Bible Education
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Reg. No.: 2011/011959/07
Bible Education
Facilitator’s guide
Grade 8
LM van der Walt
Í2(È-E-BIE-FG019Î
LESSON ELEMENTS
LEARNING AIMS
What the learner should know at the end of the lesson. Taken from CAPS.
IMPORTANT TERMINOLOGY
New terminology to extend understanding of the subject as part of this lesson.
DEFINE
Definitions of concepts to understand the content.
IMPORTANT
Explain misunderstandings; possible confusion regarding existing knowledge.
TIPS
Any information other than the content, to guide the learner through the learning process.
SAMPLE
FOR THE CURIOUS
Encouragement to do in-depth research about the content. Expand the activity and exercise to such an extent that the learner is encouraged to explore. For the gifted learner: expanded exercises. For Learners with Special Educational Needs (LSEN): explain the need to complete the basic questions to achieve a passing mark.
ACTIVITY
Questions throughout the lesson that must be done in order to test the knowledge of the lesson completed.
EXERCISE
In conclusion of the specific Unit. Formative assessment.
CORE CONTENT
Emphasise the core of content; in-depth explanation of a specific section of the lesson; needs to be understood.
STUDY / REVISION
SAMPLE
Time spent to study the content in conclusion of the Unit and in preparation for the test or examination. LESSON
SCHEDULE AND TIME MANAGEMENT
This manual has been written to ensure that the lessons contain the most important information. The learner cannot study the Bible if someone else does the reading and research
It would be of great help for the learner to keep a notebook and pen at hand while reading. He/she can then make notes of the facts they come across and want to look up or research at a later stage. He/she can also jot down any possible questions that may arise at that moment to look into it at a later stage
The notes may also be used during Bible study. The learner should try to obtain a few reference books that provide a deeper understanding of and insight into the Bible. Use these books together with the lessons.
The lessons have been planned so that the learner has to spend approximately two hours per week on it in order to complete the entire lesson. They may, however, do their own time planning and may spend even more time on each lesson
Bible Education is aimed at undertaking a detailed study of the Bible. The learner should do this in a quiet, undisturbed place, without being rushed
The facilitator plays an important role in the Bible Education lessons. The learner will at all times need guidance. It is important that the facilitator also exposes him-/herself to a rigorous study of the Bible.
Go through each lesson unhurriedly before discussing it with the learner. This initial step will provide you with the necessary insight to guide the learner through the lesson and the activities
SAMPLE
ASSESSMENT REQUIREMENTS
Bible Education does not have very strict assessment requirements. Rather, the learner's opinion and insight is extremely important.
After every lesson an activity is given that is taken into consideration for assessment purposes. I indicated the mark allocation clearly. Consult the Facilitator's Guide should the learner be uncertain about anything.
Each term's assessments count 100 marks in total
Work is divided into terms as follows:
PREFACE
RECOMMENDED BOOK THE BIBLE HANDBOEK BY DIE BYBLE – BY PAT EN
DAVID ALEXANDER. FOURTH EDITION.
LUX VERBI.
BIBLE CONCORDANCE REIS DEUR
DIE BIBLE. V.GILBERT BEERS. LUX VERBI.
More than one view and explanation give a wider perspective on a subject The abovementioned books help to provide a broader insight into the lesson material to be covered
Use these in addition to the lesson material
SAMPLE
The Internet may also be a useful resource for learners who would like to research a specific topic
UNIT 1 Geography of the Biblical lands
LEARNING OBJECTIVES:
Upon completion of this unit you should be able to do the following:
INTRODUCTION
Demonstrate knowledge of the location of the various Biblical lands within Palestine
Demonstrate knowledge of the climate, animal and plant life in the Biblical lands
Demonstrate knowledge of the various Biblical lands outside Palestine.
This unit focuses on the geography of the Biblical lands within and outside Palestine. If the learner has a good idea of the country's location, the story of the Bible would be much more credible. This gives the learner the assurance that these countries did in fact exist and that they are not merely imaginary places that people have thought out
The unit also tells the learner more about the plants and animals that are found in these countries. Many of these plants and animals are mentioned in the Bible. This provides the learner with a broader knowledge of the Bible.
Lesson 1: Geography of the Biblical lands in Palestine
FOR THE CURIOUS:
Guidelines for the facilitator regarding the instruction to the learner
Archaeologists work with artefacts. These are abandoned manufactured products of man. It also includes material remains of people, such as skeletons. The archaeology of Palestine is called Biblical archaeology.
Biblical archaeology is a unique kind of archaeology The Biblical excavations are done to answer the following question: "How do the observed facts fit into the story of the Bible?"
Over the years, the excavations in Egypt and Palestine have increasingly confirmed the reliability of the Bible. Research methods have also changed over the years. These days, every single surface is scrutinised in detail by using state of the art scientific methods
Archaeology teaches us that people always left something behind after they have lived in a place. We can learn a lot from these objects that were left behind. We learn about their way of life, food consumption, agricultural methods, religion, rituals and culture
Discuss the learner's findings with him/her. The learner may also use the Internet to find information
The learner may also search for nice photos of the excavations and paste these in his/her workbook.
The facilitator should guide the learner in the research and offer the learner the opportunity to broaden his/her knowledge of the world of the Bible
ACTIVITY 1:
The following are the answers to the questions: The learner should answer the questions in the workbook.
1) Knowledge of the geography of the Biblical lands is essential in order to know the Bible well (1) and understand the Bible. (1). Most places in the Bible are not known to us (1). However, if we are able to link the names to the location of the places, it makes the story of the Bible more real. (1)
Mark any three facts. (3)
2) A tell is a ruins hill. (1) In Biblical times most cities were built on a hill. (1) When an old city is destroyed, the next city is simply built on top of it. (1) (3)
3) Flavius Josephus (1)
4) Jerusalem, Damascus, Dead Sea, Jordan River (1)
Facilitator marks any ONE of the abovementioned names as correct for 1 mark
5) It tells us about the lives, culture, religion and agricultural practices of the people in Biblical times (2)
Facilitator notes the learner's own opinion. Learner may use the information from the "CURIOUS" box in the answer. Facilitator marks any TWO relevant facts.