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Religion Curriculum Inquiry Unit

School:

YEAR LEVEL: 7

Term: 3

Year:

Inquiry / Wondering Question: I wonder about the relationship between God and humankind and how we can live a way of life faithful to

God’s Love.

Strands: Beliefs

Sacraments Morality

Prayer

Cross-curricular priorities:

Class context/Learners: To be added by class teacher

Key Inquiry Questions: How do the Genesis creation stories inform my view of God? Can a relationship between God and people exist? What effect do my actions have on my relationship with God and on human society? How do the ten commandments influence my decisions and actions today?

I Wonder: I wonder about the created world and my place in God‘s creation. I wonder how the biblical creation stories influence my thinking about God. I wonder what effect my actions have on my relationship with God and on human society. I wonder about the Ten Commandments in today‘s context.

Knowledge & Understanding…

God, the loving Creator, who reaches out in relationships and gifts the world with God‘s Spirit. Creation stories, from Christian and other world religions, and Aboriginal spirituality. The ways the Holy Spirit is active in renewing creation. God is active in all creation God created the world according to God‘s wisdom (CCC295) The Ten Commandments (Decalogue) affirms the relationship between God and humankind. It describes a way of life faithful to God‘s love. CCC 2056 -2061 Other world religions have codes of conduct e.g. the Eightfold Path (Buddhism

Skills…

Express in poetry or art, an understanding of how God‘s Spirit challenges contemporary thinking. Demonstrate a growing value for creation through participation in activities that improve the immediate or local environment. Outline the responsibilities of Christians as co-creators and respond in a local context. Explain Aboriginal views on the stewardship of the land. Compare the biblical accounts of creation and discuss their different images of Creation -Genesis 1&2 Identify a range of expressions of God‘s presence in the natural environment and human experience. Show how the Ten Commandments describe a way of life faithful to God‘s love. Explain the relationship between God and humankind that is revealed in the Ten Commandments (Decalogue). Find examples of other codes of conduct in other world religions.

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Assessment Plan

Year Level Achievement Standards: By the end of Year Seven students will explain the relationship between God and humankind and describe a way of life faithful to God‘s Love. By the end of year seven students will describe the structure and identify some of the genres of the Bible. They examine some of the social and cultural practices of Judaism in the time of Jesus and express personal interpretations of Jesus as teacher and healer. Students describe the role Saint Paul played in the establishment of the Church. By the end of Year Seven students analyse different qualities, features and conventions of the symbols and rituals of each of the seven Sacraments to identify how they celebrate the risen Christ. By the end of Year Seven students in the context of the Exodus story, investigate the Ten Commandments. They make connections between the Commandments and ways of living justly as a community. By the end of Year Seven students identify people who live in the Holy Spirit. They communicate the ways they are signs of life, hope, service, and justice. Students identify the specific spirituality of the school and how it reflects the wider mission of the Church.

Type of Assessment

Description Possible Sources of Evidence When assessment takes place

Formative Assessment for Learning

Using Wordle identify the most common words from the passage in Psalm 104 they selected. Visual art activity Creative response to Dreaming story

Wordle strategy Visual art activity Creative response

Beginning of the unit During the Unit

Summative Assessment of Learning

Using the ‗Hebrew World View‘ image in the resources at the end of this unit students can relate the elements of the story of creation in Genesis 1:1-2a to the graphical representation by labelling the diagram with the biblical reference to that aspect. Portfolio of work on creation using Bloom‘s taxonomy

Students prepare a class debate on the topic: ―That the World is ours, and we can use it as we wish‖.

Structured Controversy use this strategy to enable students to look at their response and to lead students to own their opinions and actions as part of a living faith. Research Activity – can be completed in groups or individually

Aim: To reflect on the contributions of people/organisations in diverse fields to the preservation of the dignity of each person.

Labelling diagram Portfolio of work Class debate Structured Controversy Research Activity

During the unit During the Unit During the unit During the unit At the end of the unit.

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Teacher Rationale:

The first chapters of Genesis, while not historical or scientific writing in the modern sense, nonetheless describe real events, written in a style

suited to the people of the time. The Jewish people used them to explain the relationship between the Creator and all creation.

As such, they attempt to answer the basic religious questions asked by all human societies: How did we come into being? Can a relationship

between God and people exist? What effect do our actions have on our relationship with God, and on human society?

The Genesis stories are not about the past, but about the perennial present - the present that is always with us. (CEO Sydney)

The religious belief about creation is that God is the origin, sustainer and hope of the world and everything in it. This belief is the foundation of

what Christians believe about God, about the cosmos we inhabit and about our destiny and hope. God created the universe, out of ‗no-thing-

ness‘, and sustains its continuing existence.

The Christian tradition is built on the dignity of the human person. This dignity of the human person is founded on being created in the image

and likeness of God. It is intended that the Christian lives and acts in accordance with the characteristics of the Ten Commandment and the

Beatitudes. Such ways of living are built on an awareness and practice of virtue.

With God's help the human person grows more mature, avoids wrongdoing, and practices good actions which contribute to his/her own wellbeing

and salvation. Good ways of living also contribute to creation in a variety of ways including work, creativity and interaction with others and the

environment.

