Living In Faith BACKGROUND

Transcription

1 Living In Faith BACKGROUND The Roman Empire ruled from England in the west to Palestine in the east. All of the territories south of the Rhine and Danube rivers, plus modern Romania, had been sucked up by Caesar s legion. Much of the region we now call the Middle East (plus North Africa) was once under Roman occupation. Mighty Rome was the most enlightened government of the ancient world. Rome had an excellent legal system. In the Roman system, an accused person was considered innocent until proven guilty. Many of Rome s laws and customs are part of our culture today. Romans were also know for their fine aqueducts and well-built roads. They built about 50,000 miles of highway. The slogan became: All roads lead to Rome. While the Romans were the military masters of the world, the Greeks were unsurpassed in art and architecture. Greek philosophers were highly renowned. Aristotle lived in the fourth century B.C. He is often called the father of the scientific method. Aristotle s teacher, Plato, spoke of God as the Prime Mover or the First Cause. Athens was a major educational center at that time. The majority of people in the Roman Empire worshiped a wide assortment of gods. People worshiped the gods out of fear and a desire for material success. Such heathen worship often involved gross immorality. Only the Hebrews communed with God and could relate God s prophetic truth to the world. The pagan philosophers conceived of a prime mover or first cause, but it was only intellectual theory. They never established a relationship wtih Yahweh, the one true God. As the Christian era was about to dawn, Roman government changed from a republic, under the control of a senate, to a dictatorship ruled by the Caesars. Octavian, named Augustus, was the first emperor. He ruled from 28 B.C. to A.D. 14. The emperor was viewed as divine. All persons within the Roman empire were expected to worship the emperor, as an act of patriotism. It presented a tough challenge to Christians, who would worship only the Lord of heaven. In the early years, Christians were viewed as a mere Jewish sect. As the early church grew and broke ties with Judaism, the Romans began to worry. The Christians refused to sacrifice to Caesar. They named Jesus as their King. The battle lines were drawn. Conflict was inevitable. In this time and place, Christians were forced to live what they believed. Most Romans believed that the state was the supreme authority. As citizens within the empire, all persons owed supreme loyalty to the state. In other words, if the government said, Jump! a good citizen should jump without questioning. Christians banded together, refusing to worship the emperors or follow some of their evil commands. They refused to sacrifice to the gods of various emperors. This led to suffering for many people, because they did not carry the special certificate showing that they had performed the appropriate sacrifices. Such certificates acted as passports or certificates of freedom. Many Christians were arrested or treated unfairly because they refused to participate in such heinous acts. From A.D. 30 to about A.D. 311, 54 emperors ruled the Roman empire. Only 12 of them are noted for persecuting Christians. Nero and Domitian are best known for their cruelty to anyone who confessed Jesus as Lord and Savior. Specific information about emperors who are known for persecuting Christians can be found in the appropriate learning experiences of this unit. Anabaptist History: LIving in Faith 48

2 Living in Faith LESSON 1: IT S ABOUT TIME (LINE) Objective To introduce students to the concept of historical analysis through developing an Anabaptist timeline. Hebrews 12:1 Therefore, since we are surrounded by so great a cloud of witnesses, let us also lay aside every weight and the sin that clings so closely, and let us run with perseverance the race that is set before us. Key Concepts Students will meet three fictional companions who will be with them through the Anabaptist History lessons: Timester, Big Idea, and Folks. Students will identify key dates in Anabaptist history, their personal history, and world history. Students will learn the importance of discovering their faith roots in order to better journey with God. *Note: This lesson uses the letters CE and BCE for dates. You will need to introduce and explain this to the students. The students will be asked about this dating method in question #17 of the assessment on page 90. The letters CE and BCE stand for Common Era and Before the Common Era. AD stands for Anno Domini, which is Latin for In the year of our Lord. BC stands for Before Christ. CE is synonymous with AD; BCE is synonymous with BC. Estimated Lesson Time: 50 minutes Materials 12' sections of newsprint, tape to affix newsprint to walls, marker for labeling Card stock or 3" x 5" cards Markers for students to write on timeline Student Bibles Do-It-Yourself Anabaptist Timeline handouts (p. 53) One Pilgram Marpeck s Back to the Future handout (p. 64) Teacher Preparation 1. Prepare three sections of 2' x 12' newsprint and post on your classroom walls. (Use a large roll of newsprint/banner paper and cut to approximate 12' length.) It is essential that the newsprint stay up on the wall for the duration of the unit. Students will be adding dates, names, and artwork to the newsprint as they build a timeline throughout the lesson. If possible, the newsprint should be posted on three walls of the room in order to get a sense of being enveloped by history. 2. Label the newsprint sections as follows: Section Section Section Today 49

