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Testament School Resource

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0% found this document useful (0 votes)

48 views74 pages

Testament School Resource

Uploaded by

Mildred White

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

the Bible in animation

A teaching resource manual by

Margaret Cooling
Consultant: Laurie Rosenberg,
Director of Education, The Board of Deputies of British Jews

to support

nine animated Old Testament Bible stories

produced for BBC Education by

S4C and BBC Wales

Acknowledgements

Teacher's notes written by Margaret Cooling

Executive editor: Geoffrey Marshall-Taylor

Consultant: Laurie Rosenberg, Director of Education, The Board of Deputies of British Jews

An S4C production for BBC Education

Edited by Christina Digby Designed by Peter Shirtcliffe

Acknowledgement is due to the following whose permission is needed for multiple reproduction:

'The Joseph rap' by Heather Wilson, Nottingham Girls High School.

The publishers have made every attempt to trace the copyright holders, but in cases where they may
have failed, would be pleased to make the necessary arrangements at the first opportunity.

Bible Society Charity Registration no: 232759

Testament – the Bible in animation 2

FOREWORD

These programmes provide opportunities for young people, whatever their backgrounds of belief, to
find out about one of the most significant books ever compiled. The impact of the Bible on
individuals and communities has been immense. Testament: the Bible in animation includes nine
stories from the Hebrew Bible or Old Testament, seen by Jews and Christians as central to their
understanding of God, the universe and humankind. This series will be followed by an animation
about the life of Jesus.

After watching each programme in its entirety, most users will want to review it in shorter sections to
stimulate discussion and the related activities suggested in these notes. The least effective way to
use the programmes is to show them without any introduction. Young people will gain infinitely
more if time is taken to prepare for the programmes by linking the stories to their own experiences
and concerns. For each programme, ways are suggested of doing this. Viewing the animations will
provide a springboard for a variety of activities, but one of the most important of these is to read the
stories in print, whether in a complete Bible or a children's version.

I am grateful to Margaret Cooling for the wealth of material she has provided, and for making the
activities suitable for use by a variety of age groups in schools and religious groups. My thanks also
go to Laurie Rosenberg, from the Board of Deputies of British Jews, for his valuable comments on the
manuscript.

Geoffrey Marshall-Taylor
Executive Editor
BBC School Programmes

Testament – the Bible in animation 3

Testament: The Bible in animation
A series provided by the BBC at the request of the Educational Broadcasting Council for the United
Kingdom

Age 7-13

PROGRAMMES page
1 Creation and the Flood 9
2 Abraham 17
3 Joseph 24
4 Moses 32
5 Ruth 39
6 David 46
7 Elijah 54
8 Jonah 60
9 Daniel 67

INTRODUCTION

Using stories in RE

Important notes for teachers

This resource is aimed at pupils aged 7-14, teachers are asked to select from the material as
appropriate for the age and aptitude of their pupils. The programmes similarly are aimed at a wide
age range. Programmes do not have to be shown in their entirety; suitable clips can be selected
appropriate for the age group.

Biblical material

The Biblical material given at the beginning of each of the programmes note is for teacher
information to show the parts of the Bible on which the programme draws. Material would need to
be carefully selected for pupils and a children’s Bible is suitable for use with younger pupils.

Background notes

The background notes are for teacher information and only for sharing with pupils as appropriate.
For example, some detail practices such as child sacrifice which is not suitable for sharing with
younger pupils.

Pastoral concerns

Many biblical stories raise pastoral issues, for example: the binding of Isaac, Pharaoh’s actions
against the children of the Hebrew slaves, the death of the firstborn and the flood. All these stories

Testament – the Bible in animation 4

need sensitive handling. For younger pupils the use of a children’s Bible helps as stories are usually
suitably rephrased.

Health and safety

All activities should be carried out with regard to health and safety and only child-safe materials
should be used. Teachers are referred to their health and safety documents.

Photographs

Activities involving photographs need permission.

Stories

Story remains one of the most popular methods of teaching RE. There are good reasons for this:

 Stories convey abstract ideas in a concrete form and give them a context. This equips pupils to
handle the ideas within a story.
 Stories can enable people to consider ideas which they have never thought about before.
 Stories organise ideas and events. They contain both content and understanding.
 Stories can be 'safe ground' where ideas are explored in a less direct and threatening manner.
 Stories stimulate work in other areas of the curriculum.
 Stories engage the whole person and bring the storyteller and class into a relationship.
 Stories offer explanations. In RE, stories offer religious explanations of why the world is as it is.

Handling religious stories classroom

Religious stories need to be handled in a way that allows the teacher and pupils freedom to explore
them comfortably, whatever their religious commitment. Stories should be rooted in the tradition
from which they come so that pupils know what are exploring. The source of Testament is the Old
Testament/Hebrew Bible. Stories and beliefs can be introduced with phrases such as:

'Believers (Jewish and Christian) believe that this story teaches ...'

'This is a very important story for Christians and Jewish believers.'

Christians believe…

In this way, assent is not assumed; both teacher and child are free to identify or not with the
material studied.

Testament – the Bible in animation 5

Types of story

'Story' is a very wide term, covering many different forms: historical narrative, parable, moral tale,
etc. The word 'story' itself does not imply a judgement on historical truth or lack of it. Where beliefs
substantially differ over how a story should be classified (for example, Creation, Noah, Jonah). I have
indicated this in the text.

Levels of exploring story

Storytelling can take place at three levels:

1. The child masters the content of the story.

2. The child explores the story imaginatively.

3. The story challenges the child.

At the first two levels the story is passive. Only at the third level does the story become active and
make the child think about his or her own values, beliefs and attitudes. There are two ways of
achieving this: good storytelling can cover all three levels at once, or the process can be split and
activities used for the different levels. The activities in the book help teachers to explore the stories
at all levels. The third level (where the story challenges the child and may cause them to reflect)
should not be threatening or intrusive. A child's thoughts should remain private, not openly shared
unless a pupil wishes to. Appropriate material for reflection is provided for each programme. The
teacher can give pupils the opportunity and the time for reflection; it should be up to each child
whether he or she takes advantage of it or not.

Explanation abbreviations

Where dates in stories have been referred to, the abbreviation BCE (Before Common Era) is used, in
preference to BC (Before Christ). This avoids using an explicitly Christian term for the dating.

Note: Some locations are not certain, e.g. Sinai and Tishbe. These have been indicated according to
evidence but should be taken as provisional.

Testament – the Bible in animation 6

Biblical RE topics / key words Concepts Key elements Subject activities
story of the broadcast
Creation / Creation stories • creation • Noah's ark built and entered • Creation mystery
Fall / • responsibility • Noah tells the Creation story play
Flood beginnings • sin / wrong • Noah tells of the fallen angels • poetry
• judgement • Noah tells of Eden, Adam and Eve • story recipe
beliefs about God • promise • Flood recedes, family lands • signs and symbols
• salvation • New life begins again
creation

sign / symbols
Abraham journeys • call of God • Abraham and Sarah long for a child • birth
• faith • Abraham moves to Canaan announcement
leaders / founders • promise • Abraham will be father to a great • points of view
• covenant people • family tree
key religious figures • Lot leaves Abraham, goes to Sodom • what makes a
• Hagar leaves; Ishmael disheartened good story
• Sodom destroyed; Lot's wife made salt
Joseph Biblical characters • change • Joseph left for dead • rap
• group responsibility • In Egypt, Joseph accused by Potiphar's • mirror poems
families • good coming out of wife • costume design
evil • In prison, Joseph interprets dreams • faces (paper
history link - Ancient Egypt • 'providence' • Interprets Pharaoh’s dreams, gains plates)
power
• Joseph's family comes to Egypt for gain
• Joseph reunited with his family
Moses leaders / founders • God using the weak • Moses, murderer, escapes to desert • diaries
to • Moses, shepherd, tells his life story • design a superhero
key religious figures • defeat the powerful • The burning bush - Moses' return to • Senses poem
• God's choice Egypt • spiritual ('Let my
law / rules • God the rescuer • Moses pleads for Hebrews' freedom: people go')
• encountering God Pharaoh resists, plagues are sent
festivals / Passover • Exodus from Egypt
• Crossing of the Red Sea
history link - Ancient Egypt
Ruth harvest • love / faith in action • Famine and death affect Naomi • making a DVD
• God as a guide • She travels to Bethlehem with Ruth cover
Jewish festivals (Shavuot) • welcoming the • Ruth meets Boaz who shows her kindness • mirror images
stranger • Their relationship develops, they marry • role play
sharing • God as protector • Their child will be David's grandfather • word picture

families

Biblical characters
David founders / leaders • preparation • King Saul troubled; David's harp • data file
• trust / loyalty comforts • metaphor poems
key religious figures • rescue • David defeats Goliath • music for moods
• obedience • David marries Saul's daughter, Michal • making decisions
poetry / music (arts as a • weak defeating the • Jealous Saul tries to kill David
means of expression of strong • Saul and Jonathan die in battle
faith) • David becomes King

Testament – the Bible in animation 7

Elijah suffering for faith • power • Ahab and Jezebel corrupt Kingdom • coat hanger poem
• listening to God • Elijah visits woman and child • word portraits
messages • making decisions • Drought - Elijah's contest with priests of • soundscape
• standing up for what Baal • spiritual ('Swing
prophets you believe • Elijah experiences God in stillness and low sweet
wind chariot')
key religious figures • Elijah taken to God in chariot of fire
• His mantle falls on Elisha
Jonah Jewish festivals (Day of • forgiveness • God sends Jonah to Nineveh • character cards
Atonement) • God's love for all • He sails another way to avoid it • illuminated letters
• repentance • In a storm, he is thrown overboard • parallel poems
repentance / change • providence • Great fish swallows him, takes to Nineveh • animal point of
• obedience • He warns Nineveh against wrongdoing view
forgiveness • God saves Nineveh, Jonah learns about • time, place,
God's compassion weather and
person poems
Daniel standing up for what you • prayer • Israelites exiled to Babylon • story boards
believe • persecution • Daniel and friends powerful under • list poems
• justice Nebuchadnezzar • artist's
Biblical characters • judgement • Next King Belshazzar killed, Darius rules commission
• rescue • For worshipping his God, Daniel goes to • inside / outside
faith in action lion's den writing

Testament – the Bible in animation 8

PROGRAMME 1 - Creation and the flood

Biblical references

Creation: Genesis 1-2

The Fall: Genesis 3
The Flood: Genesis 6.9-9.17

Note: please select activities appropriate for the age of your pupils. Biblical and background
material is listed for teacher information, please select suitable material for pupils and use a
children’s Bible for primary children. Teachers can select appropriate clips from the programme or
show the whole programme depending on the time available and the age and aptitude of the
pupils.

The story of the flood raises pastoral issues and needs sensitive handling, particularly with younger
pupils. With younger pupils emphasise promise and hope. Many children’s Bibles have a sensitive
phrasing of this story.

Background information

OTHER CREATION STORIES There are various creation stories originating in the Ancient Near East,
such as the Atrahasis epic, but superficial similarities often disguise deep differences of thought. In
the Biblical story, Creation is from a thought. God creates from nothing. The command, 'Let there be
light', is enough. In the biblical story, men and women are the climax of creation, not an
afterthought created for the god's convenience.

OTHER FLOOD STORIES The Atrahasis and Gilgamesh epics reflect similar events, but are very
different in tone and underlying beliefs. In these epics, the flood is the result of humanity being too
noisy! The biblical story of the flood is a story of moral judgement and promise.

STORY OR HISTORY Within both Judaism and Christianity there are differences over this. Some see
Creation as a story with a very powerful message. Others see it as history. Some see evolution as the
means by which God created. Others believe in a literal six day creation. Whichever view is taken, the
emphasis is on a purposeful creation by God. Creation is no accident of random chance. Similar
positions are taken over the flood: some maintain it was a historical event, others a powerful story
built on a kernel of history.

EDEN, ADAM AND EVE The name Eden sounds like the root of the word 'delight' in Hebrew.
Alternatively it may mean 'plain' or 'steppe'. The name Adam just means 'man' or 'mankind' and
is probably related to the name for ground or earth, 'Adamah'. By showing Adam as made from the
soil, the Bible allies humanity firmly with the earth. Eve's name means 'life'. She is made from Adam
to show that they are mutually dependant. The word 'helper' does not necessarily mean
'subordinate' but indicates a source of strength. The term is also used of God.

THE SERPENT The serpent was a creature used for evil purposes, not evil personified, which is known
by different names in the Bible: the Devil, Lucifer or Satan. Later, the serpent became identified with
Satan (Lucifer, etc.) in people's thinking.

Testament – the Bible in animation 9

NOAH, THE ARK AND THE RAINBOW The name Noah means 'rest'. The ark is described as a
floating, three-storied, box-like construction, rather than a streamlined boat. The word used for
rainbow means 'bow of war', literally an archer's bow. Traditionally, the rainbow represents the war
bow turned away from earth.

