Encounter Christianity: In Words about Jesus
1. Jesus' question (pages 2-3)
Text from the book
'Who do people say that I am?'
People had very different ideas about Jesus. Some were very puzzled about who he was - even those who were close to him. Some people grew to love him. Others distrusted him and thought he was dangerous.
Jesus was interested in what people were saying about him. He also asked his disciples what they thought.
Do you ever wonder what your friends think about you?
Aims of the book
Pupils will:
Learning objectives
Pupils will:
Background
All the quotations in this book have been taken from the Gospel of St Mark. The Gospel writer is constantly challenging his audience to think about who Jesus might be. Readers of the Gospel today have to try to stand in the shoes of Jesus’ contemporaries. One of the themes of Mark’s gospel is the Messianic Secret; that is, Jesus does not want to tell anyone directly that he is the Messiah as he wants people to make their own judgement about him. So when Peter’s response to the question is to say that Jesus is the Messiah, Jesus tells him to keep it a secret. Jesus wants people to listen to him and then think about what he says. He does not want to tell people what to think.
Another feature of Mark’s gospel is the urgency of the action. Questions are asked that need an answer; the action moves swiftly from one event or scene to another. There is an immediacy about Jesus sayings, miracles, teaching and parables; so much has to be done and it must be done ‘now’. Pace, vigour and a sense of urgency are essentials when thinking about the questions Jesus asked and those questions people raised about him.
Ways of using the picture
Why does Jesus ask his disciples who the people think he is?
Do you think Jesus had a particular answer in mind?
When do we ask for other people’s opinions?
Bible reference: Mark 8.27
Key words
Activity
You will need
Look carefully at the picture. Write the word ‘Jesus’ on a large sheet of paper. Next write down the words that come into your mind as you look at the face in the picture. Use this word shower to construct an answer to Jesus’ question. What do you see in the face?
What do you think the artist has tried to capture about Jesus?
Look into a mirror; write down words to describe what you see. Compare the two lists identifying the words that are similar and those that are different.
Use the shape of a face to write a shape poem using some of the words you have collected. You could use the similar and different words in different parts of the face.
Learning outcomes
Pupils will have:
Extension work
Pupils can begin to explore what makes them who they are. Are they the same person they were two years ago? What is different? Have their looks changed? Have their opinions changed?
Pupils could interview each other as if they were writing an article about the person for a magazine. What questions would they ask as they begin to put together a short description of the person being interviewed?
Web sites
http://www.coventrycathedral.org/
The image on this double page spread is a close-up of Christ's face, taken from Graham Sutherland's famous tapestry Christ in Glory. Find out more at this web site about Coventry Cathedral, the home of the tapestry.
http://www.artcyclopedia.com/artists/sutherland_graham.html
The online art encyclopedia gives links to some of the best examples of Graham Sutherland's work. Web sites featured here include the Tate Gallery and the Fine Arts Museums of San Francisco.
Further details of Sutherland's life are given at http://www.artcyclopedia.com/artists/sutherland_graham.html
http://www.biblebelievers.com/harmon14.html
Pastor John Harmon from a Baptist Church in American lists over 500 biblical 'names' given to Jesus. This is an interesting page, if only to illustrate that Jesus' own question 'Who do people say that I am?' has many answers!
http://www.easyfunschool.com/article1679.html shows another approach to learning the names of Jesus.
2. Jesus' baptism (pages 4-5)
Text from the book
'The one who is more powerful than I is coming after me. I am not worthy to stoop down and untie the thong of his sandals'.
John was Jesus' cousin. He lived alone in the desert, eating locusts and wild honey. He was respected as a religious teacher and prophet. He preached that people should be sorry for their wrongdoings and baptised them in water. John baptised Jesus in the River Jordan.
What did John think was so special about Jesus?
How could he be so sure that Jesus was greater than him?
Aims of the book
Pupils will:
Background
In the account leading up to the birth of Jesus, Luke’s Gospel tells of John the Baptist being Jesus’ cousin. Now, as an adult in the Gospels, John is regarded as the forerunner of the Messiah. He was ‘preparing the way’. He is often depicted as an ascetic, living an austere life in the desert. John baptised Jesus and many others in the River Jordan. This event is normally regarded as the beginning of Jesus’ teaching mission. The Bible says that at the moment of baptism a voice came from heaven saying, 'This is my beloved Son, in whom I am well pleased'.
John is thought to have been a Nazarite, that is a person at the time of Jesus who had adopted a very strict way of life. He was like a hermit living a life of unimaginable austerity. He spoke out strongly, urging people to repent of their wrongdoing. In fact he spoke so strongly that he annoyed the Governor, Herod Antipas, who imprisoned him. When Salome danced before Herod she enchanted him so much he said he would give her whatever she asked. She asked for the head of John the Baptist on a plate and was duly granted her wish.
John had his own group of followers but the story here seems to want to show Jesus was greater than John, for John points out his own unworthiness before Jesus.
Ways of using the picture
What actions can you think of that would be the duties of a servant?
How do you feel when you are in the presence of a very important person?
What do we learn of John’s character from these words? Was he arrogant, humble, confident?
Bible reference: Mark 1.7
Key words
Activity
You will need:
Pass around pictures of faces. These can be photographs from newspapers, magazines or posters. Ask the pupils to choose two: one they like the look of, or relate to, in some way, the other they should find less attractive. The pupils should then, in pairs, describe to their partner the reasons for their choices with the listening partner writing down notes on what the speaker says. They then swap roles.
