gce getting started … · web viewthere is no requirement to study arguments in the original...

GCE Getting Started

Pearson

Edexcel A Level

in Religious Studies

Scheme of work

Introduction

New Testament

2

© Pearson Education Ltd 2017

Introduction

There is no requirement to study arguments in the original text – except for specified texts required for study in the Anthology. The websites listed in the Resources columns are simply indications of where texts may be found. It is not compulsory to study these in this format but candidates must be aware of the argument or view of those named in the Specification for each topic area.

Texts in bold and referenced in the Anthology ARE compulsory for study.

See the Pearson Religious Studies web site for ‘Clarification regarding contributors and seminal figures in AS and A level.’

http://qualifications.pearson.com/en/qualifications/edexcel-a-levels/religious-studies-2016.html

How to use this Scheme of Work

· The first column identifies the week e.g. on page 5 the first column refers to week 1. The second column refers to the Topic number in the Specification, e.g. page 5 the second column refers to 1 which is topic 1 in the Specification. The third column gives details of the Specification concerning ‘what students need to learn’. An example is on p 5 the third column has 1.1 as the heading ‘Prophecy regarding the Messiah’. The fourth column contains Scheme of Work details, including resources and activities.

· Week 1 in the fourth column shows the meaning of abbreviations and some key text books and websites which will be used in the Scheme of Work.

· The Anthology is an important resource and whenever this is used it will always be in bold. For example week 7 box 2.2 refers to the first text in the Anthology:

ANTHOLOGY: (1) McGrath A (ed)

8


7


Topic

Content

Suggested resource

1

Introductions

Introduction to Paper 3: New TestamentAn overview of the topics to be studied, including the background to the life and work of Jesus, the person and teaching of Jesus, interpreting the texts, issues of purpose and authorship, the death and resurrection of Jesus, ethical teaching of Jesus.

Abbreviations:

Activities (Act)

Assessment (A)

Extension path/ Extended task (E

Learning Outcomes (LO)

Strengths/weaknesses (STR/WK)

Bible Gateway is recognised as a very useful source for textual references, bible dictionaries and commentary https://www.biblegateway.com/

NTgateway is also a vast and very useful website which covers the majority of the specification content. http://www.ntgateway.com/

https://ntinterpretation.wordpress.com/student-resources/online-research/

All topics are covered in a number of ready accessible NT textbooks, commentaries and anthologies.

The existing resources for the Pearson legacy specification continue to be relevant and useful, as is Advanced Religious Studies by Sarah K Tyler and Gordon Reid. https://www.amazon.co.uk/Advanced-Religious-Studies-Gordon-Reid/dp/0860037517/ref=sr_1_1?ie=UTF8&qid=1470861609&sr=8-1&keywords=Advanced+Religious+STudiesThere are also many YouTube and electronic resources available which you may already use with your students.

AIM/LO: Outline and analyse key areas to be studied

Define key terms and concepts and start to build up glossary (Act)

Draw up time line of the life of Jesus according to the gospels (Act)

Students make presentations on key issues – nutshell introductions to share around the class. (A)

2

1 Social, historical and religious context of the New Testament

1.1 Prophecy regarding the Messiah (1)

a) The Suffering Servant of Isaiah, the importance of the line of David, the idea of the messianic secret.

b) The significance of these expectations and their impact on New Testament texts, including Matthew’s proof texts in the birth narratives and for understanding the Gospel texts.

With reference to the ideas of R Brown and M Hooker

Matthew 1:18–2:23

For A level this is extract no 1 in the Anthology.

This topic is covered well in a number of ready accessible NT textbooks, commentaries and anthologies.

http://www.bc.edu/schools/stm/crossroads/resources/birthofjesus/the_gospel_of_matthewsinfancynarrative.html

https://www.amazon.co.uk/Beginnings-Keys-That-Open-Gospels/dp/0334027101/ref=sr_1_1?ie=UTF8&qid=1470861497&sr=8-1&keywords=Morna+Hooker+Beginnings

https://www.amazon.co.uk/Birth-Messiah-Commentary-Narratives-Reference/dp/0300140088/ref=sr_1_1?ie=UTF8&qid=1470861535&sr=8-1&keywords=The+birth+of+the+messiah

Outline and analyse key concepts regarding the prophecy of the Messiah.

