Adam to Abraham:

This study covers chapters 1-12 in Genesis.

Event Verses

Creation Genesis 1-5:3
Birth of Seth Genesis 5:6
Birth of Enos Genesis 5:9
Birth of Cainan Genesis 5:12
Birth of Mahalaleel Genesis 5:15
Birth of Jared Genesis 5:18
Birth of Enoch Genesis 5:21
Birth of Methuselah Genesis 5:25
Birth of Lamech Genesis 5:28
Birth of Noah Genesis 5:32
The Flood Genesis 7:11, 8:13-14
Noah leaves the ark Genesis 8:18
Birth of Arphaxad Genesis 11:12
Birth of Salah Genesis 11:14
Birth of Eber Genesis 11:16
Birth of Peleg Genesis 11:18
Birth of Reu Genesis 11:20
Birth of Serug Genesis 11:22
Birth of Nahor Genesis 11:24
Birth of Terah Genesis 11:26
Birth of Abraham Genesis 12:4

 Adam to Abraham Vocabulary:

Ancestor, Animal husbandry, Antediluvian, Antiquity, Babble,
Babel, Banish, C.E., Canaan, Catastrophic,
Covenant, Cubit, Deluge, Descendant, Ethnic,
Fertile, Crescent, Forefathers, Genealogy, Lineage,
Metallurgy, Nation, Origins, Pentateuch, Rebellion,
Repentance, Table of Nations, Torah, Vagabond, Elohim,
El Shaddai, YHWH

1.) Write each word 20 times each.
2.) Look up each word in the dictionary and write the definition. Also write the pronunciation of each word.
3.) Write a sentence with each word. Use your "own sentence" not the one in the dictionary.
4.) Put all the words in alphabetical order.
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Study #1 :

Create a timeline using index cards without looking at any references. Put each major
event and each key person from Genesis on a separate index card. Shuffle the cards
and try to line them up in chronological order.
Abel Abraham Adam Cain Creation Enoch The Fall
Ham Japhet Methuselah Noah Seth Shem Tower of Babel
The Flood
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Study #2:

Step 2 Examine
Research the time period between Adam and Abraham. Use any resource (Scripture, an encyclopedia, or the Internet).
Write a 1/2 to 1 page report (depending on age).
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Study #3:

Write Summaries
Write a summary paragraph for each of the key events in Gen. 1-12.
Younger children can narrate or dictate.

1.The creation of the world and man (1-2)
2.The corruption of man, the fall (3-5)
3.The destruction of man, the flood (6-9)
4.The dispersion of man, the nations (10-11)
5.The Calling of Abram (12:1-9)
6. First entry into Canaan (12:5-7)
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Study #4:

Create a Mind Map
Use sheets of unlined paper and colored markers or pencils. Put an
image or circle in the center along with the phrase Adam to Abram. As you study this unit, draw lines out from the center as you determine the major categories of information (creation, corruption, Babel, Noah, The Flood, dispersion, Abram,
Canaan, etc.). Branch lines from these will hold subtopics. Use different colors for each cluster of information. Ask yourself, "Who?" "What?" "Where?" "When?" and "How?" Color and patterns will organize your ideas into meaningful groups that
will make connections and relationships more clear. Also use symbols, numbers, arrows, or other "doodles" on your mind map ( trees. ark, tower, etc.). Continue adding to this mind map in each lesson.
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Study #4:

Now that you have studied Genesis you should be able to line up the index cards in chronological-logical
order. Place the appropriate Bible reference on each card and share your timeline with others.
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Study #5:

Write a Poem
Write a poem about creation. Use some or all of the vocabulary words.
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Study 6:

Learn Hebrew Words
Look up each of these words in a Hebrew lexicon. Add the word, phonetic spelling, and meaning to your Hebrew notebook. See The Old Testament Hebrew Lexicon.

1.) The Hebrew word for created is “bara”. Hebrew actually has several words for "creating" "making," "building," or "forming," "created"---bara, is used only in referring to YHWH in the Hebrew Bible. It occurs in Gen. 1:1, also in v21, 27.
Usually barais understood to be creation ex nihilo, "out of nothing”. Only YHWH can call things into existence that do not exist. The Hebrew word “rosh” means head. It is used in the word Rosh HaShanah (New Year or head of the year), rosh avot (head of the family), rosh pinah (cornerstone of head of the stone). Rosh Chodesh (head of the month or new moon).

2.) In Genesis 1 is the phrase "The heavens and the earth." The Hebrew word for heavens is, “et ha-shamayim”. It is plural and is equivalent to the term heavenly places, or the heavenlies. The Hebrew word for earth is, “eh'-rets”. It implies the whole earth (as opposed to a part).

3.) Do the same with your vocabulary words as here in numbers 1 and 2.
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Study 7:

In Isaiah 65, YHWH describes the new earth that He will create one day. He says, “For, behold, I create new heavens and a new earth: and the former shall not be remembered, nor come into mind. But be ye glad and rejoice for ever in that which I create: for, behold, I create Jerusalem a rejoicing, and her people a joy.
And I will rejoice in Jerusalem, and joy in my people: and the voice of weeping shall be no more heard in her, nor the voice of crying.” Again in Isaiah 65 it says, “And they shall build houses, and inhabit them; and they shall plant vineyards, and eat the fruit of them. They shall not build, and another inhabit; they shall not plant, and another eat: for as the days of a tree are the days of my people, and mine elect shall long enjoy the work of their hands. They shall not labour in vain, nor bring forth for trouble; for they are the seed of the blessed of the Eternal, and their offspring with them. And it shall come to pass, that before they call, I will answer; and while they are yet speaking, I will hear. The wolf and the lamb shall feed together, and the lion shall eat straw like the bullock: and dust shall be the serpent's meat. They shall not hurt nor destroy in all my righteous mountain,” saith YHWH.

