Skills development in the study
of a world religion
Christianity exemplar
Interpreting sources
Genesis Chapters 1–3
Christian belief: the ‘fallen nature of human beings’
Genesis Chapters 1–3 (Christian belief: the
‘fallen nature of human beings’)
• This exemplar should be read in conjunction with section 1
– Introductory advice and guidance.
• These examples are adaptable and may help to stimulate
further development of approaches to learning and
teaching relevant to the context of the reader.
• None of the presentations included in this support are
designed to be used with learners in their current form. The
presentations provide advice, guidance and exemplars for
practitioners to reflect on in their own planning for learning
and teaching.
• Practitioners should always refer to the relevant SQA
documentation when creating materials so as to include
material for all relevant skills and knowledge.
Genesis Chapters 1–3 (Christian belief: the
‘fallen nature of human beings’)
• The opening chapters in the Bible contain many
important ideas that form key doctrines within
Christianity. The following exercises are based around
Genesis Chapters 1–3.
• The first two exercises are designed to provide
practitioners with ideas about reinforcing knowledge
and understanding of some of the themes of these
texts. The other exercises provide ideas to develop
higher-order skills.
• Although they are based around specific Christian
themes and texts, the exercises should be adaptable to
the study of any world religion.
Skills development in the study of a
world religion
Christianity exemplar
Activity:
Stand and deliver
Interpreting sources
Genesis Chapters 1–3
Christian belief: the ‘fallen nature of human beings’
Genesis Chapters 1–3 (Christian belief: the
‘fallen nature of human beings’)
Stand and deliver
Key skills developed in this activity:
• remembering
• understanding.
Genesis Chapters 1–3 (Christian belief: the
‘fallen nature of human beings’)
Stand and deliver
Instructions
• Learners should be put into groups of about four and
issued with cards containing pieces of information
connected with the Genesis story and the Christian
belief of the fall.
• The groups are told to stand up and quickly discuss
each card. When the group is confident that they all
know the content of the cards they can sit down.
When this happens the practitioner can quiz anyone in
the group by asking them to ‘stand and deliver’. If they
can’t answer a question on any of the cards then the
group must stand up and help teach the information to
each other again.
Genesis Chapters 1–3 (Christian belief: the
‘fallen nature of human beings’)
Stand and deliver
activity cards
Original sin is the idea that all
humans born after Adam and
Eve are born with a tendency to
sin. Sin is passed on through the
generations.
Adam and Eve were told not to
eat from the tree of the
knowledge of good and evil.
After the fall, Adam and Eve
were not allowed to eat from
the tree of life.
The first account of creation in Genesis
portrays God creating the world in 6
days and on the 7th day resting.
Being created in the image of God
means that humans share some of the
same qualities of God, eg humans are
creative, can make decisions, can
develop deep relationships.
The consequences of Adam and Eve’s
rebellion from God include:
 Adam having to work hard to farm
the land
 pain in childbirth
 death.
Skills development in the study of a
world religion
Christianity exemplar
Activity:
Card swap
Interpreting sources
Genesis Chapters 1–3
Christian belief: the ‘fallen nature of human beings’
Genesis Chapters 1–3 (Christian belief: the
‘fallen nature of human beings’)
Card swap
Key skills developed in this activity:
• remembering
• understanding.
Genesis Chapters 1–3 (Christian belief: the
‘fallen nature of human beings’)
Card swap
Instructions
• Learners are told to stand in a large circle and turn to
face a partner. Each person is then given a card with a
question to read. The card also contains the answer to
the question.
• In their pairs learners take turns reading the question
and attempting to answer it. If they get it wrong the
answer is read back to them. They then swap cards and
move in the direction they are facing. The process is
then repeated. This activity should last long enough for
learners to be asked all the questions two or three
times. By the end of the exercise the learners should
have learned all the pieces of information.
Genesis Chapters 1–3 (Christian belief: the
‘fallen nature of human beings’)
Card swap
activity cards
Genesis Chapters 1–3 (Christian belief: the
‘fallen nature of human beings’)
Skills development in the study of a
world religion
Christianity exemplar
Activity:
Identifying beliefs from sources
Interpreting sources
Genesis Chapters 1–3
Christian belief: the ‘fallen nature of human beings’
Genesis Chapters 1–3 (Christian belief: the
‘fallen nature of human beings’)
Identifying beliefs from sources
Key skills developed in this activity:
• understanding
• analysing.