Next the groups of two become a group of four with each listener telling the rest why his/her partner choose one of the pictures. In the group of four the pupils collect some of the words and impressions being shared. Each group should end up with a variety of words, phrases and opinions.
Read the story of Jesus' baptism by John the Baptist. Read it aloud and several times using your voice to give different nuances on each reading.
Ask the pupils to suggest what John might have seen in Jesus as Jesus approached him. What might have made him realise he was in the presence of a unique person? The words and phrases collected by the pupils may help them to deepen their response.
They could then move to a class photograph looking at each other and using positive words to describe their fellow pupils.
Using the words and phrases, pupils can write an eyewitness account of the meeting between Jesus and John as if they and a friend were watching - they should use the reservoir of words collected.
Learning outcomes
Pupils will have:
Extension work
Using the material they have collected the pupils can write their thoughts on pieces of paper to form a collage of thoughts about the story to put on display.
Web sites
http://www.ibiblio.org/wm/paint/auth/piero/
This is a good example of what the site itself calls a 'web museum'. It provides a summary of the life and works of Piero della Francesca and thumbnail images of his most famous paintings (including The Baptism of Christ, John the Baptist and Angels featured on this double page spread).
Other sites of this artist's work that are worth a visit are http://www.christusrex.org/www2/art/Piero_della_Francesca.htm
and
http://gallery.euroweb.hu/html/p/piero/francesc/
The activity in this lesson plan mentions choosing different types of faces. This fun site enables pupils to mix and match famous people's faces. A mixture between Will Smith, Winona Ryder and Jackie Chan makes interesting viewing…
http://www.whom.co.uk/idk/idkhuman.html
Another enjoyable site on the face theme. Here, you can create a human identikit, adding different shaped noses, eyes, ears, etc to create a unique face.
3. Jesus the carpenter (pages 6-7)
Text from the book
'Is not this the carpenter, son of Mary?'
When Jesus came back to his home town of Nazareth, he was already well-known as a teacher and as a healer. People were amazed at how wise he was, but some were suspicious of him. Do you sometimes surprise your family and friends by what you say and do?
Aims of the book
Pupils will:
Learning Objectives
Pupils will:
Background
Carpentry was the family trade and a skilled and respected occupation. Jesus would have been raised in the family business. Mary, his mother, would also have been known in the community. The crowd found it difficult to believe that Jesus had become such a well-known figure. Jesus couldn’t be seen as special because everyone knew him and his family so well. They had watched him grow up! Jesus’ trade was not the trade of the unskilled; the carpenter would have been very important in a community and respected because of his skills, as indeed carpenters are today. Why was Jesus going off and doing these things when he should have been developing his skills in the family business? Was he getting ideas above his station? Jesus must have been hurt by these comments from people he knew well; so would his mother and father. And so would the rest of his family. No matter how famous you become or what wonderful deeds you might do you will still be the girl/boy who lived in our street/went to our school, etc.
Ways of using the picture
Are you surprised when someone you know well does or says something remarkable?
Think of a very famous person. How do you think they are remembered by people who knew them when they were young?
Why was it so difficult for the people of Nazareth to believe that Jesus was a remarkable figure? Does familiarity breed contempt? What does this well-known saying mean?
Bible reference: Mark 6.3
Key words
Activity
You will need:
In groups make a list of six famous people. Three should be alive now and three should be dead. When the pupils have agreed on their list the names of all the people suggested can be put on the wall. Not every one will agree with the collection of names
In new groups the pupils choose one living and one dead person from the collection and find out as much as possible about them.
When this is complete, the class can hold a debate/discussion on what they like or don’t like about the living and the dead. What is history’s comment on the dead person who could not answer back? And what about the living person. What things do they like or dislike? What are the reasons for their opinion? They can add to the Key Words.
Armed with this information and having discussed attitudes to people, pupils can write a diary entry describing and commenting on the event as if they were:
Learning outcomes
Pupils will have:
Extension work
Pupils can create their own drama of the event using music, dance and drama, choosing music that suggests noise, rejection etc and using the whole class as the crowd.
Web sites
The activity for this lesson plan asks pupils to select famous people from over 25,000 well-known names. There is an easy-to-use search feature. The web site also has a 'top ten biographies' and 'born on this day' section.
http://www.aboutfamouspeople.com/
Another site with information on famous people, though a little harder for pupils to find their way around. Other sites on a similar theme are http://www.famouspeople.com/famouspeople.html and http://www.famousbirthdays.com/ This last one is particularly interesting, as pupils can look up famous people born on their own birthday.
4. Peter calls Jesus the Messiah (pages 8-9)
Text from the book
'You are the Messiah'.
As Jesus traveled around the countryside, he gathered a group of followers around him. One of his closest friends, Peter, was bold enough to say that Jesus was the Messiah, the saviour who had been promised by God.
How do you think Peter's words about Jesus would change their friendship?
Do you always believe what your friends say about you?
