EDUCATORS GUIDE. FOR FIELD TRIP INFORMATION:

Transcription

1 EDUCATORS GUIDE FOR FIELD TRIP INFORMATION: was created by the Israel Antiquities Authority from the collections of the National Treasures in collaboration with the Science Museum of Minnesota.

2 Experience a once-in-a-lifetime opportunity to witness one of the greatest archaeological finds of the 20th century The Dead Sea Scrolls, which include the earliest known Biblical writings. March 12 October 24, 2010 This guide contains: Exhibition Floorplan...3 Exhibition Overview...4 About this Topic...7 Connecting with the Classroom...9 At the Museum...13 Teacher and Student Resources...20 Minnesota Academic Standards...21 Saint John s Bible...22 An audio tour (included with admission), information panels, photo murals and dozens of archaeological artifacts bring alive the times and environment of the region surrounding the Dead Sea 2,000 years ago. Investigate how archaeologists and other scientists recreate and preserve lifeways from the ancient Middle East. At the conclusion of exhibition, which showcases the oldest-known hand-scribed record of the Hebrew Bible, you'll see The Saint John s Bible, which represents history s newest hand-written illuminated Bible. See page 22 for further information about The Saint John s Bible. Please contact us if you have any questions: schools@smm.org or We thank the Pacific Science Center for allowing portions of The Educator s Guide for Discovering the Dead Sea Scrolls exhibition to be adapted for this publication. Field Trip Information For further information, cost, field trip guidelines: For reservations, call Educator Discount Teachers with ID can receive a discount to preview the exhibition. Call for information. When you visit exhibition: Review this guide for connections to your curriculum. Choose the activities that meet your needs best. Add your own page(s). Use journals or composition notebooks if you use these in classroom work. Bring sturdy cardboard to write on if you plan to use single pages during your field trip. Ask students to add their own questions and observations that arise during their exhibit explorations. Do some preparation activities before your visit. Use suggestions in this guide and the resource list for more ideas. Share expectations, plans and schedules for the visit with students and chaperones. Give chaperones copies of any activities students will do. Prepare students and chaperones regarding cell phones and photography. They are NOT allowed in the exhibition. The Science Museum requests that backpacks not be brought into the building. Students bringing backpacks should leave them on the bus or store them in the approved lockers on Level 2. All bags are subject to security inspection before entering the Museum. Students must be with their chaperones to enter the exhibition, and should stay with the chaperone throughout. Divide your class into small groups to work together in the exhibition. Viewing the Dead Sea Scrolls or Saint John s Bible can be a sacred experience for some visitors. Please remind students to be respectful of other visitors in these spaces. Don t miss these complementary Science Museum programs Omnitheater film: Arabia The brand new Arabia Omnitheater film is the first major film production to be granted access to more than 20 locations across Arabia, giving you an unprecedented look at a rich culture, history and religion that has long been hidden from the West. For other public programs accompanying this exhibition, please visit our website at 2

3 11. Scroll Anteroom A. Contents of the scrolls explained B. Sacred & historical context C. Tips for using displays in Scroll Room 10. Scroll Resource Station A. Accessibility fosters debate B. Published in varied forms over time C. There are many ways to learn more 9. Scroll Conservation e A. Early Dead Sea Scrolls conservation conservation B. Modern tools B. Modern tools & methods & methods of conservation 7. Archaeology of the Dead Sea Caves 6. The Greatest of the Find 20 th Century A. The people who valued the scrolls the scrolls B. The scrolls traveled B. The scrolls traveled a winding path A. Scroll archaeology B. Studying the scrolls C. Big questions: Who wrote them? How do we know? D. Scrolls valued regardless of origins ins 5. Welcome to the Dead Sea Valley 4. Second Temple Period A. Unique features es define e region A. Religious beliefs wer of the 20 B. How Dead Sea Valley was used B. How Dead Sea V in 2nd Te emple Period e in 2nd Temple Period C. Dead Sea Caves sheltered scrolls A. Religious beliefs were e central to life B. Scribal traditions & language at heart B. Scribal traditions & language at heart of the Dead Sea Scrolls of the Dead Sea Scrolls C. Ways people interacted provides context for understanding the scrolls xt 12. Scroll Room Office 2. Setting the Stage 3. At the Center 8. Archaeology of Khirbet Qumran A. Experience the scrolls B. Compare the authentic scrolls with the enlarged prints C. Read translations & interpretations etations A. Site description B. Interpreting Khirbet Qumran C. Destruction of Qumran A. Sense of place B. Nature of the science e process C. Dynamics of the Dead Sea Scrolls story A. Geographic & cultural significance of area B. Israel today C. History & geography frame 2 nd Temple Period & the Dead Sea Scrolls 13. Reflection Hall A. Leave reflections in comment book 1. Live Exhibit Overview A. story in brief B. Contextual, science-based approach 14. The Saint John's Bible: The Newest Handwritten te Version of the Bible A. Overview of The Saint John s Bible project B. Tools & processes used in the creation of the Saint John s Bible C. Similarities to tools & processes used in creation of the Dead Sea Scrolls 15. The Saint John's Bible Room A. View actual pages from the Saint John s Bible SCALE: 1/4 = 1 0 t J Exhibition Floorplan Exhibition Overview 3

