Thursday, November 18, 2010

Homeschooling by the Numbers


Homeschooling by the Numbers - in text form

Across the United States homeschooling has been overlooked and underrated by many. Diving deeper into student performance and the environments of homeschooling households. It is clear that homeschoolers have risen to the occasion and met the expectations of recruiting Universities and American workforce.

There are an estimated 1.9 to 2.5 million home-educated kindergarten through 12th grade students in the United States.

Homeschooling likely represents over $16 billion that American taxpayers do not have to spend

Comparing 2008-2009 SAT Scares

Reading
Homeschoolers 550
Religious-Affiliated Private Schools 533
Public Schools 496

Mathematics
Homeschoolers 578
Religious-Affiliated Private Schools 533
Public Schools 510

Writing
Homeschoolers 555
Religious-Affiliated Private Schools 530
Public Schools 487

Demographics of the 2008-2009 Sat Test-Takers

Independent Homeschooling
73,928 Total Students
52% male 48% female

Religiously - Affiliated Private Schools
139,002 Total Students
50% male 50% female

Public Schools
1,093,374 Total Students
46% male 54% female

National Average Percentile Scores Public School Versus Homeschool

Reading
Independent Homeschooling 89th
Public Schools 50th

Language
Independent Homeschooling 84th
Public Schools 50th

Mathematics
Independent Homeschooling 84th
Public Schools 50th

Science
Independent Homeschooling 86th
Public Schools 50th

Social Studies
Independent Homeschooling 84th
Public Schools 50th

Education Level of Homeschooled Parents

Fathers
Some High School 1.4%
Graduated from High School 8.4%
Some College 15.4%
Associates Degree 8.6%
Bachelor's Degree 37.60%
Master's Degree 20%
Doctorate 8.7%

Mothers
Some High School 0.5%
Graduated from High School 7.5%
Some College 18.7%
Associates Degree 10.8%
Bachelor's Degree 11.6%
Master's Degree 2.5%
Doctorate 8.7%

Number of Children Per Homeschooled Families

1 Child 6.6%
2 Children 25.3%
3 Children 26%
4-6 Children 25.9%
7 + Children 6.3%

National Average of Children per household.

Homeschooled 3.5 children
Public School - 2 Children

98.3% of homeschool students use a computer at home.

Sources
www.nheri.org, www.nces.ed.gov, www.professionals.collegeboard.com, www.hslda.org
Created by DegreeSearch.org

Monday, November 15, 2010

Time4Learning

I've been invited to try Time4Learning for one month in exchange for a candid review. My opinion will be entirely my own, so be sure to come back and read about my experience. Time4Learning can be used as a homeschool curriculum, for afterschool enrichment and for summer skill sharpening. Find out how to write your own curriculum review for Time4Learning.

Wednesday, November 10, 2010

Religion, History and Education


Is there a God?

I remember when I was a young teenager and I started to question religion.  Was the LDS church real,  were the scriptures true,  did God even exist?  As young as I was at the time I must have been somewhat analytical.  I remember thinking that if I was going to question one thing,  I might as well question the very foundation of religion, did God exist, and get it all over with.

I started my questioning with going to my Dad.  I told him of my doubts and questions, I was full of fear of what I would learn or discover from asking these questions. I was afraid that my whole world would be turned upside down.  My dad was confident and calm.  He told me that he too asked these questions, that he received an answer that the LDS church was true and he felt confident that if I was diligent in my search for truth that I would learn the LDS church was true.  Just as he had learned the same thing.  Whew... It seemed as though he knew the perfect thing to say at the right time.

I boldly jumped into reading about Zen Buddhism.  Zen was getting allot of press and I was pretty sure I would find the answers I was looking for there.  Where else does one look for answers on Zen but Hitch Hikers Guide to the Galaxy?  It was totally over my early teen mind, I was confused, and any deeper religious meanings were lost on me.

I started to ask myself, what would the world be like if there was no God?  Now that question did send me into a tail spin.  I swam around in the muck of trying to imagine such things for a while.  One thing I knew for sure was I did not like the idea of there being no God.  But that was not good enough, I needed something more tangible, some sort of evidence, or logic in order to believe there was a God... Or at least I thought I did.

Thankfully I was learning about ancient history at this time in school.    It fascinated me, I loved learning what ancient cultures were like.  I started to realise a pattern.  Every ancient culture we learned about believed in the existence of a God or Gods.  In fact I could not find any society that ever existed where the culture of people did not have some sort of belief in a Deity.  I concluded that the belief in God or Gods is ingrained in us, something we know, lets say instinctively.  From this first discovery of truth I slowly built back up my foundation on religion. I progressed to is there one God or multiple Gods, was Jesus a God or just a good preacher, was Joseph Smith a prophet or a liar and was the LDS Church true.  Just as my dad predicted, I found myself happily and securely back to where I began,  born LDS, raised LDS, and now... shall I say, newly converted LDS.

What history can we learn from myths and legends?