Aims of the book
Pupils will:
Learning objectives
Pupils will:
Background
This is Peter’s answer to Jesus’ question on pages 2-3. Peter is an impulsive man and will become the leader of the disciples. He will also deny knowing Jesus three times, at Jesus’ trial. Here he states that, in his opinion, Jesus is the Messiah (the Anointed), the promised Saviour. Jesus is not another prophet like John the Baptist. This moment, the first time Jesus is acknowledged as the Messiah, is a key moment in the Gospel and in Jesus’ ministry. The Messiah was the person promised to the Jews by God who would come bringing a time of peace and justice. It would herald the beginning of a new age when all would keep God’s commandments and live in peace and love. Jews are still waiting for the Messiah but Christians believe Jesus was that promised Messiah. There have been many claimants to the position of Messiah in the history of the Jews but none, they believe, has fulfilled the requirements laid down by God.
Peter denied Jesus because he was afraid of what would happen to him yet he is the first person to say he believes Jesus is more than just a prophet, there is something distinctive and unique about him. Peter would go on to lead the disciples after Jesus’ death. Tradition says he went to Rome and became the first Bishop of Rome, the first in a line coming down today to the Pope. Peter, tradition says, died by being crucified upside down because he said he was not worthy to die in the same way as his Lord. His tomb is in St Peter’s in the Vatican.
Ways of using the picture
Think about some occasions when you realize the importance of something, when the penny drops.
List some reasons why Peter recognised Jesus as special.
Once a person has been given a distinctive name, or given a label, do they feel they have to live up to it?
Bible reference: Mark 8.29
Key words
Activity
You will need:
Read the following Bible passages to the class:
1 Samuel 10.1: Samuel the prophet of God anoints Saul as the first king of
Israel
1 Samuel 16.10-13:David is anointed King by Samuel
Psalm 23: in which is said ‘You have anointed my head with oil and my
cup overflows'.
John 12.1-11 Jesus' feet are anointed by Mary
The Acts of the Apostles 4.24-31 The disciples pray to God describing Jesus as being anointed as the Messiah.
You may need to remind pupils that the monarch is anointed with oil at the Coronation. It is still a sign of kingship, of being Lord over; a people, a land, a world, a creation. Then there are symbols - the mace, the orb (with a cross on the top) carried by the Queen. The mace is kept in Parliament lying between the Conservative and Labour parties- a symbol of power.
These are difficult concepts but pupils do know how we, and they, recognise achievement. What symbols can they think of that show the status of a person? These could include not only royal symbols but symbols certain people wear as part of their job, something that defines status. It might be something they wear, where they are allowed to go, or where they can sit.
Is there some ritual the pupils go through when they join something? Do they feel different? Do they act differently? Can it change their relationship with their friends?
Do the pupils think that their relationship would change if one of their friends became very important? Peter was Jesus’ friend, supportive and impulsive, quick to offer his support. But Peter realised Jesus was more than just a friend. Make a list of things pupils’ value in friendship. Then ask them to make a similar list of things they think their friends value in them.
Play the Hallelujah Chorus from Handel’s Messiah.
Ask the pupils to describe their feelings when hearing the music. Do any of their feelings relate to their word collections? What qualities do they think Peter would have seen in Jesus? They should be able to write about what Peter felt about Jesus. They could write a letter as if they were Peter writing home to his family explaining why he was going to follow this powerful man and would not be coming home for a while.
Learning outcomes
Pupils will have:
Extension work
Having listened to the Hallelujah Chorus the pupils could create their own exciting and dramatic music to signal the impressive moment in the life of Jesus and Peter.
Web sites
http://www.newadvent.org/cathen/09620a.htm
The image on these pages is taken from the illuminated manuscript, the Psalter of Ingeburg. These pages, from the Catholic Encyclopedia, give a very thorough history of illuminated manuscripts.
http://www.providence.edu/dwc/medmanu.htm
An excellent 'portal' to a number of sites featuring illuminated manuscripts, from the Bodleian Manuscripts and Book of Kells, to The Book of Hours.
http://www.hartfordchorale.org/Messiah.htm
Information about Handel's Messiah, to use alongside the recording used in the activity for this lesson plan.
http://www.christiananswers.net/q-eden/edn-r004.html
A site that provides some background information on the title of 'Messiah'.
5. Follow me (pages 10-11)
Text from the book
'Follow me'
Jesus asked his disciples to do this. What was it about Jesus that drew people to him? Why do you think people still want to follow Jesus today?
Aims of the book
Pupils will:
Learning objectives
Pupils will have:
Background
Great leaders have charisma and, still today, people leave homes and families to follow charismatic leaders. Jesus made great demands on his followers; they had to be prepared to leave everything now and follow him with trust and faith. Galilee was, and is, a small area and it is quite possible that Jesus’ disciples did not have to leave home and become itinerant. Some could have continued with a job. Certainly Peter and John went back to being fishermen but they always put Jesus’ needs first. It was not unusual to follow an itinerant preacher who made demands on one’ time and family, so Jesus was, in one sense, acting quite normally. What Christians believe is distinctive was that he challenged his followers to put God first above and beyond the needs of family and friends. He also challenged them to see something in himself; he was not just another prophet or preacher. He wanted his followers to come to conclusions about him in just the way that Peter did in the previous spread.
Ways of using the picture
Discuss the qualities of leadership. Some qualities may be quite mundane, others charismatic
Is it possible to 'follow’ someone before you really understand what he or she want you to do? Some people follow charismatic figures without question. Sometimes this is for good with people like Mother Teresa, Martin Luther King or Nelson Mandela; other times one could be following a dictator like Hitler, Mussolini or any number of evil characters who rule by fear.
