Skills development in the study of a world religion

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Skills development in the study of a world
religion
Judaism exemplar
Interpreting texts Micah 415 Jewish beliefs
Messiah
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Micah 415(Jewish beliefs Messiah)

• Practitioners should always refer to the relevant
  SQA documentation when creating materials so as
  to include material for all relevant skills and
  knowledge.
• These activities are similar in style and purpose
  to those in the Christianity exemplar but these
  are based around Jewish themes and texts, showing
  how the activities can be adapted to the study of
  any world religion.
• The first two example activities are designed to
  provide practitioners with ideas for developing
  and reinforcing knowledge and understanding of
  some of the themes of this text and also to
  consider other relevant texts. The other examples
  provide ideas to develop higher-order skills.
• This exemplar should be read in conjunction with
  section 1 Introductory Advice and Guidance.

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Micah 415(Jewish beliefs Messiah)

• The book of Micah is the sixth book in the
  collection known as the Twelve Minor Prophets. It
  is set in the 8th century BCE, a time of invasion
  and slavery of the people of Israel and Judah.
  The book is attributed to Micah of Moresheth (in
  the hills of Judah). Micah means Who is like
  Yahweh.

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Skills development in the study of a world
religion
Judaism exemplar
Activity We are pleased to announce

• Interpreting texts
• Micah 415
• Jewish beliefs Messiah

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Micah 415(Jewish beliefs Messiah)

• We are pleased to announce
• Key skills developed in this activity
• remembering
• understanding
• applying.

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Micah 415(Jewish beliefs Messiah)

• We are pleased to announce
• Instructions
• Learners are put into groups of about four and
  issued with a card containing pieces of scripture
  connected with the Messiah story.
• The groups are told to quickly discuss the card.
  They must try to formulate an explanation of the
  text using their own words. When they have an
  answer, one member of the group stands and says
  loudly We are pleased to announce and gives
  the group response to the class. They can then be
  questioned by the practitioner or other learners
  to check understanding.
• The group are given a new card and the activity
  continues until each group has given at least one
  announcement.

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Skills development in the study of a world
religion
Judaism exemplar
Activity Perfect answer

• Interpreting texts
• Micah 415
• Jewish beliefs Messiah

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Micah 415(Jewish beliefs Messiah)
The LORD says, A day is coming when I will
restore the kingdom of David, which is like a
house fallen into ruins. I will repair its walls
and restore it. I will rebuild it and make it as
it was long ago.  Amos 9 11
He will settle disputes among the nations, among
the great powers near and far. They will hammer
their swords into ploughs and their spears into
pruning knives. Nations will never again go to
war, never prepare for battle again. Everyone
will live in peace among their own vineyards and
fig trees, and no one will make them
afraid. The LORD Almighty has promised
this. Micah 4 34
Many nations will come streaming to it, and their
people will say, Let us go up the hill of
the LORD, to the Temple of Israel's God. He will
teach us what he wants us to do we will walk in
the paths he has chosen. For the LORD'S teaching
comes from Jerusalem. Micah 42

• The consequences of the coming of the Messiah
  include
• peace will reign on earth
• He will lead the Jewish people back to the land
  of Israel

But the time will come when the people of Israel
will once again turn to the Lord their God and to
a descendant of David their king. Then they will
fear the Lord and will receive his good
gifts. Hosea 3 5
A day is coming when the new king from the royal
line of David will be a symbol to the nations.
They will gather in his royal city and give him
honour. Isaiah 11 10
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Micah 415(Jewish beliefs Messiah)

• Perfect answer
• Key skills developed in this activity
• remembering
• understanding
• applying.

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Micah 415(Jewish beliefs Messiah)

• Perfect answer
• Instructions
• Learners work in groups.
• Numbered questions are placed around the room.
• Each member of the group is given a number.
• In numerical order, learners take it in turns to
  go and find a question (these must be answered in
  numerical order learner 1 finds question 1 then
  2 finds 2 and so on).
• Once the learner has found the question they
  return to the group and tell everyone what it is.
• The group develop as detailed an answer as
  possible.
• The learner who found the question takes the
  perfect answer to the practitioner.
• The practitioner can accept the answer, ask for
  an expansion or give a clue to take back to the
  group to discuss and find the perfect answer.
• The process is then repeated until the group has
  provided the perfect answer. Then the next
  learner goes and finds the next question and the
  process begins again.