Introducing the story of Creation and Flood

Ask the pupils to bring in things they have created and talk about how they feel about them. How
would they feel if their creation was wrecked by someone? Make a promise at the beginning of the
lesson and ask the pupils to make sure you keep it.

Aims and objectives

 To explore the ideas of creation, responsibility, judgement, promise and hope through the stories
of the Creation and Flood.
 To relate these to life today and to encourage pupils to reflect on their own experience of some
these ideas and their relevance to the modern believer.

CREATION OUT OF NOTHING

Introduction

Talk with the pupils about day dreaming. What would happen if their thoughts became realities?
Would the classroom end up populated with television personalities, animals and cartoon figures?
The Bible talks of God creating by just a thought. Creation is God's thoughts becoming realities.

The play on the next page is part of a script of a medieval mystery play. Pupils can compare this with
the biblical text.

 The teacher can read the play and the pupils can interpret it in drama or dance.
 Photocopy and cut up the play. Pupils can take a 'day' each to read or illustrate.
 Pupils can read round or perform the play.

Testament – the Bible in animation 10

CREATION
adapted from the York Mystery Cycle

Day1

A simple word, the voice's might,

Fills my new-made world with light
Thus I make both day and night.
Finished now is the first day,
And as I look on this array
I smile, for all is as it should:
All I have made is truly good.

Day2

Waters separate shall be -

Sky divide the rain and sea.
The space above 'heaven' shall be called,
With clouds and planets set withal.
Thus ended is the second day,
Pleasing me in every way.

Day3

Gathered shall the waters be,

Forming both the earth and sea.
Clothe every hill in garment green
Each gentle vale or steep ravine.
Thus have passed three days and nights:
All Creation is a-right.

Day4

Now split the new-made world with light,

One called 'Moon' and one called 'Sun':
By day, the sun shall rule in might,
By night, the moon shall gently run.
A starry ceiling now I make,
Stars a-plenty I create.
Thus the fourth day is fulfilled -
A work which pleases me full well.

Testament – the Bible in animation 11

Day5

The seas I set with life within -

Whales and fish that flit with fin:
With birds I populate the air
To soar in flight with feathers fair.
Diverse beasts shall fill the earth,
Each according to its birth -
Worm and serpent, sheep and dog,
Braying donkey, snorting hog.
Now the fifth day ended is
And all the world I gladly bless.

Day6

Five days' work can now be seen

In heaven and earth a beauteous scene.
But still no beast here can I see
That yet is skilled to worship me.
Therefore a skilful beast I make
In my likeness, in my shape.
Of simple earth I shall him form,
Out of clay make blood and bone.
Rise up, O earth, in shape of man!
Complete the works I have begun!
A female shalt thou have for mate,
Lest thou should feel full desolate
Without thy faithful friend and bride -
Whom I did make from thy left side.
Receive you both your souls of me.
'Adam' and 'Eve' your names shall be.

Day7

Six days have passed ere I could rest:

All I like well, but this the best.
The seventh day I take my ease,
For nothing here does me displease.

Testament – the Bible in animation 12

RESPONSIBILITY

Introduction

Talk about the meaning of the phrase 'passing the buck'. It means not accepting responsibility,
blaming someone else. There are usually plenty of incidents in school where people 'pass the buck'.
Such anecdotes can be used but keep them impersonal. In the story of Adam and Eve, neither of
them accept responsibility: they find someone else to blame.

Activity

 .There is no apple in the story of Adam and Eve: the fruit is not named. An apple has
traditionally been referred because the Latin word for 'apple' (malus) was almost the same as
the word for 'bad' (malum). Adam and Eve made a 'bad' choice! Ask pupils to create their own
symbol for wrong.
 Do people find it hard to accept responsibility for the wrong they have done? Read the biblical
story. Who do Adam and Eve blame? Pupils can create short sketches where other people are
blamed.

THE FLOOD

Introduction

Read pupils a recipe so that they can see the style. Stories can be written as recipes, for they have
many different ingredients - not only the people and places, but also the ideas, beliefs and feelings
of the people.

The story of the Flood contains the concepts of judgement and promise. It is also about faith,
obedience and hope. God is seen as a just judge who cannot ignore evil, but the story ends with the
reassurance that never again will he flood the earth. For believers, the story is about taking God
seriously, it is about obedience, faith and promise and that even in the midst of judgement there is
hope. With younger pupils emphasise hope and promise.

Activities

 Having heard several cookery recipes, create a recipe for a story of the Flood, either as a class or
individually. This can be done in recipe format or as a series of lists (people, places, feelings, etc).
It can also be laid out as a poem. Pupils will need a Bible or a version of the Bible story to go
over the story and note down different feelings, etc.

Example

To make a story of the flood you will need:

Mr and Mrs Noah,
Three sons,
Their wives,
Other people.

Testament – the Bible in animation 13

To make a story of a flood you will need:
An ark and a rainbow,
Lots of animals,
Plenty of rain.

To make a story of the flood you will need:

Violence and wrong,
Sadness,
Anger,
Grief and hope.

 Pupils might like to design a festival called 'The flood is past' for believers. How would such a
festival be celebrated? What would be read? What would believers do? What would be the mood
of the festival?

SIGNS AND SYMBOLS

Introduction

Show some signs, for example, a no smoking sign. Ask pupils what they mean. Pupils might like to
bring in some signs and ask others what they mean. Plenty are available on line.
[Link]

A symbol is a sign that evokes a response or feeling. Show some of the symbols. The Noah story is
associated with many symbols which represent the main ideas found in it.

Activities

 Create a symbols sheet for the story of the Flood. Go through the story of the Flood with pupils
and ask them what items from the story might be used as symbols. They might like to invent their
own symbols of the Flood.

THE RAINBOW represents promise and the hint of judgement, for it is a bow (a weapon of war)
turned away from the earth. This idea of promise can be introduced to pupils using a five pound
note on which is written 'I promise to pay the bearer ....' The paper itself is worth nothing. It is the
promise that gives it worth. Option: pupils can create rainbows in different media with the words of
the promise on them.

THE ARK The story contains the idea of rescue in the saving of Noah's family. The ark became a
symbol of rescue and hope. Option: look up organisations that use the ark as a symbol .

THE DOVE AND THE OLIVE BRANCH The dove and the olive branch are both symbols of peace.
Look out for organisations and campaigns using these symbols.

 The basic shape of these symbols is very easy and can be printed using different methods.

MONOPRINTING Pupils can paint a symbol on a suitable surface. Place paper over then and press
evenly.

Testament – the Bible in animation 14

PRINTING OR RUBBING Place child-safe glue in a squeezy bottle. Squeeze it out gently into the
shape of a symbol onto thick card. When the glue is dry, paint it. Place a sheet of paper on and
gently press or run a roller over the top.

CUT CARD ... in the required shape, and attach a card ‘handle’ on the back. Paint the card shape
and print.

Reflection

Teachers might like to select from the reflections below, depending on the age of the pupils and the
context in which they work. Parts of these reflections can be read while the pupils listen quietly. A
spoken response is not required.

 Place an apple on a table. The apple is a symbol of a wrong choice. We all make wrong choices
sometimes but we can learn from wrong choices, we can often make amends.
 Eden stands for lost delights - the things we regret losing. Listen to the poem by A.E. Housman. It
was not written about Eden but it captures the idea of loss.

 Using a prism, create a rainbow. Ask pupils to look at the colours. The colours are beautiful, yet
the symbol comes from a story of judgement. In the Bible, God's judgement is always contrasted
with his love. Anger is always infinitely less than his love. To bring out the contrast, the Bible says
God's anger is but for a moment but his love for a thousand years (Psalm 30.5).

The message of the story of Creation and Flood

For the believer, these stories carry a message about God, themselves, the world and humanity's
place in it. People are seen as created and not as a product of chance. Life therefore has a purpose:
people were created for relationships with God and with others. The Bible also states that people
were created in the image of God: people are in some way like God. That might mean that are like
him in their ability to create, their ability to make relationships or moral judgements. Whatever it
means, for believers this gives people value. Each person is valuable as they are made by God in his
image.

People do not have to do anything to be valuable: they do not have to be beautiful, clever or useful.
Each person is like a painting by a famous artist.

For believers, the story of Adam and Eve explains the state of the world. They believe that this world
is not now as God intended it to be: it is marred by evil through the wrong choices people make. The
story of the Flood indicates that God does not tolerate evil for ever but he has chosen other means of
dealing with it. For believers who are Christians, the 'other means' are the life, death and
resurrection of Jesus.

Testament – the Bible in animation 15

Resources

MUSIC

J. Haydn, Creation
Benjamin Britten, Noye's Fludde (Boosey and Hawkes, 1958)
J. Horovitz and M. Flanders, Captain Noah and his floating zoo (Novello, 1970)

BOOKS

H. Amery, The Usborne Children’s Bible (Usborne 2009)

A. Pilling, The Kingfisher Children's Bible (Kingfisher, 1993)
S. Hastings, The Illustrated children's Bible (Dorling Kindersley, 2005)
M. Cooling, The Bible Through Art (RMEP 2000)
M. Cooling, Writing and Poetry Toolkit: creative ideas for exploring the Bible (Bible Society, 1996)
M. Cooling, Story and Drama Toolkit: creative ideas for exploring the Bible (Bible Society, 1996)
M. Cooling, Art and Music Toolkit: creative ideas for exploring the Bible (Bible Society, 1996)
M. Cooling, Ten minute miracle plays (Bible Society, 1995)

Testament – the Bible in animation 16

PROGRAMME 2 - Abraham

Biblical references

The call of Abraham: Genesis 11.31-12.9

The promise of land and children: Genesis 12.2; 13.14-18; 15.1-21; 17;
22.17-18
The angel visitors: Genesis 18.1-15
Ishmael: Genesis 16; 21.8-21
Sodom and Gomorrah: Genesis 18.16-19.29
Isaac's birth: Genesis 21.1-8
Abraham's test: Genesis 22.1-19

Background information

ABRAHAM AND SARAH came from Ur and wandered in the region of Canaan. They were resident
aliens rather than true Bedouins, always living on the fringes of settled society. Abraham was quite
wealthy, having a large number of servants (he could field 300 men in battle). Abraham is painted
as a person with good and bad points he is a man of faith but he also had his faults. God is seen as
coming into a relationship with ordinary, imperfect people.

LOT AND HIS FAMILY Lot was Abraham's nephew. He chose to wander in the well watered region of
the Jordan Valley and later settled near Sodom at the far end of the Dead Sea. Eventually, Lot seems
to have given up his pastoral existence and settled in the town.

SODOM AND GOMORRAH were two towns at the far end of the Dead Sea were infamous for their
evil. (Pupils do not need to know the details of this, only that they were renowned for evil.) They
were sited in an area 396 metres below sea level in the Great Rift Valley. The incident referred to
could be an earthquake, or a volcano. The area is full of chemicals, from evaporated sea water, which
cause strange rock formations.

CHILD SACRIFICE was a part of Canaanite religion and probably took place in times of stress, such
as famine. It was but not part of Israel's faith. There were occurrences of it when the Israelites lapsed
but such occurrences were condemned. Ur was a sophisticated urban culture. Houses had courtyards,
chapels, and toilet facilities. It was a centre for the worship of the moon god. It was a busy trading
city and during the period of Abraham and his immediate descendants (2000-1500 BCE) it was very
prosperous.

CANAAN must have been a disappointment after Ur. It was a series of states which would
sometimes band together in a loose confederation.

Testament – the Bible in animation 17

Introducing the story of Abraham

Ask pupils about moving. Some pupils may be able to remember and the upheaval it causes.
Abraham and Sarah moved from a civilised, developed society to being wanderers in Canaan. For the
rest of their lives, they wandered on the edges of society having no place they could call their own.

Aims and objectives

 To explore the concepts of covenant, trust and life as a walk with God, through the story of
Abraham and Sarah

 To relate these to life today and to encourage pupils to reflect on their own experience of some
these ideas and their relevance to the modern believer.

WALKING BEFORE GOD

Introduction

Talk about going for walks with people. Often when we go for walks with a friend, we chat as we go
along and we can share things we notice on the way. The Bible talks about Abraham walking with or
before God through life. Life is likened to a journey which people travel with God.

Activities

Look at the map on page 8. It shows some of the places where Abraham travelled. He came from Ur,
moved to Haran and eventually to Canaan. The conditions in Canaan would have been very different
from sophisticated Ur. Pupils can explore aspects of Abraham and Sarah's walk with God using the
following activities.

