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Grade 12

Bible 1200Teacher’s Guide

Author: Alpha Omega Publications

Editor: Alan Christopherson, M.S.

CONTENTS

Curriculum Overview . . . . . . . . . . . . . . . . . . . . . . . 3

LIFEPAC® Management . . . . . . . . . . . . . . . . . . . . . . 11

Teacher Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Alternate Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

Answer Keys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99

Self Test Keys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137

Test Keys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163

Alternate Test Keys . . . . . . . . . . . . . . . . . . . . . . . . . 175

804 N. 2nd Ave. E., Rock Rapids, IA 51246-1759© MM by Alpha Omega Publications, Inc. All rights reserved.

LIFEPAC is a registered trademark of Alpha Omega Publications, Inc.All trademarks and/or service marks referenced in this material are the property of their respective owners. Alpha Omega Publications, Inc.

makes no claim of ownership to any trademarks and/or service marks other than their own and their affiliates’, and makes no claim of affiliationto any companies whose trademarks may be listed in this material, other than their own.

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Bible 1200 LIFEPAC Management

STRUCTURE OF THE LIFEPAC CURRICULUM

The LIFEPAC curriculum is conveniently structured to provide one teacher handbook containingteacher support material with answer keys and ten student worktexts for each subject at gradelevels two through twelve. The worktext format of the LIFEPACs allows the student to read thetextual information and complete workbook activities all in the same booklet. The easy to followLIFEPAC numbering system lists the grade as the first number(s) and the last two digits as thenumber of the series. For example, the Language Arts LIFEPAC at the 6th grade level, 5th bookin the series would be LAN0605.

Each LIFEPAC is divided into 3 to 5 sections and begins with an introduction or overview of thebooklet as well as a series of specific learning objectives to give a purpose to the study of theLIFEPAC. The introduction and objectives are followed by a vocabulary section which may befound at the beginning of each section at the lower levels, at the beginning of the LIFEPAC in themiddle grades, or in the glossary at the high school level. Vocabulary words are used to developword recognition and should not be confused with the spelling words introduced later in theLIFEPAC. The student should learn all vocabulary words before working the LIFEPAC sectionsto improve comprehension, retention, and reading skills.

Each activity or written assignment has a number for easy identification, such as 1.1. The firstnumber corresponds to the LIFEPAC section and the number to the right of the decimal is thenumber of the activity.

Teacher checkpoints, which are essential to maintain quality learning, are found at variouslocations throughout the LIFEPAC. The teacher should check 1) neatness of work andpenmanship, 2) quality of understanding (tested with a short oral quiz), 3) thoroughness ofanswers (complete sentences and paragraphs, correct spelling, etc.), 4) completion of activities(no blank spaces), and 5) accuracy of answers as compared to the answer key (all answerscorrect).

The self test questions are also number coded for easy reference. For example, 2.015 means thatthis is the 15th question in the self test of Section II. The first number corresponds to the LIFEPACsection, the zero indicates that it is a self test question, and the number to the right of the zero thequestion number.

The LIFEPAC test is packaged at the centerfold of each LIFEPAC. It should be removed and putaside before giving the booklet to the student for study.

Answer and test keys have the same numbering system as the LIFEPACs and appear at the backof this handbook. The student may be given access to the answer keys (not the test keys) underteacher supervision so that he can score his own work.

A thorough study of the Curriculum Overview by the teacher before instruction begins isessential to the success of the student. The teacher should become familiar with expected skillmastery and understand how these grade level skills fit into the overall skill development of thecurriculum. The teacher should also preview the objectives that appear at the beginning of eachLIFEPAC for additional preparation and planning.

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TEST SCORING and GRADING

Answer keys and test keys give examples of correct answers. They convey the idea, but thestudent may use many ways to express a correct answer. The teacher should check for the essenceof the answer, not for the exact wording. Many questions are high level and require thinking andcreativity on the part of the student. Each answer should be scored based on whether or not themain idea written by the student matches the model example. “Any Order” or “Either Order” ina key indicates that no particular order is necessary to be correct.