Outline and analyse the significance of these ideas with particular reference to Matthew’s birth narrative.

AIM/LO: Outline and analyse key concepts

Define key terms and add to glossary.

Note key themes of Jesus as Messiah. (Act)

Debate the significance of the use of Old Testament proof texts in Matthew’s birth narrative. Draw conclusions as to their purpose. (A)

AIM/LO: Outline and analyse the strengths and weaknesses of these concepts and the terminology and assumptions used within them.

Create a table of STR and WK of the use of the Old Testament, rank order these in group discussion. (Act)

Plan/write an essay responding to the issue of how the NT writers used Old Testament prophecy. (A)

In revision draw similarities between this and themes regarding the person of Jesus, and identify links with other components of study in order to build a portfolio of connections. (E)

3

1 Social, historical and religious context of the New Testament (continued)

c) 1.2 The world of the first century and the significance of this context for the life and work of Jesus

d) Religious groups in Palestine.

e) Hellenism.

f) Roman occupation.

g) The role and impact of these influences on legal and ethical dimensions of life in first-century Palestine and the relationship of Jesus’ life and work to these influences.


www.ntgateway.com/historical-jesus/general-resources

http://paulonpaul.org/booth/jewish_background.htm

https://www.amazon.co.uk/Zealot-Life-Times-Jesus-Nazareth/dp/1908906294/ref=sr_1_1?ie=UTF8&qid=1470862352&sr=8-1&keywords=zealot

https://www.amazon.co.uk/Jerusalem-Time-Jesus-Investigation-Conditions/dp/0334007615/ref=sr_1_1?ie=UTF8&qid=1470862483&sr=8-1&keywords=jerusalem+in+the+time+of+jesus

https://www.amazon.co.uk/Jesus-Jew-Classics-Geza-Vermes-ebook/dp/0334028396/ref=sr_1_1?ie=UTF8&qid=1470862669&sr=8-1&keywords=Jesus+the+jew

Outline and analyse key concepts regarding the religious, cultural and political situation of the time of Jesus.

Outline and analyse the significance of these concepts for the life in the first century and the influence it had on Jesus’ ministry.

AIM/LO: Outline and analyse key concepts

Define key terms and add to glossary.

Students to prepare presentations on the different religious groups – flip the classroom so student teach the class. (Act)

Mind map links between the religious and social context of the NT with the life and work of Jesus. Colour code connections and make links to specific texts. (A)

AIM/LO: Outline and analyse the importance of these influences

Plan/write an essay responding to the issue of how Jesus’ ministry needs to be understood against this cultural background.

In revision draw similarities between this and themes regarding the conflict in the ministry of Jesus, and identify links with other components of study in order to build a portfolio of connections. (E)

4

2 Texts and the interpretations of the person of Jesus

2.1 The Prologue in John (2)

a) The meaning and theological significance, including ideas about the nature and person of Jesus, the Word made flesh, concepts of life, light and dark, belief, children of God, flesh and spirit, law, grace and truth.

b) The influences of Judaism and Hellenism and the importance of these themes in understanding the gospel.

c) The implication for religious laws and codes for living of different understandings of the identity and message of Jesus, including its influence beyond a religious community.

With reference to the ideas of C H Dodd and M Hooker

John 1:1–18



http://www.ntgateway.com/gospel-and-acts/gospel-of-john/websites-and-introductory/

https://www.amazon.co.uk/Beginnings-Keys-That-Open-Gospels/dp/0334027101/ref=sr_1_1?ie=UTF8&qid=1470861497&sr=8-1&keywords=Morna+Hooker+Beginnings

https://www.amazon.co.uk/Interpretation-Fourth-Gospel-C-Dodd/dp/0521095174/ref=sr_1_3?ie=UTF8&qid=1470863953&sr=8-3&keywords=C+H+Dodd

http://catholic-resources.org/John/Outlines-Prologue.htm

See link at the bottom of this page to an excellent PowerPoint presentation on the Prologue.