 Write a postcard as if you were either Sarah or Abraham to friends or relatives at home in Ur.
Describe your present life and events that have been meaningful. For example if you are
Abraham you might describe the visit of the angels. Pupils can remind themselves of events and
incidents using a Bible or watching the programme.
 Design a birth announcement card which Abraham and Sarah might have sent for Isaac. Write
inside what you think they might have written. Pupils should go back to the story to examine
what Abraham and Sarah felt about this.
 Draw a life journey for Abraham and Sarah. This involves drawing a line and writing or drawing
the main incidents of their lives. It can be drawn in any shape: see example on page 19

Testament – the Bible in animation 18

Ishmael
born

Haran

promise of
Ur
Isaac

destruction of
Isaac
Sodom and
Hagar and born
Gomorrah
Ishmael
sent away
Isaac saved

Abraham is
called to sacrifice Isaac

Testament – the Bible in animation 19

POINTS Of VIEW

Introduction

The same event can have a different impact on different people. 1066 was a disaster for the Saxons
but victory for the Normans. The same event can be good news for some and bad news for others.
Wind turbines are good news to those wanting to save energy, but bad news if they spoil your view.
Discuss with pupils the way people have different points of view about the same event. Many will
have seen television debates which demonstrate this.

Older pupils. Sarah was glad when Hagar was able to have a child for Abraham. This was the normal
and legal procedure in those days. However, she was also jealous and eventually she threw Hagar
out. Was she right to do so? Was she justified? Was she provoked?

What of Abraham? Did he do enough to protect Hagar? Did he think Sarah or Hagar was in the
right?

Hagar was a slave with few rights. Did she deserve her treatment or was she unjustly treated?

Activities (Older pupils)

 Put pupils in groups of three.

 Take three pieces of paper for each group and label them Sarah, Abraham and Hagar.
 Fold and mix the papers and ask pupils to select at random.
 Pupils should write about their character's perspective on the story after researching their
character from the Bible.
 Alternatively, this can be recorded, or done as a series of interviews on a chat show.

Activity (Younger pupils)

The activity above can be used with the story of Abraham's call with younger pupils. How would
Sarah have felt about the idea of moving? What about the relatives who stayed behind? What would
their points of view have been?

COVENANT

Introduction

Ask pupils to think of agreements they make. What sometimes stops them keeping their side of the
bargain? Create a class list of things that stop people keeping their agreements.

God entered into a covenant or agreement with Abraham. A covenant is an agreement but it is not
between two equals. The two things a semi-nomad (a wanderer) really wanted were children and
land. Abraham was told he would have so many descendants that they would be like the stars in the
sky or like the grains of sand on the seashore. This made both Abraham and Sarah laugh, for they
had no children at all and were too old to have a family.

Testament – the Bible in animation 20

Abraham and Sarah were also promised land at a time when they owned nothing. This must have
seemed equally laughable. It is hardly surprising that when Isaac was eventually born, he was
named 'laughter'. On Abraham's side, his acceptance of the Covenant was shown in the sign of
circumcision.

Note: teachers may not wish to explain circumcision to young pupils. This should not prevent
teachers exploring the idea of covenant.

Activities

 Abraham was promised that:

'Your children will be as many as the stars in the sky'.
'As the grains of sand on the sea shore.'
Genesis 15.5; 22.17

Using the text, make a family tree for Abraham using star shapes (see example below). Younger
children will need to be given the names. Older pupils can research them.

 Count how many children and grandchildren Abraham and Sarah had. Do you think he felt God
had kept his promise?

The names of Jacob's wives and children can be found in Genesis 35.23-26.

Esau's children can be found in Genesis 36.1-5.

Abraham
married
Sarah
Jacob

Isaac Isaac
married
Rebekah
Esau

Testament – the Bible in animation 21

THE TRIAL

Note: this story needs handling very sensitively. The activity has been labelled for older (secondary)
pupils.

Introduction

Discuss tests with pupils, and passing them or not. Abraham was faced with a terrible test. One
explanation for this was that he was to be the father of a nation: God had to make sure that
Abraham was the right person. God presumably knew what sort of person Abraham was, but did
Abraham? Child sacrifice was not part of Israel's worship - indeed it was banned, and children were
of great value in Hebrew society. Some of the other nations might have sacrificed their children to
their god but it was not sanctioned in Israel. Part of the reason for this ban lies in the story of
Abraham and Isaac. There is no intention of harming Isaac. The intention is to test Abraham's faith.
Would he withhold his most precious thing - his son, his only son, Isaac, whom he loved?

Activities (older pupils)

 Ask older pupils what makes a good story. As a class, produce a list of elements that make a
good story. Alternatively, pupils can create individual lists, and then collate them into one larger
list.

Example

It has humour
Tension
Keeps you guessing
Is imaginative
Has interesting characters
Makes you cry
Makes you think
Teaches you something
Is interesting
Has lots of action

 Look at or read again the story from the Bible. What elements of a good story does the story of
Abraham and Isaac have? Ask pupils to go down their list and tick the elements they think apply
to this story. This can be done as a class or individual exercise. It can be verbal or written.

Reflection

 Abraham saw life as a journey walked with God. Think about your own life's journey. What have
been the significant events for you?

Testament – the Bible in animation 22

 Abraham was asked if he would be willing to give up his most precious item. For him it was Isaac.
What would be your most precious item?
 Abraham's life has been described as a 'trial by hope'. Think about things you have waited for in
hope. How difficult was it to wait a long time?

The message of the story of Abraham and Sarah

The story of Abraham and Sarah is remembered by Jews today at Rosh Hashanah which occurs in
September or October.

The message of Abraham and Sarah for believers is that God keeps his promises even when all hope
has been given up. The story also carries the messages that obedience is important, and that God
can be trusted. It was much harder for Sarah, and therefore what faith she had was remarkable for
she did not have the direct experiences of God which Abraham had. She heard most things second
hand.

Jews today recite part of the Bible which refers to Abraham:

'A wandering Aramean was my father.'

Deuteronomy 26.5

For Jews Abraham is the father of the Jewish people. For Christians he is honoured as a man who
followed God's calling, the first of many heroes of faith.

Resources

B Hartman Angels Angels All Around (Lion Hudson, 2004)

H. Amery, The Usborne Children’s Bible (Usborne 2009)
A. Pilling, The Kingfisher Children's Bible (Kingfisher, 1993)
S. Hastings, The Illustrated children's Bible (Dorling Kindersley, 2005)
M. Cooling, The Bible Through Art (RMEP 2000)
M. Cooling, Writing and Poetry Toolkit: creative ideas for exploring the Bible (Bible Society, 1996)
M. Cooling, Story and Drama Toolkit: creative ideas for exploring the Bible (Bible Society, 1996)
M. Cooling, Art and Music Toolkit: creative ideas for exploring the Bible (Bible Society, 1996)

Testament – the Bible in animation 23

PROGRAMME 3 - Joseph

Biblical references

Joseph, his brothers and his dreams: Genesis 37.1-36

Slave and prisoner: Genesis 39.1-40.23
Pharaoh's dreams/Joseph as ruler: Genesis 41.1-57
Joseph and his brothers reconciled Genesis 42-46.7

Background information

JACOB was the grandson of Abraham and Sarah. He had four wives and twelve sons and a
daughter called Dinah. Joseph and Benjamin were the sons of Rachel, his favourite wife.

PHARAOH was the ruler of Egypt. This Pharaoh may have been one of the Hyksos Pharaohs (1750-
1550 BCE), Semitic rulers who had infiltrated Egypt from Canaan and set up a dynasty. If this
Pharaoh was one of the Hyksos Pharaohs it would partly explain Joseph's rise to power, since he was
also Semitic.

THE BROTHERS Joseph had ten half brothers. The eleventh brother, Benjamin, was Joseph's full
brother. Reuben was the eldest. Jacob's treatment of Joseph may have been interpreted by the
brothers as an attempt to make Joseph take Rueben’s place. If so, it is surprising that Reuben
wanted to save him. Jacob himself was a younger son who had tricked his older brother out of his
inheritance.

THE COLOURFUL COAT The word for this coat may indicate 'colourful', 'many parts' or 'a long robe
with sleeves'. Whatever form the coat took, it was a sign of favour and became the focus of jealousy.

THE PIT This was probably a dry cistern.

THE SLAVE PRICE A young slave like Joseph fetched about twenty shekels. Female slaves of child
bearing age were the most valuable. Joseph was one of many young Semites sold into slavery in
Egypt between 1900 and 1600 BCE. Some did reach high positions. Joseph probably became Vizier
or Minister of Agriculture.

THE PRISON Egyptian prisons served three purposes: local lock ups, pools of forced labour, and
remand prisons for those awaiting trial.

Introducing Joseph

The pupils' one association with Joseph will probably be his coat. It is possible to start from this and
move on to the story and the ideas it contains. Alternatively, use music from the musical Joseph and
his Amazing Technicolor Dreamcoat. The pupils can make notes about the subject, writing on a
large sheet of paper all they think they know about the story of Joseph.

Testament – the Bible in animation 24

AIMS AND OBJECTIVES

 To explore the ideas of change, group responsibility and good coming out of evil, using the story
of Joseph.
 To relate these ideas to life today and to encourage pupils to reflect on their own experience of
some these ideas and their relevance to the modern believer.

THE JOSEPH RAP

Introduction

Sometimes it looks as if everything is going wrong but good sometimes comes out of a bad situation.
Discuss this with the pupils. Believers say that God does not will the bad situation but he can create
good out of it. It is like making a mistake in art and the mistake being changed into a valuable part
of the picture. The fact that good came out of Joseph's situation does not justify the brothers' or
Joseph's behaviour.

Activities

 Pupils can learn to perform the rap or write their own rap on the Joseph story. Use the rap rhythm
button on a keyboard to keep the beat.
 Pupils can take the various parts or accompany the rap with percussion.

The Joseph rap

Hi, I'm, Joseph, Dad's favourite son,

Out of all the twelve I'm the special one!
Dad got me a coat with a coloured design,
I started to see pictures in my mind.
My brothers, they hate me, they think I'm a creep,
But I have seen strange things in my sleep.

We're the brothers, you don't know how we feel,

The way Joseph acts it makes us reel.
He makes up to Dad and gets a gorgeous coat,
So we ripped it and dipped it in the blood of a goat.
'Joseph's dead' we told our Dad,
But we'd sold him to a merchant instead.

Hi, I'm Jacob, the father of eleven,

The twelfth's made his journey up to heaven.
His beautiful coat caused nothing but grief
When he told the boys about stars in his sleep.

I'm Potiphar's wife and I fancied that Joe,

I thought me and him should give it a go.
Joseph's our slave and handsome at that,

Testament – the Bible in animation 25

But he said, 'No', the stupid rat.
Now he's locked up, I've sent him away,
You don't refuse me and see the light of day!

Pharaoh's my name, I love that Joe,

He saved me money when I let him go.
I told him my dream and he saw us slim,
When seven fat cows and seven thin
Came out of the Nile, the thin ate the fat,
But they got no bigger. Joseph warned me that
For seven years there'd be food galore
But seven years later there'd be no more.

I'm the Prime Minister but Joseph to you.

I've come a long way, well don't you know,
I left my family - they thought I was dead,
God made me Egypt's leader instead.
All that went wrong has turned to good
I was able to give my family food.

Heather Wilson (year 8) Nottingham Girls High School

JUDAH AND REUBEN'S STORY

Introduction

Sometimes we think of things in groups -a flock of geese, a pride of lions, a shoal of fish. Ask the
pupils to suggest others. What would you call twelve brothers? A gaggle of boys? A herd of brothers?

The brothers are usually spoken of as a group but several of the brothers stand out as slightly
different. Reuben tries to stop the brothers killing Joseph, planning to rescue him later. Judah
suggested selling Joseph in preference to murder. Later, Judah offered his life in place of Benjamin.

The brothers stand together in the way they treat Joseph and as a group they bear the guilt. None of
them 'broke ranks' and told their father what really happened. As they all shared in the negative
feelings about Joseph, they shared the blame, even if there were degrees of guilt.

Activities

 Read or watch the story of Joseph again. Write either Reuben's story or Judah's story.
 Turn the story of Joseph visiting his brothers and being sold as a slave into a drama.
 Write a mirror poem for either Judah or Reuben.
o Ask pupils to imagine that a mirror can reflect both their outward appearance and
what they are thinking or feeling. Would they buy such a mirror?
o Give pupils mirror card for this.
o If either Reuben or Judah looked into the mirror what would they see?

Testament – the Bible in animation 26

o What would Reuben or Judah be feeling after this incident?
o The poems do not have to rhyme, but they should have rhythm and pattern.
Example

Reuben looked into the mirror

and saw:
fear,
guilt,
desperation.
Eyes that said 'if only'.

Reuben looked into the mirror

and saw:
despair,
grief,
tears.
How could he tell his father?

FAMILIES

Introduction

Talk about jealousy and the types of things that can make people jealous.