Most self tests and LIFEPAC tests at the lower elementary levels are scored at 1 point per answer;however, the upper levels may have a point system awarding 2 to 5 points for various answers orquestions. Further, the total test points will vary; they may not always equal 100 points. They maybe 78, 85, 100, 105, etc.

ex. 1 ex. 2

A score box similar to ex.1 above is located at the end of each self test and on the front of theLIFEPAC test. The bottom score, 72, represents the total number of points possible on the test. Theupper score, 58, represents the number of points your student will need to receive an 80% orpassing grade. If you wish to establish the exact percentage that your student has achieved, findthe total points of his correct answers and divide it by the bottom number (in this case 72.) Forexample, if your student has a point total of 65, divide 65 by 72 for a grade of 90%. Referring toex. 2, on a test with a total of 105 possible points, the student would have to receive a minimumof 84 correct points for an 80% or passing grade. If your student has received 93 points, simplydivide the 93 by 105 for a percentage grade of 89%. Students who receive a score below 80% shouldreview the LIFEPAC and retest using the appropriate Alternate Test found in the Teacher’s Guide.

The following is a guideline to assign letter grades for completed LIFEPACs based on a maximumtotal score of 100 points.

LIFEPAC Test = 60% of the Total Score (or percent grade)Self Test = 25% of the Total Score (average percent of self tests)Reports = 10% or 10* points per LIFEPACOral Work = 5% or 5* points per LIFEPAC*Determined by the teacher’s subjective evaluation of the student’s daily work.

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Example:LIFEPAC Test Score = 92% 92 x .60 = 55 pointsSelf Test Average = 90% 90 x .25 = 23 pointsReports = 8 pointsOral Work = 4 points_______________________________________________________________________TOTAL POINTS = 90 points

Grade Scale based on point system: 100 – 94 = A93 – 86 = B85 – 77 = C76 – 70 = D

Below 70 = F


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TEACHER HINTS and STUDYING TECHNIQUES

LIFEPAC Activities are written to check the level of understanding of the preceding text. Thestudent may look back to the text as necessary to complete these activities; however, a studentshould never attempt to do the activities without reading (studying) the text first. Self tests andLIFEPAC tests are never open book tests.

Language arts activities (skill integration) often appear within other subject curriculum. Thepurpose is to give the student an opportunity to test his skill mastery outside of the context inwhich it was presented.

Writing complete answers (paragraphs) to some questions is an integral part of the LIFEPACCurriculum in all subjects. This builds communication and organization skills, increasesunderstanding and retention of ideas, and helps enforce good penmanship. Complete sentencesshould be encouraged for this type of activity. Obviously, single words or phrases do not meet theintent of the activity, since multiple lines are given for the response.

Review is essential to student success. Time invested in review where review is suggested will betime saved in correcting errors later. Self tests, unlike the section activities, are closed book. Thisprocedure helps to identify weaknesses before they become too great to overcome. Certainobjectives from self tests are cumulative and test previous sections; therefore, good preparation fora self test must include all material studied up to that testing point.

The following procedure checklist has been found to be successful in developing good study habitsin the LIFEPAC curriculum.

1. Read the introduction and Table of Contents.2. Read the objectives.3. Recite and study the entire vocabulary (glossary) list.4. Study each section as follows:

a. Read the introduction and study the section objectives.b. Read all the text for the entire section, but answer none of the activities.c. Return to the beginning of the section and memorize each vocabulary word and

definition.d. Reread the section, complete the activities, check the answers with the answer key,

correct all errors, and have the teacher check.e. Read the self test but do not answer the questions.f. Go to the beginning of the first section and reread the text and answers to the activities

up to the self test you have not yet done.g. Answer the questions to the self test without looking back.h. Have the self test checked by the teacher.i. Correct the self test and have the teacher check the corrections.j. Repeat steps a–i for each section.