Do the pupils think there are dangers in simply dropping everything and following someone like Jesus?
Bible reference: Mark 1.17
Key words
Activity
You will need:
What qualities would pupils look for in a leader? Would there be different qualities than friendship? Why do some people follow leaders who make great demands on them, ask them to follow a difficult path?
They could create a word shower of these qualities. Are these qualities difficult to find? Are leaders elected or do they arrive by common consent? Who chooses your leaders - in class, in school, in our clubs?
Pupils could put together questions for an interview with a Christian who follows Jesus to explore why that person follows Jesus today. What made them decide to be a disciple? Did they have to change their life? Did they have to give up anything?
The picture shows people carrying a cross. Design a cross with some of the leadership words around it as a collage. What is THE most important quality that could be put at the centre of the cross? Is it one of the Key Words or one of the words the pupils have come up with?
Learning outcomes
Pupils will have:
Extension work
Pupils could create a drama using one of the Bible texts where Jesus calls his disciples to follow him. They should explore the feelings of those they leave, those who follow and those who are half-hearted and uncertain and find reasons not to follow Jesus.
They could write an acrostic poem using the words explored and based on ‘Follow’ showing what being a leader means.
Web sites
The activity listed above is for pupils to look at both good and bad leaders. This site, (mentioned already for another lesson plan), includes biographies for Hitler, Mussolini, Idi Amin and similar leaders.
http://www.9-11peace.org/bulletin31.php3 is an equally sobering site, featuring some of the most recent 'infamous' leaders.
http://www.gardenofpraise.com/leaders.htm
This site is very American. If you can find your way past lists of presidents, there are some interesting leaders featured on this site. There are stories of women such as Helen Keller and Florence Nightingale and even leaders as far back as Constantine and Hippocrates.
http://www.time.com/time/time100/leaders/profile/mandela.html
A profile of one of the most inspiring leaders of our time, Nelson Mandela.
Find out more about the impact of Martin Luther King on modern society at this site and at
http://www.king-raleigh.org/splash.htm
6. Healing the paralysed man (pages 12-13)
Text from the book
'I say to you, stand up, take your mat and go to your home home.'
These were the words Jesus spoke to a man who was paralysed. Four of the man's friends had carried him through the crowd so that Jesus could see him. Jesus had become well-known as a teacher and healer. Recognising their faith in him, Jesus healed the man who could not walk, leaving everyone amazed by his power and authority.
In what ways did Jesus' words change this man's life?
Why do you think Jesus chose to heal this man?
Aims of the book
Pupils will:
Learning objectives
Pupils will:
Background
It was common to believe, as some people still do, that disease was caused by sin. The Jews believed that only God could forgive sin and so to heal or to absolve from sin could have been seen as blasphemy. Jesus’ behaviour was, therefore, challenging the norms of the day; he was acting out a teaching point by asking, in effect, ‘If I do this, then who am I?’ Healers were not rare in Jesus’ time, nor are they today, so it is important to emphasise that, in this event, the most important aspect was Jesus’ forgiveness of sin. By forgiving sin, he was saying that he and God were as one. This was blasphemy to the Jews.
Jesus’ actions in his miracles are examples of power and the question to those who see the miracles is, ‘Whose power?’ They are effectively acted parables with the question metaphorically posed at the end, ‘Whose power? ‘What does this say to you?’ much has been written about the factual accuracy of miracles but the healing miracles are exhibitions of power and such ‘miracles’ continue today. Many Christians will put down today’s miracles to the power of prayer and the compassion of God.
Ways of using the picture
The man had been let down through the roof to reach Jesus. What do the pupils think this says about his friends’ determination?
When people sin, or do wrong to each other, who should take the first step to heal the hurt or the pain? Should it be the person who has done wrong or the person who has been hurt? Should it be a third person who tries to bring the two people together? How do the pupils resolve differences when they either hurt or have hurt a person?
This story comes from a group of events in the Gospels called the ‘Conflict Stories’. With whom is Jesus in conflict? Why did Jesus want to challenge his contemporaries? Do you think Jesus minded being in conflict with his opponents?
Bible reference: Mark 2.11
Key words
Activity
You will need:
This story lends itself to drama; it is a dramatic event on many levels. The pupils can divide into groups with each group developing their own understanding of the story. The aim will be for each group to produce a dramatic play telling and interpreting the story.
Read the story through a couple of times so the pupils are familiar with it.
Ask them to look carefully at the picture. An Asian artist painted it. In their groups the pupils should look at the images used by the artist. What do they like/dislike about the picture? Do they like the colours? Why are the symbols of the hands with bloodstained palms there? What other features can they make out? Ask them to discuss what links they see between the picture and the story. There are no set responses; pupils (and teachers) must use their imagination.
The Key Words suggest a number of approaches that could be part of the drama. The pupils could explore the miracle itself, the persistence and determination of the friends, the joy of the healed man and the conflict between Jesus and his opponents. Encourage them to use music to add to the scene.
The plays can then be presented to the class or performed in a series of acts of collective worship illustrating the very different ways people can interpret the same story about Jesus.
Another (simpler) activity would be to ask the pupils to write a letter to Jesus thanking him for healing the man as if they were in the role of the mother of the paralysed man. They could explore something of his ‘history’, how long he had been paralysed, how he filled his time, what struggles she had had etc. and what it meant to her and him to have such loyal friends and how Jesus changed her son’s life. What opportunities Jesus had offered him by transforming his (and her) life.