Some time later my family took a vacation to the Grand Canyon.  I had money to spend and the gift shop was full of wonderful things to buy.  I browsed for a long time and found myself leaning towards the beautiful books.  I finally decided on a book set "Keepers of the Earth" and "Keepers of the Animals"  these books were full of indian legends.  My family was fostering an indian boy at the time and I thought I would enjoy reading the stories to him and teaching him what I learned.

I loved reading the interesting stories.  I giggled at the story of the earth resting on the back of a turtle.  I decided that in many ways the indian legends were not much different from the Greek Mythology, They both explained the natural world with supernatural stories.  

My heart stopped when I turned to a drawing of a young man finding a sacred record buried in the ground.  I read on with fervor.  What I was reading was a story not unlike the story of Joseph Smith.  It was amazing to me to imagine how the truth of Joseph Smiths story was now showing up in fragments in this old legend. Could it be that some of these other legends would have more remnants of  truth?  I eagerly read through the all stories looking for anything that would fit the scripture stories I knew.  I found a story that resembled Jesus Christ, and one that had fragments of the Bibles version of creation.  I think I found other looser related stories but it has been many years.

I started to wonder what could be learned form studying other myths and legends.  I had developed a theory. I theorised that if I studied ancient myths and legends that I would find many more references to the stories found in scripture.  I started to imagine, what I felt would be the best way to learn and teach history.  When I closed my eyes I saw a room surrounded with one grand time line on the walls.  I imagined in the middle of that room a large table with a map of the world on it.  Also around the walls of that room were low bookshelves with books of legends.  I figured with these tools one could read legend after legend and start to see patterns in how they lined up in time and location.  I decided this was how I wanted to teach my children history.

Can history be the backbone to all education?


Not only did I totally forget this wonderful ideal of education I had came up with but I also forgot that my patriarchal blessing encouraged me to be a teacher, and to teach my children.  Years later through God's direction I found myself homeschooling, and loving it. But I could never stick to one curriculum for very long.  I was just too creative.  I would research the best curriculum, use it eagerly for one month, make tweaks and changes to it for another month and by the third month I was off creating my own curriculum that was inspired but the new ideas I found in the original curriculum.  I was eagerly enjoying myself, but I was getting leery of spending money on expensive books that I would eventually put down and not use.

Finally one day I decided that instead of patching together others curriculum's I needed to just admit that I wanted something that was not available, and start creating my own curriculum from scratch, they way I wanted it.  That is when I started to piece together all the elements of what I felt would be the perfect curriculum. A pattern started to emerge, I could see the theme of the importance of history running through out all my ideas. I started to ask myself "could all subjects be taught on the back bone of history."  I  remembered that Oliver Demille recommended just that thing for learning math.  Math history naturally progressed from simple concepts to more complex concepts as the concepts build on each other.  I took that to be confirmation that you could in fact teach all subjects on the backbone of history.

Imagine my delight as one day I ran across my old books "Keepers of the Animals" and "Keepers of the Earth".  These books brought back a flood of memories and my grand early teenage plans on how to teach history to my children.  I took this as confirmation that I was on the right path.

Creating a curriculum takes at least twice as long as it does to teach it.  It was worth it for me though because suddenly I was eagerly studying history and the bible so that I could know what to teach and how to teach it.   Soon life caught up to me though, and I had my baby.  I was glad to be teaching homeschool still but had no time for creating curriculum's.  Now that I had refined my expectations of a curriculum I started to discover that there were many wonderful resources that I could piece together to help teach history as the back bone to all learning.  

Science, writing, math, religion, government, ethics, philosophy, natural science and many others all are recurring themes in history and can be laced together to the backbone of history, one big History Academy.  Maybe someday I will realise my ideal of creating a marketable history curriculum.  Today I am realising my ideal of teaching history as a backbone to education through piecing together many wonderful resources.  Maybe, God willing, I will be able to report on the resources I am using and how it is all cumming together.  In the meantime I am grateful for all that I am learning, and that I have the opportunity to share it with my children.

Jeanine

Tuesday, November 9, 2010

Base Ten Blocks up to a Trillion


One Unit, Ten Rod, Hundred Flat


One Thousand Unit, Ten Thousand Rod, Hundred Thousand Flat



One Million Unit



Ten Million Rod


Hundred Million Flat

Base Ten Blocks - How big is a million?



I read somewhere that children learn faster from manipulatives if they are able to have free play with them before using them in math activities.  In this way the child learns first what the manipulative is like, then he is ready to apply it towards other concepts.  See even the baby is learning the nature of the manipulatives as he sucks on a ten rod.



The kids used the manipulatives to make "Cubical City".  Complete with blue buildings, orange lawns, yellow roads and light blue unit people.  Each building eventually got a name.  Here is our home, there is Papa's work, and the Midwifes office, the store etc.



The math city was so much fun they wanted to play it again and again for days.



In the pictures here we see  Base Ten Blocks for  units, tens, hundreds and thousands.  We wanted to use these block to determine how big larger numbers would be.