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5. Use the SQ3R* method to prepare for the LIFEPAC test.6. Take the LIFEPAC test as a closed book test.7. LIFEPAC tests are administered and scored under direct teacher supervision. Students who

receive scores below 80% should review the LIFEPAC using the SQ3R* study method and takethe Alternate Test located in the Teacher Handbook. The final test grade may be the grade onthe Alternate Test or an average of the grades from the original LIFEPAC test and the AlternateTest.

*SQ3R: Scan the whole LIFEPAC.Question yourself on the objectives.Read the whole LIFEPAC again.Recite through an oral examination.Review weak areas.


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GOAL SETTING and SCHEDULES

Each school must develop its own schedule, because no single set of procedures will fit everysituation. The following is an example of a daily schedule that includes the five LIFEPAC subjectsas well as time slotted for special activities.

Possible Daily Schedule

8:15 – 8:25 Pledges, prayer, songs, devotions, etc.8:25 – 9:10 Bible9:10 – 9:55 Language Arts

9:55 – 10:15 Recess (juice break)

10:15 – 11:00 Mathematics11:00 – 11:45 Social Studies

11:45 – 12:30 Lunch, recess, quiet time

12:30 – 1:15 Science1:15 – Drill, remedial work, enrichment*

*Enrichment: Computer time, physical education, field trips, fun reading, games and puzzles,family business, hobbies, resource persons, guests, crafts, creative work, electives, musicappreciation, projects.

Basically, two factors need to be considered when assigning work to a student in the LIFEPACcurriculum.

The first is time. An average of 45 minutes should be devoted to each subject, each day.Remember, this is only an average. Because of extenuating circumstances a student may spendonly 15 minutes on a subject one day and the next day spend 90 minutes on the same subject.

The second factor is the number of pages to be worked in each subject. A single LIFEPAC isdesigned to take 3 to 4 weeks to complete. Allowing about 3-4 days for LIFEPAC introduction,review, and tests, the student has approximately 15 days to complete the LIFEPAC pages. Simplytake the number of pages in the LIFEPAC, divide it by 15 and you will have the number of pagesthat must be completed on a daily basis to keep the student on schedule. For example, a LIFEPACcontaining 45 pages will require 3 completed pages per day. Again, this is only an average. Whileworking a 45 page LIFEPAC, the student may complete only 1 page the first day if the text has alot of activities or reports, but go on to complete 5 pages the next day.

Long range planning requires some organization. Because the traditional school year originates inthe early fall of one year and continues to late spring of the following year, a calendar should bedevised that covers this period of time. Approximate beginning and completion dates can be noted


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on the calendar as well as special occasions such as holidays, vacations and birthdays. Since eachLIFEPAC takes 3-4 weeks or eighteen days to complete, it should take about 180 school days tofinish a set of ten LIFEPACs. Starting at the beginning school date, mark off eighteen school dayson the calendar and that will become the targeted completion date for the first LIFEPAC. Continuemarking the calendar until you have established dates for the remaining nine LIFEPACs makingadjustments for previously noted holidays and vacations. If all five subjects are being used, the tenestablished target dates should be the same for the LIFEPACs in each subject.

FORMS

The sample weekly lesson plan and student grading sheet forms are included in this section asteacher support materials and may be duplicated at the convenience of the teacher.

The student grading sheet is provided for those who desire to follow the suggested guidelines forassignment of letter grades found on page 3 of this section. The student’s self test scores should beposted as percentage grades. When the LIFEPAC is completed the teacher should average the selftest grades, multiply the average by .25 and post the points in the box marked self test points. TheLIFEPAC percentage grade should be multiplied by .60 and posted. Next, the teacher shouldaward and post points for written reports and oral work. A report may be any type of written workassigned to the student whether it is a LIFEPAC or additional learning activity. Oral work includesthe student’s ability to respond orally to questions which may or may not be related to LIFEPACactivities or any type of oral report assigned by the teacher. The points may then be totaled and afinal grade entered along with the date that the LIFEPAC was completed.

The Student Record Book which was specifically designed for use with the Alpha Omegacurriculum provides space to record weekly progress for one student over a nine week period aswell as a place to post self test and LIFEPAC scores. The Student Record Books are availablethrough the current Alpha Omega catalog; however, unlike the enclosed forms these books are notfor duplication and should be purchased in sets of four to cover a full academic year.