Learning outcomes
Pupils will have:
Identified the attitudes of different characters in the story
Reflected on the way the event could be interpreted by different people present
Explored cross-curricular ways of engaging with a Bible story
Had opportunities to act in public and develop speaking skills.
Extension work
Jesus knew that if he healed the man it would cause trouble, but he went ahead anyway. Pupils can think about occasions when they might know there is trouble ahead but still feel it necessary to do something to resolve a situation. Perhaps they have been told to stay in but have to go out to get help, or they have to tell someone something unpleasant. They may be able to think of occasions when they have had to be persistent and determined. After discussion they could write an acrostic poem using one of the key words to express their thoughts and ideas.
Web sites
http://re-xs.ucsm.ac.uk/gcsere/coursework/gobbets/gobbet28.html
This is a fascinating article on the miracles of Jesus, outlining all those that are mentioned and exploring (in a fairly objective fashion) whether the miracles happened and what are their significance.
http://www.gcsereligiousstudies.co.uk/anointing%20the%20sick.htm
This is part of a paper for older pupils, but gives an interesting GCSE approach to the anointing of the sick and Jesus' attitude towards the sick.
http://www.arimathea.co.uk/paralyti.htm
John Chrysostom's learned writings on Jesus' healing of the paralytic is accompanied by a striking icon depicting the story.
7. My mother and my brothers (pages 14-15)
Text from the book
'Here are my mother and my brothers! Whoever does the will of God is my brother and sister and mother.'
When he was teaching, Jesus used the example of his own family to explain God's love for everyone. Christians believe that, by following Jesus, they become part of God's family. In what ways can families help and support each other?
Aims of the book
Pupils will:
Learning objectives
Pupils will:
Background
Some scholars say Jesus was an only child; others believe that Mary was a perpetual virgin; others say that Jesus’ sisters and brothers were step-brothers and sisters from a previous marriage by Joseph. Here, Jesus is using a well-known Middle Eastern custom, which often includes all like-minded people in a community as ‘brothers and sisters’. Blood ties are important, but no more important than doing God’s will, because then everyone is related to each other in spirit.
Bible reference: Mark 3. 34, 35
Ways of using the picture
Do the pupils have family friends referred to as ‘uncle’ or ‘aunt’?
We often use ‘family’ to refer to a community – the school or religious ‘family’. What are the characteristics of such a family?
Jesus doesn’t seem to think his own family is special. Is that so? What could this story teach us about Jesus’ family relationships?
Key words
Activity
You will need:
In small groups, spend time looking closely at the picture on page 14. Identify the different aspects of family life that have been shown by the artist. Can the pupils find similarities and differences with their own experience of family life. Record ideas on a large sheet of paper headed ‘Our Families’. One of the things to celebrate is that families come in all shapes and sizes. Collect these ‘brainstorms’ together and display them and then return to a class group.
Using the ideas from the group activity, consider ways in which:
a) the class and b)the school can operate like a family unit. What are the ordinary, everyday things that we do together? Who would the pupils include in their ‘class’ family, or ‘school’ family? Think about the ways in which people support each other in the different family units.
There is a saying ‘you can choose your friends but you can’t choose your family’. Discuss the challenges that come with being part of a family group – what are the irritations?
Introduce the idea that Christians believe they are part of a world wide family. Either in groups or as a class make a list of the things Christians do to hold them together in a world wide family. Some ideas are:
These ideas could be displayed on a large circular piece of paper in the centre of which is a drawing of a table on which is placed bread and wine.
Learning outcomes
Pupils will:
Extension work
The Church of England is a member of the Anglican Communion. There are Anglican churches all over the world. Find out about what is meant by a ‘worldwide Church.’
Find out about the origins of Mothering Sunday. Think about why some Christians describe their church as ‘Mother Church’.
Web sites
http://www.anglicancommunion.org/
This is the official site for the Anglican Communion and includes a virtual tour, photos and reports. Also worth a visit is www.cofe.anglican.org/, the official site of the Church of England.
http://www.teal.org.uk/stats/the.htm
An interesting site with details of the World Wide Church, with information about Christian population, denominations and church number.
http://www.stgeorgebah.org/youth.htm
A Mothering Sunday site with a difference. It provides some helpful background information on the festival, but also includes images of how it is celebrated in the Bahamas. Further information can be found by looking up 'Mothers Day' on http://www.theholidayspot.com
8. The eye of a needle (pages 16-17)
Text from the book
'It is easier for a camel to go through the eye of a needle than for someone who is rich to enter the kingdom of God.'
Some people spend all their time thinking about money… or about their possessions … or about themselves.
Jesus suggested there were more important things in life. He used stories to illustrate what he was trying to say. Do you think Jesus had a sense of humour?
Aims of the book
Pupils will:
Learning objectives
Pupils will:
Background
There are all sorts of explanations for this – people write about a gate called the Needle’s Eye in the walls of Jerusalem – but it is clear it is a metaphor, a symbol. Jesus is not condemning wealth for itself, but the lust for money and the greed associated with it. He was also saying that everything is possible for God and God can do what is impossible for human beings. Christians don’t have to take everything Jesus’ says literally; he uses signs, symbols, parables and metaphors to help people reflect and gain deeper insights.
Bible references: Mark 10. 25
Ways of using the picture
It was once thought to be impossible to go to the moon but not any longer.
