Life in the Past Lane - sample lesson by Youthworks

Teacherâ&#x20AC;&#x2122;s manual Written by Stephen Renn

to be used with

Life in the Past Lane Student handbook and

Life in the Past Lane CD-ROM

Contents Using Life in the past lane Teacher’s manual

Chapter 1

The Roman peace Hidden trap for Christians – 1st–2nd century AD

Chapter 2

Retreat or Relate Living as Christians in a non-Christian World – 3rd century AD

Chapter 3

Emperor Constantine A Christian Empire? – 4th century AD

Chapter 4

The struggle for power Power and Politics in the Middle Ages – 5th–6th century AD

Chapter 5

The Crusades The Church tries to stop the spead of Islam – 12th–13th century AD

Chapter 6

The Renaissance Knowledge versus faith? – 14th–16th century AD

Chapter 7

The Reformation Rediscovering the Gospel – 16th century AD

Chapter 8

Heroes of the faith Paying the ultimate price for your faith – 15th–16th century AD

109

Chapter 9

The Age of Enlightenment Turning the Light on Man and placing God in the dark – 18th century AD

123

Chapter 10 The Salvation Army Caring for those in need – 19th century AD

139

Using LIFE IN THE PAST LANE Teacher’s manual Welcome to Life in the Past Lane Teacher’s Manual. This publication is written for teachers and students in years 9–10, aged 14–16 years. It is designed to accompany Life in the Past Lane student handbook that will examine key people and events in the history of the Christian church over the past 2000 years or so. Life in the Past Lane investigates this history with a view to helping students understand its signiﬁcance for their lives in the here and now of the 21st century. This Unit forms part of the CEP range of high school resources developed for Christian Studies in independent schools and Special Religious Education in State Schools.

All Christian Education Publications are grounded in the belief that God is the source of all truth and his Word, the Bible, is where God reveals himself and his saving purposes. God has acted in Christ to achieve his saving purposes for humanity. CEP high school resources aim to help students grow in their understanding of the Christian faith, to respond to the claims of Christ and to grapple with how to apply their faith to life. CEP high school resources cover the following six aspects of the Christian Studies program assisting students to:

Engage with the Bible Students will be helped to read, understand and learn to apply the Bible to their lives and will be introduced to the concepts of Biblical theology.

Know the gospel Students will learn about the life and teaching of Jesus, come to appreciate the signiﬁcance of his death and resurrection and consider their own response to him.

Examine different worldviews In a safe and supportive environment students will be encouraged to question, discuss and evaluate critically other worldviews and practices.

Learn about their Christian heritage Students will have the opportunity to learn about key events and people from the past 2000 years in the life of the Christian church, each of which has signiﬁcantly impacted the course of history over that time.

Examine ethical issues Students will be encouraged to see the relationship between faith and behaviour as they examine a range of personal and public ethical issues.

Have opportunity for personal spiritual growth Students will be encourage to grow in their personal knowledge of God and in their worship, trust and obedience in the context of Christian community and through opportunities to serve others.

Unit Aim To present students with an overview of 10 key events from Church history since the beginnings of the early church, helping them explore how to live now by learning from the past.

Outcomes By the end of the unit students will: Know about: • The lives and careers of certain key individuals in the history of the church • Significant events that changed the course of history over the past 2000 years for better or for worse. Be able to: • Understand how these people and events impacted the course of history • Begin to describe and analyse the effect of such people and events on the present • Articulate reasons why these things are so important to learn about • Learn from the mistakes of the past so that, hopefully, these will not be repeated in their own lives • Apply lessons learned to their own individual circumstances • Reflect on relevant biblical passages that relate to the period of history under investigation.

Some distinctive benefits of Life in the Past Lane for the teacher It is hoped that teachers will: • Develop an overview of church history that will deepen an understanding of each topic within a broad historical context • Strengthen the realisation that learning about church history can facilitate a better understanding of modern life and culture • Replace a ‘facts and ﬁgures’ view of history with a more thematic and reﬂective approach that enables students to understand each topic within a broad historical framework • Develop skills in bringing church history to life by assisting students to grasp and apply each unit’s ‘big idea’ for themselves in the here and now • Use a light-hearted approach in the communication of historical values, while recognising that not all topics will lend themselves to humour • Develop a greater capacity to present a realistic, balanced approach to the teaching of church history, highlighting successes as well as failures, in an honest, sensitive way.

A Lesson Outline Template (LOT) for teachers with accompanying CD-ROM This feature will greatly assist teachers in the preparation and presentation of lesson material for each chapter of the Student Handbook for Life in the Past Lane. The Lesson Outline Template contains a step-by-step guide to the teaching approach for each chapter, or unit of material. And since the format for each chapter follows the same pattern throughout, the template can provide a consistently valuable tool for teaching varied content across an entire unit of learning with fairly uniform goals and objectives. It is suggested that teachers follow the template fairly closely. This will help the teacher become familiar with the format of each chapter, which has been deliberately designed to maximise the eﬀective transfer and processing of content for students. This advice however, is not to discourage teachers from implementing other activities of their own, should they wish to do so. The only proviso to keep in mind is that any processing or reﬂection activity needs to tie in with the overall aim and focus question for each chapter.