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Bible 1200 LIFEPAC Teacher Notes

INSTRUCTIONS FOR BIBLE

The LIFEPAC curriculum from grades two through twelve is structured so that the dailyinstructional material is written directly into the LIFEPACs. The student is encouraged to readand follow this instructional material in order to develop independent study habits. The teachershould introduce the LIFEPAC to the student, set a required completion schedule, completeteacher checks, be available for questions regarding both content and procedures, administer andgrade tests, and develop additional learning activities as desired. Teachers working with severalstudents may schedule their time so that students are assigned to a quiet work activity when it isnecessary to spend instructional time with one particular student.

The Teacher Notes section of the handbook lists the required or suggested materials for theLIFEPACs and provides additional learning activities for the students. The materials sectionrefers only to LIFEPAC materials and does not include materials which may be needed for theadditional activities. Additional learning activities provide a change from the daily schoolroutine, encourage the student’s interest in learning and may be used as a reward for good studyhabits.

Bible 1201 Teacher Notes

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Materials Needed for LIFEPACRequired: Suggested:

None dictionarythree-ring, loose leaf notebookpunched typewriter paperBible, King James version and another version, if permittedAny book on Christian career planning. Larry Burkett is a good source to start with. Check with your local Christian Bookstore for possible titles.Moffitt, Philip W. (ed.). 18 Almanac. Knoxville: Approach, 13-30 Corporation, annual. This “handbook for leaving high school” magazine is worth ordering from 1005 Maryville Pike SW, Knoxville, TN 37920.Bolles, R. N. What Color is Your Parachute? A Practical Manual for Job-Hunters and Career-Changers. Berkeley: Ten Speed Press, latest edition, 1998. This popular guidebook has very few references to Christian ministries but it is very practical.

Additional Learning ActivitiesSection I What You Are

1. Discuss these questions with your class.a. How are we made in the image of God?b. Believing that we were created in God’s image, and are in dominion over His

creation, can we accept the theory of evolution?c. Does becoming a Christian change one’s personality? How?d. If you feel called to a career that seemingly does not suit your

personality, should you pursue it, having faith that God will help you? (Example: a student who feels called to preach, but has a problem speaking in front of people.)

2. Select a short article (from a religious periodical) on personal relationships or Christian growth. Have the entire class read it, and then discuss it.

3. Have students interview a Christian psychologist on problems found most often in Christians and in non Christians. How does being a Christian help him in his work?

4. This assignment should be given at the beginning of the LIFEPAC and turned in before students take their final LIFEPAC Test.

Read a book on one of the following topics and prepare a three- to four-page report giving the main ideas of the book. For the conclusion, state your personal opinion of the book and how it helped you.

Topic Examples:a. personal or interpersonal relationshipsb. spiritual growthc. Christian ministries or Christian careers (together or one particular

occupation).


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5. Write an honest two-paragraph description of yourself. Show it to a close friend and ask for his comments.

Section II Knowing Who You Are1. Discuss the phrase “Purity isn’t maturity” (comparing new Christians with mature

Christians).2. Have students make a list of different gifts and talents. (See if anyone names the

gifts of friendliness, hospitality, making a person feel at home, conversation, homemaking. These gifts are often forgotten.)

3. Arrange a field trip to one or more libraries for the students to gather information on the vocation of their interest.

4. Arrange to have one or more ministers, missionaries, and laymen talk to the class about their particular callings.

5. Make a list of your strengths and your weaknesses. Be honest, but don’t be too critical.

6. Pick out your major weaknesses and read material relating to it, especially Scripture. Work on this weakness until you begin to see progress, then begin on another weakness.

7. Make a list of your closest friends. Are their personalities similar to yours? How can you help each other? (Sometimes it is hard to be around a person who has the same weaknesses as you have. You see yourself in them and it is a constant reminder. Parents sometimes experience this with their children.)