Families in the Bible are not always depicted as harmonious. Joseph and Benjamin were the sons of
Jacob's favourite wife, Rachel. Jacob had worked for seven years without wages in order to be able
to marry Rachel. When the wedding day arrived, he lifted the veil and discovered he had married her
sister instead. He had been tricked! Jacob married Rachel as well as her sister, Leah. He offered to
work for another seven years with no wages for Rachel. Rachel had two sons, Joseph and Benjamin,
but she died giving birth to Benjamin.

The other brothers were half brothers to Joseph and Benjamin and they resented their father's
favouritism. The jealousy focused on the coat that Jacob gave to Joseph. Whether the coat was long
sleeved, of many colours, or made up of many parts, it was significant. It was a slap in the face to
the others, a constant reminder to them that Joseph was the favoured son.

Activities

 Design a costume for someone playing Joseph that will emphasise that he was the favourite.
Drawings can be coloured or swatches of material can be fixed around the edge of the finished
design. Patches of colour and notes explaining the design can be written round the drawing.
 Design a costume for one of the brothers to contrast with Joseph. They were working men,
although they were not poor.
 Underneath the drawings pupils can write how the brothers and Joseph felt about each other
and how the coat became a focus of their feelings.

Testament – the Bible in animation 27

 If this story were written today, what would Jacob have brought Joseph to show he was the
favourite? (Handle sensitively.)

CHANGE

Introduction

As we grow, we all change. We also change in the way we behave. Discuss this with pupils.

Our changing feelings are often displayed in our faces. Joseph had to leave the room several times
when he met his brothers because his face nearly gave him away. He had to be alone to cry, and
then compose his face to meet them again.

The story of Joseph is about change. Joseph changed from a spoilt child to a responsible and
forgiving man. The brothers changed from being bitter and to being understanding and honest.
Jacob's life changed from grief to joy.

Pupils can go back to the story and choose a character, looking at the way that person's
circumstances and feelings change. Puppets can be used to express that change.

 Look at the range of faces on page 29 and put them in pairs to show how people changed. For
example, for Jacob you might select sad and happy.
 Draw the two faces and write underneath what emotions they represent and who felt them and
why. Paper plates can be used for this. Fix two small plates together, back to back, and draw
different expressions on each one. A folded art straw can be in the middle so that the face can be
turned to show the different expressions.
 Paper bag puppets can be also be used to express changing circumstances and reactions.
 Draw one expression on one paper bag.
 Draw a second expression on another, slightly larger bag. Place one bag over the other to show
the change of feelings. A script based on the biblical story can be created and a series of different
sized bags used to show the feelings and circumstances.

Testament – the Bible in animation 28

Surpise Anger/Jealousy

Sad Happy

Relief Scared

Testament – the Bible in animation 29

Reflection

Teachers might like to select from the reflections below depending on the age of the pupils and the
context in which they work. Parts of these reflections can be read while the pupils listen quietly. A
spoken response is not required.

 Think about times in your own life when it looked as if things were going wrong but some good
came out of them. Although it is important to recognise that good can come out of bad
situations, the bad should never be labelled anything but bad. A war may bring out courage in
people but that does not make war good. We can praise the courage, but war still remains a
wrong that our world would be better without..

 The story of Joseph is also about jealousy. In the Bible, jealousy is described as deadly, something
that must be dealt with before it causes trouble. The brothers let their jealousy grow. In the
poem, William Blake imagines anger or wrath as a tree that grows if you don't stop it. Every time
you hear the word angry or wrath, replace it in your mind with the jealous or jealousy.

I was angry with my friend:

I told my wrath, and my wrath did end.
I was angry with my foe (enemy):
I told it not, and wrath did grow.

William Blake

The message of the story of Joseph

For believers, the story of Joseph is a story of complex good, which means that out of all the twists
and turns of Joseph's life (his brothers' hatred, slavery, Potiphar's wife's lies, the butler's
forgetfulness) God brought good. When Joseph was needed, he was in the right place with the
power to save not only his family but the Egyptians:

'You intended to harm me, but God intended it for good ... the saving of many lives.' Genesis 50.20

The story of Joseph is also about the difficulties of living in families. Biblical families are not
cardboard cut-outs or perfect heroes and heroines. They are painted as fallible people with many
faults. It is with these imperfect people that God works.

Testament – the Bible in animation 30

Resources

[Link]

MUSIC/Film

A. Lloyd Webber and T. Rice, Joseph and the Amazing Technicolor Dream coat (Really Useful Group,
1991)
Lloyd Webber and T. Rice, Joseph and the Amazing Technicolor Dream coat (Really Useful Films,
1999)
[Link]
[Link]

BOOKS

H. Amery, The Usborne Children’s Bible (Usborne 2009)

A. Pilling, The Kingfisher Children's Bible (Kingfisher, 1993)
S. Hastings, The Illustrated Children's Bible (Dorling Kindersley, 2005)
M. Cooling, The Bible Through Art (RMEP 2000)
M. Cooling, Writing and Poetry Toolkit: creative ideas for exploring the Bible (Bible Society, 1996)
M. Cooling, Story and Drama Toolkit: creative ideas for exploring the Bible (Bible Society, 1996)
M. Cooling, Art and Music Toolkit: creative ideas for exploring the Bible (Bible Society, 1996)

Testament – the Bible in animation 31

PROGRAMME 4 - Moses

Biblical references

Birth and saving: Exodus 2.1-10

The killing of the Egyptian and leaving Egypt: Exodus 2.11-25
The burning bush: Exodus 3.1-4.31
Pharaoh and the plagues: Exodus 6.28-11.10
Escape and Red Sea: 12.1-14.31

Background information

THE ISRAELITES IN EGYPT The Israelites settled in Egypt under Joseph. After a while, a different,
Pharaoh ascended to the throne. A large, non-Egyptian group living on the border with Canaan was
a threat: they might side with enemies wanting to invade (Exodus 1.8-11). Egypt had been infiltrated
from Canaan before. The Israelites were reduced to slaves to neutralise the threat and provided a
cheap labour source.

THE PHARAOHS The Pharaoh of the oppression may have been Rameses II (1290-1224 BCE) or his
father Seti I (1303-1290 BCE). The Pharaoh of the Exodus (escape) may have been Merenptah
(1224-1214 BCE), the son of Rameses II. Dating the Exodus is difficult: Egyptians did not consider
slave rebellions worthy of record. The Merenptah 'stele', a stone monument, records Israel as a
people in Canaan in 1220 BCE. That puts the date of the Exodus as some time before 1220 BCE.
For alternative dating of the Exodus and the possibility of other Pharaohs see
[Link]/[Link]

THE BULRUSHES AND THE PRINCESS Children were very precious to Hebrew parents. Floating
Moses in the river would have been done in hope of rescue, not death; exposure of children was not
a practice of the Hebrews. The basket is called an 'ark' in Hebrew, a means of saving. The princess
would have been one of many. Moses would have lived with his parents for about three years: babies
were breast fed for as long as possible.

THE PLAGUES Some see these as a series of natural events: the Nile turning red, being the red silt
that is washed down from the hills, etc. Others accept them as direct intervention by God. A third
option is God using the natural order. The death of the first born is, however, in quite a different
category; it is not part of the natural order of events.

THE RED SEA The term 'yam suf' is often translated 'red sea' but means 'sea of reeds'. It could be
a shallow area north of the Red Sea. Again, people have different interpretations. Some take the
strong wind referred to in the text as a sign of natural phenomena, others would see it as direct
intervention. God is often described as using nature.

Testament – the Bible in animation 32

Introducing the story of Moses

Describe a reality TV scenario: a camp in the jungle with guards, how would the children get out?
How would they find their way out of the jungle? What would be their escape plan? Egypt had been
a place of safety for the Israelites, a place of welcome. It became a place of oppression. The story of
Moses is the story of God's unusual escape plan.

Aims and objectives

 To explore the ideas of the weak defeating the powerful, God's unusual choice, encountering
God, and God the rescuer through the stories of Moses
 To relate these to life today and to encourage pupils to reflect on their own experience of some of
these ideas and their relevance to the modern believer.

THE WOMEN WHO OUTWITTED PHARAOH

Introduction

Ask pupils to name powerful people they have heard of and people who are not powerful. Put these
suggestions together in pairs. For example: my granny, the prime minister.

The story of Moses is about the powerless defeating and outwitting the powerful.

In the early part of the story of Moses the powerless people are a group of women: the midwives,
Moses' mother and his sister Miriam and the princess. (In those days, princesses did not have much
power.) Each woman has her part to play in outwitting Pharaoh. The most powerful man in the
kingdom is defeated by women who are part of God's plan.

Activities

 Older pupils can look through the Bible story and find out what part each of the women has to
play in defeating Pharaoh's evil plan. The class can be split in three, each group researching a
different part (the midwives, Moses' mother and sister, the princess). Each group can share their
findings with the others. Once the research has been done or the story told, pupils can write a
diary entry for their character(s). They should think about the events, the risks that the women
took and their feelings.

 With younger pupils, the teacher can tell the story highlighting the role of the women in
defeating Pharaoh. (It is about harming children so needs handling sensitively.) Pupils can either
tell the Princess’ story the basket’s story or the river’s story.

Testament – the Bible in animation 33

DESIGN A HERO

Introduction

Discuss superheroes with the pupils. Talk about, the powers they have and the types of things they
do. Moses was hardly the superhero type. He did defend a slave but quickly ran away. He spent
years in the desert looking after sheep - hardly SAS training! Moses had a stammer and little self-
confidence. When God tried to give him the job, he thought up as many excuses as he could: he
could not speak well, he did not feel up to the job, no one would believe him etc. Moses was no
superhero, most biblical leaders were not. Believers stress that God does not ask for superheroes, In
the Bible he often chose ordinary people: Gideon was afraid and Jeremiah was shy and young. The
heroes of the Bible are not superheroes in modern media terms; their very humanity makes them
easier to relate to.

Testament – the Bible in animation 34

Activities

 Pupils can design a superhero. What will she or he look like? What powers will they have? What
causes will they fight for?
 Photocopy the picture of Moses. Pupils can write 'Moses Superhero' across the top, then list the
qualities that qualify Moses to be thought of as a superhero on the plus side and those that
disqualify him on the minus side.
 Pupils can examine Moses' excuses, sorting them into two groups. Which were really serious
reasons why Moses felt he could not take the job? Which do they feel were just excuses? This can
be done as a class exercise or the teacher can have the reasons and excuses written on cards and
the pupils can sort them.
 Although Moses did not have the training to be a superhero, he had the training he needed. How
did his Hebrew background prepare him for his future role? How did his Egyptian background
prepare him?

+ -

Moses

Testament – the Bible in animation 35

THE BURNING BUSH

Introduction

Discuss with the pupils key things that change our lives. Sometimes we meet someone or experience
something, and life is never the same again. Moses had a life-changing experience. After so many
years in the desert, to have an encounter with God and to be sent back to Egypt must have been a
shock.

Moses did not 'see' God, he only heard a voice. God described himself as 'Who I am', or ‘I am who I
am’: he is an active presence who will be with Moses in the days to come. Moses' life was never the
same again after this meeting.

Activities

 Ask the pupils to imagine Moses alone in the vast desert. Egypt must have become a distant
memory. Suddenly Moses sees a bush, burning but not destroyed.
 Pupils can write a senses poem about this encounter and explore what Moses was experiencing
with all his senses and how he was feeling. This can be an individual task or a group effort.
 Pupils can draw and cut out a number of flames and write one word on each which describes
Moses' encounter with God. Each child can provide a flame for a class burning bush. The bush
can be painted on a large sheet of paper and the flames stuck on. Alternatively, this can be an
individual exercise. Draw the bare branches and ask pupils to cut flames and write words on
them that describe Moses' experience.

Example

A burning bush that didn't burn,

A shepherd on a lonely hill,
He smelt the burning,
He saw the bush,
He heard the calling,
Felt the presence of the Lord,
Tasted the love of God,
As he touched holy ground.

©Marlene Boyd age 14 Endowed School, Magherafelt

THE RESCUE

Introduction

Refer to television programmes about rescue, or talk about the rescue services. There are several
rescues in this story. Moses is rescued from death by the midwives and later by the princess. Moses
himself rescues the Hebrew slave. The great rescue, known as the Exodus, is when God rescues the
Israelites through Moses. This rescue has come to stand for freedom for all oppressed peoples. The
African slaves in America sang the story as a spiritual as they too longed for freedom.

Testament – the Bible in animation 36

Activities

 Think of other groups for whom this story would be appropriate - people who need freedom from
oppression, one example could be child labour. Create a news board.
[Link]
[Link]

 Listen to or sing the spiritual [Link] Create an

accompaniment to go with the verse. It could be a rhythm played on untuned instruments such
as the tambourine or drum. It could be a short tune played on xylophone, keyboard or another
tuned instrument.

Let my people go (anon)

When Israel was in Egypt's land,

Let my people go.
Oppressed so hard they could not stand,
Let my people
Go down Moses way down in Egypt's land
Tell ole Pharaoh,
Let my people go!