The broad scope of topics in the course provides a genuinely varied learning experience for the students that allows for the sustaining of intrinsic interest. However, by adopting a relatively uniform teaching methodology, student understanding can be developed and nurtured in a consistent fashion. The CD-ROM that accompanies the Teacher’s Manual contains of a series of teaching aids in the form of PowerPoint slides that present the Focus question, key points for Processing the past, Bible passages and Discussion question for each chapter.

Lesson Outline Template Each lesson follows this Lesson Outline Template Step 1: Begin the lesson by introducing students to the Focus Question of the chapter. Initiate a brief brainstorm on this question without any reference to the historical topic at hand. Point out to the class that their responses to the question now may prove interesting when they come to appreciate how people responded to it in the past. Encourage students to keep the question in mind as they work through the material. Step 2: Link the Focus Question to the Big Idea from the Past. This can be reinforced a number of ways, eg. have students write it, verbal repetition, written reinforcement by means of a game or puzzle. Any of these approaches – singly or in combination – can be an effective means of reinforcing a very important element of each chapter. Students do need to know this content summary well if they are to maximise their understanding of the unit. Step 3: Introduce the relevant background material. To use this material effectively, it is recommended that students make a written summary of this material as it is presented. Two suggestions: They may either copy it from the board, or be given a blank outline with major headings to fill in the details progressively as the teacher presents it to them. The students will then record a summarised version of this key content in the Processing the past section in the Student handbook. The information the students need to fill in each of the boxes of the mind map are provided in summary form on the CD-ROM. Step 4: During the presentation of the background material, point out the meaning of key words. These are contained in the Student Handbook. Note: Steps 5 – 12 contain crucial processing, interpretation, and reflection activities that will vary slightly in details in relation to the topic under investigation. However, the Template provides basic, common strategies that will be effective for each unit of material. This is made easier by the fact that each chapter format is the same. Step 5: Processing the Past: This strategy involves presenting to the students key elements of the interpretation of the chapter content in its context. For example, a key component of Chapter 1 is understanding why Christians in the early Church were persecuted. In this case, a mind map is used to convey the point. Whatever is needed for this step is provided in the Teacher’s Manual under this heading for each chapter. The next three steps involve the utilising of creative exercises under the concept of Profiting from the Past. The aim behind this approach is to facilitate the students’ understanding of the meaning of the past for them. Once this is done, then a meaningful application to the present time and circumstances may be made. Teachers should feel free to select whichever activity (or activities) best suits their class.

Step 6: Blog entry … : This ‘Blog’ will be a continuing feature of the entire course. Instructions for each chapter are included in the Student Handbook. Encourage as much creativity as possible. One approach could involve keen students in actually making their own diary for the specific purpose of responding to each ‘Blog entry’ segment in the Handbook. The purpose here is to have students internalise their understanding as much as possible. Step 7: Time machine theatre: The second creative activity revolves around students dramatising a particular aspect of the historical incident being studied. Again, instructions are provided in that segment in the Student Handbook. The teacher is free to modify or adapt this to whatever degree he or she chooses. The idea is to provide flexibility and diversity, as long as the aim of the exercise is always clearly in focus, for both student and teacher. Step 8: Heroes from the past: This segment gives students the opportunity to reflect on the contribution made by one or more significant people in the historical event under review. Step 9: Media reporter This creative writing exercise allows students to use their imagination under the guise of an ancient investigative reporter. A variety of suggestions will be offered over the course of the unit. Step 10: Reality check: What does the Bible say? In this section, relevant Bible passages are suggested in the Student Handbook, with key questions. It is assumed that classrooms have access to Bibles. The Bible passages are also be provided on the CD-ROM and also as Black line masters that the teacher can copy. Teachers are encouraged to discuss student responses in class. Step 11: Making the past plain for now In this final section of the lesson, the student handbook contains a number of application questions designed to focus students’ attention on how the content of the chapter just studied may be specifically applied to them. Teachers are encouraged to work through these questions sensitively, as some of them may be a little confronting to some students. It is suggested that a maximum of two be chosen, either as a written response, or as the basis for a discussion or debate. There is also a final Discussion question posed at the end of each chapter. The teacher can use this for either whole class or small group discussion. Step 12: A puzzle or game activity is provided at the end of each chapter. This could be a Crossword or Find–a–Word. CLU

T EA CH ER

S OM

•

CD–ROM

The CD–ROM that comes with the teacher’s manual contains: • supporting PowerPoint presentations for each chapter which follow the ﬂow of the student handbook, highlighting headings and quotes • pdf version of the Teacher’s manual for you to download and print as required • pdf versions of the Black line masters for each chapter.