If you use ten thousands blocks you have 10,000 units.  Like the number ten rod the ten thousand rod would be as high as one thousand block and as long as ten one thousand blocks.  Which is the shape shown in chalk.


If you lay out one hundred thousand blocks in a square pattern you would have 100,000 units.  Like the hundred units flat this would be as high as a thousand block and as large as one hundred thousand units laid out in a square.


If you were to stack up one thousand thousand blocks in a cube then you wold have 1,000,000.00 units.  This would be ten thousand thousand blocks high and then thousand thousand blocks square.  It would take up a rather large amount of room.


Here are my helpers behind the 10,000 unit example.  The baby enjoyed being outside and eventually fell asleep.


My children here give scale to the 1,000,000.00 units here.  The blocks would stack up to just under Hugs' chin and the square would be plenty big enough for four kids to fit inside of.


Monday, November 8, 2010

Pi

We are studying math history with this book

Agnesi to Zeno: Over 100 Vignettes from the History of Math [Paperback]
Sanderson Smith (Author), Ellen Hayes (Illustrator)


The first chapter is about the origins of numbers.  Maybe I will write up a blog post about that later.

The 2nd chapter is about Pi.  I was extra nervous that Pi would be to complicated for my children.  They loved learning about Pi, surprising enough.  Though they only have a very basic understanding of it.  Here are some of the fun things we used to learn Pi.  The best was the Learning Upgrade Pi song, my kids are all singing that song now, though they do not know what it all means yet.... We will get to that though.

Wednesday, November 3, 2010

Some Crafts from our Mesopotamia Unit

We learned how to do hanging weavings, it was a long slow and difficult process.  The kids learned a healthy respect for clothing from this project.



In Mesopotamia they would hammer wedge shaped tiles  into buildings for decorations.  Here we are using golf tees hammered into floral foam. to simulate the the method.



Thursday, October 7, 2010

I’ve been tagged & now so have you




Dana at Noggins & Nonsense, tagged me in a get to know you blog hopping game. She asked the following questions. My answers follow.




  • What is your favorite thing about being a MOM? Right now I am loving my little suckling child, attachment parenting, and a chubby happy baby.  Over all I love watching children learn, it is very fascinating.
  • What part of homeschooling your family makes your heart sing? Learning new things myself.  Creating things to teach.  Seeking the Lords guidance, receiving it, and then seeing confirmation that the guidance was good.
  • If you could have any dessert right now what would it be? A Nutter Butter Bar. That is because I am looking at an empty box right now.  I was so surprised the other day when my daughter read the box and read "Nutty Bars" (by Little Debbie).  I had to read it myself to double check she read it right.  They will always be Nutter Butter Bars to me, though I have no idea now where that name came from.  I think I will plan a trip to the dollar store in todays errands in order to buy more.  Oh and throw away the tempting empty box.... Because.. A full box is more tempting and more satisfying. :)
  • What is one thing about yourself that you’d like to change? Spending mindless idle time at the computer. More time doing (i.e. cleaning, projecting and being more social- away from the computer), less time... planning? thinking? being passive? Whatever it is I am filling that time in with.
  • What are some talents you’ve been blessed with? I think I am good at understanding children and how they think.  I like to bake from 100% whole wheat, garden and make soap.  But I don't know I have a particular talent for those things.  I like to create things digitally (blogs, images, writing etc), in real life, not so much.
  • What is a weakness you struggle with? Being overly perfect.  I had an amazing ride with the birth of my little 6 week old.  My home was perfectly clean, the midwife was perfect, the home birth/ water birth went perfect, my children witnessed it (which was perfect), my husband was perfectly supportive and very complementary, my baby is perfectly happy, I know perfectly what he needs... and then.... Things started to come down from that cloud, it is silly that the lack of perfection is a demotivater to me. 
  • What book has you enjoyed lately? I am LOVING learning about history, specifically Biblical history.  I am loving reading these books right now.  The Antiquities of the Jews by Flavius Josephus, After the Flood by Bill Cooper, The First 2,000 Years : From Adam to Abraham by Cleon Skousen.
  • What is something you would like to learn how to do? I wish I had a better head for writing code, like for building webpages or even programs.  Many times I have a great idea for a program that would be a wonderful tool to enhance my life, if only I could just build them as  I thought of them.

As part of TAG, I need to pick some players and ask eight questions of my own. The players are listed below.

Here are the eight questions I want to ask to get to know you better
  1. What do you love most about homeschooling?
  2. What is your favorite way to socialize?
  3. What is one of your attributes that only other homeschoolers understand?
  4. What makes you human (i.e. less then perfect)?
  5. What are your strengths?
  6. What books are you enjoying?
  7. What charitable or social cause would you devote your time to if time was not an issue?
  8. What do you want to be when you grow up?... lol

As a
thank you :) for commenting on my blog I am tagging the following people:



Kerry @ Naturally Sidetracked
Andrea @ What Andrea Writes
Jaelle @ Mom to Three Babies
legendswife @ The Way we Homeschool
ChristinaB @ The Story of Us


Let us get to know you by playing tag! Oh by the way – You are now It!  When you‘ve answered your questions, please come back here and comment so I can be sure to come visit your game.

