hij Teacher Resource Bank GCE Religious Studies Unit 1F: Old Testament Scheme of Work

Transcription

1 hij Teacher Resource Bank GCE Religious Studies Unit 1F: Old Testament Scheme of Work Copyright 2008 AQA and its licensors. All rights reserved. The Assessment and Qualifications Alliance (AQA) is a company limited by guarantee registered in England and Wales (company number ) and a registered charity (registered charity number ). Registered address: AQA, Devas Street, Manchester M15 6EX. Dr Michael Cresswell, Director General.

2 N.B. Where relevant past questions are listed, these will need to be amended in light of the changes to Specification content and assessment criteria, e.g. there is no longer an AO1 subsection in part (b) questions. What is the Old Testament? Nature of the Old Testament Library analogy different genres Jews sacred writings Brainstorm the group s ideas about the Old Testament. Discussion of different types of literature read by the class. Outline of Old Testament library with diagram. This introductory section assumes no / little awareness of what constitutes the Old Testament. It could be omitted where all students have a good grounding but should not take more than 3 hours. Students should be able to appreciate the difference between the terms Old Testament and Jewish Scriptures, though testing of this understanding comes at A2 not AS. Its formation Gradual process from oral tradition to written documents, adaptation and re-adaptation Discussion of the processes behind a piece of coursework and television presentations of historical figures / events, and of ways in which stories vary in different media forms. Outline of the process of producing the Old Testament. Its contents personalities and events Outline of the Biblical story of Israel s origins and development Timeline of Israel s history as presented by Old Testament linking key figures, events (internal to Israel, and international where directly affecting Israel) and writings relating to them. Charpentier and some of the older text books (e.g. Bright) contain timelines which could be presented to students in the same / simplified form. Charpentier also has a very useful map showing how ancient superpowers directed events in Israel. klm Copyright 2008 AQA and its licensors. All rights reserved. 1

3 1. An introduction to the world of the Old Testament The Exodus and its aftermath. The situation of the Israelites in Egypt prior to the Exodus and the emergence of Moses according to Exodus. The Exodus event the complex nature of the Biblical texts, issues relating to its historicity, religious significance. Biblical account of the Wilderness Wanderings and the Conquest with study of the set texts issues relating to historical reliability, religious significance. Nature and purpose of the Song of the Sea. Setting the scene for the Exodus more able students could skim read some of the early chapters of Exodus; the less able would need support in the form of a simple handout. The use of video / DVD (e.g. the Testament series / The Prince of Egypt) might introduce less able students to a very complex area of study. Map showing the possible route of the Israelites discussion of options practical reasons and theological significance of the likely route taken. Brief explanation of Hebrew poetry and of the Song of the Sea and the Song of Miriam. Discussion of different traditions underlying the Exodus event and of issues relating to its historicity and religious meaning. Assessment of the Biblical presentation generally, and in Exodus particularly of Wilderness Wanderings and Conquest the theology underlying the Song of the Sea and the accounts of the Israelites experiences, issues relating to historical reliability. This section is intended to give a very basic understanding of the life of pre-exilic Israel, and this level of expectation should be borne in mind throughout, especially with the less intellectually mature. In addition to books suggested in the Resources List, commentaries on Exodus might be useful. These have differing levels of difficulty. Relevant question: Copyright 2008 AQA and its licensors. All rights reserved. klm 2

4 1. An introduction to the world of the Old Testament The institution of the monarchy. The possible structure of Israelite society prior to the institution loose groupings of different groups. Surrounding peoples Canaanite and Philistine systems of government, the Philistine threat. Account of the monarchy s institution in the set texts the different traditions. Explanations suggested for the differences. The meaning of nationhood and the significance of kingship. Map of Canaan and surrounding peoples in 11 th century. Recap of complexity of Settlement period. Individual research (paired for less able students) on the Philistines and the threat posed to the Israelites, including a study of early texts in 1 Samuel. Paired / small group presentations of the advantages and disadvantages of different models of government decentralised alliances and monarchy. Reading and discussion of 1 Samuel 8-10 analysis of different sources, examination and evaluation of different attitudes and the advantages / disadvantages for Israel, with reference to later history where appropriate. Able candidates might study 1 Samuel 11. Saul as a transitional figure. With less able candidates, reference to the socalled Settlement period should be both brief and simple. Again, commentaries on 1 Samuel might be consulted in addition to general text books. The January 2003 question on prophecy could be adapted to focus on the background to and implications of Saul s anointing rather than on the contribution of the account to understanding of the prophetic phenomenon. klm Copyright 2008 AQA and its licensors. All rights reserved. 3