Format for each chapter Aim This is included at the beginning of each chapter. It is intended to give the teacher a sense of the direction to take for that topic, and to provide an opportunity for lesson evaluation.

Big Idea from the past This is a content summary statement for the chapter.

Outcomes These may be viewed as educational objectives for the students arising out of the Aim and the Big Idea for each topic.

Focus Question This is a question designed to highlight the practical application of the historical event or person to the present day.

Background notes These are designed to provide the teacher with a comprehensive summary of the range of key historical issues associated with each topic. The notes provided for the teacher are more extensive than those provided in the Student handbook so that the teacher will have adequate resources to teach the chapter content eﬀectively.

Processing the Past This section contains some suggestions for presenting a content summary of the chapter in a mind map form for students to process. The student handbook contains an outline template of this summary which they can ﬁll in with the relevant details. Of course, the teacher is free – and encouraged – to adapt this material to the learning capabilities of their students. The key points the students should be recording in the boxes of the mind map are provided on the CD-ROM presentation for each chapter.

Profiting from the Past Here is a selection of various extension activities to choose from, all of which relate to the Focus Question. The teacher should feel free to select activities that are appropriate to the skill levels of the students he/she is teaching. Examples: • role plays • creative writing • source analyses

Reality Check: What does the Bible say? This section suggests Bible passages with appropriate questions attached that are relevant for the topic. This section will encourage students to critique the past and the people involved, in the light of what the Bible teaches. It will also encourage students to apply the biblical teaching to the here and now.

Making the past plain for now This will contain issues and questions for discussion, debate and reﬂection. The main focus of these questions will be to help students understand the ‘here and now’ from the ‘there and then’. There is also a ﬁnal Discussion question designed for the class or a small group.

Puzzle This will be either a Crossword or some similar word puzzle to reinforce the content of the chapter.

Chapter

Emperor

e n i t n a t s Con A Christian Empire? 4th century AD

Aim To understand the impact of Constantine’s decree that Christianity should be the dominant religion of the Roman Empire from the early years of the 4th century AD.

Outcomes By the end of this chapter, students will be able to: ■ Understand what Constantine’s policy regarding the new status of Christianity actually meant for both pagans and Christians in the Roman empire ■ Identify some positive and negative consequences of such a policy ■ Begin to understand whether or not Constantine’s conversion to Christianity was genuine ■ Have a greater appreciation for what is really meant by a ‘Christian society’.

Big Idea from THE PAST Emperor Constantine declares Christianity to be the dominant religion of the Roman Empire during his reign – a decision that carries enormous signiﬁcance for both Christians and pagans.

FOCUS QUESTION Is it possible to create a Christian society merely by passing laws grounded in the value system of the Christian faith?

Key words Note: This is a fuller version than the list shown in Student handbook. Tetrarchy: literally a ‘rule by four (leaders)’ This was the imperial system of rule founded by the emperor Diocletian where the Roman Empire was governed by four emperors – two ‘senior’ and two ‘junior’, sharing control over the Eastern and Western halves of the realm. Chi-Ro: a stylised representation of the ﬁrst two letters of the name of Christ in Greek. Superimposed on each other, these two letters formed the basis of a shield insignia and military banner for Constantine’s army. Labarum: Latin term for a decorative banner which served as a military emblem for Constantine’s army. The Chi-Ro was the centrepiece of this banner. Baptism: a ritual washing either by sprinkling, pouring, or immersion in water that signiﬁes a formal initiation into the Christian church community. Ecumenical council: a meeting of bishops of the entire church community, summoned to discuss matters of church doctrine and practice. Arianism: heretical teaching of the 3rd and 4th centuries which claimed that Jesus Christ was not the eternal, divine Son of God, but rather a created being, inferior to God the Father.

Heresy: any teaching or doctrine which contradicts the oﬃcial or orthodox position – in this context – of the Christian church. Monotheism: belief in and worship of one god. Polytheism: belief in and worship of many gods. Pontifex Maximus: Latin term for ‘chief priest’ – one of the titles assumed by Roman emperors. Theocratic kingship: the belief that royal power and authority derive from the divine realm and not human sources. Nicene Creed: formal doctrinal statement issued by the Council of Nicaea in AD 325, focusing on the divine nature of Christ as the Son of God. Deity: another term for God or a god (from the Latin: deus). Syncretism: a blending or merging of the teaching or doctrines of two or more religious belief systems. Anachronism: referring to the existence of a person, event, object, or concept at a time when such things did not exist. Divination: the use of supernatural means to determine the future, or gain access to, the unseen spiritual realm.