4 Exhibition Overview are widely acknowledged to be among the greatest archaeological treasures ever discovered. The scrolls, some of which are more than 2,000 years old, include fragments of the earliest known texts of the Hebrew Bible (known to Christians as the Old Testament). The exhibition will also include artifacts that give a glimpse into life in Israel during the Second Temple Period. Photos, drawings, maps, and text provide context to understand the importance of the scrolls, the setting of their discovery, and the area of the Dead Sea and Israel today. Discover the most recent scientific interpretations from scholars around the world and draw your own conclusions about the authors of the scrolls and how they fit into the foundation of western thought and tradition. Setting the Stage Quotes from scientists, archaeologists, historians and religious experts suggest the many ways in which the Dead Sea Scrolls may be viewed and understood. At the Center The Levant is a physical and cultural crossroads with a history stretching back thousands of years. The unique geography of this place has shaped the culture of its people and influenced political and religious movements. Maps, images, and objects show the area s past and present. Second Temple Period (520 BCE 70 CE) Jewish identity flourished during the Second Temple Period, a dynamic time when many versions of the faith competed for attention. During this tumultuous period, many of the books of the Hebrew Bible were being codified. Archaeological artifacts show evidence of rituals, beliefs, lifestyles, role of scribes. The Dead Sea Valley The Dead Sea, the lowest point on Earth, holds natural resources such as salt and asphalt. The desert valley and its oases support plants, animals and people. Experience habitats and learn how caves in this area were formed. The Greatest Find of the 20th Century The odyssey of the scrolls from Dead Sea caves to scholarly and public awareness provides an interesting example of the way scientific knowledge develops and spreads. The story also introduces the cast of characters who brought the scrolls to light. The history of the scrolls interweaves elements of expertise, greed, politics, ownership and no small amount of luck. Archaeology of the Dead Sea Caves In a race to find more scrolls, archaeologists and local Bedouins explored hundreds of caves. Many contained evidence of human use, though only a few held scrolls. Researchers look for patterns that illuminate the various uses of the caves, and when and why the scrolls were left. Manuscript science involves the analysis of all aspects of the scrolls, including materials, languages, handwriting, editing, translation and interpretation. Exhibition Overview 4

5 Archaeology of Khirbet Qumran Archaeologists attempt to integrate all the knowledge that has been gained from multiple excavations at Khirbet Qumran into an accurate description of the site, the setting, and the material finds. The physical evidence uncovered at Khirbet Qumran offers tantalizing clues to daily life at the site clues that can be interpreted in multiple ways. Scroll Conservation Behind the Scenes Scroll conservators document, stabilize and preserve the scrolls for the benefit of all people into the future. They apply the best tools and practices known and available to their field at any given time. Scroll Resource Station As the scrolls have become accessible, more scholars and the general public have joined the debate over their meaning. The Israel Antiquities Authority is telling the story through exhibits, books, films and digital resources. Scroll Anteroom What are the Dead Sea Scrolls? Overview of the number of manuscripts that have been discovered, their types, when they were written and which sacred texts are represented. Tips on how to use the panels inside the scroll room; what kind of information you will find and where. The Scroll Room A set of actual scroll fragments (these will be in rotation with additional sets to minimize light damage), enlarged images of the scrolls, translations, and interpretations of each scroll. Exhibition Overview 5