Make a list of five ‘impossible’ things. Why do you think they are impossible? Will they always be impossible? Money can be one form of greed; what other types of greed are there? Are we damaged by greed?
Some people have given up everything to follow Jesus. Discover some of their names and work in groups on people like Nikki Cruz, St. Francis, Albert Schweitzer and Mother Teresa.
Key words
Activity
You will need:
A set of 10 cards for each of your working groups consisting of the following words or phrases: Fashionable clothes, Love of God, A winning lottery ticket, Friendship, Good health, A new computer, Compassion, Love of your family, The latest bicycle, A season ticket to watch your favourite football team
As a class group, explore the cartoon on page 16. What makes a good story? What is Jesus trying to say with this ridiculous scenario?
Move into a discussion about what is meant by ‘rich’, and ‘wealthy’.
Is it possible to be ‘rich’ or ‘wealthy’ but have no money?
Set up a class discussion considering, for example, whether winning the lottery could bring happiness – what are the pros, what are the cons.
Jesus was trying to encourage his followers to live differently, to prepare themselves for the Kingdom of God. This would involve re-thinking their priorities in life. What are our priorities…? In small groups prioritise the following list (you could add your own examples according to the interests of the pupils), giving each group a set of cards. They should devise arguments to support the priorities they have chosen.
What are the most important things in life…
Fashionable clothes
Love of God
A winning lottery ticket
Friendship
Good health
A new computer
Compassion
Love of your family
The latest bicycle
A season ticket to watch your favourite football team
Re-form as a class group to share the results of the activity. Round off the discussion by considering if it is easy to follow the teachings of Jesus. Perhaps Christians need a good sense of humour!
Learning outcomes
Pupils will have:
Extension work
Discover the stories of Christians who have been prepared to make a stand for their beliefs and in doing so have challenged the accepted norms of society, for example, Rosa Parks, Oscar Romero, Desmond Tutu.
Find out about the work of Traidcraft and its support for fair traded products.
Web sites
http://www.pauline.org/store/newreleases/samples/parablestolearn.pdf
This is an enjoyable and colourful story based on this bible passage of the camel and the needle's eye. You will need Adobe Acrobat Reader to download the 'pdf' document, but it is well worth the wait.
http://www.bibletopics.com/biblestudy/43.htm
One of many interpretations of the bible passage.
9. Peter's denial (pages 18-19)
Text from the book
'I do not know this man you are talking about'.
Jesus' closest friends found it difficult to stand by him when he was in trouble and when he most needed them. Even his friend Peter turned his back on him. Three times, Peter denied that he was one of Jesus' followers.
How do you feel when you have let your best friend down?
What can you do to make amends?
Aims of the book
Pupils will:
Learning objectives
Pupils will:
Background
Peter, the first disciple to recognise Jesus as Messiah, denied knowing him on three occasions, as Jesus had foretold. Peter is traditionally the source behind Mark’s Gospel and certainly is, in the Gospel, depicted as a man with human failings. Judas may have betrayed Jesus, but Peter also lost his own integrity when he could not acknowledge knowing him. Perhaps Peter learned through his frailty and that made him stronger for what was to come. He may be very like us.
Bible references: Mark 14. 71
Ways of using the picture
Peter was Jesus’ chosen disciple on whose shoulders the future would rest. What qualities would he have seen in Peter?
How do you think Peter would have felt in the hours and days after Jesus’ burial?
How like Peter are we? Would we go down the same road as him?
Key words
Activity
Introduce the context of this event then read the story of Peter’s Betrayal (Mark 14.66-72). In small groups, re-enact the story.
Re-group as a class and brainstorm the range of feelings Peter must have experienced. Use the picture on page 18 to stimulate ideas. Collate a list of words to describe him.
Ask the pupils if they have let their best friend down or if they have been let down? Make a list of words to describe their feelings.
Use these two groups of words to write a poem either about Peter’s experience, their own experience or both.
Learning outcomes
Pupils will have:
Extension work
After Jesus death, Peter was one of the founding fathers of the early Christian church. Find out more of Peter’s story in the Acts of the Apostles.
Discover why Jesus called Peter ‘The Rock’.
Web sites
http://www.educate.org.uk/teacher_zone/classroom/re/unit4c_lesson5.htm
This is a complete lesson plan of its own based on the acts of betrayal on the night before Jesus was crucified.
http://www.newadvent.org/cathen/11744a.htm
The Catholic Encyclopedia provides a detailed biography of the 'prince of the apostles', including his betrayal of Jesus.
http://www.catholic-forum.com/saints/saintp07.htm
Another site that gives further details on Peter, including the feast days and patronage associated with him.
http://www.sacredicons.com/peter.html
A traditional icon featuring St Peter.
10. The centurion's opinion (pages 18-19)
Text from the book
'I do not know this man you are talking about'.
Jesus' closest friends found it difficult to stand by him when he was in trouble and when he needed them. Even his friend Peter turned his back on him. Three times, Peter denied that he was one of Jesus' followers.
How do you feel when you have let your best friend down?
What can you do to make amends?