Timeline of key events of Constantine’s life and reign (approx AD 274–337)

337

Constantine given Christian baptism several days before his death

326-327

Constantine executes his son Crispus and his second wife Fausta

326

Constantine chooses Byzantium in the East as the new capital of the Empire and renames it Constantinople

325

Constantine convenes Council of Nicea, Arianism is rejected. Arius is banished. Formulation of the Nicene Creed

325

Licinius sentenced to death and executed for treason against Rome.

324

Constantine defeats Licinius and assumes control of the entire Roman Empire

314–324

An uneasy truce and rivalry between Emperors Constantine (West) and Licinius (East) – occasional outbreaks of hostilities

313

Edict of Milan paves the way for Christianity becoming the ‘state religion’ of the Empire

313

Constantine assumes total control of the Western Empire, end of Diocletian Tetrarchy

312 (Oct 28) Battle of Milvian Bridge, Constantine is victorious over Maxentius 312 (Oct 27) Constantine’s vision of the cross, which he takes as an omen of victory for the battle on the next day 312

Open hostility breaks out between Constantine and Maxentius

306 (Oct)

Maxentius proclaimed emperor in the West in Rome – rival to Constantine

306 (July)

Constantius dies in Britain. Constantine immediately succeeds his father as Emperor in the West

293

Constantius Chlorus – father of Constantine – made an emperor of the Western Empire. One of the original tetrarchs

293

Introduction of the Diocletian Tetrarchy (ends 313)

274

Born around (date of birth uncertain)

BACKGROUND notes The date of Constantine’s birth is uncertain, but is thought to be around AD 274. His mother was Helena, a devout Christian woman of humble background and his father was Constantius Chlorus who assumed the position of Emperor in the West of the Empire in 293. During the years 293–313 a system known as the Tetrarchy was implemented by the Emperor Diocletian, who conceived of the idea in order to maintain a greater measure of political and administrative control over a vast empire. The Tetrarchy was essentially a rule shared by four emperors: two in the West, and two in the East. Of the pair of Imperial rulers, one was designated Augustus (indicating the ‘senior’ emperor), while the other was referred to as Caesar (ie. the ‘junior’ emperor). However, these titles appear not to be used consistently in the historical sources. Therefore, to simplify things, we shall refer to each ruler as ‘Emperor’. In addition, the interactions between the four Roman Emperors during this period was complex, often involving open military conﬂict as emperors strove to gain power over one another. By the year 313, the Tetrarchy had essentially broken down. Constantine’s early career was that of a soldier, and he served in the army of several emperors, including his father. Constantine served with distinction with his father’s troops in Britain. When his father died in 306, the soldiers serving with Constantine immediately proclaimed him Emperor. What is clear from this remarkable period of political instability is that Constantine and Licinius emerge in 313 as the sole rulers of the Eastern and Western halves of the Roman Empire. All other imperial members of the Tetrarchy were dead by this time. The catalyst for Constantine’s rise to prominence was the Battle of the Milvian Bridge in 312. Before that battle took place, there is an intriguing story recorded in the writings of the ancient historian Eusebius: he relates that on October 27, 312 Constantine had a daytime vision

in which he saw an emblem with the inscription ‘by this sign you shall conquer’. This sign has come to be known as the ‘Chi-Ro’ – indicating the ﬁrst two letters of the name of Christ in ancient Greek. This was followed by a dream vision that same night when Christ appeared to the Emperor with the identical sign he had witnessed that day. With the dream there came a divine instruction to copy and use that sign in all battles with his enemies. The next morning Constantine set about having the sign embroidered on a banner that would lead his troops into battle. The Chi-Ro was then incorporated into the Roman Army’s military standard with ornate decorations. This banner from that time on was known as the labarum. The truth

The Chi-Ro emblem on Constantine’s military standard. The ﬁrst two letters of ‘Christ’ in Greek.

or accuracy of these accounts cannot be validated with any certainty. Many historians are sceptical about these stories. As it turned out, Constantine’s army dealt a fatal blow to the much larger army of his enemy and rival Maxentius at the Battle of the Milvian Bridge over the river Tiber on October 28 – the day after the reporting of the Emperor’s visions. During the five years prior to this battle in 312, Constantine and Maxentius had been constant rivals for sole command of the Western Roman Empire. During the course of the battle at the Milvian Bridge the troops of Maxentius were either killed in the fighting, or drowned when the bridge collapsed. Maxentius himself drowned in the river while trying to escape. As a result of the victory Constantine is said to have been convicted of the truth of Christianity, and some historians believe he was converted at this point in time. However, it is in fact unclear whether this was the moment of his conversion. It may have been a process that began during his childhood, as his mother Helena was a devout Christian. In any case, records show that Constantine did not receive Christian baptism until he lay on his death bed in 337. It is not possible to say with any certainty exactly when Constantine may have been converted. This question is further complicated by evidence that suggests that Constantine was still favourably disposed towards the worship of pagan deities during the latter part of his reign after the victory at the Milvian Bridge. For example, Constantine dedicated his coins to Sol Deus Invictus (the sun god of the late Roman Empire). Returning to the events of major importance of Constantine’s career, it cannot be too strongly emphasised that the issuing of the Edict of Milan was a significant factor in the establishing of Christianity as the dominant religion of the late Roman Empire. When emperors Constantine and Licinius met in Milan early in 313, they no doubt must have