6 Scrolls Slated for Exhibition Scrolls will be in rotation due to conservation issues. The scrolls below will not all be on exhibit at the same time. Set A Damascus Document 4Q266 around 30-1 BCE Two sections: The first implores the members of the Judean Desert sect to remain faithful to the covenant of those who retreated from Judea to the Land of Damascus. The second section lists statutes and calls for followers to abandon practices deemed contradictory to the sect s interpretation of the Torah. Genesis MUR1 (Genesis 32 35) around CE This portion of the document describes the nocturnal struggle between Jacob and the angel of God in Peniel, and God s command to Jacob to erect an altar in Bethel. Isaiah 4Q CE Numerous copies of portions of the Book of Isaiah indicate the book s great popularity among the members of the Judean Desert sect. Psalms 11Q CE This fragment is part of Psalm 119, the longest psalms, containing 176 verses. The psalm consists of 22 stanzas of eight lines each. These stanzas, visible in the scroll, each begin with a different letter of the Hebrew alphabet, in alphabetical order, and each stanza s lines also begin with that same letter. The speaker praises the Torah and hopes to overcome his enemies by reciting and studying the Torah. The Temple scroll 11Q CE The Temple scroll is the longest manuscript from the Qumran caves. It rewrites the Torah while clarifying controversies and interpreting and reformulating laws. Much of the manuscript deals with the Temple at Jerusalem. Set B Community Rule 4Q BCE-78 CE This scroll contains a set of rules that members of the Judean Desert sect used to conduct their lives. There are at least 12 copies of the Community Rule, indicating its importance. This is the best-preserved copy of the scroll eleven of the thirteen original columns have survived, two of which are displayed here. This fragment describes appropriate behavior for members of the sect, separate themselves from other people, give up their worldly possessions, pleasures and ambitions, and live solely according to the ways of God. Most scholars identify the sect described in this scroll as the Essenes, although that word is not mentioned. Members of the sect called themselves the sons of light, men of the community, and the council of the community, thus the name, the Community Rule. Deuteronomy 4Q BCE Thirty copies of the Book of Deuteronomy were discovered in the Qumran caves, most of them in Cave 4. The large number of copies attests to the prominence this book had for the transcribers. The Book of Deuteronomy contains the last will and testament of Moses, recounts the various events that took place during the period of wandering in the wilderness and also incorporates codes of law. Jeremiah 4Q BCE A passage from the Book of Jeremiah, chapter 43:2 10, describes the conflict between Jeremiah, who beckons the Israelites to remain in the land of Israel, and Johanan son of Kareah, who encourages the people to depart for Egypt. Psalms 11Q BCE Eleven small fragments from the first part of the book (Psalms 1 25) were preserved together in Cave 11. The horizontal and vertical lines that were drawn by the scribe prior to beginning to copy can still be seen. Some 35 copies of the Book of Psalms, in various states of preservation, were discovered in the Qumran caves more than any other Biblical book. Pseudo-Thanksgiving 4Q BCE Researchers refer to this as the Pseudo- Thanksgiving scroll because it is very similar to the original Thanksgiving scroll. The Thanksgiving scroll contains a collection of hymns that express man s gratitude for God s mercies. The writer presents, in poetry, his personal religious experience his struggles, contemplations and beliefs. Set C Apocryphal Psalm 11Q CE In the depths of Cave 11, explorers discovered a scroll rolled around a wooden handle. Scientists succeeded in unrolling the scroll to reveal a very fragmentary zigzag shape 29 inches (73 cm) long. This manuscript contains at least three previously unknown psalms that describe the possession by demons and other evil spirits and contrast this with the greatness of God, and offers protection against real-world afflictions and catastrophes Community Rule 4Q BCE This scroll contains a set of rules that members of the Judean Desert sect used to conduct their lives. There are at least 12 copies of the Community Rule, indicating its importance. This fragment sets out the times assigned to praise the Lord, and includes a poetic description of the division of the year into seasons and festivals. Most scholars identify the sect described in this scroll as the Essenes, although that word is not mentioned. Members of the sect called themselves the sons of light, men of the community, and the council of the community, thus the name, the Community Rule. Enoch 4Q BCE The Book of Enoch is not included in the Hebrew Bible. Many copies of the Book of Enoch were found at Qumran. Their discovery confirmed the assumption that the text was originally written in Aramaic. During the Second Temple period, a rich literary tradition developed around Enoch, dealing with astronomy, cosmology, and the secrets of the End of Days. In this fragment, Enoch tells his sons of events that will happen in the future, after which the judgment of the world will take place, followed by the beginning of a new era of justice (Enoch 91). Genesis 4Q BCE This fragment presents Genesis 48. The chapter deals with Jacob s old age, and the displayed fragment describes Jacob s wish to bless Joseph s sons, his grandsons. Leviticus 1 11Q CE This fragment presents a version of Leviticus 20, dealing with the prohibition against the ancient practice of sacrificing children to an ancient Semitic god Molech. It represents an independent version of Leviticus, not identical to any modern versions. This tells us that, in the Second Temple period, more than three versions of the Torah existed. This scroll was written in Paleo-Hebrew, the script of the First Temple period and more than 500 years old at the time this manuscript was copied. Most of the scrolls discovered at Qumran were written in Aramaic, a language that had become more popular. Exhibition Overview 6