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Micah 415(Jewish beliefs Messiah)
Question 1 The Jewish people will return to what
land?
Question 3 What will the Messiah bring?
Question 2 Why have the Jewish people left the
land of Israel?
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Micah 415(Jewish beliefs Messiah)
Question 4 What will the Messiah be?
Question 5 Do the Jewish people believe the
Messiah has come?
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Skills development in the study of a world
religion
Judaism exemplar
Activity Critical interpretation

• Interpreting texts
• Micah 415
• Jewish beliefs Messiah

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Micah 415(Jewish beliefs Messiah)

• Critical interpretation
• Key skills developed in this activity
• understanding
• applying.

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Micah 415(Jewish beliefs Messiah)

• Critical interpretation
• Instructions
• Learners are presented with a text from the
  Hebrew Bible for investigation.
• They are given a few minutes to read over the
  passage and write a couple of comments about what
  they think the passage is about.
• The class discuss the various interpretations and
  are given time to add to the ones they have
  already written.
• This process continues until all the passages for
  discussion have been covered.

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Micah 415(Jewish beliefs Messiah)
  Source     Key belief
  Mic 41 In days to come...    This is a hope for the future
  Mic 41 Many nations will come  
  Mic 42 Let us go up the hill of the Lord    
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Micah 415(Jewish beliefs Messiah)
  Source     Key belief
  Mic 42 He will teach us what he wants us to do...    
  Mic 43 He will settle disputes among the nations...    
  Mic 43 They will hammer their swords into ploughs...    
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Micah 415(Jewish beliefs Messiah)
  Source     Key belief
  Mic 43 Nations will never go to war again...    
  Mic 44 Everyone will live in peace...
  Mic 44 The Lord Almighty has promised this.  
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Skills development in the study of a world
religion
Judaism exemplar
Activity Building the background

• Interpreting texts
• Micah 415
• Jewish beliefs Messiah

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Micah 415(Jewish beliefs Messiah)

• Building the background
• Key skills developed in this activity
• understanding
• applying
• analysing.

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Micah 415(Jewish beliefs Messiah)

• Thinking about the nature of the text you are
  reading is an important first stage in good
  analysis and evaluation. There are various views
  about the genres of the Hebrew Bible. The
  different views about this can be categorised
  into two main groups.
• The Hebrew Bible is read by a rabbi as literal.
  It is believed to be historical.
• The Hebrew Bible is read by a rabbi poetically.
  It is believed to be symbolic.
• Learners should be encouraged to recognise that
  there are different views that exist within many
  religions about the nature of the Hebrew Bible
  and that these views affect Jewish beliefs.

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Micah 415(Jewish beliefs Messiah)

• Building the background Part A
• Key skills developed in this activity
• understanding
• applying.

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Micah 415(Jewish beliefs Messiah)

• Building the background Part A
• Instructions
• View 1 The Hebrew Bible is read by a rabbi and
  understood as a literal, historical account of
  the hope for the future and the developing
  relationship between God and His people.
• Argument 1 The story forms one of the clearest
  pieces of scripture that states the hope of the
  future with the coming Messiah. This belief will
  be developed in other parts of scripture to
  include the Covenant.
• These prophecies are thought to describe the
  unique hope given by the prophet Micah to the
  people in the 8th century BCE.
• Some people argue that if you doubt that this
  prophecy and the unique message given to this
  prophet are true then you must doubt the rest of
  scripture as all is inspired by God.
• Learners could find out about three other minor
  prophets recorded in this section of the Hebrew
  Bible. They could write down at least two facts
  about them, explaining why some people say that
  this shows that the Hebrew Bible is a historical
  book.

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Micah 415(Jewish beliefs Messiah)
Minor prophets Two important facts
  Hosea    
  Joel      
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Micah 415(Jewish beliefs Messiah)
Minor prophets Two important facts
  Amos    
  Jonah       Sent by God to Nineveh refuses ends up in big fish Jonah repents God forgives
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Micah 415(Jewish beliefs Messiah)
In the space provided, explain why some people suggest that these prophets show that the Hebrew Bible is a historical book.

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Micah 415(Jewish beliefs Messiah)

• Building the background Part B
• Key skills developed in this activity
• understanding
• applying
• analysing.

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Micah 415(Jewish beliefs Messiah)

• Building the background Part B
• Instructions
• View 1 The Hebrew Bible is read by a rabbi and
  understood as a literal, historical account of
  the hope for the future and the developing
  relationship.
• Argument 2 The story is referred to by other
  prophets.
• The fact that other prophets have used similar
  (if not the same) words shows that this is an
  important message sent by God.
• The fact that other prophets have used similar
  (if not the same) themes shows that this is an
  important message sent by God.
• Learners should read the following sources
  carefully. Using what they have read, they can
  write a short argument about why some Jews
  believe that the Hebrew Bible must be historical.
  Reference to, and discussion of, the sources are
  important

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Micah 415(Jewish beliefs Messiah)
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Skills development in the study of a world
religion
Judaism exemplar
Activity Considering interpretation

• Interpreting texts
• Micah 415
• Jewish beliefs Messiah

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Micah 415(Jewish beliefs Messiah)

• Considering interpretation Part A
• Key skills developed in this activity
• understanding
• applying
• analysing.

