The Da Vinci Code. Book Excerpts. Fact Leonardo da Vinci. All descriptions of artwork, architecture, documents, and secret rituals in this novel are accurate. champion of The Da Vinci Code, agent extraordinaire, and trusted friend. All descriptions of artwork, architecture, documents, and secret rituals in this novel. The Da Vinci Code. Home · The Da Vinci Code Author: Brown Dan. downloads Recommend Documents. The Da Vinci Code · The Da Vinci Code.
|Language:||English, Portuguese, Japanese|
|Genre:||Academic & Education|
|ePub File Size:||22.46 MB|
|PDF File Size:||10.11 MB|
|Distribution:||Free* [*Registration Required]|
Please refer to the link below for pdf version of The Da Vinci Code: Documents in PDF format can be transmitted/shared in massive numbers without paying. The Da Vinci Code is a captivating, suspenseful novel that is ideal for use in the .. What do you think we should do with the Sangreal documents if we ever find . graphicorganizer/pdf/ediclumpoti.ga) to place the headings “Inner” and “Outer” . The Da Vinci Code Dan Brown FOR BLYTHE AGAIN. MORE All descriptions of artwork, architecture, documents, and secret rituals in this novel are accurate.
Which female characters are undervalued? Which aspects of their identities are concealed? Which preconceived notions conceal them? Unveil your findings to the class through an oral presentation. Through your own symbologist lens, examine several mainstream films, Disney-produced or otherwise, and identify allusions and metaphors related to the sacred feminine. Locate several specific film clips that you can show and discuss with your classmates.
Also, in what ways could she be considered a heroine? Examine the appearances, both literal and figurative, of blood in the text.
Use a simple T-Chart located here: What are other important symbols or patterns, consisting of letters or numbers, outside of the text that you can identify and analyze? Write a short, coherent essay unpacking these questions. Consider this statement and access the following resource: Be prepared to present your artwork to the class. Choose specific examples and explain. These include character types, literal symbols, situations, and patterns.
Search for evidence of several archetypes such as the hero, the villain, the mother figure, or the quest in The Da Vinci Code. What evidence can you find of their existence? Share your findings with your classmates. What are these concepts? Why are they important both in the novel and in the world? When two cultures clash, the loser is obliterated, and the winner writes the history books—books which glorify their own cause and disparage the conquered foe.
Do you agree or disagree with this statement? Use a graphic organizer such as a Describing Wheel http: What purposes do these rituals and practices have? While drawing on applicable passages from the text, design a website for your chosen organization that reports on its central mission, details its history, provides information about related characters in the novel, and includes other pertinent information.
Each website must contain text, images, and video. Google Sites all Google resources mentioned in this guide are available with a free Google account , http: According to the text, how did the Priory, and specific members such as Leonardo da Vinci, promote the sacred feminine and push back against patriarchal Christianity?
Cite specific passages as you formulate your response. Compare and contrast the religious viewpoints of these different characters and organizations. Analyze how it is portrayed in the book and how groups such as Opus Dei view and utilize it in reality. Note that many of these can be used in either individual or grouped configurations.
Also, while many of the activities here are primarily designed for use after students finish the book, several activities can be used during reading as well. Tell students to record their questions on a separate sheet of paper. After these questions are generated, teachers have several options: For more information on this strategy, consult this resource: Concept Maps can be used in several different ways. First, students can select one character to occupy the center of the map, and linked sections can specify character traits along with textual support.
Second, students can feature two characters, one on each side of the diagram, and they can list similar and contrasting characteristics on different sides. Have small groups of students select a character and construct a list of his or her personality traits, fears, goals, desires, and other notable characteristics.
Next, have students represent these things visually through symbols for example, one symbol for Langdon might be a magnifying glass, to symbolize his curiosity and propensity for close examination. Students can use traditional art supplies construction paper, markers, magazines, etc or digital resources such as http: On the back, or underneath the character profile, have students explain the reasoning for their symbols, and require them to cite specific text from the novel as justification.
Have them present their visual project to the class. In it, the teacher serves as facilitator by providing students with open-ended questions, prompting students to respond, and by linking student comments. There are three main question categories: Core questions require students to analyze textual details In what specific ways are Langdon and Sophie alike and different?
Finally, closing questions personalize textual concepts What sort of lessons can be learned from the book? Construct multiple questions like these, and have students gather in a large circle. Establish group goals for the discussion and have students create individual goals as well.
Some group goals could include practicing active listening strategies, disagreeing constructively, and having each participant express at least two thoughts. Facilitate the conversation and concentrate on eliciting student responses. When the discussion concludes, have students self-assess and provide feedback on the seminar. Note that many of the discussion questions in this guide can be used in this activity.