7 About This Topic What are the Dead Sea scrolls? In 1947, young Bedouin shepherds entered a long untouched cave and found jars filled with ancient scrolls. That initial discovery by the Bedouins yielded seven scrolls and activated excavations that lasted nearly a decade, eventually producing thousands of scroll fragments from 11 caves. During those same years, archaeologists excavated the Qumran ruin, a complex of structures located on a barren terrace between the cliffs where the caves are found and the Dead Sea. Shortly after their discovery, archaeological and paleographic evidence, as well as carbon-14 dating, established that the scrolls dated from the third century BCE to 68 CE. Written during the late Second Temple Period, the scrolls pre-date the previously oldest known Hebrew manuscripts by one thousand years. Why are the scrolls important? Since their discovery over sixty years ago, the scrolls and the identity of the nearby settlement have been the object of great scholarly and public interest, as well as heated debate and controversy. They represent an invaluable source for exploring the nature of biblical times and for probing the sources of two of the worlds great religions: Judaism and Christianity. Description of the scrolls Scholars divide the Dead Sea Scrolls into two categories: scriptural works (sacred books included in the Hebrew Bible) and nonscriptural works (religious texts not part of the Hebrew Bible). The nonscriptural texts can further be divided into three sub-categories: Apocrypha books that are included in the Old Testament for some Christian faiths, but not all. Religious literature not considered sacred by any modern denomination. Sect-specific works, never intended as sacred, but rather the rules and rituals of a particular Jewish sect. Historical Context The discovery of the Dead Sea scrolls provides a rare glimpse into the history and culture of the Jewish people. Thanks to this literary treasure, our knowledge of Jewish society in the land of Israel during the Hellenistic and Roman periods, as well as our understanding of the origins of rabbinical Judaism and early Christianity, have been greatly enriched. Facts about Discovered in 1952, Cave 4 produced the largest find. About 15,000 fragments from more than 500 manuscripts were found. The scrolls are, for the most part, written in Hebrew, but many are written in Aramaic. Aramaic was the common language of the Jews of Palestine for the last two centuries BCE and of the first two centuries CE. The discovery of the scrolls has greatly enhanced our knowledge of these two languages. In addition, a few texts are written in Greek. The scrolls are most commonly made of animal skins, but papyrus scrolls and one of copper have also been found. They are written using a carbonbased ink. Some of the Dead Sea scrolls actually appeared for sale on June 1, 1954 in the Wall Street Journal. The advertisement read: The Four Dead Sea Scrolls: Biblical manuscripts dating back to at least 200 BC are for sale. This would be an ideal gift to an educational or religious institution by an individual or group. Box F206. The remains of over 900 manuscripts have been found in 11 caves near Qumran. All of the scrolls have become accessible to scholars since 1991, and the first English translations were published in About This Topic 7

8 Dead Sea caves and Qumran area map About This Topic 8

9 Connecting With the Classroom Field trips are most effective when integrated with your curriculum. Below are activities that can be used as an introduction to topics included in The Dead Sea Scrolls exhibition. Many can be used after your trip or as ongoing topic explorations. GRADES K 5 Topics within in exhibition may be challenging for younger students. However, with preparation for the experience before the visit, younger students can experience a glimpse of life in a place and time far removed from 21st-century Minnesota. Before Your Visit: Review the activities for the museum to review any vocabulary that will be new to students. A suggested list of vocabulary is below. Artifact Manuscript Archaeologist Paleographer Conservator Preservation Excavation Scroll Historian Translation Ask students to find the meaning of each word and make a drawing to help them remember the meaning of each word. Discuss each as a class. Locate the Dead Sea and Israel on a world map. Compare this area to Minnesota. Use portions of the Climograph activity as appropriate (pg. 12). Use images from the websites listed in the Resource section (pg. 20) to discuss what students will be seeing when they visit the exhibition. Gather class questions about the topic. What do students want to know? What do they think they will see and experience? What do they know or think about the Dead Sea Scrolls? See notes to adapt activities below for elementary students (pp. 10, 12) After Your Visit: The Story of the Dead Sea Scrolls (see pg. 17) Review student comments about the history of the scrolls. Ask them to put these in order: Dead Sea Scrolls exhibition at the Science Museum of Minnesota Scrolls put in jars and hidden in caves Scrolls studied they are very old Scrolls written Shepherds and archeologists find jars in caves Comparing Technology (see pg. 17, 19) Review technology seen at the museum. What tools and technology did people in the region of the Dead Sea and Israel use for writing? For daily life? How do we solve the same problems today? Have students draw examples (or use drawings they did at the museum) to post, and then add comparisons from today. Discuss a benefit of each technology (e.g., Problem: how to share stories and beliefs of our society? Solutions: Then: scroll lasted for 2,000 years; Now: TV or Internet share information with many people at the same time) What people might use each type of technology/tool? Learn about the past from different sorts of evidence (see pg. 17, 19) Discuss what students could and did learn from each example of these items: Map or aerial photo Artifacts Jar Cloth Inkwell Sandal Written piece of scroll Quote on the exhibit wall If appropriate, discuss primary sources and secondary sources. Which of the items above fit into each category? What did students learn from their visit? Discuss in class or ask students to write a reflection of what they learned. Create a scroll to record what students feel is important about their school or class. What should it be written on? What kinds of writing tools should be used? Connecting With the Classroom 9