Outline and explanation of the themes of the Prologue to the Fourth Gospel.

Understanding of the influences on the themes of the Prologue and how they impact on the gospel as a whole.

AIM/LO: Clarify the meaning of the Prologue

Define key terms and add to glossary (Act)

AIM/LO: Explore the distinctive message of the Prologue

Discuss and note the central themes of the Prologue.

AIM/LO: Analyse the implications of the cultural influences on the Prologue

Debate the idea the Prologue reveals the significance of cultural background to the gospel.(Act)

AIM/LO: Evaluate the view that the Prologue is essential for understanding the gospel.

Timed essay response (A)

On completion, and in revision, draw similarities between this and other areas of textual study and identify links with other components of study in order to build a portfolio of connections. (E)

5

2 Texts and the interpretations of the person of Jesus (continued)

2.2 Titles of Jesus in the synoptic gospels and selected ‘I am’ sayings in John (3)

a) The meaning and significance of the terms Messiah, Son of God, Son of Man, and ‘I am the bread of life/light of the world/good shepherd/true vine’.

b) The background and context of these titles, including Old Testament references and symbolism and the importance of these for interpreting and understanding the Gospels.

c) The implication for religious laws and codes for living of different understandings of the identity and message of Jesus, including its influence beyond a religious community.

With reference to the ideas of R Brown and C H Dodd

John 6:24–59, 8:12, 9:1–12, 10:1–21, 11:1-44, 15:1–17



http://www.emanuel.ro/wp-content/uploads/2014/06/P-6.1-2008-Otniel-L.-Veres-A-Study-of-the-I-Am-Phrases-in-Johns-Gospel.pdf


https://www.amazon.co.uk/Community-Beloved-Disciple-Raymond-Brown/dp/0809121743/ref=sr_1_4?ie=UTF8&qid=1470914764&sr=8-4&keywords=raymond+brown

https://www.amazon.co.uk/Gospel-Epistles-John-Commentary-Liturgical/dp/B00E28I7P6/ref=sr_1_1?ie=UTF8&qid=1470914800&sr=8-1&keywords=raymond+brown+fourth+gospel


Outline and explanation of the I am sayings in the Fourth Gospel, including their background.

Understanding the implications of the I am sayings for the laws and codes for living.

AIM/LO: Clarify meaning of the I am sayings

Define key concepts and add to glossary. (Act)

AIM/LO: Explore the background and context of these titles.

Discuss and note the Old Testament influences on these sayings.

AIM/LO: Analyse the implications of these sayings

Debate the idea that the I am sayings convey important codes for living. (Act)

AIM/LO: Evaluate the importance of the I am sayings.

Timed essay response. (A)


6

2 Texts and the interpretations of the person of Jesus (continued)

2.3 Miracles and signs (4)

a) The meaning and significance of the signs in the Fourth Gospel: Turning water into wine, the Healing of the Official’s son, the Healing at the pool, the Feeding of the 5000, Walking on water, the Healing of the blind man and the Raising of Lazarus.

b) Ideas about the identity and role of Jesus and the importance of these signs for understanding Jesus’ ministry.

c) c) The implication for religious laws and codes for living of different understandings of the identity and message of Jesus.

With reference to the ideas of R Brown and C H Dodd.

John 2:1–11, 4:43–54, 5:1–15, 6:1–24, 9:1–34, 11:1–57




http://www.biblicalstudies.org.uk/pdf/vox/ol05/signs_guthrie.pdf



Outline and explanation of signs in the Fourth Gospel, including their value for understanding the identity and role of Jesus and his ministry.

Understanding the implications of the signs for the laws and codes for living.

AIM/LO: Clarify meaning of the miracles and signs

Define key concepts and add to glossary (Act)

AIM/LO: Explore the background and context of miracles/signs.

Discuss and note the Old Testament influences on these events.