For more information, consult http: Give them a graphic organizer, such as a double-column chart, and have them list similarities and differences one category per side between the film and book while they watch. Have them pay close attention to dialogue, plot, and how various scenes are constructed how are different characters positioned in each shot?
Is the setting highlighted or deemphasized? How does music influence the mood and pacing of various scenes? After viewing, have students participate in a debate during which they compare and contrast the two mediums and make an argument for which version more effectively conveys the central themes of the story.
As students navigate the route, in a written response, have them compare and contrast the artwork and locations featured during the tour with their associated descriptions in the text.
The Da Vinci Code Teacher’s Guide
To begin, have students select a single character. To make it more challenging for students, have them select a minor character. Have them write in first person, and encourage them to be reflective and creative as they compose.
This activity should inspire students to think critically about the text and compose in a creative fashion. To add more depth to the assignment, have students include images and videos in their blog entries.
Either of these resources would work for this assignment: The following website can be used for this: Place each image at a different location in the room, and arrange desks so that students can walk around and visit each image station. Encourage students to spend time reflecting on each image, and as they do so, have them respond to the following questions on a piece of paper: Have students share their responses in small groups or with the entire class.
To begin, break students into groups of four—five, and have each group select one of the themes mentioned in this guide: Have each group first storyboard their trailer an online template can be found here: If students have access to Apple devices, they should be able to use iMovie for the assignment, as it includes a trailer template.
Other video editing software, of course, could also work. After they film and edit, have students show their trailers to the class. In a journal response, have them analyze the significance of several settings and their roles in the book.
For each, have students maintain a travel diary, either in print or digital form, in which they discuss the historical significance they may need to access additional sources for this of each location and provide a detailed description of its architectural features. Break the class into groups and have each one choose a specific genre to research. Ask groups to consider these questions as they work: What are the central features of your chosen genre?
What are several literary works representative of your genre? Have each group report to their peers, and have the class compare and contrast each genre. First, have them create a KWL chart by folding a piece of paper into three columns. From left to right, have students title each column as follows: Have students respond to the first two columns, and have them share their responses with the class. Next, have students access the following resource and explore other links which examine the life and work of Leonardo da Vinci: In early Grail romances, graal in fact denotes a large dish for fish, itself a Christian religious symbol, but clearly removed from the traditional cup.
The idea of a cup seems to have developed quickly during the late 12th and early 13th centuries, influenced both by apocryphal religious stories, such as that of Joseph of Arimathea, and pagan stories involving magic containers that, for example, produced endless food itself a useful parallel to the Christian belief of the 'Bread of Life' produced at the Last Supper.
The cup therefore presented a convenient fusion, like many of the stories that are now associated with the Quest for the Holy Grail and King Arthur, of albeit apocryphal Christian teachings, and pagan traditions. Several claims about the Church of Saint-Sulpice in Paris are disputed. While there is a brass line running north-south through the church, it is not a part of the Paris Meridian. Further, there is no evidence that there was ever a temple of Isis on the site.
The Da Vinci Code
This note has been on display in the church: Contrary to fanciful allegations in a recent best-selling novel, this [the line in the floor] is not a vestige of a pagan temple.
No such temple ever existed in this place. It was never called a Rose-Line. It does not coincide with the meridian traced through the middle of the Paris Observatory which serves as a reference for maps where longitudes are measured in degrees East or West of Paris.
Please also note that the letters P and S in the small round windows at both ends of the transept refer to Peter and Sulpice , the patron saints of the church, and not an imaginary "Priory of Sion. The reference to Paris having been founded by the Merovingians Chapter 55 is false; in fact, the city was settled by Gauls by the 3rd century BC.
The Romans , who knew it as Lutetia , captured it in 52 BC under Julius Caesar , and left substantial ruins in the city, including an amphitheater and public baths. The Merovingians did not rule in France until the 5th century AD, by which time Paris was at least years old.
Brown characterized the cycle of Venus as "trac[ing] a perfect pentacle across the ecliptic sky every four years". Steve Olson, author of Mapping Human History: Genes, Race, and Our Common Origins , writing in an article in Nature , says that the notion that a small number of people living today could be the only descendants from any particular person who lived millennia ago, such as Jesus and Mary, is statistically flawed.
According to Olson, "If anyone living today is descended from Jesus, so are most of us on the planet. Near the end of the novel, Sophie and Langdon are standing outside Roslyn Chapel in the evening, Brown describes them looking to the east watching Venus rise above the horizon in the twilight. Astronomically, due to the location of its orbit between the earth and the sun, Venus is only visible rising in the east early in the morning shortly before sunrise or setting in the evening toward the west shortly after sunset.
