September - Journeyman

This month's principle is HUMILITY.  How does being HUMBLE tie into history, government & geography? Be thinking as you work on your inspirements how humility factors into the things we're studying so we can discuss it together.

Inspirements to Prepare for Class:

1. Read, watch or listen to The Proper Role of Government by Ezra Taft Benson (click on words 'read', 'watch' or 'listen' for links).
2. Let Natalie know by September 4 which of the first 10 Principles of good government you'd like to teach the class about (from The 5,000 Year Leap). Call or text 801-347-9468 or email bountifulmomof4@yahoo.com.
3. Prepare a 3-5 minute presentation that will give the class the most important information about the principle you chose to present. Practice presenting in front of a trusted person and use their constructive criticism to make it better.  You can use note cards to remind you of key points, but please don't just read your presentation.
4. Read pages 1-129 in The 5,000 Year Leap (the introduction and the first 8 principles).  
5. Read the Introduction and Prologue in Just and Holy Principles (only 12 pages), then 'Treasure Hunt' for at least 3 gems you found thought-provoking.  Mark them and jot down your thoughts so we can discuss them in class.  
6.  Complete ONE of the following inspirements:
• Write a paper on the three branches of the U.S. Government.  Include how the branches work together to serve and protect citizens of America.  Refer to the 5,000 Year Leap pages 24-27 or do research elsewhere. Please have someone you trust proof-read your paper and help with paragraph organization, spelling, grammar.  Can be typed or hand-written but do your best!
• Find an example of the pride cycle in the Book of Mormon or Bible and be prepared to discuss in class.  Ask a parent or grandparent for help if you have trouble locating one on your own.
• Come up with an artistic representation of a way that the government can overstep its bounds and practice an IMPROPER role of government.  You could create a comic strip, a drawing, a poem, or a 3-minute skit with a friend. 
7. Read or listen to the quote segments below from Dallin H. Oaks' talk, "Freedom and Agency". You can find the mp3 link or the talk in its entirety at HERE (link). Come to class prepared to discuss what you learned. It may be helpful to do this inspirement with a trusted adult (great time to involve Grandma or Grandpa!).   
   
   Quote to read:

"Many losses of freedom are imposed by others. The science of government is a consideration of the procedures by which and the extent to which the official representatives of one group of citizens can impose restrictions on the freedom of another group. Decisions on the extent to which government power should restrict the freedom of individuals are among the most difficult decisions we face in an organized society. How much should zoning laws restrict a person’s right to use his own property? How many taxes should we extract, and what compulsory functions should government perform with them? How much harm can society allow a person to do himself, such as by self-mutilation or drug use? These are all questions of freedom."

"We have to accept some government limitations on freedom if we who live in communities are to have life, liberty, and the pursuit of happiness. A condition of uninhibited individual freedom would allow the strong to oppress the weak. It would allow the eccentric desires of one person to restrict the freedom of many."

"Interferences with our freedom do not deprive us of our free agency. When Pharaoh put Joseph in prison, he restricted Joseph’s freedom, but he did not take away his free agency. When Jesus drove the money changers out of the temple, he interfered with their freedom to engage in a particular activity at a particular time in a particular place, but he did not take away their free agency."

"The Lord has told us in modern revelation that He established the Constitution of the United States to assure “that every man may act . . . according to the moral agency which I have given unto him” (D&C 101:78). In other words, God established our Constitution to give us the vital political freedom necessary for us to act upon our personal choices in civil government. This revelation shows the distinction between agency (the power of choice), which is God-given, and freedom, the right to act upon our choices, which is protected by the Constitution and laws of the land."

Source of exerpts: Elder Dallin H. Oaks, http://speeches.byu.edu/?act=viewitem&id=573

I know that Geo-Conquest requires a lot of reading.  Hopefully you won't give up and will trust that it will be worth it!  If it's any consolation, in class we're going to play a game, watch epic video clips of various battle speeches, look at political memes, and have fun learning from each other and sharing the gems of knowledge we've gained.  :)  

I'm super excited to work with you and exchange knowledge in a way that will allow the Holy Ghost to testify to us of truth and prompt us to find how we can use our knowledge to fulfill the missions God has given each one of us. 

 

APR: Journeyman Inspirements

GEO-CONQUEST: JOURNEYMAN CLASS

-Do the inspirements in all 3 sections to develop your ability to look at things Geographically-

SECTION 1: MAPS AND TIMELINES

DO THE FOLLOWING:

Bring 2 timeline dates from Asia from 1300-1750 and add Gladys Aylward to your timeline

Make a map of Asia with at least 10 features or fill out the map with all the locations it specifies on the side at: http://www.docstoc.com/docs/110722916/UNIT-6-ASIA-Outline-Maps_-08-09

SECTION 2: GEOGRAPHY SKILLS

            Choose a way to present information on a country or subject in Asia--animals, religions, plant life, occupations, political differences, chess tournaments held there, music contrast, famous buildings!