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Micah 415(Jewish beliefs Messiah)

• Considering interpretation Part A
• View 2 The Hebrew Bible is read by a rabbi
  poetically. It is believed to be symbolic.
• Argument 1 Micah is structured like a poem.
• Read the famous poem below and compare it to
  Micah Chapter 4.

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Micah 415(Jewish beliefs Messiah)
Anthem for Doomed Youth By Wilfred Owen 1893-1918 Anthem for Doomed Youth By Wilfred Owen 1893-1918
What passing-bells for these who die as cattle?Only the monstrous anger of the guns.Only the stuttering rifles' rapid rattleCan patter out their hasty orisons. No mockeries now for them no prayers nor bells,Nor any voice of mourning save the choirs, -The shrill, demented choirs of wailing shellsAnd bugles calling for them from sad shires. What candles may be held to speed them all?Not in the hands of boys, but in their eyesShall shine the holy glimmers of goodbyes.The pallor of girls' brows shall be their pallTheir flowers the tenderness of patient minds,And each slow dusk a drawing down of blinds.
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Micah 415(Jewish beliefs Messiah)

• Discussion questions and activities for pairs or
  small groups
• There are some aspects of this poem that make it
  obvious to us that it is a poem. What are they?
• Read Micah Chapter 4 carefully and try to
  identify aspects of it that are similar to Owens
  poem.
• Write your viewpoints on a piece of paper with
  your name.
• Find a partner and tell them your viewpoint,
  remembering to give at least one reason for it.
• Swap your pieces of paper and talk to another
  person. This time your viewpoint is the one on
  the piece of paper.
• Repeat the exchanges until told to stop.
• At the end of the activity you will be asked to
  explain the viewpoint on the piece of paper you
  are holding and the reasons behind it.

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Micah 415(Jewish beliefs Messiah)

• Considering interpretation Part B
• Key skills developed in this activity
• applying
• analysing
• evaluating.

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Micah 415(Jewish beliefs Messiah)

• Considering interpretation Part B
• View 2 The Hebrew Bible is read by a rabbi
  poetically. It is believed to be symbolic.
• Argument 2 The Book of Micah is full of symbolic
  images that should not be understood literally.
  Some people say these make it clear to us that
  the prophets, and subsequently all the Hebrew
  Bible, should not be thought of as a historical
  piece of writing.
• Read Micah Chapter 4 again very carefully and try
  to identify any unusual things that many people
  say make it clear that it shouldnt be understood
  literally.

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Micah 415(Jewish beliefs Messiah)

• Considering interpretation Part B
• Think, pair, share
• Individual learners make a list of unusual things
  in Micah Chapter 4.
• They discuss these with a partner, making sure to
  add more to their list if the partner has
  identified anything different.
• The pairs now share the new list with a small
  group and again add to the list if the others
  have identified anything different.
• Learners now discuss in these groups why some
  people say it is clear that the Hebrew Bible
  should not be understood literally.
• The group could work together to produce a short
  explanation on a show-me board and hold it up for
  peers and the practitioner to see.

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Skills development in the study of a world
religion
Judaism exemplar
Activity Evaluation trading

• Interpreting texts
• Micah 415
• Jewish beliefs Messiah

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Micah 415(Jewish beliefs Messiah)

• Evaluation trading
• Key skills developed in this activity
• applying
• analysing
• evaluating.

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Micah 415(Jewish Beliefs Messiah)

• Evaluation trading
• Instructions
• In small groups learners discuss possible
  evaluative responses to questions relating to the
  text being studied, e.g. what does belief in the
  Messiah offer the Jewish Community today?
• The group challenge is to find as many viewpoints
  in connection with the particular evaluative
  question they are considering.
• Once the group has agreed at least one suitable
  answer they should write their responses onto
  show-me boards.
• Once the practitioner is satisfied that each
  group has a suitable evaluative response, which
  can be explained if asked, then a selected member
  of the group should try to trade their response
  with another group.
• This process should be repeated until the group
  has collated many different viewpoints of the
  Jewish belief.
• The practitioner and/or learners should now
  question groups as to what their responses mean,
  which they feel are the strongest and why they
  feel that.