AIM/LO: Analyse the implications of the miracles/signs

Debate the idea that the miracles/signs convey important information about Jesus. (Act)

AIM/LO: Evaluate the importance of the I am sayings.

Timed essay response. (A)

On completion, and in revision, draw similarities between this and areas of textual study and identify links with other components of study in order to build a portfolio of connections. (E)

7

3. Interpreting the text and issues of relationship, purpose and authorship.

3.1 Interpreting the text

a) The synoptic problem, source, form and redaction criticism – an examination of the relationship between the synoptic Gospels, including two source hypothesis (priority of Mark and ‘Q source’), the idea of proto-Gospels and the four-source hypothesis.

b) Units of tradition and their type/form, the way texts appear to have been translated, edited and transmitted.

c) The significance of this for understanding the texts.


http://www.ntgateway.com/synoptic-problem-and-q/websites/

http://www.ntgateway.com/textual-criticism/resource-pages/

http://www.greek-language.com/bible/palmer/03literaryhistory.html

http://www.gospelway.com/bible/bible_preservation.php

http://www.biblicalstudies.org.uk/pdf/nt-interpretation/02_history_bruce.pdf (Stretch and challenge)

Outline and explanation of the synoptic problems and methods of textual criticism.

Outline and explanation of the ways in which texts have been translated, edited and transmitted.

Understanding the significance of this for understanding the texts.

AIM/LO: Clarify meaning of terms


AIM/LO: Explore the different ways of interpreting biblical text

Discuss and make tabled notes of the three main approaches to textual interpretation.

AIM/LO: Analyse the implications of the ways in which the text has been transmitted.

Debate the idea that the translation, editing and transmission of the text has a direct impact on its inherent value. (Act)

AIM/LO: Evaluate the importance of understanding different approaches to interpretation.

Class test - students set questions and peer assess outcomes. (A)

On completion, and in revision, draw similarities between this and other issues in textual interpretation and identify links with other components of study in order to build a portfolio of connections. (E)

8

3. Interpreting the text and issues of relationship, purpose and authorship. (continued)

3.2 The purpose and authorship of the Fourth Gospel

a) An examination of the different purposes of the Gospel and views of its authorship: Jesus as Christ, Son of God, life in his name, Spiritual Gospel, a Gospel to convert Jews and Gentiles, fulfilment of scripture.

b) The strengths and weaknesses of these views based on the text and modern scholarship, and their significance for understanding the text for individuals and communities.

With reference to the ideas of R Brown and C H Dodd.



https://www.amazon.co.uk/Secret-Identity-Beloved-Disciple/dp/0809131218/ref=sr_1_1?s=books&ie=UTF8&qid=1470916583&sr=1-1&keywords=the+secret+identity+of+the+beloved+disciple


https://www.amazon.co.uk/Community-Beloved-Disciple-Raymond-Brown/dp/0809121743/ref=sr_1_4?ie=UTF8&qid=1470914764&sr=8-4&keywords=raymond+brown

Outline and explanation of the different theories regarding the authorship of the Fourth Gospel.

Understanding the strengths and weaknesses of these views and their significance for understanding the text.

AIM/LO: Clarify the key issues


AIM/LO: Explore the main proposals regarding the purpose of the gospel

Students prepare presentations on different proposals to present to the class – flip the classroom.

AIM/LO: Analyse the challenges raised by the question of authorship

Debate the idea that the traditional approach to authorship (John the Apostle) is the least satisfactory. (Act)

AIM/LO: Evaluate strengths and weaknesses of the debates.

Debate STR and WK in class with students taking the position of a relevant scholar. On completion, and in revision, draw similarities between this and other areas of textual study and identify links with other components of study in order to build a portfolio of connections. (E)

9

Complete any remaining topic AS areas, re-visit key terms and test knowledge of basic concepts before planning and embarking upon systematic revision and question practice.