3 3. Make three copies of Dateless Card Handouts (pp ) on card stock and cut out, OR photocopy the sheet, cut out, and paste on to three sets of 3" x 5" cards. 4. Make one copy of Dated Card Handouts (pp ) on card stock or paste paper on 3" x 5" cards. 5. Make enough copies of A Do-It-Yourself Anabaptist Timeline (page 53) for each student in the class to have one. 6. Make one copy of Pilgram Marpeck s Back to the Future (page 64) for a student to read. INTRODUCING THE LESSON Chronological Challenge. Divide class into three small groups. One after the other, toss a pack of dateless cards in the middle of each group, so that they spread randomly on the table or floor. Assign each group the task of putting the events in chronological order. They have 5 minutes to complete the task. Answer complaints about not having dates by encouraging them to do the best they can. LESSON STEPS 1. Time identification. When the 5 minutes are up, have each group share their chronology of events. Ask them to identify differences between their chronologies and the other groups chronologies. 2. Writing dates. Divide dated cards between each group and assign students the task of writing the dates above the timeline and the events they represent right beneath them. 3. Difference reflection. Ask students to identify the differences between their own chronologies and the correct sequence on the timeline. Ask, What was the source of the difference? 4. Introduce three companions for the journey through Anabaptist history. First, explain that the term "Anabaptist history refers to the history of those who choose baptism when they are old enough to make a conscious decision to follow Christ in other words, mature enough to count the cost. When reading the companions messages, try to relay their personalities in your expression and tone of voice. Timester is hip and a bit on the cocky side, because he knows when everything happens. Big Idea is ponderous, deliberate, and careful, but she can always see the big picture even when others can t. Folks is easy-going, funny, and personable. Say to your students: I'd like to introduce three companions for this unit. Their names are Timester, Big Idea, and Folks. Unfortunately, because of other commitments, they will be studying the lessons during the night, when none of us are here. We ll only hear from them through messages they leave for us. In fact, they left me three short messages last night, to introduce themselves. This is what the first one says: Hi, class, my name is Timester. I know what s when, when s what, how s so, and who s where. Why? Cause I m the Timester and dates are my thing. I know the date, time, and minute of everything Anabaptist. I built the timeline, and the timeline built me. Got it? Get it. Good Peace, out. Wow, that s some message. Here s a second introduction: Well, hello. My name is Big Idea. I m not flashy and quick like my friend Timester, but I can see the big picture while his head is 50

4 buried in specifics. I pay attention to what matters most the main themes and topics we re supposed to remember long after the class is finished. Sometimes it takes me awhile to get the ideas out right, but eventually they make sense. I m glad to take this class with you, even though I won t get to see you in person. And here s one more: Hi, guys. Folks here. Boy, it s good to be in this class with you all. I can hardly wait to introduce you to some of the most interesting people that I know. You re going to meet Conrad Moore and Felix Mantz, Georg Blaurock and Brenda Zook Friesen, Ully Wagman and Jane Addams, Marianne Woods and Menno Simons. Don t worry if you don t know who they are yet. You will by the time we re done. As long as [insert teacher s name here] lets me talk, I ll introduce you to as many different people as possible. Well, gotta go. See ya later. Add, I m sure that we ll be hearing more from these three later. 5. Read Hebrews. Invite students to open their Bibles to Hebrews 12:1. Ask a student to read the verse: Therefore, since we are surrounded by so great a cloud of witnesses, let us also lay aside every weight and the sin that clings so closely, and let us run with perseverance the race that is set before us Ask, What does this verse have to do with a timeline? How are the two connected? Explore connections, including: a cloud of witnesses refers to people who have gone before us; by examining history we can remember the cloud of witnesses better; other people's examples can stir us to follow our faith with renewed conviction. Assign students to memorize the verse by next week s lesson. Invite them to write it out once, tape it to their bathroom mirror, and read it through four times a day while brushing their teeth. 6. Back to the future. Ask a student to read Pilgram Marpeck s Back to the Future. 7. Student response. Break students into groups of three. Give them two minutes to come up with an answer to the question, What is the moral of Pilgram Marpeck s Back to the Future? Report answers from the groups. If not mentioned by the students themselves, mention how knowing where our faith comes from can guide us to the center of our faith in new ways. Also, like the cloud of witnesses, knowing our history can bring us to a richer experience of faith. 8. Fill out a timeline. Assign students to fill in dates and events on the Do-it Yourself Anabaptist Timeline, referring to the timeline on the wall. Explain that they will continue to add to this sheet as the unit develops, so they should write small enough to leave room for more additions. 9. Discuss the following questions: What can history tell us about how we live our lives today? What dates have been important in your lives? What dates from history in church or in world events have you already memorized? Describe a time when you or someone you know followed a positive or negative example from someone else. What happened as a result? How can timelines help us understand history better? EXTEND THE LESSON (These activities will extend the lesson to longer than 50 minutes.) Working with Hebrews. Assign students to write out the Hebrews 12 verse once 51