Reflection

 Have there been times when you have been given a job which you have felt was too much for
you on your own? Think about how you coped.

 Superheroes
Superheroes have special powers -
We are ordinary.
Superheroes are not frightened -
We are often scared.
Superheroes are confident -
We're not always sure of ourselves.
Moses had no special powers, only God's.
Moses faced fear and ran,
He feared his own failure.
God called Moses, not a superhero.
Moses did not fail.
In the Bible God calls ordinary people to do the extraordinary.

Testament – the Bible in animation 37

The message of the story of Moses

For believers, the message of Moses is that God does listen to the oppressed and he acts. Often,
while it looks as if nothing is happening, someone is being prepared. The story of Moses is also
about the people God chooses. God does not seem to call people who are superbly confident; often
he calls people who are ordinary but prepared to trust him. Finally the message of the story of Moses
is that an encounter with God is a life changing experience. Believers today would say this is the
same today as it was three thousand years ago. The Exodus (escape from Egypt) is all about
freedom, but the subsequent story of the Israelites in the wilderness shows that freedom was not
easy to handle. With freedom comes responsibility.

The story of the escape from Egypt is the story celebrated and relived by Jews in the festival of
Passover. The Passover is also central to understanding the Christian festival of Easter.

Resources

[Link]

MUSIC /Film

Prince of Egypt (DreamWorks Pictures 1998)

Roger Jones, From Pharaoh to freedom (NCEC, 1985)

BOOKS

J. Yolen, Prince of Egypt (Ladybird Books 1998)

H. Amery, The Usborne Children’s Bible (Usborne 2009)
A. Pilling, The Kingfisher Children's Bible (Kingfisher, 1993)
S. Hastings, The Illustrated Children's Bible (Dorling Kindersley, 2005)
M. Cooling, The Bible Through Art (RMEP 2000)
M. Cooling, Writing and Poetry Toolkit: creative ideas for exploring the Bible (Bible Society, 1996)
M. Cooling, Story and Drama Toolkit: creative ideas for exploring the Bible (Bible Society, 1996)
M. Cooling, Art and Music Toolkit: creative ideas for exploring the Bible (Bible Society, 1996)

Testament – the Bible in animation 38

ROGRAMME 5 - Ruth

Biblical references

The Book of Ruth 1-4

Testament – the Bible in animation 39

Introducing Ruth

Bring in a paperback love story or True love magazine. Talk with the pupils about romantic literature.
Often romance is seen as rather soft and slushy. Ruth is nothing like that. It is a story of love - Ruth's
love and commitment to Naomi and the love between Boaz and Ruth. There is nothing soft or slushy
about Ruth: it is a love that stands the test of hardship and grief. Love in the Bible is more than
emotion, it includes commitment, will and the way life is lived. In that sense Ruth is a very definitely
a love story.

Aims and objectives

 To explore the ideas of loving kindness lived out in daily life; God as a guide; and welcoming
through the story of Ruth
 To encourage pupils to reflect on their own experience of some of these ideas and their relevance
for the modern believer.

Introduction

Talk about what a ‘tough’ film might be with older pupils. Ruth is a story of goodness, loyalty and
love. Often the world is painted as tough and hard, and qualities such as love and loyalty are seen as
all right for the home or classroom but won't work in the 'real' world. Ruth paints a different
picture. In the face of' poverty, hunger, back-breaking work and terrible grief Ruth shines out as a
human being with integrity and worth. She shows it is possible to live rightly in the tough 'real'
world. With younger pupils introduce some of the different classifications for films and why they are
there. Talk about different types of DVD’s: love stories, action stories etc.

Activities

Bring in some appropriate DVD's and look at the front and back covers and the classification.
Choose from the activities below depending on pupils' age and ability.

 Pupils can write information for the back cover of a DVD of the story of Ruth, giving an idea of
the story and the issues covered. The drawing of a DVD can be enlarged and used.
 Create a title for the DVD.
 Design a cover that will express the 'feel' of the story.
 Give it a rating: U, PG, 12, 15 or 18. Pupils might like to devise their own rating (it does not have
to be age related) for this type of story.
 Decide what type of DVD it is and create an advert for it. Is it a thriller? Is it a love story? Will it
make people laugh or cry?

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Design a DVD cover for the story

Testament – the Bible in animation 41

MIRROR IMAGES

Introduction

Talk about medals that are awarded to people for bravery. Medals are often awarded for bravery
'above and beyond’ the call of duty. In other words the person was awarded the medal because they
did more than was expected of them. Ruth is a story about someone who did more than was
required or expected. She showed more love, kindness and loyalty than she had to. The Hebrew word
for this is

‫חסד‬
chesed (the 'ch' is pronounced like the 'ch' in 'loch').

Chesed is an important word in the Bible: it describes both the love of God and the love of people
for each other. It means love, loyalty, kindness, compassion and mercy, all expressed beyond what is
expected. Pupils might like to learn to write the word chesed in Hebrew and write the different
things it means. Look up the word mercy and create a drama to demonstrate what it means.

Activities

Both Ruth and Boaz are examples of chesed expressed in ordinary life. Ruth does more for Naomi
than a daughter in law was expected to do. Boaz does more for Ruth than he had to. Ruth and Boaz
are mirror images of each other in kindness. Select from the activities below according to the age
and abilities of the pupils.
 Double a piece of paper and cut two figures but leave them joined at the hand. Label them Ruth
and Boaz. Within each figure write how they showed chesed in ordinary life, using the story to
support your answer.
 Draw round two pupils ( feet together and with permission). Label one Ruth the other Boaz. As a
class the pupils can suggest how Ruth and Boaz showed chesed and the teacher or pupils can
write in the suggestions.
 Ask pupils to suggest ways in which this type of kindness can be shown in everyday life today.
Pupils might like to write a modern story where people show chesed, or think of current role
models who display chesed.

THE EDITOR'S CHOICE

Introduction

Ruth was the great grandmother of King David. This could be seen as a 'skeleton in the cupboard'
as Ruth was from Moab, one of the enemies of Israel. Imagine the headlines, 'Israel's greatest King
descended from a Moabite!' On the other hand, having Ruth as an ancestor could be an asset. She
was a shining example of someone who showed love and loyalty in everyday life.

Activity

Testament – the Bible in animation 42

The following activity can be run as a role play in groups. Pupils need to know the situation and
they will need the information on their card.

 Pupils are in pairs: reporter and source. Older pupils can research the roles and flesh them
out, writing down what they will say to the editor. What people will say and what the
headline will be should be discussed, planned and written before the role play begins.

 Younger pupils can do the same but will need more support and can be given more
information or do a little research

THE SITUATION: THE EDITOR'S OFFICE Three reporters each bring their 'source' into the office.
Each is given a few minutes to describe how they would present the story of Ruth and they can
involve their source to back up their story. The reporter should also be able to suggest a headline.
After hearing all three cases, the editor has to choose and give a reason for the choice.

Reporter 1 She or he wants to run with the skeleton in the cupboard idea. Ruth was Moabite. She
came from a people that worshipped an idol, Chemosh. The Moabites had long been the enemies of
Israel.

Source 1: farm worker on Boaz estate Ruth was a Moabite. He was worried about how the other
workers might feel. He noticed that Boaz showed favouritism towards her.

Reporter 2 She or he wants to highlight the romantic element. Ruth was a young widow who gave
up the chance of remarriage to be with Naomi and unexpectedly found love.

Source 2: elderly citizen of Bethlehem. She went to Ruth's wedding as a child, remembers the
moment when Boaz almost lost his chance to marry Ruth.

Reporter 3 She or he wants to report the kind stranger aspect. Here is a stranger who adopts the
Israelite faith and excels at living it out.

Source 3: niece of Naomi She remembers her parents telling her about the conditions in which Ruth
worked. She has gleaned herself and knows how hard it is.

Editor of a local newspaper She or he has to make the final decision about the headline and which
story the newspaper runs with. A reason must be given for the choice.

Debriefing Take time to debrief. Ask the players in role what they felt. Any questions should be
addressed to the character, not the student. For example, 'How did the reporter react to...?' not
'How did you react?' Go over what was learnt and ease the pupils out of role.

Example of a case by a reporter 'I think we ought to run a story on Ruth that is really romantic. Lots
of readers like a love story and the story of Ruth also has some drama when the wrong person nearly
marries Ruth. I think our readers will really like it, particularly as the news has been so bad lately - it
will cheer them up. Listen to what my source says: she actually went to Ruth's wedding!'

See the resources section for helpful websites on making news stories

Testament – the Bible in animation 43

UNDER THE SHADOW OF HIS WINGS

Introduction

Talk about 'word pictures'. Sometimes words conjure up a very strong picture in your mind. Read out
some of the phrases below and ask the pupils what images they see in their minds, for example:

snow capped peaks

winter's icy hand
fiery sunset

These are all 'word pictures'. Mountains don't wear caps, winter does not have a hand and the sky
is not on fire. They are not meant to be taken literally: they build a picture in our minds. In the story
of Ruth, God is very much in the background, guiding and protecting. Ruth happens to find the field
that belongs to Boaz; she arrives in Bethlehem just as the harvest is starting. This experience of
God's protective guiding is described by Boaz as being 'under the shadow of his wings'. Boaz is not
saying that God has wings! It is a 'word picture' that describes God's role and way of behaving. The
prophet Isaiah likened God to a mother bird that protected its chicks. In Psalm 23, God is likened to
a shepherd who guides his sheep.

Activities

 Ask pupils to look at the poems. In each case decide what image of God is being used and what
message the word picture conveys. Does it tell people that God is gentle and caring, or strong
and powerful? Pupils can be given a photocopy of the poems or they can copy or type them, then
illustrate the poems with images that reflect their meaning.
Select the poems according to the age and ability of the pupils.

The Lord cares for his people,

Just as a shepherd cares for his flock.
He carries the lambs in his arms;
He gently leads the sheep expecting lambs. Isaiah 40.11

I love you God, you are my strength.

You are my rock where I feel safe;
You are my strong shelter and my shield. Psalm 18.1-2

At night I lie awake and think of you God.

You always help me.
I cling to you as a bird clings to its mother;
I am safe under the shadow of your wings. Psalm 63.6-8

Testament – the Bible in animation 44

Reflection

Teachers might like to select from the sections below depending on the age of their pupils and the
context in which they work. Sections of these reflections can be read while the pupils listen quietly. A
spoken response is not required.

 Think about times when you have done more than what was expected. Some people go through
life doing the bare minimum. It's less work but do they miss something important in life?
 Goodness sometimes gets a bad press: in films, on television and in books, goodness is sometimes
mocked. People doing the right thing are held up as 'do gooders', and often portrayed in an
unattractive light. Real goodness is attractive: it is evil that wrecks lives. Think about one
character from a film, a book or television who you felt was good and was portrayed in an
attractive way.
 Think about the images of God you have heard about. If you think about God, what image comes
to mind?
 The image of God in Ruth is of quiet guiding in the difficulties of life.

The message of the story of Ruth

The story of Ruth is remembered by Jews at the festival of Shavuot. For believers Ruth is a reminder
that great kindness can come from unexpected quarters. The people of Bethlehem found that the
stranger in their midst outdid them in kindness, love and faith (She adopts Naomi’s faith).
Stereotypes and prejudices should not stop people finding goodness in the stranger. For believers,
Ruth is a story of God's quiet guiding. It is not dramatic. Ruth is also a story of hope, love and
loyalty triumphing over and disaster. It shows how love can be into practise in lives. The story of
Ruth is also a reminder of the place of the poor. In the Bible they are God's priority.

Resources

[Link]
[Link]
[Link] - go to famous paintings of Ruth
[Link] on line puzzle

On line Ruth and Naomi Jigsaw puzzles available, search by ‘Ruth and Naomi on-line jigsaw’ check
suitability

BOOKS

H. Amery, The Usborne Children’s Bible (Usborne 2009)

Testament – the Bible in animation 45

PROGRAMME 6 - David

Biblical references

Boyhood: 1 Samuel 16.1-13; 17.34-37

Saul's servant: 1 Samuel 16.14-23
David and Goliath: 1 Samuel 17.1-58
Saul's jealousy: 1 Samuel 18.1-19.18
David and Jonathan: 1 Samuel 18.1-4; 20.1-42
Michal helps David escape: 1 Samuel 19.11-17
David the outlaw: 1 Samuel 21.1-23.29
David spares Saul: 1 Samuel 24.1-22; 26.1-25
Saul and the medium: 1 Samuel 28.1-25
Saul's death and David's lament: 1 Samuel 31.1-13; 2 Samuel 1.1-27

Background information

David was the youngest son of Jesse of Bethlehem. His great grandmother was Ruth. As a young
man, David looked after the family sheep. David was also a musician who played the harp and made
up songs, some of which are recorded in the Book of Psalms. David eventually became Israel's
greatest king and was the father of Solomon.