Aims of the book
Pupils will:
Learning objectives
Pupils will:
Background
The centurion was a leader of men, probably having overseen many crucifixions. Why, therefore, did Mark put the words ‘this man was God’s son’ in his mouth? Probably because the centurion was exactly that, a tough soldier who had seen many cruel things in his life. A hard-bitten Gentile who didn’t carry the religious baggage of the Jews. If this tough, hard-bitten Gentile soldier could see the truth, then so could other people, Jews and Gentiles, soldiers and disciples alike, particularly the latter. The words pick up Peter’s affirmation of Jesus’ as Messiah earlier in the Gospel.
Bible references: Mark 15.39
Ways of using the picture
This is another ‘penny dropping’ moment. Do the pupils think it will change the soldier’s way of life?
Has anything happened in the pupil’s life that has caused them to stop and reflect?
In the story, lots of different things happen. Jesus calls out ‘My God, my God, why have you forsaken me?’ (Psalm 22.1). Read the story and discuss the events. Is it then easier to understand why the centurion said what he did?
Key words
Activity
You will need
A copy of the Christian Aid poster entitled Maria Cristina Gomez Cross (Ring 0870 78 77 88 for resources catalogue). This image is also available as an A5 card and as an overhead transparency in The Christ We Share, a resource pack produced by USPG (see web site links below for further information).
This spread in the book is one of several in which different people suddenly recognise Jesus as no ordinary person. It’s as though the ‘penny drops’ and they see him in a different light e.g. John the Baptist (see page 5), and Peter (see page 9). On a large piece of paper headed ‘Who is this Jesus?’ collect together descriptions of Jesus from this book and from the pupils’ own ideas to pose answers to the question.
Using the picture of the Maria Gomez Cross, from El Salvador, identify the different aspects of Maria’s life that are depicted on the cross. Explore together why her figure has been placed in the centre of the cross with arms outstretched like Velasquez’ painting of the crucified Jesus on page 20.
The cross was commissioned by her friends after she was murdered. What do the pupils think her friends are trying to say about Maria Gomez’ life and also the parallels between Maria’s story and Jesus’ story?
Information for the teacher
Maria Gomez was a primary school teacher and an active member of the Baptist Church in El Salvador. In the 1980s violence and injustice were rife in El Salvador. Groups of Christians would meet to discuss local problems and try to challenge injustices, often experienced most by the poorest people in the community. Many of these groups were run by women like Maria.
In 1989, as she came out of school, she was abducted by a group of armed men. Her body was later found abandoned by the road side. She had been beaten and then shot dead. Those who knew her and who mourned her death, commissioned this cross to celebrate her life and her faith lived out in ordinary, everyday aspects of her life - working in the fields, in her home, in school and in the local community.
Learning outcomes
Pupils will have:
Extension work
Find out about the stories of Christians who, inspired by their faith, have campaigned against injustice and poverty. You could begin by finding out about Oscar Romero and Desmond Tutu.
The Christian Aid resource for pupils at Key Stage 2, Live Thoughtfully, explores issues of social and economic injustice in unit 3.
Web sites
http://www.cms-uk.org/resources2.htm
The Church Mission Society has produced a range of useful resources. Their
pack 'A-cross the world' contains 25 different stories linked to crosses from
around the world. Each story comes with artwork, craft ideas and insights into
the Christian faith.
Included are 30 A5 colour photographs of crosses for use in discussions and
displays.
The Christ we Share is a resource activity pack designed for local churches, schools and colleges. The pack contains:
See Jesus through the eyes of Christian artists from Africa, Asia and Latin America.
http://www.vincent.nl/?/gallery/paintings/4000/a4034.htm
A large reproduction of Velazquez's Christ on the Cross(featured on these pages of the Encounter Christianity book) can be viewed at this web site..
http://www.ibiblio.org/wm/paint/auth/velazquez/
The Web Museum gives a potted history of the great Diego Velazquez and images of many of his most famous works.
11. The women visit the tomb (pages 22-23)
Text from the book
'Who will roll away the stone for us from the entrance to the tomb?'
After his death, Jesus' body was taken down from the cross and placed in a tomb. The Bible tells how the women, who were among his closest friends, went back to the tomb to put spices on his body. After all that had happened they wanted Jesus' body to be treated with love and respect.
Find out about the different ways in which people show love and respect for their friends and family who have died.
Aims of the book
Pupils will:
Learning objectives
Pupils will:
Background
Women were not counted amongst the twelve disciples but they played a very important role in the life of Jesus. It was they who went to the tomb first; they who were at the foot of the cross; they who worried how they would enter the tomb; and they who would be first at the empty tomb. Women, at the time, were not recognised as reliable witnesses in the court of law, yet here, they will be the ones who first experienced the empty tomb. The disciples had to rush to the tomb to confirm what the women say.
Bible reference: Mark 16.3
Ways of using the picture
Why should the women, Mary Magdelene, Mary, James’ mother and Salome, who were at the crucifixion, want to go to the tomb?
What do you think their feelings would be? Why should they take spices to anoint the dead body? The Gospel says the three women were worried about the weight of the stone. Why? What do you think the writer wants to tell his readers?
Key words
Activity
In the Gospel of St Mark, it describes how Mary Magdalene, Mary James’ mother and Salome waited for the end of the Sabbath before they went to Jesus tomb. Discuss the Jewish custom of ‘keeping the Sabbath day holy’ (Deuteronomy 5.8 and Exodus 20.8). Consider why it would have been unthinkable for the women to have done anything at this time.
In groups, discuss the women’s feelings at different points in this story, such as:
Role-play these different scenarios.