10 GRADES 6 12 Classroom activities to prepare students or follow up on your exhibition experiences: Change Over Time The Dead Sea scrolls and various artifacts were found in 11 different caves near the ruins of the ancient settlement of Qumran. Archaeologists and other scientists can use the type and quantities of artifacts found in ancient settlements to understand the community and the people who created and used them. Activity: 1. Students will use the following websites to research the artifacts found at the Qumran settlement: ibiblio, a nonprofit internet collaborative: exhibit/community/communit.html Library of Congress: 2. Students will then write a report or create a presentation surrounding these elements: Based on the artifacts found in the Qumran settlement, what can be concluded about the society of that time? Explain how the artifacts show us that every society has needs. How were those needs met during the time period? Compare them to how they are met today. 5. What hypotheses might be drawn concerning division of labor between the sexes? 6. What do the artifacts indicate about family life in Qumran? 7. Based on the evidence, was the society agricultural or nomadic? Explain. 8. Examine what the artifacts reveal about the pace of life in Qumran. Was it busy or slow? Very difficult or easy? 9. Compare the Qumran society to other societies of that era, e.g., Roman civilization. During your visit to the exhibition, compare artifacts found in Jerusalem during the Second Temple Period to the artifacts from Qumran. Discuss: What similarities are there? Do they suggest any differences in the societies of each place? What further information about the artifacts would be helpful? Related At The Museum questions: #1, pg. 14; #4, pg. 15 Note: For elementary students, do #1 and 2 as a whole class, and develop a chart with student responses, including any of the following questions as appropriate for the grade level. Artifacts uncovered by archaeologists provide clues into the day-to-day life of ancient civilizations. Use the questions below to build a picture of life in the Qumran Settlement. 1. Investigate the numbers of specific items found at the Qumran site, such as plates, cups, bowls, hatchets, linens, water cisterns, nails, and inkwells. What might the be significance of the numbers of each artifact? 2. What do the presence of baths and toilets, a water system, and a graveyard tell us about this society? 3. Explain how the evidence supports or refutes a divided class structure. 4. Based on the artifacts, what hypotheses can be made concerning the wealth of the Qumran community? Connecting With the Classroom 10

11 Have students complete an individual analysis, using a document by a historian who wrote during the time period of the scrolls: e.g., Pliny the Elder, Flavius Josephus, Philo. Ancient History Document Collection Flavius Josephus Document Analysis Activity: Using SOAPSTone or AP PARTS, analyze the Book of Secrets Document as a class to discuss the use of either of these analysis mnemonics. AP PARTS Author: Who created the source? What do you know about the author? What is the author s point of view? Place and Time: Where and when was the source produced? How might this affect the meaning of the source? Prior Knowledge: Beyond information about the author and the context of its creation, what do you know that would help you further understand the primary source? For example, do you recognize any symbols and recall what they represent? Audience: For whom was the source created and how might this affect the reliability of the source? Reason: Why was this source produced and how might this affect the reliability of the source? The Main Idea: What point is the source trying to convey? Significance: Why is this source important? Ask yourself, So what? in relation to the question asked. documents/apparts.pdf SOAPSTone Speaker, Occasion, Audience, Purpose, Subject/Significance, Tone of the document. Pliny the Elder Philo Discuss and compare the student analyses. The Book of Secrets 1Q27, 4Q Q301 F1 (...) I shall speak out freely, and I shall express my various sayings among you (...) (.. those who would understand parables and riddles, and those who would penetrate the origins of knowledge, along with those who hold fast to the wonderful mysteries...) (...) those who walk in simplicity as well as those who are devious in every activity of the deeds of humanity...) those with a stiff neck, a hard pate, and all the mass of the Gentiles, with (...) 4Q301 F2 the customs of the fool and the inheritance of the wise (...) Now what good is the riddle to you, you who search for the origins of knowledge? Why is the heart honored, for it is the dominion (...) a parable? Why is it splendid to you, for it is (...) Why is a prince (...) ruler? (...) without strength, and he dominates him with a whip that cost nothing. Who could say (...) who among you seeks the presence of Light and Illumination (...) the plan of memory without (...) (...) by the angels of (...) (...) those who praise (...) 4Q300 F3 so that they would know the difference between good and evil...) Related At The Museum question: #3, pg. 15 Paleography Paleography, the study of ancient handwriting, includes analysis of changes over time. It is used to interpret the scrolls, to classify them and even to date them. Paleographers are very attentive to changes in the appearance of letters such as size and stance, length, angles, density of ink, and ornament. The scrolls were written in three different languages: Hebrew, Aramaic, and Greek. Therefore the handwriting, letters, and words may vary from scroll to scroll. The first written evidence of distinctive Hebrew, the language in which most of the scrolls are written, dates back to the 10th century BCE. Aramaic replaced Hebrew as the region s primary language after the return from the Babylonian exile in the 6th century BCE. However, Hebrew was still used as the Connecting With the Classroom 11