Affective Assessment as Learning

Journaling Wondering about creation Using the YouTube clips below have students create their own script for ―Where‘s God for me?‖

Personal Journal Godly Play – creation story Story/video script

Throughout the unit. At the beginning of the Unit During the Unit

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Inquiry Phase Activity/Experience/Differentiation Resources/ICLTs

Assessment

Tuning In

Journal Exercise: Journaling provides a medium for students to express and explore their spirituality in a secure manner. To ensure privacy, students could use a separate book or make their own journal. Students could create a Gratitude Journal which emphasises the goodness of life. Scripture passages and images that have been used in the unit will act as stimulus. In response to this material students record five things that they can be grateful for in this particular day. A prayer of thanksgiving or of petition for the needs of others is developed from this reflection. It is suggested that the journal be an ongoing feature of subsequent lessons to encourage the habit of prayerful reflection on the events of daily life. Read Psalm 104 - God the Creator and Provider. Have students individually select passages from the Psalm and using Wordle www.wordle.net/create identify the most common words from the passage they selected. Also have students select one image that is used in the reading. Illustrate that image using a choice of art mediums and explain what the reading tells us about the relationship between God and the whole of creation. Creation stories in the Book of Genesis Read Genesis 1:2-4; 2:5-24. Explain what each story tells about God. The inspired writers of the text wanted to convey something very important about God and the relationship of God to the created universe, especially human beings See teacher background information at the end of this Unit and on the website: http://www.newreligioncurriculum.com/genesis-1--2---creation-stories.html Have students compare and contrast the two stories using a Venn Diagram strategy. http://www.newreligioncurriculum.com/teaching-strategies.htm. Reflect on the Creation story using Godly play resources Godly Play – Creation

Personal journaling Bible Psalm 104 Wordle http://www.wordle.net/create Art equipment – various art mediums can be used here. Collage, water paint, clay etc. Bible – Genesis 1:2-4; 2:5-24. http://www.newreligioncurriculum.com/genesis-1--2---creation-stories.html Venn diagram strategy found in A_Z teaching strategies http://www.newreligioncurriculum.com/teaching-strategies.html Young children and Worship p 92 or

Assessment as Learning - Assessment for learning – what are the students‘ first impressions of their relationship with the whole of creation. Assessment as learning-

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Young children and Worship p 92 or The Complete Guide to Godly Play Vol 2 p 41

I wonder what special place you would go to remember God‘s gifts of creation.

I wonder if you recognise creations as a gift from God.

I wonder how you show your appreciation for this precious gift

I wonder what image I have of God from this story. Take a nature walk and then write a Poem or Diary or Journal entry summarising your thoughts and expressing you feelings in thanksgiving for God‘s gift of Creation. Using the YouTube clips below have students create their own script for ―Where‘s God for me?‖ This can be presented as a story board strategy in A-Z teaching strategies on http://www.newreligioncurriculum.com/teaching-strategies.html http://www.youtube.com/watch?v=b5-RBIZBtLU Where‘s God for you? No 1 http://www.youtube.com/watch?v=QgElwZ60AeI where‘s God for you? No 2

The Complete Guide to Godly Play Vol 2 p 41 Diary or Journaling http://www.youtube.com/watch?v=b5-RBIZBtLU Where‘s God for you? No 1 http://www.youtube.com/watch?v=QgElwZ60AeI Where‘s God for you? No 2

Wondering about creation Assessment as Learning – thinking about God

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Finding Out

Study a representation of the Hebrew worldview in relation to the first creation story in Genesis 1:1-2:4a. Using the ‗Hebrew World View‘ image in the resources at the end of this unit, students can relate the elements of the story of creation in Genesis 1:1-2a to the graphical representation by labelling the diagram with the biblical reference to that aspect. (See Teaching the Bible p 38-39 Maurice Ryan) Use Blooms‘ taxonomy of cognitive objectives to plan a portfolio of work for students to maintain throughout the Unit. e.g. Knowledge – List the order of creation in the account in Genesis 1-2:4a. Comprehension – Explain to the class key elements of the contemporary Hebrew scientific worldview. See simple explanation at the end of this unit and on http://www.newreligioncurriculum.com/genesis-1--2---creation-stories.html Application – prepare a photo gallery of images that represent the seven days of creation Analysis – compare the two stories of creation in Genesis 1-3 Synthesis – write a creation story using the elements of the Hebrew account and the understanding of modern science. Evaluation – conduct a class debate on the topic, ―that the creation story is the most misunderstood story in the Bible.‘ (Taken from Teaching the Bible by Maurice Ryan p 37

Nelson Cengage Learning Publisher, 2001.)

Australian Aboriginal creation stories see: http://www.abc.net.au/dustechoes/default.htm Dust Echoes is a series of twelve beautifully animated dreamtime stories from Central Arnhem Land, telling stories of love, loyalty, duty to country and aboriginal custom and law. Write a personal response to some of the stories of the Dreaming focusing on what we learn about the relationship between mankind and the environment. Complete a compare and contrast chart or a 5 Ws plus H chart to identify differences, similarities and common values in each of the stories.