10

4 Ways of interpreting the scripture

4.1 Ways of interpreting Scripture

a) The Bible as inspired: literal, allegorical and moral senses of scripture, modern scholarship on the value of scripture including Barth on scripture as the ‘story of God’, Bultmann on demythologising the text and an overview of the four main approaches to post-Enlightenment biblical interpretation of rational, historical, sociological and literary.

b) The contexts, strengths and weaknesses of these positions and the significance of these models of interpretation for understanding the text today and its relevance for the modern world.

This topic is covered in a number of ready accessible NT textbooks, commentaries and anthologies.

http://www.ntgateway.com/textual-criticism/resource-pages/

http://www.biblicalstudies.org.uk/book_nt-interpretation.html

https://www.amazon.co.uk/New-Testament-Mythology-Rudolf-Bultmann/dp/0800624424/ref=sr_1_1?s=books&ie=UTF8&qid=1470917084&sr=1-1&keywords=bultmann

https://www.amazon.co.uk/Jesus-Christ-Mythology-Rudolph-Bultmann/dp/0023055707/ref=sr_1_4?s=books&ie=UTF8&qid=1470917084&sr=1-4&keywords=bultmann

https://en.wikiquote.org/wiki/Karl_Barth

https://www.amazon.co.uk/Karl-Barth-Reader/dp/0567291316/ref=la_B001IQW9P4_1_10?s=books&ie=UTF8&qid=1470917243&sr=1-10

Outline and explanation of ways of interpreting scripture.

Understanding the context, strengths and weaknesses of these positions.



AIM/LO: Explore the different ways of interpreting biblical text

Discuss and make tabled notes of the different approaches to interpretation of scripture.

AIM/LO: Analyse the implications of the ways in which the text has been transmitted.

Debate the idea that the different approaches to interpretation of scripture have a crucial impact on its meaning and significance. (Act)

AIM/LO: Evaluate the importance of understanding different approaches to interpretation.

Class test - students set questions and peer assess outcomes. (A)


11

5 Texts and interpretation: the Kingdom of God, conflict, the death and resurrection of Jesus

5.1 Texts and interpretations – The Kingdom of God in Luke: parables of the kingdom and eschatology (5)

a) The teaching of Jesus concerning the Kingdom of God, differing views on the arrival of the Kingdom, past, present and future.

b) The meaning, theological significance and importance for early believers.

With reference to the ideas of I H Marshall and E Schweitzer

Luke 8:1–15, 11:14–32, 13:22–30, 14:15–24, 17:20–37, 18:18–30, 19:11–27

This is extract no 5 in the Anthology.

This topic is covered well in a number of ready accessible NT textbooks, commentaries and anthologies

http://www.ntgateway.com/gospel-and-acts/luke-and-acts/websites-and-introductory/

https://www.amazon.co.uk/Gospel-Luke-Commentary-Greek-Text/dp/0853642036/ref=sr_1_1?s=books&ie=UTF8&qid=1470917613&sr=1-1&keywords=Gospel+of+Luke+marshall

https://www.amazon.co.uk/Luke-Historian-Theologian-Howard-Marshall/dp/0853644861/ref=sr_1_2?s=books&ie=UTF8&qid=1470917629&sr=1-2&keywords=Gospel+of+Luke+marshall

http://www.studylight.org/encyclopedias/isb/view.cgi?n=3169

http://biblicaltheology.org/ent.pdf

Outline and analyse key concepts concerning the Kingdom of God in Luke’s Gospel.

Outline and analyse the significance of these ideas for early believers.



AIM/LO: Explore the different approaches to eschatology

Discuss and make tabled notes of the different approaches to eschatological teaching in the gospels. (A)

AIM/LO: Analyse the implications of the ways in which eschatology may be understood.

Debate the idea the greatest emphasis in the gospel is on realised eschatology. (A)

AIM/LO: Evaluate the importance of understanding the gospel teaching on the Kingdom of God.