Do research about this topic. Use any resource (Scripture, encyclopedia, a historical novel, or the Internet).
Write a 1/2 to 1 page report or more (depending on age) about this topic.
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Study 8:

Choose and complete one of the following activities:

Write an Essay
Write an essay on what you perceive the Garden to have been like. The essay should be at least 100 words, but not more than 500 words.

Copy Passages
Copy (by hand or typing) two or more Bible references about the
Garden of Eden: Genesis 2:8-17; 3:23,24; 4:16; Isaiah 51:3; Ezekiel 28:13; 31:9,16,18; 36:35; and Joel 2:3.
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Study #9:

Adam and Eve

On the sixth day of Creation YHWH created all the living creatures and, "in his own image," man both "male and female." The Hebrew word adam means "mankind," "men and women," "people." The first act of Adam was his giving names to the beasts of the field and the fowls of the air. After that, YHWH caused a deep sleep to fall upon him, and while he was unconscious, YHWH took one of his ribs, and made a woman. YHWH presented her to Adam. Adam received her as his wife, and said, "This is now bone of my bones, and flesh of my flesh: she shall be called Woman, because she was taken out of Man." He called her Eve, because she was the mother of all living. YHWH then blessed the couple, told them to be "fruit-”fruitful and multiply," and gave them dominion over all other living things.

If YHWH had formed Eve from the ground Adam might have felt differently towards her. But Eve shared both Adam's flesh and spirit. Man and women are formed of one flesh. The woman was taken from his side to remain at his side to be a helpmeet. 

Read YHWH's story of creation in Genesis 1:1-31 and Genesis 4-7.

1.) What was God's attitude about His creation and particularly Adam?
2.) Do research about Adam and Eve. Use any resource (Scripture, encyclopedia, or the Internet).
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Study #10:

Complete the following:

#1: Write a Story
Write the story of the creation of Adam and Eve in your own words       (minimum 150 words).
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Study #11:

Answer Questions
1.Who named Eve? ( Genesis 2:23; 3:20)
2.Who was first fooled by Satan? ( Genesis 3)
3. How does the serpent display craftiness tempting the woman?
Compare verses 4 and 5 to 3.22. Did the serpent lie.?
4. What is the woman’s punishment given in 3.16?
3.Who were the children of Adam and Eve? (Genesis 4:1,2,25; 5:3,4 )
4.How old was Adam when he died? (Genesis 5:5)
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Study 12:

Learn Hebrew Words

Look up each of these words in a Hebrew lexicon. Add the word, phonetic- spelling and meaning to your Hebrew notebook. See The Old Testament Hebrew Lexicon.
The Hebrew word adam is, “da” (phonetic- aw-dam'). It means mankind, or people. The Hebrew word for Eve hwwx (phonetic - khav-vaw'). It means life" or living. The Hebrew word for side is, “tsela” (phonetic- tsay-law'). It means side, rib, or beam.
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Study 13:

Discuss

“Have you ever faced a strong temptation? What did you do? Did you walk away or succumb?” .
Discuss different temptations in your life. Are there any that occur over and over? In order for us to walk righteously in YHWH, our thoughts and actions must be in submission to the Eternal.

Look up and read:

Judges 2: 17 Yet they would not listen to their judges but prostituted themselves to other gods and worshipped them. Unlike their fathers, they quickly turned from the way in which their fathers had walked, the way of obedience to YHWH’s commands.

2nd. Chr. 31: 20 This is what Hezekiah did throughout Judah, doing what was good and right and faithful before the Almighty  YHWH. 21 In everything that he undertook in the service of YHWH's temple and in obedience to the law and the commands, he sought YHWH and worked wholeheartedly. And so he prospered.

Proverbs 30: 17 "The eye that mocks a father, that scorns obedience to a mother, will be pecked out by the ravens of the valley, will be eaten by the vultures.

Look up the words: Submission, Obedience, Temptation, Succumb.
Write the definition for each word and one sentence of your own using each word.
Write a paper on these words and how we can all better ourselves, to not come to temptation and to be more submissive to YHWH and His commandments.
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Study 14:

The history of the Fall is recorded in Genesis 2 and 3. That history is to be literally interpreted. It records facts which underlie the whole system of revealed truth. It is referred to by our Almighty  and his apostles not only as being true, but as furnishing the ground of all YHWH's subsequent dispensations and dealings
with the children of men. The record of Adam's temptation and fall must be taken as a true historical account, if we are to understand the Scripture at all as a revelation of YHWH's purpose of mercy.

Sin unchecked produces more evil. When the heart of a person no longer looks toward YHWH, every thought and every action becomes based on sin. It is this condition in which man found
himself, and it is this condition that YHWH was sorry to see. Since, sin has kept man separated from YHWH.

2^nd. Chronicles 7: 14  if my people, who are called by my name, will humble themselves and pray and seek my face and turn from their wicked ways, then will I hear from heaven and will forgive their sin and will heal their land.

Psalms 37: 7  Be still before YHWH and wait patiently for Him; do not fret when men succeed in their ways, when they carry out their wicked schemes.  8  Refrain from anger and turn from wrath; do not fret--it leads only to evil.   9  For evil men will be cut off, but those who hope in the Eternal will inherit the land.   10  A little while, and the wicked will be no more; though you look for them, they will not be found.   11  But the meek will inherit the land and enjoy great peace. 

We need to refrain from sin, and evil.  Evil men will be done away with.  One day they will not be on the earth any longer.  We are to be just and upright before YHWH.  When we do sin, we are to repent of that sin, and then not do it again.   We are to come before YHWH and say, “I did this sin, I am sorry, and ask forgiveness/repent.”  