discussed religious policy in relation to the realm. However, the Edict of Milan was in fact one of a series of letters jointly issued by Constantine and Licinius and sent to all the governors of the Eastern Empire. The Edict granted freedom of worship to Christianity and other religions throughout the Empire. It also specifically legislated the ending of all official persecution against individual Christians and the Christian church. The Edict of Milan generally revolutionised the status of Christianity in the empire and paved the way for the Christian faith to become the primary religion of the Roman Empire. In addition, the Edict provided for the restoration of all property to Christians and the Christian church – property that had previously been seized by the Roman authorities. In the decade following the Battle of Milvian Bridge there was an informal and uneasy truce between Constantine and Licinius, the only two remaining survivors of the Diocletian Tetrarchy. There was, however, a serious outbreak of hostility between these two rulers in 314, which resulted in Licinius being soundly defeated. Ten years later, Constantine attacked Licinius again, when the latter provoked him into a military confrontation. By this time, Licinius had openly professed paganism, but was not content to leave it there. By the year 322, he had begun to actively persecute Christians, and at the same time treat Constantine’s imperial status with contempt. In 324 Constantine launched an attack and inflicted a crushing defeat on Licinius. One year later Licinius revived his treacherous practices for which he was sentenced to death by the Roman Senate and executed. This left Constantine as sole ruler of the Roman Empire by the year 325. The latter phase of Constantine’s rule, from 313 to his death in 337, gives us some significant insights into the question of whether or not the Empire during Constantine’s reign was in any sense ‘Christianised’. To what extent is it true to say that Constantine presided over a Christian state after the Edict of Milan in 313?

The following features of Constantine’s reign, especially after 325, are relevant for determining an answer to this question: • In 325 Constantine convened an ecumenical council of the Christian church at Nicea (modern Iznik in N.W.Turkey, south-east of Instanbul on the shore of Lake Iznik). See map on page 44.

he considered the best, Constantine, along with Licinius, hoped that ‘the deity enthroned in heaven’ would look favourably on the Roman rulers and their subjects, and protect them. Some historians argue that the term ‘deity’ was deliberately chosen so as not to exclude a pagan interpretation, alongside the Christian one.

The council was assembled in order to address the problem of the Arian heresy (known as Arianism) which claimed that Jesus Christ was a created being and therefore inferior to God the Father. The Council of Nicea affirmed that God and Christ are equally divine and co-eternal beings. As a consequence, Arius – the founder of the heresy – was excommunicated and banished. Significantly, Constantine did not involve himself directly in the theological controversy, but fully supported the outcome of the Council’s deliberation. Importantly for our discussion, Constantine brought Arius back from exile before the end of his reign. Then, a few days before he died, Constantine received Christian baptism from Eusebius the Arian bishop of Nicomedia. There is one final irony to add – by the mid 4th century, under Constantius, one of Constantine’s sons, Arianism is a favoured theological position. In addition, most of the leading bishops of the day were Arians.

While Constantine was clearly impressed by the truth of the Christian faith, he never entirely laid aside pagan notions of worship and practice. This phenomenon is known as syncretism – a blending or merging of diﬀering religious traditions. For example, i) Constantine never forbade the practice of pagan worship or festivals. ii) At the dedication of Constantinople in 330 a syncretistic ceremony was conducted involving both Christian and pagan elements. iii) Shortly before he died, Constantine reaﬃrmed the legitimacy of privileges granted to priests of the ancient Roman gods. iv) Constantine formulated a prayer which he commanded that his troops use – a prayer which both a polytheist and a monotheist could equally join in. v) As Pontifex Maximus, Constantine watched over pagan worship and guaranteed it’s rights and privileges.

In 326 Constantine selected Byzantium as the new capital city in the Eastern half of the Empire and renamed it Constantinople after himself. He correctly observed that the Empire was leaning towards a new centre of gravity in the East, where monotheism was more prominent, as was the principle of theocratic kingship where the Emperor was more likely to be revered as a god-like ruler. This certainly reﬂected the lofty pride and high level of selfimportance that was typical of all rulers in ancient Rome. Constantine was no exception in this regard.