Section III How You Are Equipped1. Discuss the difference between leaders and followers. (For example, if a person is a

good worker, does this mean he will be a good supervisor? Some people can delegate responsibility; others are better at following instructions.)

2. Discuss what to do if you begin plans for a particular career, then discover it is the wrong one. (Point out the importance of working through all the issues involved inmaking a decision. We often rush into a decision, discovering it is easier to continueon a wrong path than to admit we are wrong and start over again.)

3. If you have a choice between two jobs, what are some of the things to consider before making a decision?

4. Arrange students with similar vocational interests into groups for the purpose of researching, discussing, and sharing information. (Schools sometimes form clubs for this purpose: Future Teachers, Future Farmers of America, etc.)

5. Write down the vocation you are most attracted to at the present time. List your reasons for wanting to enter this particular field.

6. What vocation would you least like to go into? Why?

Student Literature

Required:

None

Supplemental

Kinghorn, Kenneth Cain. Discovering Your Spiritual Gifts: A Personal Inventory Method.Grand Rapids: Zondervan Publishing House, 1981.

This 30 page booklet with inventory questionnaire is still one of the best available to identifypersonal spiritual gifts.

Preble, Becky. Heading in the Right Direction, Student Log Book.Nashville: Lifeway Christian Resources, 1999.

A Christian approach to discovering talents and helping to choose a life’s work. This workbook forthe student can be complimented with the Teacher’s Resources listed below in the Teacher’sBibliography.

Wilkes, C. Gene. Jesus on Leadership: Becoming A Servant Leader.Nashville: Lifeway Christian Resources, 1998.

A workbook which uses the S.E.R.V.E. process to identify Spiritual gifts, Experience, Relationalstyles, Vocational skills and Enthusiasm. These help identify potential ministries and leadershipcharacteristics for the student. A Leader’s Guide for the teacher is also available.

Teacher Bibliography

Bolles, Richard N. What Color Is Your Parachute? A Practical Manual for Job-Hunters and Career-Changers. Berkeley: Ten Speed Press, 1998.

Updated annually, this classic guide to career planning is comprehensive and offers practical help.

Fields, Doug. Purpose-Driven Youth Ministry: 9 Essential Foundations for Healthy Growth.GrandRapids: Zondervan Publishing House, 1998.

An appendix contains the S.H.A.P.E. profile (Spiritual gifts, Heart, Abilities, Personality,Experiences) to help young people identify spiritual gifts, temperament and talents for ministry.

Intercristo. Jobs in a Flash! A Christian Job-Referral Service. 19303 Fremont Ave. North,Seattle, WA 98133. 1-800-251-7740 www.jobleads.org

A comprehensive Christian job-referral network for thousands of ministry opportunities. For a fee,they match occupational interests, work experience, and geographic preference to job leads inChristian service.

Littauer, Florence. Personality Plus: How to Understand Others by Understanding Yourself,Revised/Expanded Edition. Grand Rapids: Fleming H. Revell Co., 1992

A Christian examination of strengths and weaknesses of the four dominant types of temperamentsidentified by Hippocrates. It includes a “personality profile.”

Matthews, Gerald and Deary, Ian J. Personality Traits.New York: Cambridge University Press, 1998.

This book is a comprehensive survey of research on personality traits for those who want more in-depth information on personality theory and practice.


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Occupational Outlook Handbook. Washington, D.C.: Bureau of Labor Statistics,U.S. Department of Labor, 1998-1999.

This is the U.S. Government’s premier career guidance publication. It is revised every two yearsand is a good source of information on current and expected job prospects in over 250 occupations.Also see http//stats.bls.gov/ocohome.htm

Preble, Becky. Heading in the Right Direction, Teaching Resource Module.Nashville: Lifeway ChristianResources, 1999.

This vocational guidance resource is designed for leading the student to finding his or her naturaltalents and to view work from a Christian perspective. (The Student Log Book is referenced abovein the Supplemental information for Student Literature.)

YES! Youth Exploration Survey. Gainesville, GA: Life Pathways, Christian Financial Concepts, 1998.1-800-722-1976

This career guidance package is a good resource covering four areas: personality, vocationalinterests, abilities and priorities. It is published through the organization of the well-knownChristian financial consultant, Larry Burkett.