5 in the correct order, a second time using ideograms or symbols in place of as many words as possible, a third time in a code that they develop (for example, a simple substitution code, 1= A, 2 = B, etc., or a more elaborate cipher of their creation). Adding dates. Have students add dates from world history, their own birthdates, dates of local history related to religion (first date of churches being built), etc., to the timeline. They may research the dates in class or as an out-of-class assignment. Personal history. Assign students to find out when their families came to the U.S., dates of their parents baptism, church membership, joining church, when their church started. Perhaps include mention of other denominations as well. Build a lower line beneath the primary line on the timeline, to record these dates. 52

6 A Do-It-Yourself Anabaptist Timeline Today 53

7 Dateless Card Handouts Birth of Christ Birth of Martin Luther Constantine ends persecution of Christians Birth of Menno Simons 54

8 Dateless Card Handouts Schleitheim Confession written Death of Menno Simons Revolt and uprise in Münster Ully Wagman martyred 55

9 Dateless Card Handouts First Mennonite settlement in America established in Germantown, Pa. A split leads to separate Amish and Mennonite Churches Former Mennonites participate in first written anti-slavery statement in the U.S. Catherine the Great invites Mennonites to Russia 56

10 Dateless Card Handouts Publication of English-language Martyrs Mirror First Anabaptist mission in the continent of Africa Triple split in Anabaptist community Russian revolution forces Mennonites to leave, fight, or surrender 57

11 Dateless Card Handouts First Hispanic Mennonite church founded Lancaster Mennonite Conference ends racial integration in one home for retired people Virginia Mennonite Conference approves racial segregation in communion Today 58

12 Dated Card Handouts 1 CE (or 4 BCE) Birth of Christ 1483 Birth of Martin Luther 312 CE Constantine ends persecution of Christians 1496 Birth of Menno Simons 59

13 Dated Card Handouts 1527 Scheitheim Confession written 1561 Death of Menno Simons Revolt and uprise in Münster 1654 Ully Wagman martyred 60

14 Dated Card Handouts 1683 First Mennonite settlement in America established in Germantown, Pa A split leads to separate Amish and Mennonite churches 1688 Former Mennonites participate in first written anti-slavery statement in the U.S Catherine the Great invites Mennonites to Russia 61

15 Dated Card Handouts 1837 Publication of English-language Martyrs Mirror 1898 First Anabaptist mission in the continent of Africa 1881 Triple split in Anabaptist community 1917 Russian revolution forces Mennonites to leave, fight, or surrender 62

16 Dated Card Handouts 1932 First Hispanic Mennonite Church founded 1948 Lancaster Mennonite Conference ends racial integration in one home for retired people 1940 Virginia Conference approves racial segregation in communion Today 63

17 Pilgram Marpeck s Back to the Future Once upon a time there was a young lass named Latosha. She enjoyed going for walks through the large city in which she lived. Usually she stayed in the neighborhood, where she knew the street names and places. One bright, sunny day, however, she decided to take a longer walk. So she packed a lunch, put on some sunblock, and started out to see what she could see. City block followed city block, and before she knew it she had come to places she didn t recognize. The buildings looked strange; the street names were foreign. Even the sun seemed to shine differently. What had started out as an adventure had quickly become a tiresome and weary journey. Latosha sat down on a bus stop bench to figure out what to do next. Just then she heard a rustling of cloth next to her. Although no one had been anywhere near her a second ago, now a man in strange, oddly-cut fabric sat next to her. Without asking for her name or if she wanted to talk to him, he started speaking. Hi, Latosha, he said. You don t know me, but I know you. My name is Pilgram Marpeck. I lived over 450 years ago and was one of the first Anabaptists. I was lost once, too. I was a respected city mining engineer in an Austrian city by the name of Rattenberg. Like you, I loved the city. I had everything I needed, but then I heard of these Anabaptists and after a while became convinced of their teachings. I won t bother you with the details of those teachings now. All I want you to know is that I once thought faith didn t really matter. I didn t know it was something real, something that could help you find your way home. I found out, though, and I accepted faith as an adult. This decision led me to places I never knew I would go. Even though I lost my job and had to wander for years before working in another big city in Augsburg, my faith guided me every step of the way. Latosha, I found my way home because of my faith. You ll find your way home, too. Just remember that you have to know where your faith comes from, to figure out where you re going. Latosha heard a loud Bang! and looked away for a second. A car had backfired while waiting for a traffic light. When she turned back, she was sitting by herself again, on a bus stop bench in a neighborhood she didn t recognize. But now she didn t feel so weary or afraid. Latosha got up and headed back the way she had come. Sure enough, within ten short blocks, she saw a building that looked a little more familiar. Four blocks and three turns later, she was in territory she recognized. In fifteen minutes, she was back at her apartment building. She ran up the stairs and pulled down the encyclopedia, to figure out if a man named Pilgram Marpeck ever lived. 64