In support of Constantine’s clear preference for Christian values and ethical standards, the following observations are relevant. i) The emperor sought to actively suppress divination and magic – in full agreement with the position of the Christian church. However, it must also be noted that previous pagan emperors had also advocated similar policies. ii) The emperor also actively supported Christian rights, and granted many privileges to the church communities, leaders and oﬃcers eg. immunity from compulsory military service, freedom from taxation, the right to inherit property. Constantine also legislated Sunday as the Christian day of rest. He was in addition, extraordinarily generous in

In the Edict of Milan, toleration and freedom were clearly extended to Christianity. However, the wording of one part of the Edict is signiﬁcant. After granting that everyone might follow that religion

providing funds for the construction and furnishing of Christian churches. iii) Constantine was by nature a benevolent and compassionate man. He actively supported the church in its care of the poor and disadvantaged in Roman society. In particular, he did much for the social advancement of children, slaves and women. These groups in society had never been treated at all well under old Roman law. Yet it is admitted by scholars that Constantine was only continuing what earlier Emperors had begun to do in these areas of social welfare policy. Constantine also prohibited the abduction of young girls. He also sought with the help of the church to limit the exposing of infants children – a practice which often led to their death. iv) In the sphere of marriage relationships, Constantius also made divorce more diﬃcult to obtain, while still allowing for it to take place. v) In relation to slavery, Constantine encouraged the freeing of slaves. However, as with all emperors – Christian and pagan – no slave could be freed without due legal process. vi) On a distinctly negative note, Constantine was also guilty of occasional cruelty and high-handedness eg. he had his son Crispus executed in 326 on a charge of immorality brought against him by his second wife Fausta. He later learned from Helena his mother that his son was innocent of the charge. As an act of revenge Constantine had Fausta fatally scalded in a bath of boiling water. On another occasion he had one of his slaves ﬂogged to death in direct violation of his own legislation. In this context it is also very important to mention that debate has continued over the years as to whether or not Constantine’s conversion to Christianity was genuine or merely a pretence made necessary by political opportunism. Evidence

for the latter position is cited for example, in the fact that Constantine only received Christian baptism in the days before he died. Yet, as has been pointed out earlier, there is the equal possibility that his conversion took place over a period of many years, perhaps even beginning during his childhood under the influence of his Christian mother. Then there is the complicating factor of his syncretistic policies in relation to religious expression. In reality, this is something that can never be determined with any certainty. The position we have taken approaches the latter one. In spite of all his failings and weaknesses, evidence from the sources would seem to indicate that Constantine did indeed undergo a genuine Christian conversion – even though it may have been over an extended period of time. The final issue that needs addressing here is the one mentioned at the outset of these background notes: Can we speak of the Roman empire under Constantine as a genuine Christian state? The answer to that question most likely must be answered in the negative. It is almost an anachronism to try and apply what is essentially a modern concept to an ancient society that was in the throes of significant social and spiritual upheaval. Even if we accept that Constantine was genuinely converted to Christianity, his policies and practices were not fully consistent with an orthodox Christian position in all areas of life. This is especially the case in his sympathetic attitude towards pagan religion and the heretical position of Arius and his followers. The Roman empire under Constantine was too diverse ethnically, socially, and religiously to be simplistically described as a Christian state. In short, the presence of a Christian leader together with some laws and policies consistent with the Christian faith, does not necessarily lead to the development of a Christian society. Emperor Constantine was a man of his own time, sharing the values of a proud, imperial class of rulers alongside a commitment that most likely led him to embrace a genuine Christian faith.

PROCESSING THE PAST The following key points provide a summary of the background notes on Emperor Constantine. You may want to use this as a way to help the students summarise the teaching from the Background notes

section – the essential content component of the unit. The students can use this information to ﬁll in the blank boxes in this mind map in their student handbooks.

AST

Processing THE

2) The Edict o

f Milan

• freedom o worship f to Christian s • ends oﬃ cial persecuti on • return of property

1) The Battle of Milvian Bridge • vision a nd v

ictory

3) The Council

of Nicea

• council of church leaders • aﬃrms Jes as divine us

4TH CENTURY 5) A Christian

Roman Empire?

• Christia n leader and laws • but not a fully Ch ristian society

4) Constantine

– Christian or

not?

• pride • suppre ssed occu lt • suppor ted Chris ti an rights • money to build c hurches • compa ssion for th e needy • cruel an d brutal at times

Profiting from THE PAST In this section there are four creative exercises that aim to facilitate the student’s understanding of the meaning of the past for them. Teachers should feel free to select whichever activity (or activities) best suits their class.

appropriate name) stationed in Constantinople. The year is AD 330 and you have been given the responsibility of overseeing the state celebration for the dedication ceremony of the city as the new Eastern capital of the Empire.

Blog entry …

What will be in this celebration? (Remember that this dedication ceremony contains both Christian and pagan elements.) Create the program indicating what is to happen at each stage of the proceedings.

This is a creative writing exercise in which the students are asked to compose a blog/diary entry, imagining they are Emperor Constantine on October 27, AD 312.