5 1. An introduction to the world of the Old Testament The Canaanites. Their religious beliefs the gods, the Ras Shamra epic, the centrality of fertility. Their religious practices fertility rituals, figurines, sanctuaries, cultic personnel. Impact on structure of society. Influences on Israelite religion. The impact of Ahab s marriage to Jezebel. Study of set texts part of the Deuteronomistic History. Differing reactions syncretism / intolerance, inclusivism / exclusivism. Paired research into / presentations on aspects of Canaanite religious belief and practice the more complex tasks given to the more able. Examination of archaeological and Biblical evidence for Canaanite influence on Israelite faith and practice assessment of bias in Deuteronomistic History. Discussion of modern pluralist Britain problems facing those belonging to ethnic minorities, issues of acceptance / rejection, integration, separatism etc. the advantages / disadvantages. The current situation in Britain makes this a sensitive but also highly relevant area. Relevant question: Copyright 2008 AQA and its licensors. All rights reserved. klm 4

6 2. Old Testament views of God s relationship with the people Covenant making. Meaning of the term. Examples in the everyday life of Israel. Parity / suzerainty covenants. Political models in the Ancient Near East (ANE) typical structure. Promissory and conditional. 20 th century views on covenant making. Research into ANE covenants. Table showing the structure of Hittite and Assyrian vassal treaties. 20 th century views about covenant making, e.g. retrojection of the form from the 8 th century BCE or later. A word search or multi-choice quiz might help less able candidates with the technical terms. This is, for the most part, straightforward and should provide candidates of all abilities with material on which to ground the Old Testament accounts of covenant-making. January 2002 January 2003 January 2005 January 2006 January / June 2007 The Abrahamic covenant. Views on the nature and historicity of the patriarchal narratives. Stories relating to the call of Abraham and his family life. The Priestly account of covenant circumcision as seal or condition. The binding / sacrifice of Isaac. Ideas of God as revealed in Abraham stories. Reading and discussion of stories relating to Abraham, particularly the set passages. More able candidates might study Genesis 15 in some detail. Does this covenant fit the ANE format? Consideration of what the passages suggest about God and about Abraham paired discussion and reporting back to class. The least able of candidates might watch and discuss the Testament video on Abraham. Commentaries on Genesis might be consulted alongside books recommended in the resources list. January 2003 June 2006 January / June 2007 klm Copyright 2008 AQA and its licensors. All rights reserved. 5

7 2. Old Testament views of God s relationship with the people The Mosaic covenant. Account of making of Sinaitic covenant recognition of complexity of account and possible parallels with ANE covenants. Ideas of God as revealed in this account. The Decalogue. Recap of Exodus and wilderness wanderings. Reading and discussion of set texts. Does this covenant fit the ANE format? Before studying the Decalogue, candidates might create their own Ten Commandments, bearing in mind that they would be intended for the community as a whole and not just for them as individuals. This could be followed with a study of the Decalogue and then discussion of reasons for similarities / differences and whether, in the light of the Decalogue, students might want to alter theirs in any way. Creation of a table stating the ideas of God contained in the texts. Students might use the same commentaries as those consulted for the section relating to the Exodus and Wilderness Wanderings. January / June 2002 January / June 2003 January / June 2004 June 2005 January / June 2006 January 2007 Validity of ideas of God as presented in stories of Abraham and Moses. Similarities and differences between Abrahamic and Mosaic covenants. Significance of critical views on making of covenants and dating of sources behind these accounts. Adequacy and relevance for 21 st century of Abrahamic and Mosaic covenants and of the Decalogue. Discussion of the meaning for 21 st century readers of-: A covenant relationship in general and the Abrahamic and Mosaic covenants in particular. The ideas of God as presented in the stories of Abraham and Moses. The Decalogue if the suggestion in the previous part has been taken up, this might form a useful starting point for the discussion. January 2003 June 2004 June 2006 January 2007 Copyright 2008 AQA and its licensors. All rights reserved. klm 6