King David sinned, and then he repented of that sin.  Psalms  51:1 For the director of music.  A psalm of David.  When the prophet Nathan came to him after David had committed adultery with Bathsheba.  Have mercy on me, O YHWH, according to your unfailing love; according to your great compassion blot out my transgressions.  2 Wash away all my iniquity and cleanse me from my sin.   3 For I know my transgressions, and my sin is always before me.    4 Against you, you only, have I sinned and done what is evil in your sight, so that you are proved right when you speak and justified when you judge.   5 Surely I was sinful at birth, sinful from the time my mother conceived me.   6 Surely you desire truth in the inner parts ; you teach me wisdom in the inmost place.   7 Cleanse me with hyssop, and I will be clean; wash me, and I will be whiter than snow.    8 Let me hear joy and gladness; let the bones you have crushed rejoice.    9 Hide your face from my sins and blot out all my iniquity.    10 Create in me a pure heart, O YHWH, and renew a steadfast spirit within me.    11 Do not cast me from your presence or take your Holy Spirit from me.   12 Restore to me the joy of your salvation and grant me a willing spirit, to sustain me.     13 Then I will teach transgressors your ways, and sinners will turn back to you.   14 Save me from bloodguilt, O YHWH, the YHWH who saves me, and my tongue will sing of your righteousness.    15 O Lord, open my lips, and my mouth will declare your praise.    16 You do not delight in sacrifice, or I would bring it; you do not take pleasure in burnt offerings.    17 The sacrifices of YHWH are a broken spirit; a broken and contrite heart, O YHWH, you will not despise.   18 In your good pleasure make Zion prosper; build up the walls of Jerusalem.    19 Then there will be righteous sacrifices, whole burnt offerings to delight you; then bulls will be offered on your altar.

1Kgs. 8:46 "...for there is no man that sinneth not,..." (2Chr. 6:36)
Prov. 20:9 "Who can say, I have made my heart clean, I am pure from my sin?"
Eccl. 7:23 "For there is not a just man upon earth, that doeth good, and sinneth not."

          Everyone sins, but when we know that we have sinned we need to pray to YHWH and ask forgivness, and then not do that sin again.  Also, we need to pray and ask forgivness for the sins that we have commited and don’t know what they are.  Scripture says that we all sin.      In this way we can become closer to YHWH.  Because when we sin, especially if we do not ask forgiveness or ask forgivness but then go and do the sin again, we are separating ourselves from YHWH.   We should not do this.   We should be getting closer to YHWH and not farther apart from Him.

Research the Fall of Man: (resource: Scripture)
1.) Look up other passages in the Tanakh Read what happens to man when they fall away from YHWH. See how history always repeats itself. Genesis 3:1-19; 2:16, 17; Job 31:33; Ecclesiastes 7:29; Isaiah 43:27; Hosea 6:7;
2.) Write notes (3-5 sentences) about each chapter.
3.) Write a summary (at least 150 words) using the Scripture verses and your notes on each on what you have learned.
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Study 15:

Create a Chart

Create a chart showing the three forms of temptation and subsequent sin:
"lust of the eye," "lust of the flesh," and "the pride of life."
See the chart below.
Reread Adam’s and Eve's temptations, and notice how each of these forms is present in the first sin. YHWH's response to these sins shows both judgment and mercy. It shows judgment because Adam and Eve were separated from the close relationship they had enjoyed with YHWH. It shows mercy because YHWH did not let
Adam and Eve live forever in this separated state, but gave a way of redemption.
(Read Genesis 3:21). YHWH made a way for all men to return to a relationship with Him. YHWH's first sacrifice was from among His animals, which provided the skins He gave to Adam and Eve to "cover" their "shame," i.e., to cover their sin.

Finish making this chart on your paper, and filling it in. Add the sins that you read about in Study #14,
and fill in the rest of the chart.

A tree that was good for food (natural food for the physical body).
A tree that was pleasant to the eyes (carnal food for the mind).
A tree desirable to make one wise (spiritual food).
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Study #16:

The story of Cain and Abel is in Genesis Chapter 4. Read Genesis 4:1-16. Here were two children brought up in the same home, under absolutely identical circumstances, with the same background the same teaching concerning the true YHWH etc., And yet their lives turned out so differently.
Two sacrifices were made. Abel made a sacrifice of the firstborn of his flock, while Cain made a sacrifice of the fruit of the ground. Why do you think one sacrifice was acceptable to YHWH and the other was not? What part did faith play in Cain's and Abel's sacrifices?
Cain's character continued in his descendants. Four generations later, Lamech was a (Genesis 4:17-19 (compare 2:24) Lamech was also a murderer and wrongly expected YHWH's love (Genesis 4:23-24).

Research Cain and Abel - use Scripture.

Activities: (choose one or more)

1.) Create a Storyboard Gather the materials you would need to tell the story of Cain and Abel.
A storyboard is a graphic, sequential depiction of a narrative. You can either draw this story or cut out pictures to tell this story to your family and friends.

2.) Summary Both Cain and Abel brought offerings to YHWH, but their heart attitudes were different. Write and share a paragraph explaining the term “Man looks on the outward appearance, but YHWH looks at the heart.” Younger students can dictate or
narrate (tell back) what they learned.

3.) Write about: Before Cain murdered Abel, what emotion preceded the act? (Genesis 4:3-7). Anger is perhaps the strongest, and potentially the most destructive of our emotions. Unbridled anger is the source for many outward acts of violence and inward roots of bitterness. When does anger turn into sin? Talk to your parents about ways to deal with anger. What are Scriptural steps to release it to YHWH and experience His peace?

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Study # 17

Seth to Noah:

Seth means "substituted." Gen 4:25 says, And Adam knew his wife again; and she bare a son, and called his name Seth: For YHWH said, “She hath appointed me another seed instead of Abel whom Cain slew.”  While Adam and Eve had more children, it is through Seth that YHWH's promised salvation would come.
Not much is written about the genealogy from Seth to Abram. We do know certain things about some of these men. For example, we know the ages to which these men lived, and we know their ages when they fathered the next in the genealogy. We know that Enoch walked with YHWH, and we know that YHWH took him so that Enoch did not see death.

1.) Research the genealogy between Seth and Noah. Use Scripture, also use the family tree.

2.) Timeline - Using the ages mentioned in Genesis, make a time line chart of the lives of each of the men in the genealogy chain from Adam to Noah.

3.) Write a summary (at least 150 words) about what you have learned about the genealogy between Seth and Noah.