SECTION 3: BIO FOCUS: GLADYS AYLWARD

I.  SEEK KNOWLEDGE:  

Read the following sites to gain an understanding of her life. Or any other sites you and your parents deem appropriate

http://en.wikipedia.org/wiki/Gladys_Aylward

http://justus.anglican.org/resources/bio/73.html

http://www.historymakers.info/inspirational-christians/gladys-aylward.html

http://www.ccminternational.org/English/who_said_that/gladys%20aylward.htm

Find at least 4 scriptures that you feel describe Gladys Aylward and write down the references.  Copy at least one scripture to share with the class.  Write a short reason why you feel it applies to Gladys Aylward and her story.

II.  GAIN UNDERSTANDING:. Do number one, and then choose one or more of the following to take your knowledge to understanding.

1. Everyone do the following:

*Choose a word that you think describes Gladys Aylward. Do a word study on it. (please do not do initiative) Write a brief explanation of why you feel this word best describes Gladys Aylward.

OR

*Do a graphic Summary of Gladys Aylwards life. Come prepared to share it. Remember to include a short moral and try to apply it to your life.

2. Then pick one or more of the following:

Choose one or more of the following:

*Research Glady's route from London to China. Map her route, and research the methods she used. Find a way to teach us about her travels.

*Research China (in addition to whatever country you chose above, unless you study two different things about it). Find a way to present that research to the group. You can make a map of China, Research the history or a famous location. You can write a report, or do a poster about China. You can compare China during Gladys Aylwards time to today and make a comparison chart.

*Compile a timeline of Gladys Aylwards life. This can be in any form you choose, please include date and locations where applicable.

*Write a short story, poem, song etc or draw a picture about Gladys Aylward's initiative.

*Why do you think that the people named her “Ai-weh-deh,” which means “Virtuous One.”

Research, Ponder and record your ideas. Come prepared to share your thoughts with the class.

            My project for understanding #2 is: _________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

III.  INTELLIGENCE: Now apply what you have learned into a project.  Select from one of the following or choose your own!

*Ponder about this quote from Glayds Aylward:

“I wasn't God's first choice for what I've done for China.... I don't know who it was... It must have been a man.... a well-educated man. I don't know what happened. Perhaps he died. Perhaps he wasn't willing... and God looked down... and saw Gladys Aylward.... And God said, “Well, she's willing.' ”

Have you had a time in your life when you thought that you were not the one who was “meant”   to do something, but knew it was something you had to do! Journal about that time in your life, and show it to your parent or running partner.

*Have you been inspired to teach the gospel to others, and had to do something difficult to spread the gospel? Maybe you didn't have to travel to foreign lands, but had to do “foreign” things? Journal about that experience and remember the difficult times or situations, along with the beneficial times and situations. Show it to your parent or running partner.

*Teach a FHE about Glayds Aylward and/or her initiative and/or the other characteristics you feel describe her to your family.

            My project for creating intelligence is: _____________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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MARCH: Journeyman

Geo-Conquest! JOURNEYMAN

North America and early settlements

Do what is specified in each of the following four areas:

#1 Geo-Conquest Skills: Time line

·         Come with three dates from this time period and area of the world.

__________________________________________________________________________________________________________

#2 Geo-Conquest Skills: Geography

·         Come up with your own presentation on a country or state!  You can write a brief, 1 page report (or more!) on a country or island, do a powerpoint for us in class, or just write down 5-10 of your favorite cool facts about the country of your choice in that area of the world.  You can also come with a game from that country for us to play (but please let Sister Biesinger know if you are going to do this, because I will plan one if no one else does J).

I would recommend getting books at the library for this, as they have pictures and are often easier to use than the internet for reports such as these.

__________________________________________________________________________________________________________

#3 Geo-Conquest Skills: Maps

·         Make a map of North America with physical geographic features and at least 7 settlements identified on it (like the one found at: http://www.trinityhistory.org/AmH/images/05europeancolonialsettlements.gif ...you may use it for ideas, but you need to draw and label your own map for this.

__________________________________________________________________________________________________________

#4 Monthly Focus: Settlements in Early American history…Integrity in Governing!

KNOWLEDGE: “The Mayflower Compact is important to the  concept of a democratic society because it represents a clear step toward self-government.” Let’s read more about it!