Teaching the Bible Maurice Ryan p 38-39 Hebrew Worldview diagram at the end of this unit. Taken from Teaching the Bible by Maurice Ryan p 37 Nelson Cengage Learning Publisher, 2001.) http://www.newreligioncurriculum.com/genesis-1--2---creation-stories.html http://www.abc.net.au/dustechoes/default.htm Dust Echoes is a series of twelve beautifully animated dreamtime stories from Central Arnhem Land, telling stories of love, loyalty, duty to country and aboriginal custom and law. Compare and Contrast strategy 5 Ws and H strategy

Assessment for/of learning – using the Hebrew world view to understanding the creation story in Genesis 1. Assessment of Learning – portfolio of work on the Biblical creation story.

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Most Indigenous people in Australia can be linked to a particular land, sea area, or kinship group. In pairs write an acrostic poem and illustrate it through ICT or visual art showing specific environmental association about the Aboriginal name of the Indigenous people in your local area. Use the book ―Why I Love Australia‖ by Bronwyn Bancroft to show magnificent illustrations that celebrate this country. This book is a superb and unique showcase of reverence for landscape. Explore a local Dreaming story. See story in ―The Power of Story. Spirit of the Dreaming‖ by Elizabeth Pike What is the message? What values does this story give us? How is it relevant for me today? Using dance, mime or art to create a response to the tells the story. Extension Activities

Present additional creation and mythical stories for exploration.. http://australianmuseum.net.au/Indigenous-Australia-Spirituality/ http://www.youtube.com/watch?v=PIQ9Ea7WDSI&list=PLY6FnwzkKwUgEB00Ao7fQxKigFL_WBfsV http://www.youtube.com/watch?v=gtnLgc_pNbo&index=2&list=PLY6FnwzkKwUgEB00Ao7fQxKigFL_WBfsV Hindu, Chinese, Japanese and biblical creation stories Create a ‗what if‘ strategy, e.g. What if God created the world today…develop a story about God creating the universe today through writing, image, flowchart, mandala, Venn diagram. Write the word ―covenant‖ on the board or IWB then discuss as follows:

Covenant refers to a solemn agreement between human beings or between God and human beings in which mutual commitments are made.

A covenant is like a promise between two people or groups.

Every relationship has responsibilities for those involved. When those involved do not uphold their responsibilities

Acrostic Poem

―Why I Love Australia‖ by Bronwyn Bancroft www.littleharebooks.com Creative response to the Dreaming story – dance, music, mime, video, art. etc. http://australianmuseum.net.au/Indigenous-Australia-Spirituality/ http://www.youtube.com/watch?v=PIQ9Ea7WDSI&list=PLY6FnwzkKwUgEB00Ao7fQxKigFL_WBfsV http://www.youtube.com/watch?v=gtnLgc_pNbo&index=2&list=PLY6FnwzkKwUgEB00Ao7fQxKigFL_WBfsV What If God created today…? IWB

Assessment for/as learning

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consequences usually follow. Consider a friendship. If you always help out your friend, but your friend does not help you in return, the friendship will likely not last long.

What are some examples of positive interactions between God and humanity? What makes them positive?

What are some examples of negative interactions between God and humanity? What makes them negative?

At Mount Sinai God renewed the Covenant with Abraham’s descendants, giving the Ten Commandments. The Sinai Covenant established the Israelite people as God’s chosen people. A system of laws and rituals of sacrifice was the outward sign of the Sinai Covenant. The Exodus experience gives Jewish people an image of themselves and their purpose. The experience of escape from slavery, wandering, and eventual ‘homecoming’ welded them into a group with a common religious vision, which was embodied in the ideas of: -a single God, in contrast to the polytheism of the neighbouring cultures (see Deuteronomy 6:4 for the central Jewish prayer) -a saving God -a covenantal relationship with this God -life and the search for wisdom as a journey which all people undertake.(CEO Sydney) Explore the understanding that the Hebrew people had a different relationship with God to other nations and cultures around them. This understanding was of a Covenant relationship: ―You will be my people and I will be your God”. The Exodus and the giving of the Ten Commandments cemented their relationship with God. Prepare to hear the Exodus story by providing students with a number of teaching materials e.g. maps to find where the Exodus Story takes place, background information to the Old Testament, introduction to the characters found in the story. Moses – was a great leader. He led the Israelites out of slavery in Egypt. Moses was a key figure in understanding the covenant between God and the Israelites. http://judaism.about.com/od/jewishbiographies/a/moses.htm Aaron – the brother of Moses http://www.biblewise.com/preview/archives/2003/september/overview/bible_characters.htm

http://judaism.about.com/od/jewishbiographies/a/moses.htm http://www.biblewise.com/preview/archives/2003/september/over