Class discussion representing different ways of understanding the Kingdom of God around the class –in groups of three, one for each perspective. (A)


12

5 Texts and interpretation: the Kingdom of God, conflict, the death and resurrection of Jesus (continued)

5.2 Why did Jesus have to die? (6)

a) Religious and political conflict in the ministry of Jesus as presented in the Fourth Gospel: the religious and political authorities and why they were so concerned about Jesus, the arrest, trials, and charges made against Jesus. References may be made to the Law of Moses, Temple cleansing, Sabbath controversies.

b) Other elements to Jesus’ challenge to Judaism: Christology, blasphemy, threat to power, political expediency. The context of conflict in Jesus’ ministry, its key themes and differing views on who was responsible for the death of Jesus.

With reference to the ideas of E Rivkin and R A Culpepper.

John 2:12–25, 5:16–47, 7:25–52, 8:12–59, 9:13–34, 10:22–42, 11:45–57, 18:1–19:16


This topic is covered well in a number of ready accessible NT textbooks, commentaries and anthologies

http://www.bbc.co.uk/religion/religions/christianity/beliefs/whydidjesusdie_1.shtml

https://www.amazon.co.uk/Zealot-Life-Times-Jesus-Nazareth/dp/1908906294/ref=sr_1_1?s=books&ie=UTF8&qid=1470918030&sr=1-1&keywords=reza+aslan

https://www.amazon.co.uk/What-Crucified-Jesus-Development-Christianity/dp/0807406309/ref=sr_1_1?s=books&ie=UTF8&qid=1470918063&sr=1-1&keywords=Ellis+rivkin

https://www.amazon.co.uk/Anatomy-Fourth-Gospel-Literary-Design/dp/0800620682/ref=sr_1_1?s=books&ie=UTF8&qid=1470918088&sr=1-1&keywords=alan+culpepper

Outline and explanation of the reasons for religious and political conflict in the life and ministry of Jesus.

Outline and explanation of other elements to Jesus’ challenge to Judaism and who was responsible for his death.



AIM/LO: Explore nature of the conflict described in the gospels.

Class presentations on different causes/sources of conflict. Peer assessment as AfL (A)

AIM/LO: Analyse the view that conflict was essential

Debate the idea that without conflict, Jesus’ ministry would have failed. (A)

AIM/LO: Evaluate the role of Pilate in the crucifixion of Jesus.

Class discussion representing different ways of understanding the Kingdom of God around the class –in groups of three, one for each perspective. (A)

On completion, and in revision, draw similarities between this and other areas of conflict and identify links with other components of study in order to build a portfolio of connections. (E)

13

5 Texts and interpretation: the Kingdom of God, conflict, the death and resurrection of Jesus (continued

5.3 The crucifixion and resurrection narratives in Luke’s Gospel (7)

a) Old Testament references, symbolism, fulfilment of scripture, God’s saving plan. The religious significance of the crucifixion narratives.

b) The meaning and significance of the resurrection narratives for early believers, including terms such as sacrifice, salvation, atonement, power of God, forgiveness of sins, relationship with God, the future of the early Church.

With reference to the ideas of I H Marshall and F Matera

Luke 23:26–24:53



https://bible.org/article/resurrection-jesus-christ



https://www.amazon.co.uk/Passion-Narratives-Gospel-Theologies-Interpreting/dp/1579106781/ref=sr_1_2?s=books&ie=UTF8&qid=1470922753&sr=1-2&keywords=Frank+matera

https://www.amazon.co.uk/Death-Messiah-Gethsemane-Grave-Commentary/dp/0300140096/ref=sr_1_1?s=books&ie=UTF8&qid=1470922813&sr=1-1&keywords=the+death+of+the+messiah

https://www.amazon.co.uk/Endings-Invitations-Discipleship-Morna-Hooker/dp/0334028876/ref=sr_1_1?s=books&ie=UTF8&qid=1470924622&sr=1-1&keywords=Endings+hooker

https://www.amazon.co.uk/Not-Ashamed-Gospel-Testament-Interpretations/dp/1592449352/ref=sr_1_1?s=books&ie=UTF8&qid=1470925355&sr=1-1&keywords=NOt+ashamed+of+the+gospel

https://www.youtube.com/watch?v=li5Fec5xK54

Jesus Christ Superstar is an excellent entry into the political and social implications of the last week of Jesus’ life.