It is not possible to see Venus rising above the eastern horizon in the evening. Two lawsuits have been brought alleging plagiarism in The Da Vinci Code.
Daniels granted a motion for summary judgment and dismissed the suit, ruling that "a reasonable average lay observer would not conclude that The Da Vinci Code is substantially similar to Daughter of God. Any slightly similar elements are on the level of generalized or otherwise unprotectable ideas.
However, the projected court costs of over 1 million pounds outweigh or at least substantially reduce the financial benefit of the lawsuit.
Dan Brown repeatedly said in his defense that history cannot be plagiarized and therefore the accusations of the two authors were false. Leigh stated, "It's not that Dan Brown has lifted certain ideas because a number of people have done that before.
It's rather that he's lifted the whole architecture — the whole jigsaw puzzle — and hung it on to the peg of a fictional thriller".
However, he claimed that neither he nor his wife had read Baigent and Leigh's book when he produced his original "synopsis" of the novel. The reality of his research is that it is superficial. The judge also included a code in his judgment. Throughout the judgment, apparently random letters are italicised and these form the message. The letters in the first paragraphs spell smithy code and the rest appear as follows "jaeiextostgpsacgreamqwfkadpmqzv".
This was subsequently decoded to read "Smithy Code Jackie Fisher who are you Dreadnought ",  referring to the British admiral whom Judge Smith admires. As with the book, this secret message made use of Fibonacci numbers for its encoding. At a conference on April 28, Archbishop Angelo Amato, the secretary of the Congregation for the Doctrine of the Faith , a Vatican curial department, specifically called for a boycott of the film version of The Da Vinci Code , characterizing the film as "full of calumnies, offenses, and historical and theological errors.
Conference of Catholic Bishops. In contrast, some Catholic groups sought to use interest in this book and film as a means to educate Catholics and non-Catholics on the history of the Christian Church , and what it teaches regarding Jesus Christ.
From Wikipedia, the free encyclopedia. See also: Knights Templar legends. Main article: The Holy Blood and the Holy Grail. Catholic Online. Catholic News Agency. March 20, Archived from the original on June 6, Retrieved November 27, BBC News.
Retrieved July 31, CNN Sunday Morning. May 25, NBC Today.
June 3, Archived from the original on September 28, The New York Times. April 28, The Michigan Catholic.
The Archdiocese of Detroit. Catholci Answers. Archived from the original on September 2, Retrieved July 15, Catholic League. May 2, Archived from the original on December 5, May 19, The Da Vinci Hoax: Ignatius Press. Mary Magdalen". Catholic Encyclopedia. Mary Magdalene: Redeeming Her Gospel Reputation". Catholic Update. Archived from the original on July 21, The Straight Dope.
Secrets of the Code.
CDS Books. Breaking The Da Vinci Code: Answers to the Questions Everybody's Asking. Nelson Books. December 8, Archived from the original on June 9, Seattle Pacific University. Summer Volume 28, Number 2.
The First Seven Ecumenical Councils — Liturgical Press. History vs The Da Vinci Code. Ontario Consultants on Religious Tolerance. Checking the Facts". Allen, Jr. Opus Dei: Doubleday Religion. Daily Telegraph. Retrieved December 26, Acorn Media.
Channel 4. The Scotsman. In a packed high court, a new twist in The Da Vinci Code begins to unfold. The Guardian. The Birmingham Post.Read it Forward Read it first. Mary Magdalene: Rowling 's Harry Potter and the Order of the Phoenix. Characters in the book claim Christianity has suppressed the sacred feminine , the representation of the earth or mother Goddess 's mystic power that's often linked to symbols of fertility and reproduction, such as Venus and Isis.
According to Olson, "If anyone living today is descended from Jesus, so are most of us on the planet. That word is wow. Why is the Rose Line an important feature?
- GRAPHIC DESIGN HISTORY A CRITICAL GUIDE PDF
- KITAB AL AUFAQ PDF
- TRIGONOMETRY BOOK BY SL LONEY
- CBSE PSA SAMPLE PAPERS FOR CLASS 11 PDF
- BUKU HACKER FORMAT PDF
- RON CODY SAS BOOK
- WRITING ACADEMIC ENGLISH OSHIMA PDF
- LIVRO MINHA VIDA FORA DE SERIE 3 TEMPORADA PDF
- VECTOR MECHANICS FOR ENGINEERS DYNAMICS 10TH EDITION BEER PDF
- WALKING DEAD COMIC EPUB
- INTRODUCTION TO CHEMICAL ENGINEERING BOOK