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Miriam – the sister of Moses http://judaism.about.com/od/holidays/a/Who-Was-Miriam-Women-in-the-Bible.htm Then, read the Biblical text Exodus 14 Exodus 16 Exodus 17:1-7 Exodus 19 Exodus 20 by: Dividing the class into small groups. Direct groups to read a section of the story of Exodus. Students create a summary of their section of the story. Present this to the class using a variety of media. Encourage the students to respond to the Word in the Exodus Story by: Wondering: I wonder what Moses thought about God. I wonder why God chose Moses to lead the people? I wonder how Moses felt when he was called to lead the people? I wonder how the people felt being led by Moses? I wonder what God‘s Holy Word is in the Exodus Story? I wonder how the people knew God cared for them? I wonder how God cares for you? Deuteronomy 5:2–21: The Ten Commandments – students read the passage. They draw up three columns in their workbooks. Column 1: copy down the Commandments, as they are mentioned in the passage. Column 2: write the meaning of the Commandments in their own words Column 3: Group the Commandments under one of the two headings: Love God or Love Others.

view/bible_characters.htm http://judaism.about.com/od/holidays/a/Who-Was-Miriam-Women-in-the-Bible.htm Bible - Exodus story Wondering questions Bible

Assessment for Learning

- An understanding of the Exodus story

Assessment as learning

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Use Godly Play script: Godly play Vol 2 –p73 The ten best Ways Young children and Worship – p. 108 the Ten Best ways to Live to promote wonderings about the scripture and an understanding of how the Commandments can lead us to live a life that is responsive to the covenant of love between God the Creator and people. I wonder how it feels to be free, to be able to do anything you want to. I wonder if it‘s hard to be free. I wonder how Moses felt going up the holy mountain. I wonder if there is any part in the story we can leave out and still have all the story we need. Class discussion: How can Christians express the Commandments in a positive way? Students can present their ideas using a creative format e.g. Using a Multiple Intelligence Approach: a mobile hanging from the ceiling containing the Ten Commandments; a collage; strip cartoon; songs and lyrics; children‘s book/TV program. Watch the YouTube clip - The ten commandments for today: http://www.youtube.com/watch?v=b8c-nt24Prk List the Ten Commandments and parallel the school rules. How do they compare? Using the Reverse questions strategy investigate: If the Ten Commandments were the opposite – thou shall kill, etc. … what would society be like? Students in groups present one Commandment in as many different ways as possible, for example, mural, and mime, audio visual, graphic, narrative and so forth.

Godly Play Godly play Vol 2 –p73 The ten best Ways Young children and Worship – p. 108 the Ten Best ways to Live Class discussion Multiple Intelligence Approach http://www.youtube.com/watch?v=b8c-nt24Prk Creative response using one of the Commandments

Assessment as Learning Assessment of Learning

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Inquiry Phase Activity/Experience/Differentiation Resources/ICLTs

Assessment

Sorting out With the previous work experienced on the loving relationship of the creator God with us and the ways we can be the best version of ourselves by acting in right relationship with others- have the students brainstorm a list of persons or organisations that are committed to improving or caring for the environment or outreach to those in need.

Using the Internet, students research: What does the organisation/person do and/or promote? How can we support the work they do? How does this work support our relationship with God?

Some examples of websites:

www.catholicearthcare.org.au

www.caritas.com

www.catholicmission.com.au http://www.vinnies.org.au http://erf.org.au/ http://www.larche.org.au/

Videos: The Man Who Planted Trees Catholic Earthcare, Australian Catholic Bishops Conference. Can also be accessed through YouTube

http://www.youtube.com/watch?v=KTvYh8ar3tc

Questions: - What was the film about? - Explain why the man planted the trees - Name at least 5 things that you learnt from the film

www.catholicearthcare.org.au

www.caritas.com

www.catholicmission.com.au http://www.vinnies.org.au http://erf.org.au/ http://www.larche.org.au/

Videos: The Man Who Planted Trees Catholic Earthcare, Australian Catholic Bishops Conference. Can also be accessed through YouTube http://www.youtube.com/watch

?v=KTvYh8ar3tc

Assessment of learning- research

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Students prepare a class debate on the topic: ―That the World is ours, and we can use it as we wish‖.

Media Watch: Individually, students collect and collage media clippings about social justice issues in the world. The student writes a summary passage to identify and categorise the issues (e.g. human rights abuse, poverty, etc) Structured Controversy: (Teaching Strategies Book GN4L p.59) Many topics associated with this unit, for example Aboriginal Reconciliation, the use of science and technology, pollution, environmental planning issues, are controversial. It would be appropriate to use this strategy to enable students to look at their response and to lead students to own their opinions and actions as part of a living faith. Develop an advertising campaign that targets teenagers and encourages them to act on a particular justice issue.

Group Work: Allocate one of the following passages to a small group. Students develop a visual image to promote the message about caring for creation found in the passage.

Possible mediums include:

social commentary comic (eg Leunig-style);

shared painting, using only primary colours;

group work on different sections of cardboard to produce a single image.

Passages are:

Psalm 8

2 Corinthians 5:17

Amos 4:13

Colossians 1:15-16

Proverbs 8:22-26

Class debate Newspaper, e journals, podcasts, radio transcripts, television, films etc Structured Controversy: strategy GN4L strategy book on http://www.newreligioncurriculum.com/teaching-strategies.html Creative art to design and create a visual image. Bible

Psalm 8

2 Corinthians 5:17

Amos 4:13

Colossians 1:15-16

Proverbs 8:22-26

Assessment of learning Assessment of learning Assessment of Learning

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Inquiry Phase Activity/Experience/Differentiation Resources/ICLTs

Assessment

Communicating Your choice of culminating activities:

- Make a grab bag with items that are for stories about Creation or Moses.