Study # 18:

We have examined the genealogy of Adam through Seth down to Noah in the last lesson.

 Review this genealogical trail.        Why did Noah find favor in the sight of YHWH? Read Genesis 6:8. As with Able, faith played an important part in Noah's life. Read Genesis 6:22.
Read Genesis 9:19 through 11:27. In order to determine the length of time from Adam's creation to the flood we have only to add the ages of the antediluvian patriarchs--Adam, Seth, Enos, Cainan, Mahalaleel, Jared, Enoch, Methuselah, Lamech, Noah--at the births of their first sons, and add to this the age of Shem at the flood, and we find that it was 1656 years (Genesis 5:3-32; Genesis 7:6). This is the genealogy of Noah to Abraham.
Most of the descendants of Shem, Noah's oldest son, stayed in the Middle East. These included the Hebrews, Persians, and Assyrians. The descendants of Ham, Noah's middle son, include the Egyptians, Ethiopians, Canaanites, Phoenicians, and Hittites. His descendants appear to have done the best job of filling the earth, as they were likely the settlers of Central Africa, the Subcontinent, East Asia, Oceania, the Americas and parts of Central Asia.
The descendants of Jepheth, Noah's youngest son, migrated into Europe and parts of Central Asia. The Greeks, Romans, Spanish, Scythians, and Medes were Jepheth's descendants.
Shem was the second-born son of Noah. He is the progenitor of the Semitic peoples (Genesis 10:21-31). He was born 98 years before the flood (Genesis 11:10) and outlived his descendants for 9 generations, except for Eber (from whom we get the word Hebrew) and Abraham. After Noah's incident with "too much wine," Shem seems to have been given pre-eminence over his brothers (Genesis
9:20-27).
Ham was the youngest son of Noah, born about 96 years before the flood. He became the pro-genitor of the Egyptians, Cushites, Ethiopians, Libyans, Canaanites, Assyrians and Babylonians (Genesis 10:6-20). After the incident with "too much wine, “Ham apparently lost favor with his father for something that he did while Noah was asleep (Genesis 9:24-25). Japheth was the oldest of the 3 sons of Noah (Genesis 10:21). He is the progenitor of Gomer, Magog, Madai, and the maritime peoples of Javan (Genesis 10:2-5). He didn't get into any trouble during the "too much wine" incident, but his younger brother Shem seems to have
done better in terms of their father's blessing (Genesis 9:23, 27).

1.) Research the genealogy and time period from Noah to Abram.

Choose and complete one of the following activities:

1.) Create a timeline using the same chart you made in the last lesson.  Continue your timeline with Noah to Abram, showing their births and life spans.
2.) Fill out a family tree from Noah to Abram.
3.) Learn Hebrew words: Look up each of these words in a Hebrew lexicon. Add the word, phonetic spelling, and meaning to your Hebrew notebook. The Hebrew word for Noah
is, “Noach”. It means “rest”. Related words include: nuach (easy going, pleasant, rest-ing soul), nochoot (convenience, comfort) nachas alav ruach (to be inspired, rested upon him in the spirit).
4) Copy passages. Copy (by hand or typing) two or more paragraphs from your research, or have someone dictate the passage to you. Younger students can copy one or
two sentences or narrate (tell back) what has been learned.

Now, after reviewing the genealogy of these men of YHWH, how can you relate how faith helps you in your life? Discuss this with a family member.

Study #19:

Corruption of Man:

Genesis 4 gives a brief glimpse into the society and culture of mankind before the Flood. It describes cities, polygamy, Nomadic herdsmen, musical instruments, bronze and iron. Read
Genesis 4.

To corrupt means, “to make morally depraved”. It means to pervert what is good and upright. It means to make unclean what was once clean. It means to spoil what was once good and unspoiled. The word corrupt always implies a former state that was unspoiled, clean, good, or upright. It is never used to speak of the original created nature of man. It speaks of what man has become because of spoiling or perverting the nature with which he was created.

1.) Research the corruption of man.

Choose and complete one of the following activities:

1: Make a List
Consider the genealogy you have studied. How many people are listed in such a way that they could be considered "people after YHWH's heart"? Make a list of these people.

2: Write a Description
Write a description of society and culture of mankind before the Flood from the verses in Genesis 4. Younger students can dictate the description.

3: Write an Article
Look at today's newspaper, or listen to a news broadcast. What do you think is YHWH's reaction to the stories in that paper or on that broadcast?

Pick out one story and try to see what YHWH sees.

Write an article explaining what you think YHWH feels, and what you think our response should be to YHWH's reaction.

#20:

The Flood:

Read Genesis 6, 7, 8.

Pick one or more studies to do below:
Write a Paper
From you research, write a paper. Write about Noah building the ark.  Include details such as the size of the ark, the length of time it took to build the ark, the length of time it rained, the depth of the waters, and how long the waters stayed on the land.

Give details to your paper of facts that happened and pertinent information. Write this as if you are a newspaper
reporter writing a story for the paper. Give your story a name and sign your name as writer at the bottom. Remember
to date your newspaper story also.

1.)     Contrast and Compare
Make a contrast and compare graphic. Compare man's wickedness in the days of Noah with today. Watch television and notice how many times YHWH’s commandments are broken or ridiculed in a typical comedy or drama.

A writing assignment may ask you to compare and contrast:

               The ideas of specific philosophers; or

               Philosophical traditions; or

               Ideas of philosophers in a single philosophic tradition; or

               Different interpretations of a philosophic concept, such as justice.

         Any assignment that requires you to "compare and contrast" is concerned with recognizing similarities and differences in important philosophical concepts or philosophers, and illustrating the significance of both what is common and what is different.

                                              Method

 Be familiar with the concepts, ideas, arguments, or philosophers you are comparing and contrasting.

         1.)   Identify the dissimilarities. Dissimilarities might occur over the premises or conclusions of an argument, the definitions of a concept, or the evidence used to support the conclusions or positions.