12 language of ritual, prayer, literature, and written communication. Categorizing the Hebrew language based on time eras, Paleo-Hebrew is the ancient form of Hebrew, and Hasmonaean Hebrew correlates with 30 BCE-68CE (Discoveries in the Judaean Desert series, vol.39, p.358. Oxford: Clarendon Press, ) Although these time eras are not precise, they provide approximate dates that have been used to date the scrolls. Activity: 1. Have students consider how their handwriting has changed over time. Have students bring in writing samples from their past that they can compare to current writing samples. What might the changes in handwriting style tell about how they have changed over time? Consider how our society s script styles have changed and will change in the future. 2. Use the modern Hebrew alphabet on the website: Have students write their phone number and then exchange it with a partner to translate. (Note: For the number zero, just write a 0.) Write from right to left. Next, have several students write the numbers one through four in Hebrew, right to left using an overhead or document camera, using a single page. As a class, observe the style differences in each row. What might differences in style from person to person tell a paleographer about a series of writings? Related At the Museum question: #3, pg. 15; #5, pg. 16 Climograph The average weather that occurs in a particular area is called climate. To determine the climate in an area, scientists use a climograph to record the time of year, precipitation, and temperature in a chosen area. In this activity, students will compare the present day climate of the Dead Sea region with their own region and consider how location and the environment affect climate. Activity: Download a climograph form pdf from: g912/standardclimographtemplate.pdf This climograph is two graphs in one; it tracks monthly rainfall on a bar graph and monthly temperature on a line graph. Make a climograph for the Dead Sea region and one for your region, then discuss the following: 1. How does climate affect daily life of inhabitants in the Dead Sea region (where they live, what they live in, what they have, eat, wear, etc.)? Compare this to your daily life. 2. Would your climograph look different in 200 BCE? How could you determine this? 3. How do you think the people of Dead Sea region adapted to their climate? 4. Compare the climograph of the Dead Sea region to the climograph of your region by answering the following questions. How does elevation affect climate? How does latitude affect climate? How does the ocean or other bodies of water affect climate? How does climate affect the survival rate of artifacts? What kinds of artifacts from 2,000 years ago would survive in each of these two regions? What objects in your home would last 2000 years into the future? What would future archaeologists say about our society based the artifacts that have survived? Note: For elementary students, do the activity as a whole class or in small groups, using the Internet climate data. Ask students to discuss questions #1 and #4 above. Related At The Museum question: #1, pg. 14 Climate data: For Dead Sea climate, go to IMSEng/CLIMATE (use Sedom as the locality. It is located on the south end of the Dead Sea.) Connecting With the Classroom 12

13 At the Museum Grades K 5 Provide chaperones with At the Museum Chaperone Page (pg. 17) and floorplan ( scrolls/educators) If students will use Student pages (pg. 18, 19), give copies to chaperones also. Questions with ** below are also appropriate for older elementary students or could be used by chaperones to discuss with their groups. At the Museum Grades 6 12 Use the following questions as guiding questions for students during your visit to the exhibition. Questions should be used at the museum for notetaking, to complete their answers when students return to school, or as a homework assignment. Ask students to bring a journal, notebook or folder to provide a writing surface as they take notes for their responses. You can also copy the question pages (pg 14-16) to use all of the questions, or ask students to answer specific questions. Each of the questions indicates sections of the exhibition (in bold) where they would be likely to find ideas to answer the questions, although there may be information in other parts of the exhibition as well. Review the floorplan of the exhibition with your students before your field trip. You can also provide floorplan copies to chaperones or individual students. educators Related classroom activities are italicized, and show the page number in this guide where it is located. Viewing the Dead Sea Scrolls or Saint John s Bible can be a sacred experience for some visitors. Please remind students to be respectful of other visitors in these spaces. After your visit, ask students to write a complete response to the questions, based on their notes. Discuss in class to share insights, reactions and perceptions. Student pages for use at the museum are on pp ** Compare the environment of Israel and the Dead Sea Valley with the region you live in. What similarities do you find, what are differences? At the Center, The Dead Sea Valley Climograph, pg ** Use the artifacts and supporting materials to describe how the people of the time that the Dead Sea Scrolls were written lived their daily lives. How did they communicate, keep time, what was the basis of their economy? Give evidence (e.g. an example of an object) for each statement you make. Second Temple Period Change Over Time, pg In your own words, describe the original discovery of the Scrolls, and some of the highlights of the history of their analysis, interpretation, translation, and impact. Make a timeline to show when these events happened. The Greatest Find of the 20th Century, Archaeology of the Dead Sea Caves Paleography, pg. 11 Document analysis, pg Look at the artifacts and supporting information about them from the settlement of Qumran. Based on your findings, describe what your life would have been like if you had lived in the Qumran settlement. Support your story with examples of artifacts found at Qumran. Archaeology of Khirbet Qumran Change Over Time, pg One technology used to unravel what was written in the scrolls is an imaging technique called infrared imaging. This technique is used by scientists to tell the difference between ink and the background on the scrolls. What other scientific technologies and methods have been used to study and preserve the scrolls? Scroll Conservation Behind the Scenes, Archaeology of the Dead Sea Caves Paleography, pg. 11 Document analysis, pg What are the Dead Sea Scrolls? Choose two or three examples of scrolls and make a list of words that would describe each of your choices. (note: The Scroll Room may be quite dim, so the Scrolls are not damaged by light. Take notes in the Anteroom or after you leave the Scroll Room.) Scroll Anteroom, The Scroll Room At the Museum 13

