In this unit on the Ancient Israel, students will be examining the reasons for the movements of the Ancient Israelites. They will explain the main reason for the movements and the time they left there home and then destination they moved to. They will also explain how the culture and the people of Israel survived the destruction of their homeland. The students will then use Google Tours to plot their points on a map and explain each movement.

Time Frame two-three weeks.

Culminating activity: Students will take create a abstract drawing that addresses the question, "How did Ancient Israelites survive the destruction of their homeland?"?"

CALIFORNIA HISTORY CONTENT STANDARDS

6.3 Students analyze the geographic, political, economic, religious, and social structures of the Ancient Hebrews.

6.6.4. Discuss the locations of the settlements and movements of Hebrew peoples, including the Exodus and their movement to and from Egypt, and outline the significance of the Exodus to the Jewish and other people.

6.6.5. Discuss how Judaism survived and developed despite the continuing dispersion of much of the Jewish population from Jerusalem and the rest of Israel after the destruction of the second Temple in A.D. 70.

COMMON CORE READING STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6–12

CCR 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

RH 7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

Students used Google Tours to build a map of the five destinations for the Ancient Israelites from their beginnings with Abraham in the City of Ur to the Babylonian Captivity. They marked each location on the map and then included a write up for each location, which includes the date and reason for each movement. An example is listed below.