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Evaluation trading possible example answers
The promise of the Messiah is an important figure
to the Prophets, especially Micah, due to the
circumstances that they were living in, slavery
and oppression. This has a profound message to
the Jewish community today as they can associate
with the oppression of their beliefs by almost
every European power over the last two thousand
years. The Messiah brings the hope that their
will be a time in which all will live in peace
and harmony.
The promise of the Messiah is an important hope
to the Prophets, especially Micah, due to the
circumstances that they were living in, slavery
and oppression. This has a profound
significance to the Jewish community today, as
the promise of the Messiah is about a person,
prophet, teacher and leader. The Messiah will
lead the Jewish people back to the land of
Israel.
The promise of the Messianic Age is an important
theme to the Prophets, especially Micah, due to
the circumstances that they were living in,
slavery and oppression. This has some
significance to the Jewish community today, as
the promise of the Messianic Age is not about a
person, rather the actions of all peoples. So,
all are obliged to work towards bringing about a
world of harmony. The Messianic Age gives an
example of a way in which all should act.
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Skills development in the study of a world
religion
Judaism exemplar
Activity Priority Pyramid

• Interpreting texts
• Micah 415
• Jewish beliefs Messiah

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Micah 415(Jewish beliefs Messiah)

• Priority Pyramid
• Key skills developed in this activity
• applying
• analysing
• evaluating

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Micah 415(Jewish beliefs Messiah)

• Priority Pyramid
• This activity allows learners to consider what
  points may be most relevant when considering a
  key question. It asks learners to prioritise
  ideas and information on the question, and
  discuss justifications for their choices.
• Learners are given a set of cards with words,
  phrases or pictures which relate to a key
  question. (There should be enough cards to allow
  learners to build a pyramid.) Alternatively,
  learners could write down their own ideas on a
  piece of paper or post-it notes and use them to
  build their pyramid.
• Learners work through the cards (or their own
  post-it notes), deciding as a group how relevant
  or important each one is to the key question. The
  most important factors form the top section of
  the pyramid, the least important factors go at
  the bottom.
• Groups then give feedback on their decisions,
  justifying their choices.

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According to the Hebrew Bible, the Jewish people
believe they have a special relationship with
G-d, they are a chosen people. As part of this
special relationship, G-d has made promises that
a Messiah will be sent. But, just how important
is the Messiah to the Jewish Community today?
What does the Messiah mean for the Jewish
Community today?
Example
King
Covenant
Warrior
Great leader
Doesnt matter today
Will return the people to their land
Too late
Bringer of peace
Teacher and judge
Descendant of David
Place the cards in the order you think is most
important for Jews and be prepared to explain
your decisions.
for all
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Skills development in the study of a world
religion
Judaism exemplar
Activity Evaluation placemat

• Interpreting texts
• Micah 415
• Jewish beliefs Messiah

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Micah 415(Jewish beliefs Messiah)

• Evaluation placemat
• Key skills developed in this activity
• analysing
• evaluating
• creating.

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Micah 415(Jewish beliefs Messiah)

• Evaluation placemat
• This activity is designed to encourage a
  collaborative development of evaluative responses
  to a particular question.
• In groups of four each learner must write their
  own evaluative responses to the question in the
  space provided.
• The group should then discuss each contribution
  and decide on the best ones to be included in the
  centre of the placemat.
• Examples of possible evaluative questions are
• What are the advantages of the belief in a
  Messiah?
• What are the difficulties with belief in the
  account given by the Prophet Micah?
• How does a literal understanding of the prophets
  help or hinder the life of a believer facing
  contemporary life/issues?

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Micah 415(Jewish Beliefs Messiah)
Messiah will be a descendent of David. This is
important for the idea of fulfilment according to
the many promises made in the Hebrew Scriptures.
(Amos 911)
Messiah is the hope for the whole world This hope
that has been revealed to the Jewish people is
not just for them. The Messiah will come and all
will be drawn to the glory that God has created.
This is the hope for all humanity (for he will
come when things have got so bad that God has to
intervene again). (Is 1110)
Messiah is the hope for peace God has promised
one will come to teach and to judge, one who will
bring peace and none will fear and this is
because God has promised this and God is to be
believed because He is God! (Mic 424)
Why have a belief in a Messiah?
Messiah will lead the Jewish people back to
Israel This is important for the idea of
Covenant. The Jewish people have a Covenant with
God and He will send a great leader who will
bring them back to their land. God has made this
promise and so it must be fulfilled. (Hos 35)