NEA Trying to Limit Homeschooling

B-82. Home Schooling. The National Education Association believes that home schooling programs based on parental choice cannot provide the student with a comprehensive education experience. When home schooling occurs, students enrolled must meet all state curricular requirements, including the taking and passing of assessments to ensure adequate academic progress. Home schooling should be limited to the children of the immediate family, with all expenses being borne by the parents/guardians. Instruction should be by persons who are licensed by the appropriate state education licensure agency, and a curriculum approved by the state department of education should be used.
The Association also believes that home-schooled students should not participate in any extracurricular activities in the public schools.
NEA has clearly shown its self to have a political agenda in the past. These statements are based much more on their political agenda then on the available information on homeschooling.
Scientific studies have demonstrated the superiority of home-based education both socially and academically. For academic reference, the National Home Education Research Institute (http://www.nheri.org) publishes numerous independent research papers on homeschooling by researchers at universities all over the United States. According to one study of over 11,000 homeschool students, academic achievement test scores were above the 80th percentile in all subjects, well above the performance delivered by public schools.
Other studies compared the socialization of homeschooled children using the same conventional socialization tests used to measure social adjustment in public school students. These tests typically evaluate four areas: cooperation, assertiveness, empathy, and self-control. Researchers found that homeschooled children score higher on socialization tests than children attending public or private schools. A technical paper summarizing these studies was published in the technical journal, "Home School Researcher," in 2006 by Richard G. Medlin, Ph.D., Professor of Psychology at Stetson University.
There are many excellent books and publications that provide homeschooling parents with instruction and encouragement. Also, many homeschooling parents belong to local homeschooling parent groups and support organizations.

Wednesday, October 6, 2010

Dinosaurs and the Bible

Where did the dinosaurs come from? God created the sea creatures and birds on the fifth day of creation.  On the sixth day of creation He created the beasts of the earth.  Many Christian Scholars believe that the dinosaurs were created on the fifth and sixth days of Creation.  Which means men and dinosaurs would have lived on the earth at the same time.  The bible describes three creatures that are believed to be dinosaurs

Job 40: 15-18
  15 ¶ Behold now behemoth, which I made with thee; he eateth grass as an ox.
  16 Lo now, his strength is in his loins, and his force is in the navel of his belly.
  17 He moveth his tail like a cedar: the sinews of his stones are wrapped together.
  18 His bones are as strong pieces of brass; his bones are like bars of iron.

Behemoth -
  • Bible Dictionary - Apparently the intensive plural of behemah, meaning “beast.” A large river animal (possibly the hippopotamus)
  • 1828 Dictionary - Heb. a beast or brute; from an Arabic vert, which signifies, to shut, to lie hid, to be dumb. In Eth.dumb. Authors are divided in opinion as to the animal intended in scripture by this name; some supposing it to be an ox, others, an elephant; and Bochart labors to prove it the hippopotamus, or river horse. The latter opinion is most probably. [See Hippopotamus.] The original word in Arabic signifies a brute of beast in general, especially a quadruped.
  • Many Christian Scholars now ask "Does a hippopotamus have a tail like a cedar tree?"  The obvious answer is no, hippos have very small tails.  But many dinosaurs do indeed have rather large tails as wide and as long as cedar trees

Job 41: 1-8

 1 Canst thou draw out leviathan with an hook? or his tongue with a cord which thou lettest down?
  2 Canst thou put an hook into his nose? or bore his jaw through with a thorn?
  3 Will he make many supplications unto thee? will he speak soft words unto thee?
  4 Will he make a covenant with thee? wilt thou take him for a servant for ever?
  5 Wilt thou play with him as with a bird? or wilt thou bind him for thy maidens?
  6 Shall the companions make a banquet of him? shall they part him among the merchants?
  7 Canst thou fill his skin with abarbed irons? or his head with fish spears?
  8 Lay thine hand upon him, remember the battle, do no more.

Leviathan -
  • Bible Dictionary - a legendary sea-monster representing the forces of chaos that opposed the Creator.
  • 1828 Dictionary - An aquatic animal, described in Job 41, and mentioned in other passages of Scripture. In Isaiah, it is called the crooked serpent. It is not agreed what animal is intended by the writers, whether the crocodile, the whale, or a species of serpent.


 Psalms 91: 13  Thou shalt tread upon the lion and adder: the young lion and the dragon shalt thou trample under feet.


Dragon - 
Learn more about the Behemoth, leviathan and dragon at Clarifying Christianity: Dinosaurs and the Bible


Were there dinosaurs on Noah's Ark?  The bible says that all living creatures with breath were brought on to the ark.  Many Christian Scholars believe that this would include the dinosaurs.

  Gen 7:15 And they went in unto Noah into the ark, two and two of all flesh, wherein is the breath of life.