· Outline and explanation of themes and religious significance of the crucifixion narrative.

· Outline and explanation of the resurrection narrative for early believers.

(Carry on with activities etc in left-hand column.)



AIM/LO: Explore the key symbolism in the crucifixion narratives

Students independently research key symbolism and create mind maps. In class use Magpie techniques – students look at each other’s work and ‘steal’ ideas from their colleagues to add to their mind maps. (A)

AIM/LO: Analyse the relationship between the resurrection and the crucifixion

Debate the idea that the resurrection makes sense of the crucifixion. (A)

AIM/LO: Evaluate the view that the crucifixion of Jesus was a victory, not a defeat.

Class discussion representing different ways of understanding how Jesus’ death should be interpreted as Christus Victor. (A)

On completion, and in revision, draw similarities between this and other areas of textual study, particularly the I am Sayings and Conflict, and identify links with other components of study in order to build a portfolio of connections (E)

14

6. Scientific and historical-critical challenges, ethical living and the works of scholars

6.1 Scientific and historical-critical challenges – faith and history: the death and resurrection of Jesus in modern scholarship

a) Context of scientific challenges to the resurrection as miracle; the challenge of the Enlightenment – resurrection as a fictional event, the resurrection as myth, the resurrection as an event in the experience of the disciples.

b) The work of Ian Wilson and Frank Morison on the historical evidence for the resurrection of Jesus based on analysis of the different Gospel narratives and alternative explanations for the empty tomb. (8) (10)

d) Context, comparison and the strengths and weaknesses of these views. Their significance for understanding the texts and their impact on other areas of study over time.

Luke 23:26–24:53


See below for more detail of these Anthology extracts 8 & 9:

Morison F – Who Moved the Stone?, Chapter 8 Between Sunset and Dawn , pp.88–102 (Magdalene Press, 2015) ISBN 9781897384480

Wilson I – Jesus: The Evidence, Chapter 10 Did Jesus Really Rise From the Dead?, pp.139–153 (Weidenfeld & Nicolson, 1996) ISBN 9780297835295

This topic is covered in a number of ready accessible NT textbooks, commentaries and anthologies

Outline and explanation of challenges to resurrection – scientific, historical, intellectual, mythological.

http://www.religioustolerance.org/symes01.htm

https://www.amazon.co.uk/Who-Moved-Stone-Frank-Morison/dp/1850786747/ref=sr_1_1?s=books&ie=UTF8&qid=1470925065&sr=1-1&keywords=Who+moved+the+stone

https://www.amazon.co.uk/Jesus-Evidence-Ian-Wilson/dp/0753804999/ref=sr_1_4?s=books&ie=UTF8&qid=1470925098&sr=1-4&keywords=JEsus%40the+evidence


https://www.ncronline.org/news/spirituality/reclaiming-mystical-interpretation-resurrection



AIM/LO: Explore the key interpretations of the resurrection and challenges to it

Students independently research key interpretations and create mind maps. In class use Magpie techniques – students look at each other’s work and ‘steal’ ideas from their colleagues to add to their mind maps. OR Students make presentations - flip the class room to teach each other (A)

AIM/LO: Analyse the differing accounts of the resurrection

Students share out the gospel accounts of the resurrection and present to the class, provide mind maps or presentation notes for each other. Include 1 Corinthians 15. (A)

AIM/LO: Evaluate the view that resurrection is best understood as a myth

Essay/essay plan.


15

6. Scientific and historical-critical challenges, ethical living and the works of scholars (continued)

6.1 Scientific and historical-critical challenges – faith and history: the death and resurrection of Jesus in modern scholarship

a) Context of scientific challenges to the resurrection as miracle; the challenge of the Enlightenment – resurrection as a fictional event, the resurrection as myth, the resurrection as an event in the experience of the disciples.

b) The work of Ian Wilson and Frank Morison on the historical evidence for the resurrection of Jesus based on analysis of the different Gospel narratives and alternative explanations for the empty tomb. (8) (10)

d) Context, comparison and the strengths and weaknesses of these views. Their significance for understanding the texts and their impact on other areas of study over time.