Use these items to retell the story and pose appropriate wondering questions for a selected age group.

- Complete a Y chart for particular values or characteristics portrayed by

Moses. Compare and contrast these values or characteristics with themselves in their life today.

- Three Step interview (Teaching Strategies Resource Book GN4L http://www.newreligioncurriculum.com/teaching-strategies.html ) about a chosen character from the Exodus Story

- Research Activity – can be completed in groups or individually

Aim: To reflect on the contributions of people/organisations in diverse fields to the preservation of the dignity of each person. Reconciliation Australia Homelessness Asylum seekers Education of females The poor Each group/individual finds one example of a person or group within their designated topic who has worked to preserve and promote the dignity of the human person in some way. Presentation: Groups present their findings in a style that reflect the topics they have researched.

Grab bag activity – create resources Y Chart – compare and contrast Three Step interview http://www.newreligioncurriculum.com/teaching-strategies.html

Assessment of learning Assessment of Learning Assessment of Learning Assessment of learning

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Evaluating and Reflecting

Journal Exercise: Journaling provides a medium for students to express and explore their spirituality in a secure manner. To ensure privacy, students could use a separate book or make their own journal. Students could create a Gratitude Journal which emphasises the goodness of life. Scripture passages and images that have been used in the unit will act as stimulus. In response to this material students record five things that they can be grateful for in this particular day. A prayer of thanksgiving or of petition for the needs of others is developed from this reflection. It is suggested that the journal be an ongoing feature of subsequent lessons to encourage the habit of prayerful reflection on the events of daily life.

Teacher reflection and Evaluation

As you look back over this unit, What worked well? What choices did you make? What did you enjoy? What was challenging? What will you change?

Assessment as Learning and for Learning

Evaluation Phase

Activity/Experience/Differentiation Resources/ICLTs

Assessment

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Two Creation Stories in Genesis 1 and 2 by Antoinette Collins

Taken from Reading the Bible an introduction for students edited by Maurice Ryan p20-23.

Social Science Press Publications, Tuggerah NSW. 2003.

To highlight the above understanding of myth there are two quite different accounts of creation in the book of Genesis. The oldest creation story is in Genesis chapter 2

verses 2-25. It is beautifully rich and colourful story that is centred on humankind as well as being a very anthropomorphic text in which God is depicted with human

characteristics. In genesis 2, God‘s hands mould an earthling from the earth. The Hebrew adam is a generic term for humankind but for our purposes here we will translate it

more literally as earthling or earth being. This earthling was without a companion so God continues moulding animals from the earth but none of the are suitable companions

or the earthling (Genesis 2;18-21). So, to resolve the situation of loneliness god finally cuts the earthling in half (Genesis 2;21-23). The Hebrew word tsela (Genesis 2:21)

which is generally translated as ―rib‖ but means both ―side‖ and ―rib‖, can be translated in either way. It makes more sense to suggest that God took a whole side of the

earthling and closed it up in flesh and formed a woman. Now at last an equal companion has been found and he earthling exclaims in delight and perhaps somewhat

narcissistically:

This at last is bone form my bones,

And flesh form my flesh!

This one is to be called woman (ishah)

For this one was taken from man (ish) (Genesis 2;23)

The Hebrew text thus underscores the rather beautiful idea that he earthling (adam) is only fully man (ish) after ishah (woman) is created. The two need each other to be

sexually differentiated. It is only when woman exists does the earthling biome man. Unfortunately such finer points of language do not come across in translations.

Genesis 1:1-2:4 is a very different account of creation. It is a later text in many ways, and priestly scribes probably edited it in the sixth century BCE, around the time of the

Babylonian exile. Whereas Genesis 2, the older account, is from the oral tradition and seemingly sources from the 10th -9

th century BCE, however, to return to Genesis 1. It is

a majestic text not centred on humankind, as genesis 2, but on God. it is not an anthropomorphic text for here God simply speaks and creation happens in a very ordered

way, in fact in a contrived order, based on the seven days of the week. The priestly themes are predominantly present in this chapter – the transcendence of God rather that

the immanence of God and the orderliness of the events indicating God‘s total control. By way of contrast, in genesis 2, God has problems to solve in creating, especially that

of loneliness and companionship. The mention of festivals and time calculations were the domain of the priests (genesis 1:140. The declaration that God made the sun and

moon which were worshipped by other cultures also betrays a priestly teaching (Genesis 1:15-19)) that God is greater that he sun and the moon. Many commentators

suggest that genesis 1 was a liturgical hymn –again a priestly link. The refrain structures of the verses, as will be noted below, reinforce a hymn-like, chant-like structure.