Additional Information

A career notebook will be kept by the student until the completion of Bible LIFEPAC 1203. The teachershould check the notebooks after each LIFEPAC is completed to determine the effectiveness of the projectfor the individual student and offer any additional help or direction in completing the project.

Testing Materials and Placement Services

A number of organizations offer career guidance testing materials that may be used to help studentsdetermine skills, talents, aptitudes, interests, and personality factors. Cost for these materials varyconsiderably, depending on the depth of the information requested.

Educational and Industrial Testing Service, P.O. Box 7234, San Diego, CA 92167 1-800-416-1666www.edits.net

This company offers a wide variety of career guidance testing materials for students, including itsCOPSystem, a career awareness program consisting of measures of interest, abilities, and work values.

Intercristo, 19303 Fremont Ave. North, Seattle, WA 98133 1-800-251-7740 www.careerfit.org

Using a computer diskette furnished by this Christian-oriented company, a self-guidedquestionnaire is completed by the student. The diskette is sent in, and the company produces aBirkman Assessment, yielding considerable information in report form on areas of interest, styles ofrelating, needs, stress points, and jobs the student fits best. An Advanced Report offers moreinformation and the opportunity for one-to-one interpretation.

NCS (National Computer Systems, Inc.), P.O. Box 1416, Minneapolis, MN 55440 1-800-627-7271, ext.5151 www.ncs.com

Career assessments for Junior and Senior High students include the IDEAS: Interest Determination,Exploration and Assessment System instrument; the Career Assessment Inventory (Enhanced or Vocational); and,for college-bound students, the Campbell Interest and Skill Survey and Career Planner.

Psychological Assessment Resources, Inc., 16204 N. Florida Ave., Lutz, FL 33549 1-813-968-3003www.parinc.com

This company offers a good, low-cost Self-Directed Search (SDS) Form and other materials to help highschool students in career planning.

Wintergreen Orchard House, Riverside Publishing, 425 Spring Lake Dr., Itaska, IL 60143 1-800-323-9540 www.wgoh.com

This company offers a variety of career guidance products, including an Ability Explorer which measuresabilities for jobs, such as interpersonal, leadership, organizational, and persuasive abilities.

Additional Activity

The activity on the following page may be reproduced as a student worksheet.

Additional Activity, Answer Key

Verses that may be used include the following:1 Thessalonians 4:111 Corinthians 3:13–15Galatians 6:42 Thessalonians 3:10 and 122 Timothy 4:5Romans 16:121 Corinthians 4:12Ephesians 4:281 Timothy 5:181 Thessalonians 1:31 Timothy 5:17Philippians 2:161 Corinthians 3:91 Thessalonians 2:92 Corinthians 10:15Ephesians 6:5Colossians 3:22Colossians 4:11 Corinthians 7:231 Timothy 6:1

The principles will be determined by the verses used.


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THE PAULINE WORK ETHIC

The Apostle Paul had a great deal to say about the values and blessings of work. By using aconcordance, look up the references the Apostle makes to work, labor, service, and other relatedterms. Copy the verses on a separate piece of paper and try to group them together to form atleast seven principles regarding Paul’s view of work. Write the principles on the following lines.

1. _______________________________________________________________________________________________

_______________________________________________________________________________________________

2. _______________________________________________________________________________________________

_______________________________________________________________________________________________

3. _______________________________________________________________________________________________

_______________________________________________________________________________________________

4. _______________________________________________________________________________________________

_______________________________________________________________________________________________

5. _______________________________________________________________________________________________

_______________________________________________________________________________________________

6. _______________________________________________________________________________________________

_______________________________________________________________________________________________

7. _______________________________________________________________________________________________

_______________________________________________________________________________________________

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TESTS

A L T E R N A T E

Reproducible Testsfor use with the Bible 1200

Teacher’s Guide

Bible 1201 Alternate Test

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Bible 1201 Self Test Key

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