Luke 23:26–24:53


Morison F – Who Moved the Stone?, Chapter 8 Between Sunset and Dawn , pp.88–102 (Magdalene Press, 2015) ISBN 9781897384480


Wilson I – Jesus: The Evidence, Chapter 10 Did Jesus Really Rise From the Dead?, pp.139–153 (Weidenfeld & Nicolson, 1996) ISBN 978029783529


This topic is covered in a number of ready accessible NT textbooks, commentaries and anthologies. Two anthology passages are compulsory

Close study of the extracts from Frank Morison and Ian Wilson

Understanding of interests, themes, strengths and weaknesses of these.

https://www.amazon.co.uk/Who-Moved-Stone-Frank-Morison/dp/1850786747/ref=sr_1_1?s=books&ie=UTF8&qid=1470925065&sr=1-1&keywords=Who+moved+the+stone

https://www.amazon.co.uk/Jesus-Evidence-Ian-Wilson/dp/0753804999/ref=sr_1_4?s=books&ie=UTF8&qid=1470925098&sr=1-4&keywords=JEsus%40the+evidence


https://www.ncronline.org/news/spirituality/reclaiming-mystical-interpretation-resurrection

AIM/LO: Clarify meaning of texts

Read and annotate the Anthology texts, discuss and create summary grids of each idea Morison and Wilson offers and identify key themes and issues.

AIM/LO: Explore the key interpretations of the resurrection and challenges to it

As a class, debate the alternative explanations for the empty tomb. Class members each take an explanation (including the explanation that Jesus did rise form the dead) and argue for it as in a balloon debate – vote to leave one explanation left as the most likely.

AIM/LO: Evaluate the view that the best explanation is that Jesus really rose from the dead.

Essay/essay plan.(A)

16

6. Scientific and historical-critical challenges, ethical living and the works of scholars (continued)

6.2 How should we live? (9)

a) Christian life: the ethical teaching of Jesus from the Sermon on the Plain in Luke 6 and other texts on the poor, outcasts, wealth and forgiveness, including the parables of the Lost (Luke 15), the Good Samaritan (Luke 10), the Rich Man and Lazarus (Luke 16).

b) The relationship of the teaching of Jesus to that of Judaism at the time. Interpretations of this material for today, including religious and secular views, and the impact on Christian codes of living, including equality and pluralism.

With reference to the ideas of I H Marshall and F Matera.

Luke 10:25–37, 15:1–32, 16:19–31


This topic is covered in a number of ready accessible NT textbooks, commentaries and anthologies


http://bibleresources.americanbible.org/resource/parables-in-luke

https://www.amazon.co.uk/New-Testament-Ethics-Legacies-Jesus/dp/0664225152/ref=sr_1_10?s=books&ie=UTF8&qid=1470927092&sr=1-10&keywords=Frank+matera

https://www.amazon.co.uk/New-Dictionary-Christian-Ethics/dp/0334022045/ref=sr_1_10?s=books&ie=UTF8&qid=1470926421&sr=1-10&keywords=christian+ethics

http://plato.stanford.edu/entries/religious-pluralism/

http://plato.stanford.edu/entries/equality/


Outline and explanation of the ethical teaching of Jesus in Luke.

Understanding of the significance of that teaching to Judaism at the time, and interpretations of this material today.



AIM/LO: Explore the significance of the ethical teaching of Jesus.

Class presentations on the parables and teaching – flip classroom and peer evaluate presentations.

AIM/LO: Assess the view that Jesus’ teaching was strikingly different to that of Judaism.

Debate the idea Jesus’ teaching was consistent with Jewish teaching of the time. (A)

AIM/LO: Evaluate the impact of Jesus’ ethical teachings on Christian moral codes today. Essay/essay plan


17

Complete any remaining topic areas, re-visit key terms and test knowledge of basic concepts before planning and embarking upon systematic revision and question practice.

18


19


gce getting started … · web viewthere is no requirement to study arguments in the original...

Documents