}}|1|3}}]]

Revision as of 21:14, 28 November 2020

Other languages:
English • ‎español



Biblical Archaeology

Authority:
Category:
Skill Level:
Year Introduced:
Biblical Archaeology AY Honor.png

Requirements

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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