How could dinosaurs fit on Noah's Ark? Many Christian Scholars believe that Noah would have chosen young animals to carry on his ark.  They say that the average size of animal that would have been taken on the ark is about as big as a house cat.  If Dinosaurs were taken on the ark as babies, many of them the size of house cats then it is more believable that they could have fit on the ark.  This blog has already in former posts talked about how the ark was very large in my post What was Noah's Ark like?

Why did the dinosaurs disappear?  Many Christian Scholars believe that the Green house effect I talked about in an earlier blog post allowed allot of vegetation to grow that supported the dinosaurs.  After the flood the earth was striped of plants and unable to support as much vegetation so the dinosaurs starved.  Yet others believe that the ice age was too cold for the dinosaurs.

Allot of great information is available at The Great Dinosaur Mystery. Questions and Answers or Discovery Trail

Worksheets
Dinosaurs

Thursday, September 30, 2010

Fractions & Symmetry

Fractions
Symmetry

Ice Age and the Bible

 Gen 1: 6-7   And God said, Let there be a firmament in the midst of the waters, and let it divide the waters from the waters.  And God made the firmament, and divided the waters which were under the firmament from the waters which were above the firmament: and it was so.
Gen 2: 5-6 For the Lord God had not caused it to rain on the earth, and there was no man to till the ground;  but a mist went up from the earth and watered the whole face of the earth."
There are some Christian Scholars who believe the whole earth was surrounded by a large cloud or blanket of vapor, like a green house before the flood.  If this was the case the the whole earth would have been more warm and moist.  Maybe these warm moist conditions would explain why animals and plants grew larger and why people lived longer.
Gen 7:11 "on that day all the fountains of the great deep were broken up, and the windows of heaven were opened."
Some Christian Scholars believe that earthquake's and volcanic upheavals would have occurred in order to break up the fountains of the great deep. Some scholars also believe that the earth being covered with water plus volcanic ash in the air may cooled the earth and brought on the Ice Age after the flood.

Some Christian Scholars also believe that the earth did not experience seasons before the flood because of the green house effect.  So the polar ice caps would have began to freeze for the first time.  This pluss the excess water also may have caused an ice age.
Gen. 10: 25 And unto Eber were born two sons: the name of one was Peleg; for in his days was the earth divided; and his brother’s name was Joktan.
During the ice age time the waters in the oceans would have been lower because of the volume of water that was frozen in the polar ice caps.  With lower oceans it is believed that continents would be connected by land bridges thus making it one land.  When the Polar ice caps melted the oceans would have filled up and the land would become divided.

Ice Age Worksheets


Monday, September 6, 2010

Interruption

So Papa is home and we are doing homeschool.  He interrupts scripture reading to start a long discussion about how learning to read the scriptures is really learning philosophy, culture and formal communication.  And about what each of those means and the importance of them, and how most others only learn that in college... Then we finish scripture reading and Papa comes in excited because he caught a praying mantis.  Now the kids are all huddled around a jar instead of spelling worksheets which is what I planned next... and I had to take a minuet and remind myself I am glad to have Papa's input and that is better then my plan for today's homeschool lesson.. lol

Friday, August 20, 2010

Dressing up as Royalty from Ancient Mesopotamia

I purchased this book.  Ancient Egyptians and Their Neighbors: An Activity Guide by Marian Broida.  We started learning about Mesopotamia today.  The dress up ideas in the book were very easy to follow so all the kids got involved and enjoyed making their crowns and wraping their clothes.



The clothing is simply wrapped around the kids with the extra cloth draped over one shoulder.  Men would wear the drape on the right and women would wear it on  the left.



The ladies crowns have leaves dangling in the front and flowers standing straight up in the back.  The were made of metal, silver and gold.






This crown style was first worn by an Assyrian Queen.  It was a replica of the walls of Assyria.  This crown design was since used in Greece and Europe.  But the design originated from copying the Assyrian walls.


The Origin of Heathen Religions

Introduction

As our homeschool studies history and ancient civilizations we plan to study allot of the literature, legends and stories of the civilizations.  I wanted to keep stories and legends from other religions in perspective.  While reading through Cleon Skousen's book The First Two Thousand Years in chapter 23 and 24 I found the answers I needed.  Now as we read the legends and religious stories we will evaluate them against the elements of a heathen religion, compare them, and see how many elements each story has.  

The Origin of Heathen Religions

“Modern revelation has confirmed the declaration of ancient prophets that ethics, religion and the related philosophical concepts growing out of them all came by direct revelation from God in the earliest times. Authoritative sources now available to us also indicate that heathen religions and heathen philosophies came later as diluted substitutes designed to satisfy the people who felt disinclined to subscribe to the ideals and standards of conduct revealed from God.” Cleon Skousen The First Two Thousand Years (F2KY) page p200

Nimrod set up the first heathen religion in the post flood world.