          2.)  Identify similarities that occur at a very general level. Even though different philosophers might offer rival conceptions of justice, for example, they are in agreement at least that justice is an important concept. As you move from general areas of argument to ever more specific and  particular levels, differences will become more prominent and similarities will subside.

          3.)  Your essay should present a continual back-and-forth process of comparison and contrast.   This will prompt you and the reader to new insights.

1. Getting Started/Pre-Writing

          Free write what you know about the research topic before you begin your library research. Choose the ideas, questions, or themes that you would be most interested in developing and use these to focus your research in the library.

2. Planning

          Consider your audience for the paper. If the specified audience is the educated lay person, what will they know about your topic? What ever public or academic audience you have in mind, you will need to write to that level.

          Consider your objective in writing the paper. What general themes do you wish to discuss? What conclusions do you want to establish?

          Determine how you will generate support for your analysis and conclusions. A research paper draws heavily on two principal areas for its ideas: 1) Primary sources: Books or articles, 2) Secondary sources: Books or articles about the primary source which interpret, comment, and criticize the primary source. As you locate your sources, make sure you know how to evaluate them for reliability and how you will document your use of borrowed information.

3. Structural Organization

          Although different assignments will ask you to focus more specifically on one aspect of a research paper or another, a good organizational rule-of-thumb for a research paper is that you should;

          devote:

               Approximately 1/3 of the paper to identifying the major questions;  Approximately l/3 to analysis and criticism of the arguments of others on these questions; and Approximately l/3 to developing and defending your own perspectives.         

4. Drafting:

          After you have planned your research paper and organized its main elements, write a first draft of the article. Then ask a friend, roommate, or fellow student to review it for you. Have them look at clarity of purpose, organizational framework, accessibility and simplicity, and comprehensiveness; grammar can be addressed later.

          5. Revising:  Based on the comments of your reviewer(s), revise your initial draft. Consider the following:

               Introduction: Clear identification of topic. Clear identification of purpose. Forecasts rest of  paper.

               Content: Strong transition from introduction. Examine examples and arguments for logic, length of detail, and progression of the argument. Make sure you have addressed the criteria of evaluation for your paper specified by your instructor.

               Conclusion: Smooth transition from content of paper. Appropriate summary of content.   Conclusions reached and defended.

          6. Polishing

          Once the ideas in the body of your paper are clearly and fully developed, you are ready to polish the paper through attention to grammar, sentence structure, punctuation, and spelling. In polishing, make sure you attend to your professor's specifications on format for submission of the final draft.

Compare and Contrast  Graphic Organizers

          The following websites are examples of compare and contrast organizers, to help you collect your information before writing your paper.

Venn Diagram http://www.writedesignonline.com/organizers/comparecontrast.html

A Double Cell Diagram – good for younger children.  http://www.graphic.org/bubble.html

Graphic Organizer Links:  http://www.2learn.ca/currlinks/2teach/netsteps/graphorg.htm

2.)     Write an Article:
Imagine you are writing for a newspaper. Using the results of your research, write an article about flooding. Compare the different types of floods and the damage they can cause. As you will see from your research, even localized floods because millions and possibly billions of dollars of damage a year. Be aware that the
total sum of all floods in the world can be considered minor when compared to The Flood.

Write a Description
Use Scripture references to write a description of the ark. Include size and materials. Hint: The dimensions of the ark are given in cubits. A cubit was the distance from a man's elbow to the tip of his fingers generally about 18 inches.

Expand Your Research
Study the effects of local floods and major catastrophic flooding. Use the encyclopedia, news articles, or other sources. Floods are one of the most deadly and damaging natural disasters known to mankind. The amount of power in even a relatively small flood is staggering. In 1931 the Huang He River in China flooded,
causing 80 million people to become homeless and killing over one million people.

Answer these Questions:

Study 21:

After the Flood:

Read Genesis 8: 6-12

Examine:

    The book, “Knowing YHWH through Genesis”, explains how we can see YHWH through the flood:

“In YHWH's grief over man's wickedness, we see the disappointment of a loving YHWH who desires our best. In His destruction of the human race, we see the wrath of YHWH poured out on disobedience. In the singling out of Noah for rescue, we see a sovereign YHWH who cares for individuals. In the shimmering rainbow, we see an unending reminder that YHWH keeps His word."  The book also explains that we can see ourselves through the flood: "In the unre-strained evil of the race, we see our own pattern of sin before YHWH's grace transformed us. In the refusal of Noah's neighbors to heed his preaching, we see our own resistance to YHWH's spokesmen for justice and truth. In the faith and obedience of Noah, we are given a model for our own relationship with YHWH.   In the new beginning for mankind after leaving the ark, we see reflected our own opportunities to start afresh with YHWH."

Research the period after the flood.

#1 Write a Diary Entry

Write a diary entry as if you were one of the people watching as Noah built the ark. Why did you think he was foolish? Younger students can dictate or narrate (tell back) what a person may have been thinking.

 #2: Write a Diary Entry

Write another entry as if you were one of Noah's children. Explain

what you see, hear, and feel before boarding the ark and after the ark has landed.

Do you feel opportunities to start afresh? Younger students can dictate or narrate

(tell back) what Noah’s children may have been thinking.

# 3 Share with a Child

Tell the story of the rainbow.  What did YHWH say about the rainbow?

For younger children:  Draw a picture of the ark, Noah's family and the animals going into the ark, or coming out of the

Ark, or the ark on the waters.

For older children:  Draw a more detailed picture of the ark.  Show from your drawing the height and width of the ark. 

Show from your drawing the inside of the ark.  Name all the different areas of the ark.   And any other descriptions of the ark.

    The dove and the olive branch are important symbols. In Genesis 8:6-12, it was the dove that brought back the olive branch.    What does the dove symbolize?

Study # 22:

Genealogy of Nations:

    Genealogy is a fascinating study and a wonderful vehicle for learning. Interview your parents, grandparents and other family members about your family's ethnic back-ground.

