Difference between revisions of "AY Honors/Sanctuary/Answer Key 2"
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===Complete the 8th Grade Encounter Curriculum Unit 8.4 "Sanctuary" or equivalent academic program regarding the Sanctuary, or complete the following:=== <!--T:3--> | ===Complete the 8th Grade Encounter Curriculum Unit 8.4 "Sanctuary" or equivalent academic program regarding the Sanctuary, or complete the following:=== <!--T:3--> | ||
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Revision as of 18:03, 22 March 2020
Sanctuary
Approval authority:
Category:
Skill Level:
Year of Introduction:
Contents
Complete the 8th Grade Encounter Curriculum Unit 8.4 "Sanctuary" or equivalent academic program regarding the Sanctuary, or complete the following:
1. Explore the parts of the sanctuary described in Exodus 25-40:
Suggested tool for this honor: A simple composition book, spiral notebook, or equivalent "journal" will be a huge asset to earning this honor. Be sure each entry is clearly titled so that they can go back and reference each entry later in the experience. The same journal could be used if they go on to earn the advanced honor.
a. Name the three main sections of the tabernacle complex beginning with the courtyard.
Courtyard, holy place, most holy place
b. Name the furnishing created for each section of the sanctuary. Explain what materials (wood, gold, furs, etc.) were used to make each part. Explain what each piece of furniture represents.
- Courtyard
- Alter of Sacrifice, Laver
- Holy Place
- Candlestick (gold), Altar of Incense (wood overlaid with gold), Table of Shewbread (Wood overlaid with gold)
- Most Holy Place
- Ark of the Covenant (acacia wood overlaid with gold)It contained a golden bowl of manna, the tablets of stone engraved with the 10 Commandments, and Aaron's rod, which had budded.
c. Describe the number and type of coverings of the sanctuary. Tell what each covering represented.
d. Create a list of at least 10 words that you believe need to be understood completely to make the sanctuary story make sense. Create a basic definition for each of the words.
2. Draw a scale model of the sanctuary on 11 x 17 (A3) piece of paper, the courtyard, and the position of all the furnishings (remember to add N, S, E, W).
Note: This scale may be used to develop your 3D model in later requirements.
3. Engage in a See/Think/Wonder activity with artistically rendered images from the sanctuary. Journal/take notes about what you SEE when you look at each image, what you THINK ABOUT when you see the picture, and what you WONDER ABOUT GOD when you see each image. Images displayed (printed or media display) should include:
NOTE: Pathfinders write down on sticky notes, journal page, or shout out what they SEE when they first look at the image, what they THINK about when they see the image, and what the WONDER about God’s purpose or role for this furnishing. If they write down their observations, then share them with a partner, most will have the chance to meaningfully participate rather than simply having the "smart religious kids" do all the interacting.
a. Sanctuary and courtyard
b. Altar of Burnt Offerings
c. Laver/Wash Basin
d. Candlestick
e. Table of Shewbread
f. Altar of Incense
g. Ark of the Covenant
h. High Priest
a. Why did the Israelites need a sanctuary? Was it to be for God’s benefit or theirs? Consult Exodus 25:8-10 as you create your answer.
b. What do the sanctuary, Jesus’ birth/ministry, and Jesus’ Second Coming all have in common? Consult Exodus 25:8, Matthew 1:22-23, and Revelation 21:3-4 for your answer. Summarize how this might be a key theme of the sanctuary.
c. What role did the sanctuary play in demonstrating the forgiveness of sins? Why don’t we need the same system to receive forgiveness today? Consult Romans 3:23, 6:23, Genesis 4:3-7, John 1:29, Hebrews 9:22-28, and 1 John 1:9.
5. Briefly list the following information about the priests who served in the sanctuary:
a. What tribe they belonged to, and the family they all descended from.
b. When and how the priestly family was chosen.
c. Functions of a priest in the daily service of the sanctuary and on the Day of Atonement.
d. A description of the clothing of a common and the high priest.
6. Discover the following about daily sacrifices and the annual Day of Atonement:
a. Survey Leviticus 1-5 to discover the types of offerings God commanded to be offered at the sanctuary. Briefly describe the types of offerings offered at the sanctuary. What was each type of sacrifice’s frequency & purpose? Use a simple chart or table to outline your summary.
b. After reading Leviticus 16, summarize the ceremonies on the Day of Atonement. Use the questions "Who," "What," "When," "Where," and "Why" to build your summary. If possible, watch a reenactment of the Day of Atonement online.
7. Discuss or journal a response to the following questions:
a. What would make a sin sacrifice of a lamb difficult for you personally?
b. When you think about actions and decisions you have made recently, how would needing to kill a lamb to receive forgiveness potentially affect the choices you make?
c. Write a note or draw a sketch as a response to God’s forgiveness of your sins.
8. Do one of the following:
a. Make or assemble a simple 3D scale model of the sanctuary using molding media, cardstock, LEGO, or other artistic media.
b. Use foil, cardboard, newspaper, or similar temporary construction materials to create full-sized or nearly full sized models of one or more of the pieces of sanctuary furniture.
c. With string and tent stakes, or their equivalent, measure out and outline the dimensions of the sanctuary.
d. Assist with the set up and take down of a full-size model of the sanctuary if available in your area.
9. For each part of the sanctuary created above, draw, illustrate, or explain how that item helped the Israelites understand God’s love and care for them, and how it helps us today understand Christ’s ministry for us.
10. As a summary activity, do one of the following:
Butcher paper posted on the walls, each with one of the parts of the sanctuary or furnishing. The Pathfinders spend 10-15 minutes writing what they know about as many items in the above list as possible. When done, the collective knowledge can be discussed, and the teacher can fill in any "gaps" in understanding.