#1 Read the Mayflower Compact: http://avalon.law.yale.edu/17th_century/mayflower.asp

# 2 Review its history: watch http://www.history.com/topics/mayflower-compact  and http://www.youtube.com/watch?v=ZnvePCASB7c

UNDERSTANDING:  Create understanding by doing one or more of the following and bringing to share (or create your own!):

·         Identify 4 reasons to come and settle in the “New World." (See: http://en.wikipedia.org/wiki/European_colonization_of_the_Americas) Identify one example of each of your four reasons in the settlements of early America.

·         Study other settlements, like those in Central America (http://www.heritage-history.com/index.php?c=read&author=morris&book=samerican&story=_front ) and other in North America (interesting blog posts about these: http://www.apstudynotes.org/us-history/topics/the-first-english-settlements/ ) and do a T-Chart comparison of them to bring to class (please ask Sister Biesinger to explain these if you don’t know how to do them)

·         List the laws that govern your home in a similar contract.  Bring it to share!

·         List 10 laws that are always true.

INTELLIGENCE: Create intelligence by participating in and discussing the following in class:

·         Reconsider the colonies created in the simulation in Core Class.  Take one and create a contract that you think would make it able to function at its best.

·         Play geography/colonizing games!  We will be doing this at the end of class until 4 or 4:30.

FEB: Journeyman

Journeyman: Oceania and James Cook

Geo-Conquest Skills: Time line

-Come with three dates from this time period and area of the world.

Geo-Conquest Skills: Maps

-we will have a map for you to fill out as many of the following as you can identify: Australia, New Zealand, Tazmania, the Great Barrier Reef, Fiji, Micronesia, Solomon Islands, Tonga, Samoa, Marshall Islands,  Canberra, Papua New Guinea, Great Dividing Range, Coral Sea, Indian Ocean, Tasman Sea, Mt. Ossa, one of the four major deserts in Australia (Great Victoria, Great Sandy, Tanami, or Simpson), Southern Alps.

Geo-Conquest Skills: Geography

-Come up with your own presentation on a country!  You can write a brief, 1 page report (or more!) on a country or island, do a powerpoint for us in class, or just write down 5-10 of your favorite cool facts about the country of your choice in that area of the world.  You can also come with a game from that country for us to play (but please let Sister Biesinger know if you are going to do this, because I will plan one if no one else does J).

(I would recommend getting books at the library, but you can use sites such as this: http://www.mapsofworld.com/pages/fast-facts/australiaoceania/)

Monthly Focus: Exploration in Oceania…sacrificing to explore and learn!

KNOWLEDGE: do all the following

Read about James Cook:

#1 His birth and boyhood: http://www.heritage-history.com/index.php?c=read&author=langjohn&book=cook&story=boyhood

#2 Chapter where Cook lands on New Zealand: http://www.heritage-history.com/index.php?c=read&author=langjohn&book=cook&story=zealand

#3 His third Voyage and death: http://www.heritage-history.com/index.php?c=read&author=langjohn&book=cook&story=third

Then you can either read the chapters in between #2 and #3 on that website, or you can read the segment in the Story of the Word on Captain James Cook to fill in the gaps.

UNDERSTANDING:  Create understanding by doing one or more of the following and bringing to share (or create your own!):

-Write down three of your favorite interesting facts about James Cook

-bring a physical map with James Cook’s route: make with anything you want!  Paper, pasta, playdoh, or pie.

-do a powerpoint, play, report, poem, etc. about what you learned about James Cook

-research/read the parts in the Book of Mormon when it records people building boats and leaving to sail “north”

-make a model or drawing of Cook’s boat

-plan out what he would have eaten in one day and eat it yourself. (Be daring…do it more days!)

INTELLIGENCE: Create intelligence by participating in and discussing the following:

We will be watching the youtube version of Kon-Tiki at my house: http://www.youtube.com/watch?v=_m4b8Dk5ysY (the 1947 version, not the more recent, PG-13 one).  This video is about a man who built a ship out of primitive materials and set sail off the west coast of South America to prove that ancient peoples could use the ocean to get to the islands.  This film is made with the actual man who performed this experiment acting as… himself!  So interesting!  

The film is only an hour long, so we will aim to start it at 3:00 pm and class will end at 4:00.  As always, please preview or review this movie for personal approval for your family.  I will have popcorn but you can bring any snacks you want to share for that time. (Maybe you can try to make it authentic ship fare or Oceania food!)

You are welcome to come and get your youth early at 3 pm if you need to.  Thanks!