“And it came to pass that many journeyed from the east and as they journeyed from the east, they found a plain in the land of Shinar and dwelt ther in the plain of Shinar. And they said one to another, come, go to, let us make brick, and burn them thoroughly. And they had brick for stone, and they had slime [asphalt] for mortar And they said, Come, go to, let us build a city, and a tower whose top will be high, nigh unto heaven; and let us make us a name least we be scattered abroad upon the face of the whole earth.” Joseph Smith Translation Genesis 11: 1-3

The Historian Josephus described Nimrod. The brackets below are included from Cleon Skousen.

Now it was Nimrod who excited them [the people of Shinar] to such an affront and contempt of God. He was the grandson of Ham, the son of Noah, a bold man, and of great strength of hand. He persuaded them not to ascribe it [their prosperity] to God, as if it was through his means they were happy, but to believe that it was their own courage which procured that happiness. He also changed the government into tyranny, seeing no other way of turning man from the fear of God, but to bring them into a constant dependence on his power. He also said he would be revenged of God, if he should have a mind to drown the world again; for that we should build a tower too high for the waters to be able to reach and that he would avenge himself on God for destroying their forefathers.”

“Now the multitude were very ready to follow the determination of Nimrod, and to esteem it as a piece of cowardice to submit to God; and they built a tower, neither sparing any pains, nor being in any degree negligent about the work; and, by reason of the multitude of hands employed in it, it grew very high, sooner then anyone could expect; but the thickness of it was so great, and it was so strongly built, that thereby its great height seemed, upon view, to be less than it really was. It was built of burnt brick, cemented together with mortar, made of bitumen, that it might not be liable to admit water.”

Elements of the Heathen Religion Nimrod set up, and the structure that other heathen religions followed.
  1. To place man above God. “Josephus states that he [Nimrod] belittled God and tried to destroy men's confidence in God. He did not deny his existence. He just said God wasn't important. He said men were their own benefactors and didn't need to thank God for the prosperity which they had worked so hard themselves to acquire.” Cleon Skousen, F2KY page 195
  2. “The next step is to worship great conquerors such as Nimrod and call them gods. This is exactly what Nimrod undertook to do. As the historian [Josephus] says. 'And not all this sufficed unto Nimrod's evil desire. Not enough that he turned men away from God, he did all he could to make them pay divine honors unto himself. He set himself up as a god, and made a seat for himself in the imitation of the seat of God. It was a tower built of a round rock, and on it he placed a throne of cedar wood, upon which arose, one above the other, four thrones, of iron, copper silver and gold. Crowning all, upon the golden throne, lay a precious stone, round in shape and gigantic in size. This served him as a seat and as he sat upon it, all nations came and paid him divine homage.' ” Cleon Skousen F2KY page 195
  3. “The next thing... was the elevating of animals above humanity... Heathen religions delivered human begins over the real or fancied whims of animals. In many cases animal life was made more sacred than human life, and humans were sacrificed to animal gods. The curse of animal worship and false philosophy associated with it survive to this day among large segments of humanity.” Cleon Skousen F2KY page 195
  4. Next is “the idea that human beings are somehow influenced in their daily actions by the sun, moon and stars. These astronomical bodies were credited with the power to bestow special gifts, talents, tendencies and qualities of personality upon each person... This destroyed the concept of “free agency” and “will”. What ever a person did he could always excuse himself by blaming it on the stars. As Jeremiah declared in his day: 'thus saith the Lord, learn not the way of the heathen, and be not dismayed at the signs of heaven; for the heathen are dismayed at them.' Jeremiah 10:2 ” Cleon Skousen F2KY 196
  5. The heathen religions put sins into their rituals. So the more a person was devoted to the false religion the more ritual sining they would have to do. “Heathen ritual was frequently devoted to almost exclusively to the stimulating and satisfying of human passion. The words adultery and idolatry both came from the same derivation. The heathen religions institutionalized immorality... This included the sacrifice of human beings by burning or slaughter.” Cleon Skousen F2KY 196-197
Important points to know in regards to Heathen Religions or Institutes
  • “Heathen religions did not evolve they were promoted. They were not the outgrowth of man's instinctive desire to worship but the outgrowth of mans instinctive desire to grasp for power. Nimrod conceived of his man-made institutes as a tool to alienate the loyalty of mankind from their Creator and his priesthood and attach it to himself” Clean Skousen F2KY p199
  • Heathen institutes were set up to destroy true religion which had been revealed by God through direct revelation.” Cleon Skousen F2KY page p199
  • Idolatrous practices did not come into existence until long after true religion had been revealed from heaven.” Cleon Skousen F2KY page p199
  • Heathen worship was set up by defiant and rebellious men to compete against true religion As Nimrod had declared 'Depart from the religion of Shem and cleave to the institutes of Nimrod.'” Cleon Skousen F2KY page p199
  • “These abominations were originally germinated in the sophisticated intellects of the apostate men who lived when the gospel was on the earth...Heathen philosophy was brewed in the dark minds of men who had apostatized from the truth and had set about to destroy the gospel and the influence of the priesthood by any means they could think of. “Cleon Skousen F2KY page p 200
  • “Their technique consisted primarily in taking concepts which the people already believed and then rationalizing and twisting them so that they might become more appealing to the common man by making allowances for vices and indulgences which true religion forbade.” Cleon Skousen F2KY page p200
  • Revealed religion is the original source for most of the ethical and philosophical knowledge generally attributed to the intellectual leaders of heathen nations.” Cleon Skousen F2KY page p200
  • Studies have been made which show that all of those basic ethics and philosophical beliefs which have been found in one form or another among nearly every people of the hearth have common origin. They are actually remnants of true gospel principles which originally came from the prophets of God.” Cleon Skousen F2KY page p200
  • “In the hands of such men as Nimrod these teachings of the prophets and patriarchs were deliberately distorted.” Cleon Skousen F2KY page p200
  • Subsequent generations therefore received only a few crumbs of truth, and these had been camouflaged by man-made mysteries and fabricated superstitions” Cleon Skousen F2KY page p200
    “You will observe that the scriptural material now available to us repudiates the interpretation of many modern historians who have tried to determined the origin of religious philosophy and religious practices. The majority have concluded that religious understanding and religious expression “evolved.” They feel that heathen religions are merely a primitive means of expressing the “instinctive desire to worship.” They look upon idolatry and its attendant rituals as just part of the 'upward reach of man.' they seek to excuse the cruelty, immorality and barbarism of heathen worship on the grounds that it was the best their primitive mentalities were capable of producing... “