If the pupils were writing about these events as a story, how would they continue it? Ask them to devise some different endings in answer to the question, "So what happened next?" Groups could present their ideas to each other before reading the account in Mark’s Gospel. (This Gospel also has two different endings!)
Learning outcomes
Pupils will have:
Extension work
Explore ways in which the quotation on page 22 "Who will roll away the stone for us…" could be metaphorical language. What was the author trying to say about the impact of this event on the people in the story? What layers of meaning could these words contain? Collect together words that describe ideas or knowledge being revealed (such as 'disclose, divulge, unveil, unmask').
Alternatively, collect together words that describe expressions, such as 'be let into the secret, make public, come to light, show its face, shed light on the subject, expose the truth'.
Web sites
http://www.montana.edu/news/1017017709.html
An archaeologist gives some interesting background information on burial procedures in Jesus' time.
This is the web site relating to the garden tomb, believed by many to have belonged to Joseph of Arimathea and possibly where Jesus was laid after his crucifixion. There are a number of images of the tomb.
http://www.textweek.com/art/burial_of_christ.htm
This is an impressive web page, listing some 50 web sites with images of the entombment of Jesus. To give a contrast in artistic styles, try http://www.getty.edu/art/collections/objects/o1953.html by an unknown Flemish artist and http://sunsite.dk/cgfa/h/p-henner2.htm by the 19th Century artist Jean-Jacques Henner.
12. The empty tomb (pages 24-25)
Text from the book
'Do not be alarmed. You are looking for Jesus of Nazareth who was crucified. He has been raised. He is not here.'
They found the tomb empty. They were astounded. Their world had been turned upside down and they realised that their lives would never be the same again. Being a follower of Jesus had changed them. A new life was about to begin.
Christians believe that Jesus' life, death and resurrection transform the world.
How can important events transform our lives?
Aims of the book
Pupils will:
Learning objectives
Pupils will:
Background
The young man in white told the women ‘Jesus is risen’. They should go to tell the disciples and Jesus would meet them in Galilee. They were afraid. Who would believe them…? The empty tomb continues to be a powerful symbol for Christians. There were claims that Jesus’ body had been stolen but Christians do want to affirm that the empty tomb is proof of the resurrection. Jesus’ appearances afterwards depended upon the tomb being empty: his body had gone from there, so he could appear in bodily, not ghostly, form to his disciples and others.
Bible reference: Mark 16. 6
Ways of using the picture
The women were terrified. Why were they so surprised? Hadn’t Jesus told them he would rise from the dead? Why the emphasis on women? Were they closer to Jesus? Why didn’t Peter go with them? Would the women and the disciples be joyful, happy, worried or puzzled? What emotions would be going through their minds? How would you have felt in this situation?
Key words
Activity
You will need:
For early Christians, the Easter story made them look at life, and death, in a different way. It was as though they were seeing with new eyes; nothing would look quite the same to them again and things began to take on a different meaning.
Discuss the quotation on page 25 with the pupils. Encourage them to raise questions about the story as told at the end of Mark’s Gospel from which it is taken. You could introduce the discussion in this way… ‘For Christians, Resurrection is a very important aspect of their faith. When they worship they say "Christ is risen" but what can it mean? Is it literal? Is it true? What sort of evidence would be needed to prove it?’ Do Christians need proof in order to believe the story?
Remind the pupils that for Christians, this is an on-going debate too, and that there are no clear cut, easy answers to the questions. There is deep mystery within these Biblical accounts of the death and resurrection of Jesus and Christians will always continue to wonder about this apparently inexplicable series of events. But Christians are inspired by them to see life in a new way.
Explore the idea of ‘seeing things in a new way’. Ask the pupils to choose a familiar, everyday object. It could be something from the classroom, or it could be a natural object like a pebble or a shell. Ask them first to look at the object in great detail, then, working in pairs, describe it to their partner. Encourage them to look in such detail that they start to see the object in new ways. Making a close observation drawing can help this process. They can examine, reflect, compare their findings using words like, ‘I never noticed before that…’.
Assessment opportunities
Revisit the Encounter Christianity Key Stage 2 Big Book To Change the World.
Ask the pupils to describe any links between the idea of ‘seeing things in a new way’ and the examples of change/transformation pictured in the Big Book.
Learning outcomes
Pupils will have:
Extension work
Having taken a close look at some familiar objects, ask similar questions of people well known to the pupils. For example, can our views of people change? How can we see them ‘in a different way’? How well do we know our friends, our teachers, our families? Are they so familiar that we take them for granted? Does familiarity make us blind to the needs of others?
Web sites
http://www.educate.org.uk/teacher_zone/classroom/re/unit4c.htm
Another series of lesson plans from the 'Educate the Children' site. Designed specifically for Key Stage 2 pupils, there are seven lessons accompanied by downloadable worksheets. An excellent resource.
http://www.links4kids.co.uk/easter.htm
This is a very helpful web site, with some 18,500 links to 'safe sites' for children.
This page gives about 20 links to Easter sites where children can make Easter cards, download screensavers and learn some jokes. One of the more educational sites is http://www.njwebworks.net/easter/index.shtml which promises 'no bunnies'! It is another good place to begin an exploration of Easter web sites.
http://www.ability.org.uk/easter.html
Another lengthy listing of web sites on Easter. Many of these are craft-centred ones, with games, songs and the inevitable bunnies and eggs.