What country did your family come from? How did they get to this country?

What are some family traditions? Make a chart of 3 generations of your family tree.

    Examine

    After the waters of the flood have receded, Noah and his sons are told to replenish the earth(Genesis 9:1). All nations, all cultures, all tribes, and all peoples are descended form Noahthrough Shem, Ham, or Japheth. Anthropologists divide all the world's peoples into threeraces, Caucasian (white), Mongoloid (yellow) and Negroid (black). Within each of Noah'ssons was the potential to produce all the variations that are evident within the three races ofman.

    After the judgment of The Flood, the Book of Genesis records the Table of Nations (Genesis10), portraying the remarkable growth of the human community with its variety of racial, linguistic, and political divisions.

    Shem: The line of Shem's seed was the covenant line from whom Abraham came, then the patriarchs, then David. "Semitic" comes from the name Shem, a word which refers to the Jewish race and peoples.

    Japheth: The Japhethite line goes to the non-Jewish, Gentile nations. The Greek, Roman and Egyptian peoples can trace their roots to the family of Japheth.

    Ham:The peoples of Ham's line populated parts of Asia Minor, the Arabian Peninsula, and eventually the entire continent of Africa - once known as the Land of Ham.

Research the genealogy of nations.   Use any resource (an encyclopedia or the Internet).

Choose and complete one of the following activities:

# 1: Review Maps

    Today, the word "nation" is usually taken to mean a geographic boundary containing a large group of people under one government. This large group may or may not be related ethnically or tribally. In the Old Testament however,"  nation" usually had more to do with family, tribe, or lineage than geographical boundaries. While these tribes lived in localized areas, they attached themselves to each other more by family than by area.

Read Genesis Chapter 10. Make a list of the different nations that came from Shem, Ham, and Japheth. Review the maps of the Old Testament, and locate where these”‘nations” lived.

#2: Make a Family Tree

    Make a family tree of Noah's sons. List their descendants according to Genesis 10 and 11.

#3: Answer Questions

1.Who were the three sons of Noah?

2.How many sons did Japheth have?

3.How many sons did Ham have?

4.Which of Ham’s sons has the name of a country?

5.Who was the father of Nimrod?

#4: Learn Hebrew Words

    Add the word, phonetic spelling and meaning to your Hebrew notebook.

See The Old Testament Hebrew Lexicon. The Hebrew word for nation is “ywg”.

(phonetic -go'-ee ')     Use a Scripture dictionary to look up and define the word "nations."

Study # 23:

The Tower of Babel:

    After the flood, most of the people ignored YHWH's command to fill the earth,  and  instead settled together on the plain of Shinar (the future site of Babylon) and started building a tower to their own honor. YHWH confused their language so they could not understand each other. They stopped building the tower of Babel and scattered over the face of the earth.

Read the story of the Tower of Babel in Genesis 11:1-9.       Research The Tower of Babel.

Choose and complete one of the following activities:

Study # 1: Contrast-and-Compare

    Genesis recounts that the two cities Shinar and Babel formed the original kingdom of Nimrod. The image of the city of Babel stood in sharp contrast to the nomadic life of Israel's patriarchs. Moreover, the episode at Babel foreshadowed the dangers that Israel faced as it settled among the Canaanite cities with their rich temples and false dieties. The main reason YHWH punished His people with the exile in Assyria and Babylon was their persistent desire to accommodate themselves in the idolatry and lifestyles in the nations around them.

    Make a contrast-and-compare graphic showing how their actions compare with Christians’ today.

Do we have difficulty living in a corrupt world? Why does YHWH command separation?

Study # 2: Write a Poem      Write a poem about Babel.

Study # 3:  Share with a Child.  Tell the story of the Tower of Babel

Study # 24:

After Babel: The Nations and Their Religions

After YHWH confused the language, men began to wander. So did their religions. From the beginning foundation of a belief in YHWH, the various people began to change their religions to suit themselves.

 Similarities in the various stories about the Flood, Creation, and other things point to the truth of creation and man's history. A primary difference between the truth of YHWH and the tales that man began telling is obvious.

Man's stories diminish or leave out YHWH and give honor and credit to man himself. Thus, man began to worship the created rather than the Creator.

At the time Abraham came to Canaan, there were a number of nations in the area. Each seemed to have its own diety and religious practices. From Baal to Nebo to Egyptian Mythology, religions abounded. One thing remains. All religions, then and now, attempt to answer these questions: Who is YHWH? Who is Adam (man)? What is sin? What is salvation?

The difference between the true YHWH of the Scriptures and these other religions is clear. All other religions try to reach YHWH by works and by man's own strength. The scriptures tell us differently.      Some would have you believe that, because the written language of Hebrew is younger than the written language of some of the other civilizations, the stories in the Bible were taken from those civilizations, rather than the other way around. What must be remembered is that by faith it is believed that YHWH spoke through a certain people and when YHWH dispersed men, they took His teachings and perverted them into their own religions. The Scriptural account of the Flood is an example of this. People and tribes that have been separated for thousands of years still have a common belief that a deluge destroyed the world.

Study # 1:

    Do research to find out who or what early civilizations worshiped. Use any resource (an encyclopedia, non-fiction book, historical novel, or the Internet).

Study # 2:

    Contrast and compare what YHWH has said that He is the only Mighty One and there is no others besides Him.

Using an Encyclopedia, library, or other sources, make a contrast and compare graphic to compare the four of the most common religions of the area during this period.. In the essay, describe how these religionslook at YHWH, Adam (mankind), Sin, and Salvation. Also describe how they look at the life to come.

Compare this with what you believe about the YHWH of the Scripture.

Study # 3:

    Make a List:   Make a list of how America is like the Sumerian society.

Study # 25:

The Calling of Abram:

    This lesson will introduce you to Abram.  (When Abraham's son, Ishmael, was thirteen years old, YHWH changed Abram's name from Abram to Abraham.) 

    Faith plays a very important part in the life of anyone wanting to please YHWH.  An important part of faith is obedience.