    “It was for this very reason that God warned his modern servants against pseudo-scholarship – where men are ever learning but never coming to the knowledge of the truth. The Lord knew that whole libraries have been loaded with misinformation and therefore he said: 'Harken ye elders of my church, whom I have appointed. Ye are not sent forth to be taught, but to teach the children of men the things which I have put into your hands by the power of my Spirit; and ye are to be taught from on high.” Cleon Skousen F2KY page p200

    Wednesday, July 7, 2010

    The Earth was Divided

    Gen 10: 25 And unto Eber were born two sons: the name of one was aPeleg; for in his days was the earth bdivided; and his brother’s name was Joktan.
    • a IE Division.
    • b TG Earth, Dividing of.
    Topical Guide: Earth, Dividing of
    Continental Drift

    Tuesday, July 6, 2010

    Genesis - Reading the Scriptures in chronological order


    1. The Plan of Salvation: My Life Is a Gift; My Life Has a Plan, Children's Friend Jan 2008, Flannel board page for the Plan of Salvation.
    2. D&C 76:  The status of those in the telestial, terrestrial, and celestial glories is explained
    3. Moses 1:  Moses sees many inhabited worlds,without number created by the Son. God’s work to bring to pass eternal life of man.
    4. Chapter 1: Before the Old Testament - Old Testament Scripture Story
    5. Abraham 3: Premortal Life
    6. Chapter 2Jesus Makes the Earth  - Old Testament Scripture Story
    7. Gen 1Creation days 1-6
    8. Gen 2Creation day 7 Adam and Eve introduced to the garden
    9. Chapter 3Adam and Eve - Old Testament Scripture Story
    10. Gen 3Adam and Eve partake of fruit and cast out
    11. Abraham 4Creation days 1-6
    12. Abraham 5Creation day 7 - Adam names the animals
    13. Moses 2Creation days 1-6
    14. Moses 3All things created spiritually, Adam created
    15. Moses 4Satan tempts Eve 
    16. Moses 5Adams children
    17. Moses 6Adam keeps a book of remembrance
    18. Chapter 4Adam and His Family - Old Testament Scripture Story
    19. Gen 4Cain kills Able, Seth and Enos
    20. Chapter 5: Enoch - Old Testament Scripture Story
    21. Gen 5Generations of Adam, Enoch
    22. Moses 6Enoch
    23. Moses 7City of Zion Established
    24. Moses 8Methuselah prophesies, Noah
    25. Gen 6Earth full of wicked men,  God commands Noah to build Ark
    26. Gen 7: Noah enters the Ark
    27. Chapter 6: Noah - Old Testament Scripture Story
    28. Gen 8flood ends, Noah leaves ark, offers sacrifice
    29. Gen 9Promise of the Rainbow, Canaan cursed
    30. Gen 10the descendants of Naoh
    31. Chapter 7: The Tower of Babel - Old Testament Scripture Story
    32. Gen 11Tower of Babel, Abram leaves Ur
    33. Chapter 50: The Jaredites Leave Babel - Book of Mormon Scripture Story
    34. Ether 1Moroni abridges Ether, Jaredite language not confounded, lead to promise land
    35. Ether 2Jaredites prepare for journey,
    36. Ether 3Lord touches stones, Jared sees Christ, interpreters given
    37. Ether 4Moroni writes Christs commands
    38. Ether 5Moroni talks of three witnesses
    39. Chapter 51The Jaradites Travel to the Promised Land - Book of Mormon Scripture Story
    40. Ether 6Jaradite barges driven to the promised land
    41. Chapter 52The destruction of the Jaradites - Book of Mormon Scripture Story
    42. Ether 7Orihah rightous king, Prophets inspire people to repent
    43. Ether 8Akish forms an oath-bound secret combination
    44. Ether 9The kingdom passes from one to another by descent and intrigue and murder
    45. Ether 10Some of the kings are righteous; others are wicked
    46. Ether 11prophets predict the utter destruction of the Jaredites unless they repent
    47. Ether 12The prophet Ether exhorts the people to believe in God
    48. Ether 13Ether speaks of a New Jerusalem to be built in America by the seed of Joseph