8 3. The phenomenon of prophecy Prophecy. Meaning of the term in relation to Old Testament figures. Prophecy in ANE. Different names ro eh, hozeh, nabi characteristics and functions. Ecstasy and prophetic symbolism. Links with royalty yes men and protest. Nationalists and war prophets. Links with the cult prophetic communities. Instigators of national coups / kingmakers. Prophetic protest against Canaanite influences. True and false prophets. Research the story of Wen Amon and texts from Mari and 8 th century Assyria. Creation of a table setting out the characteristics of ro eh and nabi. Depending on the overall ability of the group, individual / paired research and short presentations on Nathan (building of Temple / Bathsheba incident), Micaiah and the court nebi im, Elisha (a few selected texts to indicate characteristics) or with small groups, whole class reading of and discussion of these texts. Again, background work on the ANE evidence, the different names and roles, etc. should give insight into the set texts. Commentaries 1 and 2 Samuel, 1 and 2 Kings might be useful, as well as general text books. January 2002 January 2003 January 2005 June 2006 Samuel. Infancy and childhood legends, including call to prophecy, priestly figure and judge. Two traditions of role as kingmaker, perhaps originating at different cult centres / with different sources. 1 Samuel 9:1-10:16 lone figure, ro eh promonarchy. 1 Samuel 8;10:16-24 anti-monarchy. Individual reading on early years of Samuel. Recap of Samuel texts studied earlier re-reading and discussion of nature of Samuel as prophetic figure with special reference to set texts. Consideration of the implications of two different sources. Spider diagram showing the prophetic characteristics of Samuel. January 2002 January 2003 January 2005 January / June 2006 January 2007 klm Copyright 2008 AQA and its licensors. All rights reserved. 7

9 3. The phenomenon of prophecy Elijah. Political and religious background. Legends relating to time by Cherith and in Sidon. Lone figure, though end of life shows connections with prophetic communities. Seen above all as protagonist for God. Contest at Mt Carmel lone figure, denunciation of royalty and of pagan influence, spokesman for God, prophetic symbolism, ecstatic behaviour. Flight to Horeb under special protection of God, visionary experience, linked to two political coups and call of Elisha. Naboth s vineyard concern for ethical monotheism. Recap of work done earlier on reign of Ahab and on Jezebel, with a comparison of information about Ahab / social and political conditions in his reign from extra-biblical sources with that given in 1 Kings Discussion of whether the Biblical presentation can be seen as a fair assessment of Ahab or if there is a theological slant. Individual reading through of other stories relating to Elijah and class discussion of prophetic characteristics. Reading through and discussion of set texts. Consideration of the nature of the material to what extent can it be seen as historical and how important is this? Spider diagram showing prophetic characteristics of Elijah. Class discussion: Naboth s death extent to which the following could be held responsible Naboth himself, Ahab, Jezebel, hired witnesses, elders, citizens of Jezreel? Several text books (e.g. Bright) give detailed information relating to Ahab and the Israel of his day. In addition to such text books, commentaries on 1 Kings might be useful. January / June 2002 January / June 2003 January 2004 January 2005 June 2006 January / June 2007 Copyright 2008 AQA and its licensors. All rights reserved. klm 8

10 3. The phenomenon of prophecy Significance of prophets are they ordinary / extraordinary people? Was conflict between Old Testament prophets and their rulers inevitable and is it still so? What is the relevance of Old Testament prophecy to 21 st century? Evidence of prophetic figures in modern society must they be overtly religious? Discussion of the significance of Old Testament prophets / prophecy in general. Research into / presentations on modern prophetic figures, (e.g. Desmond Tutu, Oscar Romero, James Mawdsley), protest against global poverty and exploitation of workers, corruption of multinationals and governments, denial of human rights, racism, western interference in Middle East, etc. GCSE text books and the BBC website have useful information on modern prophetic figures such as those suggested. June 2003 January 2004 klm Copyright 2008 AQA and its licensors. All rights reserved. 9