Genesis Chapter 1–3 (Christian belief: the ‘fallen
nature of human beings’)
Identifying beliefs from sources
Instructions
• By reading the text, try to identify key Christian
beliefs that have their origins in different parts
of Genesis 1–3.
Genesis Chapters 1–3 (Christian belief: the
‘fallen nature of human beings’)
Genesis source
Key Christian belief
Gen 1:1 ‘In the beginning God …’
God is the source of everything that
exists
Gen 1:4, 10, 12, 18, 21, 25 ‘And God saw
that it was good ….’
Gen 1:26 ‘God said “Let us make man in
our image.”’
Genesis Chapters 1–3 (Christian belief: the
‘fallen nature of human beings’)
Genesis source
Gen 1:31 ‘God saw all that he had made,
and it was very good …’
Gen 2 ‘The Lord God formed man from
the dust of the ground.’
Gen 2:18 ‘The Lord God said, “It is not
good for man to be alone.”’
Key Christian belief
Genesis Chapters 1–3 (Christian belief: the
‘fallen nature of human beings’)
Genesis source
Gen 2:25 ‘The man and his wife were
both naked, and they felt no shame.’
Gen 3:1 ‘He said to the woman, “Did
God really say, ‘You must not eat from
any tree in the garden’?”’
Gen 3:10 Adam said ‘“I was afraid
because I was naked; so I hid.”’
Key Christian belief
Skills development in the study of a
world religion
Christianity exemplar
Activity:
Building the background
Interpreting sources
Genesis Chapters 1–3
Christian belief: the ‘fallen nature of human beings’
Genesis Chapters 1–3 (Christian belief: the
‘fallen nature of human beings’)
Building the background
Key skills developed in this activity:
• understanding
• applying
• analysing.
Genesis Chapters 1–3 (Christian belief: the
‘fallen nature of human beings’)
Building the background
Thinking about the nature of the text you are reading is
an important first stage in good analysis and evaluation.
There are various views about the genre of Genesis.
Christian views about this can be categorised into two
main groups:
1. Genesis should be read literally. It is historically true.
2. Genesis should be read poetically. It is symbolically
true.
Learners should be encouraged to recognise that there
are different views that exist within Christianity about the
nature of Genesis and that these views affect Christian
beliefs.
Genesis Chapters 1–3 (Christian belief: the
‘fallen nature of human beings’)
Building the background – Part A
Key skills developed in this activity:
• understanding
• applying.
Genesis Chapters 1–3 (Christian belief: the
‘fallen nature of human beings’)
Building the background – Part A
Instructions
View 1: Genesis should be understood as a literal, historical account of
the creation of the earth and the first humans.
Argument 1: The story forms the beginning of a long historic account from
Adam and Eve through to the story of Jacob (Israel) and his 12 sons.
– These stories are thought to describe the historical creation of the
Israelites.
– Some people argue that if we say that Adam and Eve weren’t real people
then we have to say also that other key people from Genesis may not be
real either.
Learners should find out about three other key people recorded in the
rest of the book of Genesis. They should write down at least two ‘facts’
about them in the space provided, explaining why some people say this
shows that Genesis 1–3 should be understood as a historical book.
Genesis Chapters 1–3 (Christian belief: the
‘fallen nature of human beings’)
Key characters in the book of Genesis
Noah
Abraham
Two important facts recorded about
them in Genesis
Genesis Chapters 1–3 (Christian belief: the
‘fallen nature of human beings’)
Key characters in the book of Genesis
Two important facts recorded about
them in Genesis
Jacob
Also called Israel
Had 12 sons (the 12 tribes of Israel)
Joseph
Genesis Chapters 1–3 (Christian belief: the
‘fallen nature of human beings’)
In the space provided, explain why some people suggest that these characters
show that Genesis should be understood as a historical book
Genesis Chapters 1–3 (Christian belief: the
‘fallen nature of human beings’)
Building the background – Part B
Key skills developed in this activity:
• understanding
• applying
• analysing.
Genesis Chapters 1–3 (Christian belief: the
‘fallen nature of human beings’)
Building the background – Part B
Instructions
View 1: Genesis should be understood as a literal, historical account
of the creation of the earth and the first humans.
Argument 2: The story is referred to in the Christian New Testament.
– The fact that Jesus refers to Genesis suggests to some Christians that
he believed that Adam and Eve were historical people.