JONATHAN was the son of Saul. As Saul's heir, he stood to lose the most by David taking over. This
makes Jonathan's friendship with David all the more remarkable.

SAUL was the first king of Israel, he had been chosen by Samuel the prophet. Saul had successfully
defended the country against the Philistines though he was never able to defeat them completely.

Saul was rejected as the king because he had disobeyed God. Possibly in consequence of this
rejection, Saul suffered from depression over a period of years. David's music seemed to be one of
the few things that helped him to cope. Saul became jealous of David who had won the loyalty of
both his son Jonathan and his daughter Michal. It seemed that David had taken everything: family,
nation, and soon the crown.

GOLIATH was a gigantic warrior of the Philistines, a people who inhabited the coastal strip of
Palestine. They were a military power who were difficult to defeat. They were known to wear high
helmets which would have made them appear even taller. Goliath is recorded as being almost three
metres tall and acted as a champion for the Philistine army. That makes Goliath a little taller than
the tallest recorded person.

Testament – the Bible in animation 46

THE SLING was carried chiefly by shepherds to ward off wild animals and guide sheep by dropping
stones to make them move. In the right hands could be quite a formidable weapon. The sling was
made of leather with thongs which could be released at the vital moment.

Note: pupils should not infer from this that throwing stones is appropriate. David used the
appropriate weapon in a time of war.

Introducing David

The story of Goliath will be the pupils' main association with David. Take a piece of paper and write
notes on all they already know about David. Ask them to write a one line character summary. Return
to this after seeing the programmes, and see if they have changed their opinions. If pupils have no
prior knowledge of the story, start by sharing words to describe something big: huge, enormous,
gigantic etc. Do the same for small as a way of leading into the story.

Aims and objectives

 To explore ideas of preparation, trust, divided loyalties and the role of music through the stories
of David.
 To relate these to life today and to encourage pupils to reflect on their own experience of some of
these ideas and their relevance to the modern believer.

DAVID THE SHEPHERD

Introduction

Talk with pupils about the way we prepare for adult life. As pupils get older they go on work
experience. We also prepare ourselves for adult life with the things we learn when we are young.

David was a shepherd when he was a young man. He probably looked a most unlikely candidate for
a king but his early training as a shepherd stood him in good stead in later life.

Activities

 Pupils can create a fact file on the life of a shepherd in biblical times, then work out how that
helped David in later life. The size of the file can vary according to the age and ability of the
pupils. The file can be made on paper or it can be created on computer.
 A picture fact file can be created with notes around the pictures. Pupils will need access to Bibles
for this activity though some basic facts are given below.

INFORMATION

 Looking after sheep was often a lonely job. There was plenty of time to think, pray, play a musical
instrument and notice the natural world.
 The shepherd was responsible for the sheep. He had to defend them from wild animals. Wolves,
bears and lions would attack sheep.

Testament – the Bible in animation 47

 The shepherd had a club and a sling as weapons. He also had a staff for herding and rescuing
the sheep.
 The shepherd did not drive the sheep: he led them to fresh grass which was not always easy to
find in a dry and stony land.
 At night, the shepherd counted the sheep into a fold. He often lay in the doorway to protect the
sheep. Some shepherds had tents for night time.
 When pupils have made their fact file, they can write about how it helped David in later life. How
many stages of David's life pupils explore will depend on their age and ability.
- as musician to the king
- as warrior against Goliath
- as friend of Jonathan
- as outlaw
- as King

Testament – the Bible in animation 48



Testament – the Bible in animation 49

DAVID THE SONGMAKER

Introduction

Talk about the power of music. Films and television use a lot of background music to influence the
audience. Advertisements often make very clever use of music. David was a skilled musician and
song writer. Some of his songs can be found in the Book of Psalms. David's music soothed Saul
when he was depressed.

Activities

Play a series of short pieces of music and ask pupils to write or describe the mood of the music. Does
the music affect them? Pupils may like to bring in pieces of music from home and describe their
moods. Pupils can select different pieces of music for different episodes in David's life. They will
need to refer back to the biblical story for this.

Joy
Beethoven, Ode to joy from Symphony number 9 (last movement) (Teldec, 9031-75713-2)
Elton John and Tim Rice, The Lion King, The circle of life (Mercury, 522690-4)
A. Menken, Beauty and the Beast, Transformation (Pickwick, DST CD 458)

Sadness
Saint Saens, The swan from Carnival of the animals (VC, 7907862)
Verdi, Chorus of the Hebrew slaves, from Nabucco (Imp Classics, PCD 908)
Andrew Lloyd Webber, Cats, Memory (Polydor, 817 810-2)
A. Menken, Beauty and the Beast, The Beast lets Belle go (Pickwick, DST CD 458)

War
G. Holst, Mars, from the Planet suite (Virgo, VJ 9 71457-2)
A. Menken, Pocahontas, Savages, parts 1 and 2 (Walt Disney Records, WDR 7546-4)

Storm/anger
Beethoven, Sixth symphony (Pastoral): the storm movement (Teldec, 9031-75709-2)
Wagner, Ride of the Valkyries (Collins Classics, 12072)

Fear
A. Menken, Pocahontas, Ship at sea (Walt Disney Records, WDR 7546-4)
J. Williams, Jurassic park, The raptor attack (MCA, MCD 10859)
Grieg, Hall of the mountain King from Peer (Sony Classical, 5BK53257)

Peacefulness/reflective
Vangelis, 1492, West across the ocean sea and Twenty eighth parallel (East West, 4509-91014)
S. Myers, The deer hunter, Cavatina (Love Themes, Point 2641592)
Holst, Venus from the Planet suite (Virgo, VJ 971457-2)

Powerful/victorious
Carl Off, O Fortuna from Carmina Burana (Sony Classical, 5BK 47668)

Testament – the Bible in animation 50

P. Doyle, Much ado about nothing, Overture (EPIC MOOD, CD 30)
Strauss, Thus spake Zarathustra (Deutche Grammophon, 410 959-2)

Loneliness
Simon and Garfunkel, The sound of The definitive Simon and Garfunkel (Columbia, MOOD CD 21)
Vaughan Williams, Sinfonia Antarctica CDC7475162)

MICHAL

Introduction

Discuss what it feels like when we are faced with a situation and we have to find a solution quickly.
Michal was faced with a threat to her husband David but she did not want to hurt her father, Saul.
She also had to think of the consequences for herself.

Activities

Read the story of Michal helping David to escape. As you read the story, bring out what she was
feeling. Enact the story with the class.

 Draw round one child (feet together with permission) using the back of wallpaper.
 Label the figure Michal.
 Write inside the figure the options which were open to her. What possible actions could she have
taken? What would have been the results?
 Write the story of Michal, emphasising what was felt and the decision she made. Note: this can
be done as a group, individual or class exercise depending on the ages and abilities of the pupils.

DAVID AND GOLIATH

Introduction

Ask the pupils to think of a time they have felt daunted by a task that was too big for them. This is
not for open sharing. Ask them to invent a job that would be too big, for example, to write an
encyclopaedia.

David was faced with a job which he felt was too big for him. He faced a man of gigantic
proportions - Goliath. Goliath's height and strength would have been emphasised by his armour.

The Israelites were told to trust God and to make the point God often used small, weak or powerless
people. David had a weapon but he did not rely on it solely, he trusted God. Goliath, in contrast,
boasted of his strength.

Testament – the Bible in animation 51

Activity

Talk with the pupils about metaphors. A metaphor describes one thing by saying it is something else,
such as: 'the moon is a silver balloon', 'the sun is a ball of fire'.

Metaphors can communicate the contrasts between David and Goliath. Goliath, compared to David,
was a skyscraper. David was an ant!

 Pupils can go through the story and mark the places where Goliath's size, armour and strength
are emphasised.
 They can repeat this activity looking for references to David's size, lack of armour, youth and
inexperience.
 Pupils can create metaphors to communicate Goliath's size, etc. compared to David.

Example

If Goliath was a giant turnip David would be a radish.

If Goliath was a sun flower David would be a snowdrop.

If Goliath was an eagle, David would be a sparrow.

Reflection

 Play some peaceful music from the list of music on page 50. Ask pupils to think about David's
life and how his very different talents, which he developed as a young man, were used when he
grew up. Ask them to think about themselves and the talents and interests they have now and
how they might be used in the future.
 Most of us do not face a Goliath, but we do often have to face giant size problems during our
lives. David was met by ridicule from his brothers, and particularly from Goliath. They did not look
for defeat to come from someone such as David. They were looking for someone at least as
strong as Goliath. The course of history is often changed by unlikely people.
 David was rich in friendships. He wept when Saul and Jonathan died and wrote a lament (sad
song) for them. While listening to David’s song think about your own friends.

Saul and Jonathan were easy to love.

Neither in life or death were they parted.
They were swifter than eagles,
Stronger than lions.
How are the mighty fallen!
I am heartbroken over you, my brother.
You have been so kind to me.
How are the mighty fallen!
2 Samuel 1.23, 26

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The message of the story of David

For believers, the message of the life of David is that God often uses the weak because they will
depend on him. Over and over again, Israel is told not to depend on her forces or armour alone. That
did not mean weapons could not be used: it was about attitudes. Ultimately God was the one who
rescued and he acted through other people who were prepared to trust him.

The story is also about God's timing and patience. David was promised the throne but he did not
grab it. Several times he could have killed Saul but did not. He was content to wait. David knew the
value of friendship. David's name probably means 'beloved' and David was beloved by many:
Jonathan, Michal, the people, his followers, even Saul. The quality of David's friendships says much
about him. David is revered as Israel's greatest king by Jews; for Christians he is also honoured as
the ancestor of Jesus, who was of Davidic descent.

Resources

On line David and Goliath Jigsaw puzzles available, search by ‘David and Goliath on-line jigsaw’
check suitability

MUSIC

M. Carpenter , Giant -Slayer (Out of the Ark Music) [Link]/products/other-

musicals/[Link]
Little David play on your harp – performances available online

BOOKS

B. Hartman, The Complete Bible Baddies (Lion Hudson 2005)

Testament – the Bible in animation 53

PROGRAMME 7 - Elijah

Biblical references

Elijah and the drought: 1 Kings 16.29-17.24

The contest on Mount Carmel: 1 Kings 18.16-46
The still, small voice: 1 Kings 19.1-18
The fiery chariot: 2 Kings 2.1-18

Background information

ELIJAH Elijah's name means 'Yahweh is God'. He lived in the ninth century and came from Tishbe
in Gilead, which is in the north east of Israel

AHAB was a powerful king who reigned for 22 years. He inherited a large kingdom from his father
Omri. Ahab made it secure by building fortresses, and by allying himself to the kingdom of Phoenicia
(modern Lebanon) by marrying Jezebel, the daughter of the Phoenician king. Ahab was a good
politician, but became a byword for a bad king because his policies opened Israel to the influence of
Canaanite religion encouraged by Jezebel.

JEZEBEL was the daughter of Ethbaal, King of Phoenicia. She was a devotee of the god Baal Melkart
whom the Phoenicians worshipped. She brought hundreds of her prophets with her and sought to
impose her faith on Israel. In Israel, the power of the king was limited: he was only 'a prince under
God'. Jezebel knew of no such restraints on her power, and encouraged Ahab to murder and to
worship the god Baal.

ELISHA The prophet who took over from Elijah.

MOUNT CARMEL Mount Carmel is the northern ridge of a range of hills, rather than an isolated
mountain.

BAAL The name Baal means ‘my husband' or ‘my master'. When used as a title, it refers to the god
of the Canaanites. Canaanite was the general term (like European) which covered a number of
nations living in the region. All these groups worshipped some variation of the god Baal (Baal-zebul,
Baal Melkart, etc). The worship of Baal was a constant temptation to the Israelites. It was a fertility
cult and involved sexual rites. The Bible also states that it involved child sacrifice. Ironically, Baal was
the storm god in charge of the weather. Elijah's first challenge was the withholding of rain, which
showed how powerless Baal was.

Testament – the Bible in animation 54

Introducing Elijah

Talk about the phrase 'a pain in the neck'. Some people are a ‘pain’ because they cause trouble.
Others are considered a pain unfairly because they remind people of what they should be doing and
how they should be behaving. King Ahab saw Elijah as a pain in the neck. When he saw him
coming, his comment was, 'Here comes trouble'. When everyone else gave in to Ahab and Jezebel,
Elijah stood firm. He didn't mince his words and didn't let Ahab go unchallenged.

Aims and objectives

 To explore the ideas of power, making decisions, and Heaven as 'home' through the stories of
Elijah To relate these to life today and to encourage pupils to reflect on their own experience of
some these ideas and their relevance to the modern believer.

THE GREAT DROUGHT

Introduction

Talk with the pupils about people who are powerful in our society and the type of power they have.