Genesis 1- the first creation account in the Book of genesis – is a poetic masterpiece. The refrain structure provides a rhythmic, verse formation. ―God said let there be …and

so it was…‖ is repeated seven times. The word creation in this first account is simple and easily accomplished. Whereas the second account in Genesis 2 is very tactile and

hands on. God moulds every creature from the earth except woman. Another refrain feature on Genesis 1 is noted in the repetiti0o ―evening came and morning came the first

(second, third, fourth, fifth, sixth) day‖. Such repeated sections point to an ancient and oral tradition even though the final editing of this text is relatively late. In refrain mode

again the statement ―and God called…‖ is reiterated as if to emphasis the relationship with God of all created things as well as the nurturing influence of God over what is

made. In this account God names everything whereas in genesis 2 the earth being (adam) names the other animals. A final refrain ―and God saw that it was good‖ is also

repeated seven times. The goodness of creation refrains culminate in the positive ―and it was very good‖ (Genesis1;31). An obvious meaning of the Genesis 1 creation myth

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would have to be the wholesomeness of creation which was made by God who effortlessly initiates everything and creates order out of chaos especially out of the chaos of

nothingness.

A sample of the literary art of the text lies in the first two verses:

In the beginning God created the heavens and the earth. The earth formless and void and darkness was upon the face of the deep. But God’s spirit hovered over the

face of the waters. (Genesis1:1-2)

The Hebrew text does not have the definite article (in the beginning) that is included in most translations hence ―in a beginning‖ above. This indefiniteness of the original

authors/editors is a remarkable, accurate instinct. The Hebrew tohu (formale) and bohu (desolate), which are very difficult to translate, sound sinister, menacing and almost

onomatopoeic. Another ―nasty‖ sounding phrase follows ―darkness was upon the face of the deep‖. It reads like a watery chaos. Thus far we have God, the heavens and the

earth, which is formless and desolate, and dark, deep waters. But the literary balance of the text juxtaposes the reassuring words ―but God‘s spirit hovered over the face of the

waters‖ – establishing some sort of authority over the watery depths.

The creation of humankind (Genesis 1:260 is in the image and likeness of God, ‗male and female God created them ― (Genesis 1;27). God‘s final act of creation on the

seventh day is to rest. An important psychological creation- even God must rest. Of course there is a priestly interest here linking he resting of God into the keeping of the

Sabbath.

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Venn Diagram Strategy

Venn Diagrams are a visual way to organise information to show similarities and differences. Venn Diagrams can consist of two or three circles as shown.

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Story Board Strategy

Storyboards are used primarily in film making to design individual shots before filming. They are also

common in comic strip, animation, TV commercials and multimedia design, but can be used for many other sorts of projects. Whereas a flowchart focuses on movement through a system, a storyboard or "content

flowchart" allows far more detailed illustration of the contents of each element.

The storyboard should contain a sketch of the visual aspect of the screen, information that will be present, descriptions of animations, interactions (e.g. dialogue boxes), sounds and any other media. Students can

create storyboards as a preparation for puppet play scripts, as a visual aid in retelling a story or a written

retell of a story.

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Ancient Hebrew World View .

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Designer Michæl Paukner created this gorgeous, simple

depiction of what ancient Hebrews believed the cosmos looked

like, based on what they recorded in the Old Testament

The preceding description of the world doesn't share the same

scientific view that we have, in which the Earth is one planet

around one sun in a universe full of suns and planets. The

ancient picture of the universe portrays a world in which the

Earth is a disc surrounded by water not only on the sides, but

underneath and above as well. A firm bowl (the firmament)

keeps the upper waters back but has gates to let the rain and

snow through. The Sun, Moon, and stars move in fixed tracks

along the underside of this bowl. From below the disc, the

waters break through as wells, rivers and the ocean, but the

Earth stands firm on pillars sunk into the waters like the pilings

of a pier. Deep below the Earth is Sheol, the abode of the dead,

which can be entered only through the grave.

As portrayed in the illustration, the biblical cosmos consisted of

three basic regions: the heavens, the land, and the underworld.

In conclusion, by understanding how biblical writers viewed the

cosmos, readers are in a better position to properly interpret the

Creation, the Flood, and other biblical stories, and to place them

in their proper context. The Bible is not a book of science. It was

written in a pre-scientific era and its main purpose was to

communicate moral and spiritual lessons. The Children of Israel

had no advantage over their neighbours when it came to matters

of science. In fact, this erroneous concept of the cosmos was

quite common for that era.

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5 W’s and H Chart

Name: Date:

Topic:

Who?

What?

Where?

When?

Why?

How?

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Who Was Moses? Was He More than an Exodus Hero?

Discovering the Biblical Moses

Biblical Archaeology Society Staff • 09/30/2013

In this 1928 pastel by Lesser Ury, heavenly light illuminates the promised land that Moses, the Exodus hero, has sought almost all his life but will never enter. Biblical

Moses dies a strange and solitary death, part of the story of a strangely solitary man. Who was Moses, an Exodus hero? Possibly a representative of the Israelites—a

people themselves apart. His character also encourages biblical readers to concentrate more on the law he gave than on the life he lived. Photo: Hans-Joachim

Bartsch/Collection Jüdisches Museum Berlin.

Moses‘ story is told in the Book of Exodus, but it starts in Genesis with the story of Abraham and his family with whom God makes a covenant.

