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There are two lessons on this page: Political and social development and the geographic spread of the early Christian movement and Paul's travels.

Lesson 1

Summary:
"Peter & Paul and the Christian Revolution" outlines the development and dissemination of the Jesus movement after his crucifixion. This lesson allows students to critically view and evaluate a large-scale movement of past and present.

Objectives:
Students will be able to identify modern religious, political and social movements. Students will create parallels with the religious expansion of Christianity due to Peter and Paul. Students will research and evaluate the success of modern movements.

National Standards:

  • I. Culture, HS
  • II. Time, Continuity and Change, MS & HS
  • IV. Individual Development & Identity, MS & HS h.
  • X. Civic Ideals & Practices, MS & HS c

Materials Needed:

Procedure:

  1. As a class, brainstorm how information is disseminated to large populations- today, 200 years ago, 2000 years ago. What are the advantages and disadvantages of the various forms of communication?
  2. View "Peter & Paul and the Christian Revolution." As students view the film have them fill-out Report Card #1. Teachers can to focus on Peter (Part 1), Paul (Part 2) or both.
  3. After the film, review Report Card #1.
  4. As a class, brainstorm modern movements and their messages. Discuss the difference between political, social and religious movements. Possible options- women's suffrage, animal rights, gun rights, Church of Latter-Day Saints.
  5. Discuss how these various movements communicate with their audience.
  6. Discuss what makes these different movements successful in getting their message out: these may be positive or negative.
  7. In groups, or individually, students must choose a modern movement to research.
  8. Students will fill-out Report Card #2 based on their research.

Assessment Recommendations:
Students can be assessed on the following:

  • Completion of Report Card #1
  • Accurate and thoughtful evaluation of modern movement- Report Card #2
  • Participation in class discussion and in smaller groups.

Extension:

  • Groups will create posters to display the merits, effectiveness of the movement they researched. In addition, posters should persuade audiences to a particular way of thinking about this movement. Share report card findings and the students' posters. Posters should be shared in class.
  • Examine the leadership strategies and skills or Peter vs. Paul

Lesson 2

Summary:
The Geographic spread of "The Way" was far-reaching today and over two thousand years ago. Through religious and secular sources we can trace the paths and actions of influential members of the Jesus movement and the imperial power.

Objectives:

  • Students will identify the geographic perimeters of the Roman Empire and be able to identify major cities within the empire.
  • Students will be able to trace the movement of Paul.
  • Students will use primary sources.

National Standards:

  • I. Culture, middle school b.
  • III. People, Places & Environments MS e. h.
  • IX. Global Connections MS a. b.

Materials Needed:

  • "Peter & Paul and the Christian Revolution-Part II"
  • Map of the Roman Empire
  • In the Footsteps of Paul website
  • 6X8 note cards- one per student

Procedure:

  1. Using In the Footsteps of Paul or an atlas and map of the Roman Empire identify the following locations:
    • Rome
    • Jerusalem
    • Judea
    • Antioch
    • Galilee
    • Lystra
    • Cyprus
    • Macedonia
    • Corinth
    • Athens
    • Iconium
    • Samaria
    • Tarsus
    • Galatia
    • Ephesus, Philippi
  2. Define Christianity, Judaism and Paganism. Discuss how all three religions could have existed in the Roman Empire and brainstorm ways in which this co-existence was possible.
  3. View "Peter & Paul and the Christian Revolution- Part II." As students watch, trace the paths of Paul on the map of the Roman Empire. Follow-up questions: Geographically, where did they concentrate their efforts? Why? Make the connection to pre-viewing discussion of Roman Empire and the existence of the three types of religions.
  4. Using In the Footsteps of Paul, have students choose one location where Paul journeyed. Students read descriptive information associated with that location on the site. Using 6X8 note cards, have students create postcards from the perspective of a person who has come in contact with Paul at the location of their choice. One side of the card should illustrate the student's vision of the first century and the other should communicate the meeting with Paul, their impressions of him and feelings toward his message- agree or disagree and why.

Assessment Recommendations:
Students can be assessed on:

  • Completion and accuracy of map- locations and paths of movement
  • Participation in class discussion
  • Completion of postcards showing understanding of perspective and ideas communicated.

Extension:

  • Plan a trip to a city or several cities Paul visited. How has the city changed/remained the same? Think about landscape, transportation, religion, and/or government.
  • Present students with a copy of "Acts" (Peter- 2-12 & Paul 13-38). Have students read and complete the Venn diagram examining Peter & Paul and their similarities.
  • Compare the biblical stories of Luke to Josephus. Each will chronicle the movements of Jesus' disciples. Summarize each perspective. Which is more dependable, why?