14 At the Museum As you walk through exhibition, take notes to answer the questions. Use the notes to write a complete response to the question when you return to school. Sections of the exhibition that provide resources to answer the question are in bold. Look at the floor plan or ask a museum staff member if you need help to find the areas. Viewing the Dead Sea Scrolls or Saint John s Bible can be a sacred experience for some visitors. Please be respectful of other visitors in these spaces. 1. Compare the environment of Israel and the Dead Sea Valley with the region you live in. What similarities do you find, what are differences? (use Venn Diagram, below) At the Center, The Dead Sea Valley Grades 6 12 Student Page 14

15 At the Museum 2. Use the artifacts and supporting materials to describe how the people of the time that the Dead Sea Scrolls were written lived their daily lives. How did they communicate, keep time, what was the basis of their economy? Give evidence (e.g. an example of an object) for each statement you make. Second Temple Period 3. In your own words, describe the original discovery of the Scrolls, and some of the highlights of the history of their analysis, interpretation, translation, and impact. Make a timeline to show when these events happened. The Greatest Find of the 20th Century, Archaeology of the Dead Sea Caves 4. Look at the artifacts and supporting information about them from the settlement of Qumran. Based on your findings, describe what your life would have been like if you had lived in the Qumran settlement. Support your story with examples of artifacts found at Qumran. Archaeology of Khirbet Qumran Grades 6 12 Student Page 15

16 At the Museum Grades One technology used to unravel what was written in the scrolls is an imaging technique called infrared imaging. This technique is used by scientists to tell the difference between ink and the background on the scrolls. What other scientific technologies and methods have been used to study and preserve the scrolls? Scroll Conservation Behind the Scenes, Archaeology of the Dead Sea Caves 6. What are the Dead Sea Scrolls? Choose two or three examples of scrolls and make a list of words that would describe each of your choices. (note: The Scroll Room may be quite dim, so the Scrolls are not damaged by light. Take notes in the Anteroom or after you leave the Scroll Room.) Scroll Anteroom, The Scroll Room Grades 6 12 Student Page 16

17 At the Museum Chaperone K 5 Enjoy your visit to exhibition. Please stay with your group throughout the exhibition. If you have questions, please ask any of the staff in the exhibition. Viewing the Dead Sea Scrolls or Saint John s Bible can be a sacred experience for some visitors. Please remind students to be respectful of other visitors in these spaces. Here are some things to look for and questions to share with your group. The Geography of the Dead Sea Scrolls Find these places on the map: Dead Sea Jerusalem Qumran Mediterranean Sea If the teacher has provided an outline map, ask students to mark and label these on the outline map. Comparing Technology How did people from this area of 2000 years ago live their daily lives? What objects can you find? What were they used for? Do we use anything similar today? Find tools of a scribe. What is the job of a scribe? Discuss what the tools are made of. What do people use to write today? If the teacher has provided paper and pencils, ask students to draw one or two objects, and label them with name of object and what they were used for. The Story of the Dead Sea Scrolls Ask students to think about and discuss answers to the following questions: Who found the scrolls? When did they find them? What are the scrolls made out of? Who wrote them? Why did they hide the scrolls in caves? When were the scrolls written? What language(s) were the scrolls written in? Learn about the past from different sorts of evidence Ask students to find examples of these: Map or aerial photo Jar Cloth Inkwell Sandal Written piece of scroll Quote on the exhibit wall Discuss: How old is it? What can we learn from this? K 5 Chaperone Page 17

18 At the Museum Welcome to, Words that Changed the World. Viewing the Dead Sea Scrolls or Saint John s Bible can be a sacred experience for some visitors. Please be respectful of other visitors in these spaces. Be sure to stay with your chaperone and group. The Geography of the Dead Sea Scrolls You will see a large map on the floor in the section called At the Center. Mark these places on the map on this page: Dead Sea Jerusalem Qumran Mediterranean Sea K 5 Student Page 18

19 At the Museum Comparing Technology How did people from this area of 2000 years ago live their daily lives? Find two objects people used. Draw them and label them. Learn about the past from different sorts of evidence Find examples of these things that can help us learn about the past: How old is it? What can we learn from this? Map or aerial photo Jar Cloth Inkwell Written piece of scroll Quote on the exhibit wall K 5 Student Page 19