• Encourage students to take a ‘syncretistic’ view as they mix both Christian and pagan ideas and practices. (There may be some opportunity for humour in this.) • Discuss the issues involved in mixing Christianity with other beliefs. Does this ever happen today? When do we see this? • What are the dangers for Christians? • What impact would it have on others in society to see Christianity mixed with other beliefs?

Imagine you are Emperor Constantine on October 27, AD 312. You have just witnessed a vision of the cross of Christ with the mysterious symbol of the Chi-Ro – symbol of Christ’s name. Record your reaction to this vision, knowing that you are going into battle with your rival Maxentius at the Milvian Bridge the very next day. Encourage the students to be as creative as possible and to: • Imagine their own reaction at seeing a vision such as Constantine described. • Would they doubt its validity? • Would they tell someone or not? Call for a doctor? Check whether their drink had been spiked? And so on…. On the other hand, many people have experienced visions they felt sure were from God. • What would the students do and think if they felt a sense of conviction that God had communicated with them.

Time machine theatre This is a dramatisation activity. For this exercise, encourage your students to use all relevant details from the background material you have presented in order to make these dramatic exchanges as realistic as possible. This is the scenario: You are a Roman Imperial representative of Emperor Constantine (give yourself an

The program can include such elements as prayers, speeches, hymns and appropriate rituals eg sacrifices, offerings, poems praising God or any specific god or gods, mini-dramatic presentations honouring various deities. •

List of some Roman gods and goddesses: Jupiter – king of the gods Juno – queen of the gods Mercury – messenger of the gods Venus – goddess of beauty Apollo – god of the sun Diana – goddess of the hunt and of the moon Neptune – god of the seas Vulcan – god of ﬁre Pluto – god of the underworld Vesta – goddess of the hearth (ie.home) Saturn – god of agriculture and the harvest Aurora – goddess of the dawn Janus – god of beginnings Bellona – goddess of war Fortuna – goddess of destiny Cupid – god of love.

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List of some Roman names: Male names Augustus Antonius Asina Marcus Didius Aurelius Quintis Gavius Carinus Sextus Licius Cornix Tiberius Petronius Festus

Female names Flavia Donitilla Claudia Antonia Ania Galeria Faustina Poppaea Sabina Julia Aquila Severa

Heroes from the past In this extract, reproduced in the Student handbook, the ancient writer, Eusebius, is retelling the dream and vision that Constantine had before the battle of the Milvian Bridge. MEDIEVAL SOURCEBOOK EUSEBIUS: THE CONVERSION OF CONSTANTINE CHAPTER XXVIII ACCORDINGLY he called on him (God) with earnest prayer and supplications that he would reveal to him who he was, and stretch forth his right hand to help him in his present difficulties. And while he was thus praying with fervent entreaty, a most marvelous sign appeared to him from heaven, the account of which it might have been hard to believe had it been related by any other person. But since the victorious emperor himself long afterwards declared it to the writer of this history, when he was honored with his acquaintance and society, and confirmed his statement by an oath, who could hesitate to accredit the relation, especially since the testimony of after-time has established its truth? What is your reaction to Constantine’s claim of a vision from God? Does the outcome of the battle make it more likely that you would believe the vision was true? Why? • Encourage students to consider whether or not they believe the claim and to express why they hold this opinion.

He said that about noon, when the day was already beginning to decline, he saw with his own eyes the trophy of a cross of light in the heavens, above the sun, and bearing the inscription, CONQUER BY THIS. At this sight he himself was struck with amazement, and his whole army also, which followed him on this expedition, and witnessed the miracle. CHAPTER XXIX He said, moreover, that he doubted within himself what the import of this apparition could be. And while he continued to ponder and reason on its meaning, night suddenly came on; then in his sleep the Christ of God appeared to him with the same sign which he had seen in the heavens, and commanded him to make a likeness of that sign which he had seen in the heavens, and to use it as a safeguard in all engagements with his enemies.

• How do we test these kinds of claims that are made today? • How do we test things in our own lives? • What do we make of people today who claim there are omens and signs that help them make decisions?

Media reporter This is a more advanced Creative writing exercise which allows students to use their imagination under the guise of an ancient investigative reporter. Here there is an opportunity for students to prepare for an interview with Emperor Constantine. The Roman Herald Your name is Cassius Livius Felix, and you are a reporter for The Roman Herald. The year is AD 325, and Constantine has just become sole ruler of the entire Roman Empire. He has just announced his new Social Issues and Welfare policy, and he has granted you the exclusive right to interview him in order have his policy explained to all the citizens of Rome. Draw up a list of ﬁve questions for him to answer, and write an article summarising his responses. Encourage the students with some of the following ideas: • Some areas of interest here are: freedom for slaves; divorce made more difficult; prohibiting the abduction of young girls; prohibiting the exposure of infant children; financial and practical assistance for widows and orphans; strict limitations on corporal punishment for slaves; rights for all female Roman citizens. • Assist students to draw up realistic questions that Constantine may well have faced in his time eg. Why have you prohibited the exposing of infant children? Why do you believe divorce should be harder to obtain?