Generations later the Biblical Moses draws the extended family together in the form of a nation with a structure and code of law, given to him on

Mount Sinai. Below, Peter Machinist explores the story of Moses, the Exodus hero, in ―The Man Moses.‖

Some might say that God himself was the Exodus hero, but in human terms the Biblical Moses takes center stage throughout the whole

Pentateuch. Who was Moses? A rather solitary leader, one with his people but set apart, even in his childhood, when he was raised by the

pharaoh‘s daughter as if he were an Egyptian prince. Set apart also in that he married an alien wife—Midianite or possibly Ethiopian. Even his physical characteristics—a

speech defect—set him apart from others and is accommodated by God who arranges a leadership duo with Moses and his priestly brother Aaron. His role was unique—even

to receiving the Law and seeing God, as evidenced by Moses‘ blinding countenance.

The Exodus hero Moses. The Biblical Moses, portrayed here as a shepherd in a print by contemporary Israeli artist Mordechai Beck, protectively clasps a sheep in his

arms. Photo: Mordechai Beck.

The Biblical Moses also has an unusual death. God says he must die alone on a mountaintop outside the promised land. Who was Moses? We

might say he was a man who was a son of Abraham who led the people but was not typical of them. In ―The Man Moses‖ below, Peter Machinist

proposes that our Exodus hero is a type of anti-hero, outside the stereotype of a tribal or national leader. He might represent the people of Israel

themselves, biblically portrayed as being outsiders. Further, Moses‘ otherness might also serve to turn the spotlight not on himself but on the

message he delivers to the people: the Law. Who was Moses—the Biblical Moses? The man chosen to meet God on Sinai and receive the Law

on behalf of God‘s chosen people.

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The Power of Story – Spirit of the Dreaming

By Elizabeth Pike – John Garratt Publishing

Yhi brings light to the world We are now going to walkabout into the history of our land through the mystery of myths of the time before time- the Dreaming.

In the beginning the world lay quiet in utter darkness. There was no living or moving thing, no wind, no sound, to break the silence. The world was asleep, waiting for the soft

touch of life and light. Yhi, the Sun Spirit, stirred in her sleep, waiting for the whisper of Biamee, the Great Spirit, to come to her. Then the whisper came that woke the world.

Sleep fell away from Yhi, her eyes opened and the darkness was dispelled by their shining. There were coruscations of light in her body. The endless night fed. Earth was

bathed in radiance.

Yhi floated down to earth and began a pilgrimage. Where her feet rested on the ground, the earth bounded in ecstasy. Grass, shrubs, trees and flowers sprung up. Yhi’s radiant

light crossed and crossed until the whole earth was clothed in vegetation.

Her first task completed, Yhi rested. Then Biamee said, “But the work of creation has only just begun; the world is full of beauty, but it needs the dance of life to fulfil its destiny.’

Yhi rose, making her way into the gloomy places beneath the surface. There were no seeds there to come to life at her touch; the dark shadows lurked behind the light. Evil

spirits shouted, ‘No, no, no’, until the caverns vibrated with voices that echoed in the darkness. The shadows softened, twinkling points of lights sparkled, then dim forms stirred

restlessly.

‘Sleep, sleep’, the evil spirits wailed, but the shapes had been waiting a long time for Yhi’s warmth. Soon Yhi was surrounded by myriads of insects, creeping out inot the world

to work and play.

‘Caves in the mountains, the eternal ice’, whispered Biamee. Yhi sped to the hills, shining on the snow, into the caverns child from the ice that lay hard and unyielding, then on to

the frozen lakes. Light is a hard thing, and a gentle thing. It can be fierce, relentless and penetrating, but it can also be warm and soothing. Icicles dripped clear water. Ice floated

to the surface and lost its identity. It rejoiced in the release of the imprisoned water. Death changed to life. Vague shapes wavered and swam to the top, resolved into fish,

snakes and other reptiles. Lakes overflowed, leaped through the caves, rushed down the mountains, giving water to thirsty plants, and then sought distant seas.

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‘There are yet more caves in the mountains’, whispered Biamee. Yhi went into cave after cave and was met by a torrent of life-feather, fur and naked skin. Birds and animals

gathered round her, drinking in a world of light, colour, sound and movement. Biamee said, ’It is good to see my world so alive’. Then Yhi took his hand and said to all the things

she had brought to life:

‘This is the land of Biamee, yours to enjoy for ever.

He will care for you and listen to you always.

‘Now I am going to send you the seasons; summer for

Warmth to ripen all our food, winter for sleeping,

While the cold winds of autumn clean the land,

making it ready for spring, the season of new life.

‘I am leaving you now, to live far away in the sky.

When you die your bodies will stay here on earth,

But your spirits will come to live with me.’

Yhi then rose and dwindled into a golden ball of light in the sky, then slowly sank into the water.

All the living creatures grieved with fear and sorrow as darkness entered once more into the world. Weary with grief, all now slept. Long hours passed, then, hearing the

twittering of birds, they awoke and saw with joy that Yhi has returned, flooding the world with her glorious morning light. All now knew that day would always follow night.The

spirit of the rivers and lakes grieve mostly when Yhi sinks to rest. They miss the warmth and light and strive with all their might to reach her in the sky. When Yhi smiles on them

they dissolve into drops of water falling down as rain and dew to freshen all the earth.