11 4. 8 th century prophecy Amos The book of Amos. Prophetic oracles, visions, biographical detail. Long history of making it oral tradition, possible several drafts before it reached its final form. Possibility of later additions, adapting text to changed situation notably 9:11-15, also 1:2, 9-12; 2:1-4; 4:13; 5:8-9; 9:5-6 and possibly 5:5; 8:14. The prophet. Mid 8 th century Israel. Possible date of ministry. Amos background. His confrontation with Amaziah at Bethel and his assessment of his prophetic calling. Individual / group reading of extracts to give a flavour of the different types of material. Compare process of development to GCSE course work drafting, redrafting, etc. Discussion of how films / TV dramas based on books often adapt the original to meet the particular needs of their audience, get high ratings, etc. Individual / small group research into and short presentations on: The international situation in the early to mid 8 th century. The reign of Jeroboam II and conditions in Israel during his reign. Creation of You ve never had it so good posters giving reasons for national self-confidence Amos background. The Bethel confrontation (7:10-17) possibility of drama. Only the more able should consider all the suggestions given as to which passages might be later additions to the text. There are many commentaries on Amos. Those that suggest he was not an historical figure and that his prophecies are more appropriate to the post-exilic era should be used selectively, if at all, and then only with the most able. Information relating to the international situation and to social and political life in the Israel of Jeroboam II, as well as discussion of the background of Amos and his self-assessment can be found in many text books and commentaries. January Copyright 2008 AQA and its licensors. All rights reserved. klm

12 4. 8 th century prophecy Amos Teaching on the nature of God. Lord of all creation creator, transcendent, behind natural disasters. Controls destiny of all nations behind their migrations, punishes actions that go against standards of humanitarian societies, directs course of history. Concern for justice. Punitive. Hints of mercy warnings given, the possibility of forgiveness and restoration for some at least. Reading through and discussion of relevant texts. Creation of a map showing the places and nations referred to in Amos and giving textual references alongside the names. Is the portrayal of God consistent and if so, what do the students see as the overall picture of God? If not, can the inconsistency be explained, e.g. by theories of later addition / adaptation, by Amos allowing for God s mercy / changes in Israel s response? January 2002 June 2007 Views on God s relationship with Israel. Election and special relationship entails responsibility rather than privilege. Israel s sins reduce her relationship with God to same level as that of other nations. Warnings intended to halt the deteriorating relationship. The relationship is now ended. Restoration of the relationship in the future. Reading through and discussion of relevant texts. Can the final verses of the book be reconciled with the overall theme that the relationship is at an end? June 2002 January 2003 January / June 2004 January 2005 January 2006 June 2007 klm Copyright 2008 AQA and its licensors. All rights reserved. 11

13 4. 8 th century prophecy Amos Criticisms of Israel s social life. Arrogance of the wealthy. Ruthless oppression of the poor. Corruption of the legal system. The greed and dishonesty of traders. Reading through and discussion of relevant texts. Are there any comparisons to today s world? individual / paired research and brief presentations on slavery, LDC debt, loan sharks, exploitation of workers, dishonesty in business, etc. January 2002 June 2004 June 2005 January / June 2006 June 2007 Criticisms of Israel s religious life. Insincerity, false religiosity. Idolatry and / or syncretism. Reading through and discussion of texts. Research by more able students into Sakkuth, Kaiwan, Ashima. Recap by less able students of work on Canaanite influence on the Dan and Bethel cults. Are there examples of such religiosity in religion today? Commentaries discuss 5:26; 8:14 in detail January 2002 January 2004 June 2004 June 2005 January / June 2006 June 2007 Criticisms of Israel s political life. Regaining lost territory led to arrogant selfconfidence. Reading and discussion of relevant texts. Are there modern examples of political arrogance? Commentaries deal with the question of 6:13. Relevant question: 12 Copyright 2008 AQA and its licensors. All rights reserved. klm

14 4. 8 th century prophecy Amos Views on the future of the people. Expectations of his audience. Visions. Day of the Lord oracles. The end of the line for Israel. Invasion and deportation. Restoration and rebuilding. Reading and discussion of texts. Research into the history of Israel in the mid and late 8 th century. To what extent were Amos predictions about Israel s future correct? How is the contrast in 9:11-15 best accounted for? January 2005 January 2007 Assessment of Amos. To what extent was he a typical prophet? Extent to which covenant ideas form the basis of his teaching? Importance of his criticisms? Adequacy of his views on God and his relationship with Israel? Were his predictions correct? Consideration of each of these topics. Discussion / debate (depending on the size of the group) on: 1. the view that the book of Amos has little relevance for people in the 21 st century 2. the view that Amos foresaw only doom for Israel. January 2002 June 2002 January / June 2003 January 2006 June 2007 w:\religious studies and classics\support materials\asa2 religious studies\schemes of work\as rs 1f old testament scheme of work in template.doc klm Copyright 2008 AQA and its licensors. All rights reserved. 13