• In regard to answers Constantine may have possibly given, guide students to character traits that the Emperor is known to have demostrated during his reign, and help them to speculate realistically on what he could have said, eg. re divorce – ‘I believe the family unit in Roman society should be as strong as possible, since the Bible of Christian believers – and I am one – teaches that a stable marriage is so very important for the harmony of society in general. For marriage has been created by God himself.’

REALITY CHECK – what does the BIBLE SAY? In this section the students should be encouraged to critique the past and the people involved in the light of what the Bible teaches. This Bible passage addresses the issues of respect for authority and the beneﬁts of having governments that fear God and act justly. The passage is provided as a BLM on page 53 and also on the CD-ROM as a PowerPoint presentation. Romans 13:1–7 (NIV)

What reasons does Paul (the author of this book) give for requiring everyone to obey those in authority wherever they live? • Allow students to summarise Paul’s reasons for obeying those in authority. • Encourage students to consider why we all tend to want to rebel against this teaching. • What makes us react this way? Why do law-abiding citizens never need to fear the ruling authorities?

Everyone must submit himself to the governing authorities, for there is no authority except that which God has established. The authorities that exist have been established by God. 2 Consequently, he who rebels against the authority is rebelling against what God has instituted, and those who do so will bring judgment on themselves. 3 For rulers hold no terror for those who do right, but for those who do wrong. Do you want to be free from fear of the one in authority? Then do what is right and he will commend you. 4 For he is God’s servant to do you good. But if you do wrong, be afraid, for he does not bear the sword for nothing. He is God’s servant, an agent of wrath to bring punishment on the wrongdoer. 5 Therefore, it is necessary to submit to the authorities, not only because of possible punishment but also because of conscience.

• Once again, look for the answer in the passage before discussing the opinions of the students. • Why is there a tension for us in this? • Why do we automatically start to say ‘but what if ... ‘? What kind of tensions could arise for Christians who are trying to follow this teaching? • Focus students on the particular issues that arise for Christian in a non-Christian society. • Would it have been any different for Paul’s original readers? • Where in the world today would Christians find this particularly difficult? • What advice would you give to Christians living in a Muslim society? • What advice would you give to Christians living in a western society full of materialism and greed?

This is also why you pay taxes, for the authorities are God’s servants, who give their full time to governing. 7 Give everyone what you owe him: If you owe taxes, pay taxes; if revenue, then revenue; if respect, then respect; if honour, then honour.

Making the PAST PLAIN FOR NOW This final section of the lesson is designed to focus students’ attention on how the content of this chapter just may be specifically applied to them as individuals living in today’s world. The Student handbook has two application questions designed to help them understand how the past impacts and influences the present day. Can you name any countries that would call themselves ‘Christian’? Would you describe these countries as truly Christian? Why or why not? As students consider these questions: • •

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Challenge them to think of countries like USA but also, closer to home. Help them consider the Christian historical background of their country and whether the laws and social expectations still reflect that foundation. Discuss the tensions that arise when people migrate to this country and bring their own religious and cultural beliefs and practices. What is the best way for society to deal with the tensions that arise?

Discuss question This ﬁnal question can be used for class or small group discussion. If time is short, you may ask the students to reﬂect on the question individually. Is it possible to create a Christian society merely by passing laws grounded in the value system of the Christian faith? As the students consider this question: •

Use again the points set out opposite to stimulate the students to really think about and consider their responses to this question.

PUZZLE Here is the solution to the puzzle given to students on page 18 of the Student Handbook.

The Life and Times of Emperor Constantine DOWN

ACROSS

Historian who recorded Constantine’s vision in AD 312. EUSEBIUS

Constantine tried to stop this during his reign. DIVINATION

Christian day of rest. SUNDAY

The new capital of the Eastern Empire, later renamed Constantinople. BYZANTIUM

A system of government with four rulers. TETRARCHY

The son Constantine had executed. CRISPUS

A Christian rite received by Constantine days before he died. BAPTISM

10 Latin name for military banner of Constantine’s army. LABARUM

The 4th century heresy outlawed by Council of Nicea 325. ARIANISM

12 A religious title adopted by ancient Roman emperors. PONTIFEX MAXIMUS

Blending of diﬀerent religious traditions. SYNCRETISM

14 Where Constantine served in the army. BRITAIN

11 Some people doubt Constantine’s ________ . CONVERSION

15 The river running alongside Rome . TIBER 16

The battle where Constantine defeated Maxentius in 312. MILVIAN BRIDGE

13 Where Constantine issued the edict that ended persecution of Christians. MILAN

The Life and Times of Emperor Constantine

BLM

Chapter 3

Romans 13 13:1–7 3 1 7 (NIV) 1