    49. Ether 14The iniquity of the people brings a curse upon the land
    50. Abraham 1Abram seeks priesthood, priests try to sacrifice him, Jehovah saves him, The beginning of Egypt told
    51. Abraham 2: Abram leaves Ur to Canaan, Jehovah appears to him, Abram travels to Egypt
    52. Review Abraham 3-5: Abram learns of sun moon and stars, kolob, premortal life and the creation.
    53. Chapter 8: Abraham - Old Testament Scripture Story
    54. Gen 11Tower of Babel, Abram leaves Ur
    55. Gen 12Abram leaves Egypt, to Canaan, then back to Egypt because of famine
    56. Gen 13Abram returns to Egypt
    57. Gen 14Lot Captured in battle of kings, Abram rescues him
    58. Gen 15Abram desires ofspring, seed number as the stars, 
    59. Gen 16Abram and Hagar
    60. Gen 17Abram name changes to Abraham, Circumcision introduced, promise of Isaac
    61. Gen 18Three holy men visit Abraham, Isaac promised, destruction of Sodom discussed
    62. Gen 19Lot's family rescued from Sodom, Sodom Destroyed
    63. Gen 20Abimelech desires Sarah who is preserved by the Lord
    64. Gen 21Sarah bears Isaac, Hagar cast out,
    65. Chapter 9: Abraham and the Sacrifice of Isaac - Old Testament Scripture Story
    66. Gen 22Abraham commanded to sacrifice Isaac
    67. Gen 23Sarah dies and is buried
    68. Gen 24Abraham's servant is guided to find Rebekah for Isaac's wife
    69. Chapter 10: Jacob and Esau - Old Testament Scripture Story
    70. Gen 25Abraham dies, Rebekah conceives Jacob and Esau
    71. Gen 26Lord gives promises to Isaac, Esau marries a Hittite
    72. Gen 27Rebekah guides Jacob to seek blessing, Jacob blessed, Esau angry
    73. Gen 28Esau marries a daughter of Ishmael, Jacob convenants to pay tithes
    74. Chapter 11: Jacob and His Family - Old Testament Scripture Story
    75. Gen 29Jacob meets Rachel, serves Laban for seven years, marries Leah
    76. Gen 30Jacob marries Bilhah and Zilpah, Rachel bares Joseph, 
    77. Gen 31Jacob comanded to return to Canaan, Laban and Jacob resolve their differences, 
    78. Gen 32Jacob sees angels, Jacobs name changed to Iseral
    79. Gen 33Jacob and Esau meet and are reconciled
    80. Gen 34Dinah defiled, Hivites slain by Simeon and Levi, Jacob reproves them.
    81. Gen 35Jacob is sent to Beth-el, Rachel bears Benjamin and dies, Isaac dies
    82. Gen 36The generations of Esau
    83. Chapter 12: Joseph - Old Testament Scripture Story
    84. Gen 37Jacob favors Joseph, Joseph has a dream, his brothers sell him into Egypt
    85. Gen 38Judah has three sons by a Canaanite and twins by Tamar as a harlot
    86. Chapter 13: Joseph in Egypt - Old Testament Scripture Story
    87. Gen 39Joseph prospers, Ruler in Pitiphars house, falsely accused, cast into prison
    88. Gen 40Joseph interprets dream for butler and baker
    89. Gen 41Joseph interprets dream for Pharaol, becomes ruler in Egypt,  gathers grain
    90. Chapter 14: Joseph’s Brothers in Egypt - Old Testament Scripture Story
    91. Gen 42Jacob sends his sons to buy grain in Egypt, Simeon imprisioned and brothers sent back for Benjamin
    92. Gen 43Benjamin goes to Egypt with brothers, they feast with Joseph
    93. Gen 44Joseph stops brother from returning, Judahoffers himself in place of Benjamin
    94. Gen 45Joseph makes himself known, Pharaoh invites Joseph and his family to dwell in Egypt
    95. Gen 46Jacob and his family sent to Egypt, Joseph meets Jacob
    96. Gen 47Jacob blesses Pharoal, Joseph sells grain to Egyptians for cattle and land
    97. Gen 48Ephraim and Manasseh adopted by Jacob, Iseral shall come again to land of their fathers
    98. Gen 49Jacob blesses his sons, Judah rules, Jacob dies
    99. Gen 50Jacob burried in Canaan, Joseph promises family will leave Egypt, Joseph dies
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