The story of Elijah is about a conflict of power. Ahab and particularly Jezebel try to use their power
for wrong purposes. Elijah is a constant pain to them. He is the one person who defies their power.
Throughout the stories Elijah demonstrates that God is powerful. This story shows God’s power over
the weather and even over life and death. In contrast, Ahab and Jezebel search for him everywhere
and cannot find him. God sends Elijah to hide in Zerephath in Phoenicia, Jezebel's country - the one
place Jezebel would not look! Elijah is cared for by a widow who is starving: a person lacking any
power in her own society.

Activities

 A coat-hanger poem
– Ask pupils to write the word 'power' down the centre of a piece of paper in large coloured
letters. The poem does not have to rhyme, but it must have the letter P in the first line, O in the
second line, etc. The words can be arranged on either side. The subject of the poem should be the
different types of power in the story. Go through the story with pupils discussing the different
types of power.

Example

She was Poor without power

Only bread tO share
He was alone Without power
Only faith to sharE
A greateR power

 Pupils can share the lines out and put them together afterwards.
 It can be done as a class poem with teacher support.
 It can be written as prose, not poetry.
 Make a collage of people or symbols of power (money, tanks, influence etc).

Testament – the Bible in animation 55

THE CONTEST

Introduction

Discuss the idea of 'sitting on the fence' or not making up your mind with pupils. There are many
different ways of expressing this idea. In the Bible, Elijah calls it 'limping between two opinions'. We
sometimes talk about 'being in two minds' about something. In Bangladesh, they call it 'having
your feet in two boats'. Many of us 'sit on the fence' and don't make our mind up about issues until
we are made to. In the contest on Mount Carmel, Elijah forced the people to make up their minds.
This was an issue about which they could not be indifferent.

Activities

 Pupils can design a poster which expresses this idea of not making up your mind. It could be
someone literally sitting on the fence. It could use another image that captures the same idea.
 Pupils can write word portraits of the key characters. Word limits can be set for these depending
on age.

A WHISPER OF VOICE

Introduction

People see us in very different ways. To our friends, we might be cheerful and friendly. Our families
might see the quieter side of us. We are still the same person. In this story, Elijah experienced the
gentle aspect of God. He experienced God’s power in the fire on Mount Carmel, afterwards he
experienced something different. Fire, earthquake, wind and storm were traditional ways to express
experiencing God. Elijah discovered that God was not in any of these when he met him on the
mountain. God spoke in a small whisper of a voice to a man who was tired and depressed, a man
who had had enough and wanted to give up. The still small voice and the God of fire were the same
person.

Activities

 Soundscape
o Give pupils a copy of the story. Pupils can mark the places where sound plays an
important part and select instruments that will express the story. The emphasis
should be on expressing Elijah's sadness and the terrible nature of the earthquake
and storm, and the voice that reassures him he is not alone.
o The soundscape can be written out and symbols drawn to show what instruments
to play and how to play them.

Testament – the Bible in animation 56

Example (extract)

o When Jezebel learned that her prophets had been defeated she was angry and sent
a death threat to Elijah

shakers x 10 slowly getting louder, cymbal crash x 1

o Elijah read the death threat and ran. He ran and ran until he could run no more
and he sank exhausted to the ground.

fast beats on the wood blocks getting slower and finally stopping

o Elijah felt he had failed. He wished he was dead. In misery he fell asleep.

single low notes on the xylophone x 5

o An angel came and woke begging him to eat.

higher notes on the glockenspiel x 5

o Elijah slept.

single low notes on the xylophone x 5

o Again an angel woke him and begged him to eat.

higher notes on the glockenspiel x 5

GOING HOME

Introduction

Discuss being away from home with the pupils and what it feels like when you know you will soon
go home. Home is not just a house or a flat. Home is a place where there are people we know and
love.

To believers, 'going home' is a term used to express going to Heaven. It is going home to be with
God. Home is very much ‘where the heart is’ and Christianity is about a friendship with God. For
Christians ‘home’ is where the important relationships are both on earth and in heaven so Christians
have two ‘homes’. Christians believe that this world matters, people can live the values of heaven
now and make a difference. The Bible also speaks of a new or renewed earth at the end of time. In
the new earth God is at the centre of life and there is no sadness or evil or pain (Revelation 21.3-4).
Because God will be there, earth will be home once more.

Testament – the Bible in animation 57

In the story of Elijah, this 'going home' is expressed by a chariot of fire and horses that take him
straight to Heaven. Death is still a cause for grief for those left behind, but for believers it is not
final, it is a pause. It is more like a comma than a full stop.

This idea of going home is expressed in the spiritual 'Swing low, sweet chariot'. Performances can be
found on line.
[Link]
hariot&go=Go

Swing low, sweet chariot (Composed by Wallis Willis before 1862)

Swing low, sweet chariot,

coming for to carry me home.
Swing low, sweet chariot,
coming for to carry me home.
I looked over Jordan and what did I see
coming for to carry me home.
A band of angels coming after me,
coming for to carry me home.

Activities

 Play or use a recording of the song with pupils. Discuss the ideas expressed in the song.
 Encourage pupils to create an accompaniment with percussion instruments.
 Create a dance using fabric for the chorus.

Reflection

 Play the spiritual again and ask pupils to listen quietly.

 'Power corrupts. Absolute power corrupts absolutely.'
Elijah witnessed the truth of this saying in the behaviour of Ahab and Jezebel. Ahab and Jezebel
thought they could do as they liked and no one had the right to question them. Elijah believed
that God was the greater power that kings and queens had to answer to. When we hear the
news, it is easy to feel helpless in the face of powers that oppress those who cannot defend
themselves. The story of Elijah is a reminder to believers that such people are not all-powerful:
only God has that sort of power.

The message of the story of Elijah

The message of Elijah for believers is that it is possible to stand up to people who have power but
don't expect to be popular. Just doing the right things can remind others of what they should be

Testament – the Bible in animation 58

and provoke a negative reaction. The Elijah stories are also a reminder that God treats people
differently at different times in their lives, according to their needs. When Elijah needed a display of
power, God sent fire. When he was sad and needed encouragement, God came in a whisper and
reassured him. Finally, the fiery chariot is a reminder to believers that death is not the end, life can
go on differently.

Resources

MUSIC

Mendelssohn, Elijah (extracts)

[Link]

BOOKS

B. Hartman Angels Angels All Around (Lion Hudson 2004)

B. Hartman, The Complete Bible Baddies (Lion Hudson 2005)
H. Amery, The Usborne Children’s Bible (Usborne 2009)
A. Pilling, The Kingfisher Children's Bible (Kingfisher, 1993)
S. Hastings, The Illustrated Children's Bible (Dorling Kindersley, 2005)
M. Cooling, The Bible Through Art (RMEP 2000)
M. Cooling, Writing and Poetry Toolkit: creative ideas for exploring the Bible (Bible Society, 1996)
M. Cooling, Story and Drama Toolkit: creative ideas for exploring the Bible (Bible Society, 1996)
M. Cooling, Art and Music Toolkit: creative ideas for exploring the Bible (Bible Society, 1996)

Testament – the Bible in animation 59

PROGRAMME 8 - Jonah

Biblical references

The Book of Jonah, chapters 1-4

Background information

JONAH is mentioned as a prophet who lived in the time of Jereboam II (786-746 BCE). He came
from Gath hepher which was in the north of Israel, between Nazareth and Cana.

ISRAEL After 931 BCE, Israel was divided into two states: a northern state called Israel and a
southern state called Judah. The story reflects the eighth century BCE, though it was probably
written later. During the eighth century, Assyrian power was rising. The Assyrian empire was a threat
to the northern state of Israel and conquered it in 722 BCE. The south retained its independence a
little longer.

ASSYRIA/NINEVEH The Assyrians were a byword for cruelty and because of this, were hated by the
Israelites. Nineveh was the last capital of Assyria. It finally fell in 612 BCE to the Babylonians.

TARSHISH is the place to which Jonah tried to flee, it may have been the southwest coast of Spain.
Wherever it was, it was as far as possible from Nineveh.

HISTORY OR PARABLE? People understand the Book of Jonah in a number of ways. Some take it as
history, others read it as a story with a powerful message, built round an historical character.

THE WHALE (JONAH 1.17) The Bible does not mention a whale. The word used just means great
fish.

THE PLANT (JONAH 4.6) Possibly the castor oil plant or a gourd.

Introducing Jonah

The pupils will probably have only one association with the Book of Jonah, and that will be with a
whale. The book, however, is really about God's generous forgiveness in contrast to Jonah's
grudging attitude. Design some speech or thought bubbles with pupils that illustrate something
done grudgingly, for example, 'If I have to', 'I suppose so'.

Discuss doing things grudgingly and how we communicate to others that we are unwilling (body
language, etc). Jonah was very grudging in his attitude towards the people of Nineveh. He finally
went because he felt he had to but he did not exactly rejoice over them changing their ways for the

Testament – the Bible in animation 60

better. God's attitude is depicted as the exact opposite. He forgives willingly and generously. This
forgiveness is extended to Israel’s enemies, who are seen as inside his control and care.

Aims and objectives

 To explore the ideas of forgiveness, 'providence' (God's guiding and control for good purposes),
and God's love for all, using the story of Jonah.
 To relate these to life today and to encourage pupils to reflect on their own experience of some of
these ideas and their relevance to the modern believer.

LIMITING GOD'S LOVE

Introduction

Ask pupils what job they would really not like to do and the reasons for not wanting that job. Jonah
was a prophet on the run. God had given him a job he did not want. It involved too much
responsibility and if the people believed his message and changed their ways the city would not be
destroyed. As a result, some people might think Jonah was a false prophet because the doom he had
predicted had not come true. He would lose all credibility. Jonah considered the people of Nineveh
as enemies who were outside God's love and he would rather have seen them punished than saved.
Jonah wanted to limit God's love. The story of Jonah shows how God's care was not limited. No one
was outside his love.

Activities

 Go through the story of Jonah with pupils. Ask them to find between three and six words that
they think describe each of the following people:
o The sailors
o The people of Nineveh
o Judah
 With younger pupils, make a class list of words for each character. Write the words on cards. Ask
pupils to select cards they think fit each person or group.
 Talk about the way the sailors and the people of Nineveh are presented in Jonah. The sailors pray
while Jonah sleeps, they are reluctant to kill him, and the people of Nineveh respond to Jonah's
message. Jonah is the one who is presented negatively.

GOD IS EVERYWHERE

Introduction

Most pupils will remember playing hide and seek. Sometimes people can find really good places to
hide. The story of Jonah is about a man who found there was nowhere he could hide from God.
Jonah tried to flee from his mission. Although he was aware of God as the creator of the entire
world, he still tried to escape by catching a boat to Spain. Far out at sea, and even in the belly of the
fish, Jonah discovered that God is everywhere.

Testament – the Bible in animation 61

Activities

 Photocopy this paraphrase of Psalm 139.7-12. How does it relate to the story of Jonah?
Pupils can write the psalm using a large letter W to start it. The letter can be filled with
images that reflect Jonah trying to escape from God.

 The psalm can be danced or signs added. Just add one or two key signs per line. Pupils can
also create their own signs to reflect the meaning of key words.
[Link] [Link]
[Link]

Where could I escape from you?

Where could I be hidden from your sight?

If I climb to Heaven, you are there.

If I descend to the world of the dead you are there also.
If I had wings and flew across the ocean

Even there your hand would guide me.

If I hid in the dark, in deepest night,

The darkness would be light to you.

Psalm 139.7-12

Testament – the Bible in animation 62

All CREATURES GREAT AND SMALL

Introduction

Most of us learn by experience. By trial and error we find out about the world. Our parents tell us not
to touch the iron: if we take no notice we find out the hard way that the iron is hot. Discuss this with
pupils.

Talk about how we shelter from the sun, bring in a sun hat.

For believers this is a story about what God is like. Jonah learned the hard way that God cares for all.
Jonah wanted that care to be reserved for him. He was glad of the fish that rescued him, but he did
not want the people of Nineveh to be rescued. It took a worm to make the point. Jonah, exposed to
the sun and suffering badly from the heat, regretted the loss of the plant that saved him from heat
stroke. Only when God pointed out that Jonah was sorry for a plant and he, God, was sorry for a
nation, did the force of the argument hit him. Between the fish and the worm, Jonah learned that
God forgives gladly and not grudgingly and that judgement is a last resort.

Throughout the story, God is shown as in control. He causes the storm, he sends the fish to save
Jonah, he causes the plant to grow, then sends the worm to nibble its roots. Such beneficial control
is called 'providence' by believers. The fish and the worm were not there by chance: they were part
of God's plan to teach Jonah a lesson about forgiveness.