One last deed remained. Yhi sent Morning Star to herald her each day, but feeling sorry for the star in her loneliness, she gave her Bahloo, the Moon, for her husband. All the

earth sighed with pleasure as Moon in his beauty moved majestically across the sky, giving birth to myriads of stars, making a new glory in the heavens.

This aboriginal myth reveals the sublime awesomeness of the Creator and is charged with the sacred wonder and significance in which creation is held. We all have the

responsibility to care for this beautiful earth.

Adapted from A.W Reed, Aboriginal Myths: Tales of the Dreamtime.

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Multiple Intelligences Strategy The theory of Multiple Intelligences was developed by Howard Gardner in his book, Frames of Mind (1983). There are eight intelligences with a ninth, existential intelligence,

currently under consideration. They are:

Linguistic Intelligence (Word Smart) The ability to use words effectively; effective use of spelling, vocabulary and grammar.

Logical Mathematical Intelligence (Maths Smart) T The ability to work well with numbers and/or to be adept at logic or reasoning.

Spatial Intelligence (Art Smart) The intelligence of pictures and images. The ability to visualise pictures or objects in one’s mind, to abstractly

create in 2 or 3 dimensional form.

Bodily-Kinaesthetic Intelligence (Body Smart) T The intelligence of the body or body parts (e.g. hands); fine-motor coordination.

Musical Intelligence (Music Smart) The capacities to carry a tune, to remember musical melodies, have a good sense of rhythm, enjoy and

appreciate music.

Interpersonal Intelligence (People Smart) The ability to understand and work with people.

Intrapersonal Intelligence (Self Smart) The intelligence of self-understanding or self-knowledge, of knowing who you are, of knowing what you are good at

and what you are not good at. Naturalistic Intelligence (Nature Smart)

The ability to identify and/or sensitivity to natural forms (e.g. birds, flowers, trees, animals, clouds, geological formations).

Existential Intelligence (Wondering Smart) The intelligence concerned with ultimate life issues and one’s capacity to ponder these issues.

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Problem Reversal Strategy

From "What a Great Idea" by Charles Thompson.

The world is full of opposites. Of course, any attribute, concept or idea is meaningless without its opposite.

Lao-tzu wrote Tao-te Ching, which stresses the need for the successful leader to see opposites all around: The wise leader knows how to be creative. In order to lead, the leader learns to follow. In order to prosper, the leader learns to live simply. In both cases, it is the interaction

that is creative. All behaviour consists of opposites...Learn to see things backwards, inside out, and upside down.

The method

1. State your problem in reverse. Change a positive statement into a negative one.

2. Try to define what something is not. 3. Figure out what everybody else is not doing.

4. Use the "What If" Compass 5. Change the direction or location of your perspective

6. Flip-flop results

7. Turn defeat into victory or victory into defeat

1. Make the statement negative For example, if you are dealing with Customer Service issues, list all the ways you could make customer service bad. You will be pleasantly surprised at some of the ideas you

will come up with. 2. Doing What Everybody Else Doesn't

For example, Apple Computer did what IBM didn't, Japan made small, fuel-efficient cars.

3. The "What-If Compass" The author has a list of pairs of opposing actions which can be applied to the problem. Just ask yourself, "What if I..." and plug in each one of the opposites. A small sample:

Stretch it/Shrink It

Freeze it/Melt it

Personalise it/De-personalise it

4. Change the direction or location of your perspective

Physical change of perspective. Manage by walking around, or doing something different.

5. Flip-flop results If you want to increase sales, think about decreasing them. What would you have to do?

6. Turn defeat into victory or victory into defeat If something turns out bad, think about the positive aspects of the situation. If I lost all of the files off this computer, what good would come out of it? Maybe I would spend

more time with my family?! Who knows!

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Grab Bag Strategy

In the Grab Bag strategy students select items for inclusion in a Grab Bag (pillow case, paper bag etc) that represent a specific text.

The following example is one way the Grab Gab strategy can be used.

The student selects a story or text and records the people, places things and emotions present within the text.

The student then gathers items that represent a selection of the people, places, things and emotions.

The student decides on a final list of items and records them on a

sheet of paper. Each item is then numbered in order according to their location within the text.

The students places the items in the bag and using the recording sheet as a guide, presents a oral retell of the story or text bringing

out each item, one at a time.

An alternative is for the student to bring the items out of the bag,

one at a time without speaking. The other students guess the story or text using the items as clues.

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Three-Step interview PURPOSE: To share information and ideas. DESCRIPTION: This consists of three steps and works best in groups of four. In step 1 students are in pairs; one is the interviewer, the other the interviewee. In step 2 the students reverse roles. In step 3, students do a Round Robin, each sharing with the team what they learnt in the interview.

VARIATIONS: Four-Step Interview Step 1 In pairs one student interviews the other. Step 2 The two interviewers tell the group what they have just learned. Step 3 The pairs reform and the interviewer becomes the interviewee. Step 4 The two new interviewers tell the group what they have just learned. This is better for young children who might have difficulty remembering what their partners have told them.

SOURCE: Kagan, S. (1992) Cooperative Learning, Kagan Cooperative Learning USA

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