Able was obedient, Enoch was obedient, and Noah was obedient. What part does faith play in your life?

Abram's call begins a new chapter in YHWH's plan to redeem mankind. From Abram's family would come a people who would know how to teach and keep the ways of the Eternal. YHWH required obedience and personal commitment from Abram in order for the blessing to be bestowed.

    Read about the call of Abram in Genesis 12.

Find out more about Abraham. Use any resource (Bible dictionary, Bible encyclopedia)

Choose and complete one of the following activities:

Study #1:   Fill out a worksheet.  Compile information from your research to fill out a Person Worksheet about Abram.

Study # 2:   Fill out a Worksheet. Choose an event in Abram's life to focus on. Fill out an Event Worksheet.

Study # 3: Write a Précis.         (A Precis is a concise summary of a book, an article, or another text; an abstract.  A concise or abridged statement or view; an abstract; a summary.  A summary of the main points of an argument or theory.)    This is the dictionary definition.                                        

Precis

The precis (pronounced pray-see) is a type of summarizing that insists on an exact reproduction of the logic, organization, and emphasis of the original texts. It is of particular use in situations in which you want to detail the relative order, proportions, and relationships of the original parts of a text. An effective precis retains the logic, development, and argument of the original in much shorter form. Thus, a precis is useful when you are dealing with lengthy passages that demand careful attention to the logic and organization of an argument.

To write an effective precis, read the passage several times for a full understanding. Note key points. It may, in fact, be helpful to underline these words. Restate each paragraph in one or two sentences. In cases where there are very short paragraphs, combine them in your restatement. Make sure that you retain the precise order of the original points, and combine the sentences into one or more smooth paragraphs.

Finally, check your precis against the original to be sure that it is exact and retains the order, proportions, and relationships of the original.

Websites to help with writing:

http://www.python.org/workshops/1997-10/good_paper.html

http://jefferson.village.virginia.edu/~erben/precis.htm

http://www.ukans.edu/~writing/docs/paraphrase.html

Write a précis about Abram (minimum 100 words).  Share the précis with your family.

Study # 4:   Trace a Map.   Genesis 11:27-32; 15:7; and Neh. 9:7 describe Ur as the starting point of

the migration westward to Palestine of the family of Abraham around 1900 BC. Ur was one of the first village settlements founded by the so-called Ubaidian inhabitants of Sumer. Read the Scripture references and find and copy the route of Abraham's migration on the map.

Study # 5:

Examine & Memorize Scripture

    Abraham's call involved separating himself from his country, his kinsmen, and his father's house.

YHWH was establishing an important principle: that His people were to separate themselves from all that hinders His purpose for their lives.   Separation is a continual requirement for YHWH's

people, from the corrupt world (Ex. 23:24,    Ezra 9:whole chapter,   Deuteronomy 7: whole chapter)

Pray and examine where you are in your life. Discuss these questions with your parents: Are you "separate" and out from among the world? Do you have friends who are unbelievers? Do you have friends in unrepentant sin? The Scripturefirmly states that bad company corrupts good morals. What can seem to be innocent can result in great sin.

What are the consequences of not separating? We must obey YHWH's commands. Study and discuss each verse listed above. Memorize the two that speak to you most.

Study # 6  

Write a Summary

Abraham possessed the faith that expressed itself in obedience. Write a summary of  Abraham's faith and obedience.

Study # 7:

Share with a Child.  Tell the story of the call of Abram

Study # 26: 

Abram Enters Canaan:

The Land of Canaan, renamed Israel by YHWH, was given by YHWH to Abraham and his descendants as an everlasting possession. Many call the land Palestine, but the name of this Land is Israel. It extends along the coast of the eastern Mediterranean. Lebanon lies to the north, and Egypt is to the south. The eastern border is the Jordan River. The pre-Israelite inhabitants were called Canaanites. Canaan was theland that YHWH promised to Abraham (Gen 12:1-3). Abraham, Isaac, and Jacob were strangers in this land(Genesis 23:4-19). Abraham's descendants went to Egypt during a period of famine and were enslaved there.

After the exodus from Egypt, they traveled to Canaan under Moses and reentered the country under Joshua. 

#1 Find and trace a map of Canaan (from your Bible, Bible Atlas, or the Internet).

    After the kingdom was divided around 922-587 B.C, the northern part of Canaan was called Israel and the southern part was called Judah. Later, the territory was divided into three sections: Galilee in the north, Samaria in the center, and Judea in the south.

#2 Research Canaan and the Canaanites. Use any resource (an encyclopedia, non-fiction book, historical novel, or the Internet).

Expand:

# 3: Write an Essay

    Write a traditional essay about the Canaanites, and include what they looked like, who and how they worshipped, marriage customs, approximate population, government, basic laws, what they used for money, entertainment, clothing, food, what their homes were like, their education system and written language, the roles of men and women, their weapons and scientific achievements, trans-portation, agriculture, etc.

# 4: Copy Passages

Copy (by hand or typing) two or more paragraphs from your research.

Or have someone dictate the passage to you. Younger students can copy one or two sentences or narrate (tell back) what has been learned.

# 5 : Contrast and Compare

Make a contrast and compare graphic to compare the first entry into Canaan by Abraham with the Hebrews entering Canaan under Joshua.

 Share what you have learned with your family.  Take notes on your discussions.  When the discussions are finished, review your notes.   Put your notes in your portfolio.  

    Correct written work to demonstrate correct punctuation, spelling, and effective use of grammar.   Add corrected written work or any illustrations to your portfolio.  

Puzzles:

The following puzzles are puzzles that I put together just for this Scripture study.  The vocabulary work from the first of this lesson needs to be done before you do some of the puzzles.   You will need to know the definitions of the words in order to complete some of the puzzles.