20 Resources Books Dead Sea Scrolls, 2001; ages 9 14 with teacher guide Cobblestone Publishing, Division of Carus Publishing Company Davies, Philip R., George J. Brooke, and Philip R. Callaway. (2002). The Complete World of the Dead Sea Scrolls. London: Thames and Hudson. A comprehensive overview of the Scrolls, their history and context. Abundant color photos throughout the book. For middle school through adult. VanderKam, James C. and Peter W. Flint. (2002). The Meaning of the Dead Sea Scrolls: Their Significance for Understanding the Bible, Judaism, Jesus, and Christianity. San Francisco: HarperSanFrancisco. According to David Bourquin: clear, scholarly, and balanced presentation covers the significance of the Scrolls and their value as background material for our understanding of the Bible, (California State Univ., San Bernardino, Library Journal, 2002 Reed Business Information.) Generous collection of photographs, charts, graphs, line-art drawings and maps. Wise, Michael, Martin Abegg, Jr., and Edward Cook. (2005). : A New Translation, 2nd ed. San Francisco: HarperSanFrancisco. Succinct summary of the history of the scrolls, contents, materials and techniques, interpretation, how to read a scroll, in addition to almost 600 pages of translations, analysis and interpretations of the scrolls. High school and adult. Websites What are the newest scientific techniques in studying ancient documents like the Dead Sea Scrolls? Investigate current projects that use infrared imaging, soil sample and DNA testing and more. Virtual Qumran, a project by archaeologists at UCLA, in which they use data gathered in excavations to interpret the site visually and scrutinize their theories and assumptions about the site. 0=13246&bsp=12940 The website of The Shrine of the Book, part of the Israel Museum, repository of collections of Dead Sea Scrolls, and other ancient manuscripts. Large images of two relatively complete scrolls: The Temple Scroll and the Isaiah Scroll. An on-line version of an exhibition at the Library of Congress, Scrolls From the Dead Sea: The Ancient Library of Qumran and Modern Scholarship. Includes images and translations of several scrolls, and a useful glossary: Community/communit.html Images and descriptions of some of the artifacts recovered from the Qumran settlement. ibiblio, a nonprofit internet collaborative, has collections of collections, including this version of the on-line Library of Congress exhibition Resources 20

21 Minnesota Academic Standards The Science Museum of Minnesota provides a field trip destination that allows teachers and students to reinforce Minnesota Academic Standards. Use of the materials in this guide in combination with a field trip to will help you link learning experiences to the following content standards. History and Social Studies III. World History K 3 A. Family Life 4 8 C. Classical Civilizations and World Religions 1000 B.C. 600 A.D B. World Civilizations and Religions 1000 B.C. 500 A.D. IV. Historical Skills K 3 A. Concepts of Time B. Historical Resources 4 8 A. Concepts of Time B. Historical Resources C. Historical Inquiry 9 12 A. Historical Inquiry V. Geography K 3 A. Concepts of Location B. Maps and Globes 4 8 B. Maps and Globes C. Physical Features and Processes D. Interconnections E. Essential Skills 9 12 B. Essential Skills Science Nature of Science and Engineering Practice of Science , , , Practice of Engineering K Interactions Among Science, Technology, Engineering, Mathematics, and Society , Minnesota Academic Standards 21

22 Saint John s Bible After you leave the Scroll Room of The Dead Sea Scrolls exhibition, which showcases the oldestknown hand-scribed record of the Hebrew Bible, you will enter a gallery with The Saint John s Bible, which represents history s newest hand-written illuminated Bible. The Saint John s Bible is a work of art and a work of theology. A team of artists coordinated by Donald Jackson in Wales and a team of scholars in Central Minnesota have brought together the ancient techniques of calligraphy and illumination with an ecumenical Christian approach to the Bible rooted in Benedictine spirituality. From website: The exhibition gallery at the Science Museum will include original folios, or individual vellum pages, from the recently completed volumes of The Saint John s Bible: Prophets and Wisdom Books. Neither of these volumes has been displayed in the Twin Cities before. In addition, the exhibition will feature original artist tools, sketches and materials from Jackson s scriptorium. The headquarters of the project are at Saint John s Abbey in central Minnesota and Donald Jackson s scriptorium in Monmouth, Wales. There will be more than 160 illuminations when The Saint John s Bible is completed, in An illumination is the term used for the illustration and decoration of manuscripts. Originally, illumination described only decorations with gold or silver, but now the term is used for any manuscript decorations including decorated initials, borders, and illustrations. The Saint John s Bible website is extensive, and includes links to see pages of the Bible on-line, download an Educators Curriculum, or order an Educators Packet. The pages of The Saint John s Bible are made of calfskin vellum. The team of scribes uses turkey, goose and swan quills for writing the script using natural handmade inks, as well as hand-ground pigments, and gold and silver leaf gild for the illustrations. Saint John s Bible 22