Activities

 Pupils can create an outline of a fish or a worm and tell either the story of the fish or the worm,
explaining what part they played in teaching Jonah a lesson about God. The outline can be done
on the computer and the text poured into the space, or the drawings can be done by hand.
 Pupils can make this story into a book for younger pupils and design a cover and title. The
emphasis should be on the lessons learnt. Pupils should see a number of pupils' Bibles to see
how the text is made easier for younger pupils.
 How would the story be told in a modern form to teach the same lessons?
 What does the book of Jonah teach people about God?

TIME, PLACE, WEATHER AND PERSON

Introduction

Talk about occasions when it takes a long time to understand something. Jonah found things
equally hard; he only finally came to understand God's forgiveness after many experiences.

Testament – the Bible in animation 63

Activity

This activity captures one moment in the story of Jonah and explores the feelings and experiences
taking place. Each child needs an A4 sheet of paper and access to the Bible story. You can either
use the whole story of Jonah or restrict pupils to one part of the story.

 The pupils think of a time, any time day or night, for example, 3.30 pm. A clock stamp can be
used for this or a clock drawn in one corner.
 The pupils then select a character and write their name in another corner.
 The pupils select a place that is appropriate for the story and draw that in the third corner.
 In the fourth corner pupils draw what the weather was like. Weather symbols are given overleaf.
The pupils should end up with four coordinates. Examples:

Jonah Sailors People of Nineveh

Hot, dry day Thunder storm Cloudy
Outside Nineveh, At sea Market place
3.30 pm. 5pm 1pm

The pupils can write a poem or prose in the centre of the page describing how Jonah felt and
what he had learnt.

Reflection

 Jonah was reluctant to see the people of Nineveh forgiven. He would rather have enjoyed seeing
them punished! Sometimes we catch ourselves enjoying someone else getting in trouble at
school. Think about how it must feel to be on the receiving end of such an attitude.
 Forgiveness and mercy are closely related. Mercy includes forgiveness. Someone might deserve a
punishment; mercy is when they are not given it because they have been forgiven. The people of
Nineveh deserved punishment, Jonah was right in his assessment of them. Being right was not
enough. God went beyond what they deserved and was merciful.

Testament – the Bible in animation 64

Forgiveness,
It isn't fair!
Mercy is more than fairness
not less.
Forgiveness,
It's not what they deserve!
Mercy is more than deserving
it's a gift not wages.
It is easy to cry justice or revenge on enemies
but only forgiveness and mercy for ourselves.

Testament – the Bible in animation 65

The message of the story of Jonah

Jonah reminds believers that God is everywhere. They believe that the modern tyrant is ultimately
accountable to God. The dominating theme of the Book of Jonah is forgiveness. It is read in
synagogues on the afternoon of the Day of Atonement. The Day of Atonement emphasises the
forgiveness of sins. The Book of Jonah assures believers that God is ultimately in control, that He
forgives willingly and that forgiveness extends even to the enemy. In no way does God delight in a
person's punishment, even if they do deserve it. Believers stress that God is merciful whenever
possible.

Resources

MUSIC

M. Hurd, The Jonah Man Jazz (Novello, 1966)

BOOKS

H. Amery, The Usborne Children’s Bible (Usborne 2009)

Testament – the Bible in animation 66

PROGRAMME 9 - Daniel

Biblical references

Daniel and the food: Daniel 1.1-21

Nebuchadnezzar's dreams: Daniel 2.1-49; 4.1-37
The writing on the wall: Daniel 5.1-31
The lion's den: Daniel 6.1-28

Background information

THE EMPIRES: BABYLON AND PERSIA The northern kingdom, Israel (see map on page 49) fell to the
Assyrians in 722 BCE, leaving the tiny state of Judah. Nebuchadnezzar, King of Babylon, defeated
Judah in 597 BCE and took the King, Princes and rulers of Judah back to Babylon, leaving a puppet
King in charge. Daniel and his friends were in this first group of captives in 597 BCE. In 587 BCE,
Judah rebelled and Nebuchadnezzar decided to crush it once and for all. Jerusalem and its Temple
were destroyed. Large numbers of people died or were sent into exile in Babylon. In 539 BCE,
Babylon itself was defeated by Persia and the Jewish exiles just swapped masters. Under the
Persians, many were allowed to go home but some, like Daniel, stayed on.

THE KINGS IN DANIEL Nebuchadnezzar was King in Babylon and ruled from 604-562 BCE.
Belshazzar (c. 556-539 BCE) was the last King of the Babylonian empire he was ousted by the
Persians. Cyrus II (559-530 BCE) the King of Persia who ousted Belshazzar in 539. Darius is difficult
to place. One possibility is that it is an alternative name for Cyrus. At present this king remains a
mystery outside of biblical records.

DANIEL AND THE LIONS' DEN (DANIEL 6.16-23) Lions were kept for hunting. The word pit literally
means underground cistern.

It was not unusual for a slave to reach high office. Joseph was an earlier example.

PRAYER (DANIEL 6.10) Many Jews pray regularly. Twice a day is more usual, and generally Jews
pray standing rather than kneeling. Kneeling or prostrating is a sign of extreme feeling and Jews
today only kneel at Rosh Hashanah (New Year) and Yom Kippur (Day of Atonement).

Introducing Daniel

The story of Daniel is about living according to beliefs and standards that others do not share.
Daniel was a stranger in a strange land. He was a prisoner and so not in control of his own future.
These stories show how a person can stand by their principles, still serve others by working in a

Testament – the Bible in animation 67

society and contributing to it but they may face opposition. Talk with pupils about how people can
stand up for what they believe in and about keeping themselves safe in such situations.

Aims and objectives

 To explore the ideas of standing up for your beliefs in a difficult environment

 To relate these to life today and to encourage pupils to reflect on their own experience of some
these ideas and their relevance to the modern believer.

THE KING'S MENU

Introduction

Talk about 'drawing the line'. Often we go along with friends until they do something we really
don't agree with. Then we draw the line and say, 'I'm not doing that!' We all have points at which
we draw the line. Daniel and his friends drew the line at eating the King's food because it did not
conform to Jewish food laws (it was not Kosher) and had probably been sacrificed to idols.

Activities

 Photocopy the storyboard sheet for the pupils. Use the sheet as a master and photocopy enough
for each student or group to have one. Retell the story or pupils can read it from a suitable
version. Talk about the main point of the story. What would be the one point they would really
want to communicate? Explain that they have been given a storyboard. They can draw in the
frames and write next to each frame what is happening and any relevant dialogue, in order to
tell the story. By the time they have got to the last frame they must have communicated the main
point of the story.

Variations

 Draw pin people in the frames and write action and dialogue beneath them.
 Draw properly executed pictures in the frames and write action and dialogue next to them.
 Use the pin people as a basis for creating a series of tableaux, one for each frame. Once the
pupils have posed for a frame, a photograph is taken (with permission). Transfer the
photographs to the computer and add dialogue and bubbles to create a photo story.
For this, pupils need to work in groups and take it in turns to be the photographer.
 Give one sheet per group and make the storyboard a group task.

Testament – the Bible in animation 68

Testament – the Bible in animation 69
A GOD OF JUSTICE

Introduction

Discuss fair and unfair situations. Explain that justice is another word for fairness: it means doing
what is right. It also means seeing that right is done and behaving appropriately to those who don't
do right.

Sometimes people get into trouble for things they have not done and others do wrong and are not
caught. Sometimes the very people who should have protected people are the ones who oppress
them. The Bible sees kings as having responsibilities as well as rights. The king should look after the
needy and make sure justice is done. The Bible describes God as a just judge. He himself is just and
wants people to copy him and act justly towards others. Nebuchadnezzar was judged for his pride
and injustice. Daniel told Nebuchadnezzar his fate could be changed if he 'did justice and looked
after the needy'.

Activities

 Fold a piece of paper in half. Draw and cut out a paper crown, leaving one small section joined
at the edge. Open out the crown. On one crown write the privileges of a king/those who rule, on
the other the responsibilities. Nebuchadnezzar wanted the privileges without the responsibilities.
One responsibility was to see that justice was done.

privileges responsibilities

 Pupils can write a list poem on justice. These poems do not rhyme, but they do have rhythm and
structure. The poems can be done individually, by a group, or as a class.

Example

Testament – the Bible in animation 70

 The prophet Micah wrote:
'What does God ask of you but to do justice, and to love kindness, and to walk humbly with your
God?' Micah 6.8.
The phrase can be typed and rearranged so that the reader emphasises important words. This can
be done on the computer using different fonts and colours, or it can be done by hand.

Example

What
Does God ask of YOU
But
To do justice
Love mercy
And
Walk humbly with your God.

THE ARTIST'S COMMISSION

Introduction

The story of Belshazzar is one of judgement. Many find this difficult to handle but without
judgement on the oppressor, where is justice for the victim? Talk with the pupils about the way we
judge things every day: we say things are good or bad. We also say the same over certain types of
behaviour. In the Bible, God is seen as the one who is qualified to judge and who sets the standards
of human behaviour. With younger children, Leon Garfield's version of this story, The writing on the
wall (Methuen Children's Books, 1983) can be used to explore the idea of judgement in a sensitive
way.

Activity

Ask pupils to imagine they are an artist who has been commissioned to paint a picture of the story
of Belshazzar's feast. Research the story using a Bible. Depending on the pupils' age and ability,
select from the activities below.

 What moment will you choose?

 Who will be in your picture?
 How will you group them?
 What will the mood of the picture be? Why?
 What will people be doing?
 What facial expressions will you paint? Why?

Testament – the Bible in animation 71

 What colours would you use?
 Where will the focal point be? Where would people be looking?

Give an A4 sheet with computer generated frame. They can decide which way they want to use it
(horizontal or vertical). Pupils can draw pin people to indicate the details of their painting. They
can also make notes in answer to the questions round the edges. Patches of colour can be added
round the outside to indicate what colours would be used.
The pupils' ideas can be compared with Rembrandt's Belshazzar's feast,
[Link]
rembrandt/*/viewPage/3

THE LIONS' DEN

Introduction

Talk about not being pressurised to do what we believe is wrong or to stop doing what we believe is
right. In the story Daniel was under pressure to stop praying.

Note: this story brings up the issue of does God save people from dangerous situations? The stories
of Daniel and his friends are all about maintaining beliefs and values when others do not share
them. In such a situation, can a person stand up for what they believe and expect God to protect
them every time?
People have the freedom to choose between good and evil. Unfortunately we suffer the results of our
own and other people's wrong choices. Daniel and his friends were living in a world where people
had made very different choices about how to live. Daniel knew there would be a point where he
would have to make a stand: can God save him? The answer of the Book of Daniel, and the Bible as
a whole, is, 'Yes, and he often does' - but not in every situation. There have been other believers who
have died by lions for their beliefs. Such evils are the results of other people's wrong choices. If every
time a wrong choice was made, God altered the consequences by saving the victim, where would be
the freedom of choice? For freedom to exist, there must be a right and wrong to choose from and
those choices must have consequences or people will think the choice does not matter - God will put
it right anyway!

Inside / outside Place Action / mood

inside the pit Daniel pray calmly

outside in the palace The King paces, worried

inside

outside

Testament – the Bible in animation 72

Activities

Talk through the choices Daniel makes in this story and use the activity to explore the results.
Contrast what was going on inside the pit with what was happening outside.

This can be done in a number of ways, and the number of sentences can be varied according to the
pupils' age and ability.

 Alternative sentences: 'Inside the pit Daniel prayed. Outside the king paced up and down.'
'Inside Daniel was calm. Outside the King worried.'
 Recordings: Alternatively, sentences can be spoken by pairs and recorded.
 Grid : Create a grid like the one above using short phrases.

Reflection

 Does experiencing the results of our choices help us to choose differently next time?
 Set up a small domino rally. Choices matter, our choices affect not only ourselves but others.
 Think about it

We are given a world: we can use its resources well or destroy it.
We are given brains: we can find cures for diseases or create wars.
We are given friends: we can enjoy them or treat them badly.
We are constantly faced with choices: it's the price of freedom.

The message of the story of Daniel

For believers the message of Daniel is about trying to live by a different set of values to those
around you while still serving the community and being part of society. Daniel and friends were
faced with three choices:

 opt out and have nothing to do with this society;

 opt in and don't try to be different;
 work with the society and serve it well, but maintain your own values and beliefs. Daniel and his
friends decided on the third option. They worked in the government and were good workers but
tried to maintain their beliefs. This meant there were bound to be times when two sets of ideas
clashed. The message is clear from the stories of Daniel. You can work in society but if you are
going to maintain your own beliefs it will not always be easy, that will depend on the type of
society you are in.

Testament – the Bible in animation 73

Resources

[Link] Cleo board on line MUSIC

M. Carpenter Daniel (Out of the Ark Music) [Link]/products/other-

musicals/[Link]
Didn't My Lord deliver Daniel performances on line
[Link]
H. Chappell, The Daniel Jazz (Novello, 1963)
[Link]

BOOKS

B. Hartman, Angels, Angels All Around (Lion Hudson 2004)

Testament – the Bible in animation 74

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