Adam to Abraham Crossword Puzzle:

http://school.discovery.com/puzzles4/mneale2/html/79180xlktg.html

Adam to Abraham Word Search Puzzle:

http://school.discovery.com/puzzles4/mneale2/html/P85385RICYUA.html

Adam to Abraham Double Puzzle:

http://school.discovery.com/puzzles4/mneale2/html/85944aufoc.html

Person Document:

1.)    Who is this person?____________________________

2.)    What is this person's life about?__________________________________________

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3.)    When did this story take place? (year or time frame?)__________________________________________

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4.)     Where did this story take place? (may be several different places) _________________________________________________

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5.)    How where things during this person's life? For example:  Type of home, type of job this person did, type of clothing, etc..  How was agriculture at this time?  What meat, vegetables, and fruit were grow for food, etc..  ___________________________________________________        ___________________________________________________     ___________________________________________________ ___________________________________________________    ___________________________________________________     ___________________________________________________    ___________________________________________________    ___________________________________________________   ___________________________________________________   

Event Document:

1.)            Name of person

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2.)            What main events happened during this person’s life? ___________________________________________

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3.)            Name some of the other people that were involved with the main character. ____________________________________________

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4.)            Tell how the main character and the other characters were related by either family, or friends, and what roll did each person play in the story. ____________________________________________

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5.)    Write down other important events and information from the story. __________________________________________

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Family Tree:

 Questions - In the Beginning:

1.)    The first man to walk on earth was? _______________________________________________

2.)    Eve was tempted in the garden of? _______________________________________________

3.)    ________________ killed his brother _______________

4.)    What man lived 969 years? _______________________

5.)    This man built an ark.  ______________________________

6.)    How many sons did Noah have?  ____________________

7.)     What is the names of Noah's sons?______________________________________________

__________________________________________________

8.)    Noah's son's wives names are________________________________________________

_______________________________________________________________

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9.)    What is the name of the land Abraham was born in?____________ ____________________________________

10.)    Which particular failing of man resulted in the building of the ark? _______________________________________________

___________________________________________________

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11.)    What was the ark made of ? ___________________________________________________

        ___________________________________________________

12.)    What was the material that was used to water-proof the ark?   ___________________________________________________

13.)    How old was Noah when the flood came? ___________________________________________________

14.)    How many people were in the ark? ___________________________________________________

15.)    How long did it rain? ___________________________________________________

16.)    How many clean animals went into the ark? ___________________________________________________

17.)             Who closed the door of the ark?  __________________

18.)             How many levels were in the ark? ___________________________________________

19.)             At it’s highest, how high did the ark float? ___________________________________________

20.)             How long was the ark floating? ___________________________________________

21.)             What mountain did the ark rest on? ___________________________________________

22.)             What was the first creature to leave the ark? ___________________________________________

23.)             What was the second creature to leave the ark? ___________________________________________

24.)             Who told Noah to leave the ark? ___________________________________________

25.)             The dove brought back to the ark a ___________________________________________ 

26.)             The first thing Noah built after leaving the ark was_______________________________________.

27.)             What did YWHW promise Noah?_____________________________________

_______________________________________________

_______________________________________________

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28.)             What was the sign of YHWH’s promise to Noah?_____________________________________

29.)             Why was Noah saved from the flood?_______________________ ______________

30.)             Before Creation, the world was:_________________

a.      Flat

b.     Bright

c.     Empty

d.     Was inhabited by man

31.)             How many days did it take for YHWH to finish creating the world?  ___________________________________

a.      5

b.     7

c.     4

d.     3

32.)             On the first day, YHWH saw that the light was: 

_______________________________________________

a.      Bright

b.     Dark

c.     Good

d.     Hot

33.)             In order to give light to the world, on the fourth day YHWH created great lights.  How many did He create on the 4^th. Day? _____________________________________

34.)             On which day was oxen created? _________________________________________

35.)             YHWH called the dry land ____________________; and the gathering together of the waters He called _________________.

36.)             Man was created on what day? ___________________________

37.)             Birds were created on the same day as? ____________________

38.)             How much of YHWH’s creation was man given dominion over?  _________________________________

a.      Everything on dry land

b.     Everything in the water

c.     Beast and creeping things

d.     All the earth

39.)             The first man was formed from?  ________________

a.      A monkey

b.     Dust

c.     Leaves

d.     Tree branches

40.)             On day five, what did YHWH create? __________________________________________

41.)             What did YHWH do on the seventh day? __________________________________________

42.)             YHWH promised Abraham to make him into a great __________________________________________

43.)             After the flood, the nations were made up by whom?___________________________________

44.)             Write down the covenants and promises that YHWH made with Abraham. _____________________________________________

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Vocabulary Test:

1.)            Covenant_____________________________________

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2.)            Descendant____________________________________

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3.)            Genealogy_____________________________________

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4.)            Husbandry____________________________________

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5.)            Metallurgy____________________________________

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6.)            Pentateuch____________________________________

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7.)            Antiquity_____________________________________

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8.)            Banish_______________________________________

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9.)            C.E._________________________________________

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10.)        Catastrophic__________________________________

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11.)        Torah_______________________________________

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12.)        Table of Nations______________________________________

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Egypt Map:

   1.)      Print out the map below and track the journey from Egypt by Moses and the Israelites.  Start in Egypt, go across the Red Sea, and then to the other places that they journeyed.

   2.)     Some of the cities on this newer map is not the name of the city back when Moses and the other Israelites were there.  Do a study and find out what cities changed their name.  Somewhere on your map, write the name of the city that it is called now, and then write down the original name of the city.

   3.)     Look at a map of the world.  Mark where you live on the map.  Next, mark Egypt on the map.  Track what path you would have to take if you took a trip to Egypt.   What is the distance between your house and Egypt?______________

   4.)      What states and/or countries did you go through to get to Egypt? _______________________________________

_________________________________________________

_________________________________________________

   5.)     What oceans, rivers, and seas did you cross to get to Egypt?  ______________________________________

_________________________________________________

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   6.)    Track the distance from a relative's or friend's house to Egypt.  How far is it? __________________________

   7.)    What is the difference in distance between your house and Egypt and your relative's or friend's house and Egypt?