– The fact that the apostle Paul (a significant contributor to the Christian
New Testament) refers to Adam suggests to some Christians that he
believed that Adam was a historical figure.
Learners should read the following sources carefully. Using what they
have read, they can write a short argument about why some
Christians believe that Adam must have been a historical figure.
Reference to, and discussion of, the sources are important.
Genesis Chapters 1–3 (Christian belief: the
‘fallen nature of human beings’)
New Testament
Sources
Briefly describe this source in your own words
Matthew 19:3-6
Romans 5:14
Write a short argument that explains why some Christians believe that Adam
must have been a historical figure.
Skills development in the study of a
world religion
Christianity exemplar
Activity:
Considering interpretation
Interpreting sources
Genesis Chapters 1–3
Christian belief: the ‘fallen nature of human beings’
Genesis Chapters 1–3 (Christian belief: the
‘fallen nature of human beings’)
• The following activity examines myth in the Bible. Some
interpretations of the Bible claim all the Bible is myth, fable or
legend while others claim it to be literal and historical.
• This activity offers the opportunity to explore myth and meaning.
What is a myth? Does it mean that it is a story with no fact? Does
it mean that there was initially a ‘core’ of truth?
• There is also the opportunity for Interdisciplinary learning,
especially with English and Drama. As the activity looks at the
written sources as a form of poetry each department could share
the material and employ the specialist knowledge of each
department to offer the learners a holistic learning experience of
depth and added value.
Genesis Chapters 1–3 (Christian belief: the
‘fallen nature of human beings’)
• While this activity seeks to show the similarities between Genesis
and poetry, practitioners may choose to compare sources to music,
a play or other forms of expressive arts and literature. This would
offer further opportunities for Interdisciplinary learning related to
textual analysis.
• Practitioners may consider a wider range of contexts for learning
around textual analysis. It may be appropriate to include learning
through comparison with fables, myths and stories from a range of
sources.
Genesis Chapters 1–3 (Christian belief: the
‘fallen nature of human beings’)
Considering interpretation – Part A
Key skills developed in this activity:
• understanding
• applying
• analysing.
Genesis Chapters 1–3 (Christian belief: the
‘fallen nature of human beings’)
Considering interpretation – Part A
Instructions
View 2: Genesis should be understood poetically. The
text contains some elements that are true but these
ideas have been expressed poetically.
Argument 1: Genesis Chapter 1 is structured like a
poem.
Learners should read the famous poem below and
compare it to Genesis Chapter 1.
Genesis Chapters 1–3 (Christian belief: the
‘fallen nature of human beings’)
The Charge of the Light Brigade
by Alfred, Lord Tennyson 1809-1892
Half a league half a league,
Half a league onward,
All in the valley of Death
Rode the six hundred:
'Forward, the Light Brigade!
Charge for the guns!' he said:
Into the valley of Death
Rode the six hundred.
'Forward, the Light Brigade!'
Was there a man dismayed?
Not though the soldier knew
Someone had blundered:
Theirs not to make reply,
Theirs not to reason why,
Theirs but to do and die,
Into the valley of Death
Rode the six hundred.
Cannon to right of them,
Cannon to left of them,
Cannon in front of them
Volleyed and thundered;
Stormed at with shot and shell,
Boldly they rode and well,
Into the jaws of Death,
Into the mouth of Hell
Rode the six hundred.
Genesis Chapters 1–3 (Christian belief: the
‘fallen nature of human beings’)
The Charge of the Light Brigade
by Alfred, Lord Tennyson 1809-1892
Flashed all their sabres bare,
Flashed as they turned in air
Sabring the gunners there,
Charging an army, while
All the world wondered:
Plunged in the battery-smoke
Right through the line they broke;
Cossack and Russian
Reeled from the sabre-stroke,
Shattered and sundered.
Then they rode back, but not
Not the six hundred.
Cannon to right of them,
Cannon to left of them,
Cannon behind them
Volleyed and thundered;
Stormed at with shot and shell,
While horse and hero fell,
They that had fought so well
Came through the jaws of Death,
Back from the mouth of Hell,
All that was left of them,
Left of six hundred.
When can their glory fade?
O the wild charge they made!
All the world wondered.
Honour the charge they made!
Honour the Light Brigade,
Noble six hundred!
Genesis Chapters 1–3 (Christian belief: the
‘fallen nature of human beings’)
Discussion questions for pairs or small groups:
1. There are some aspects of this poem that make it
obvious to us that it is a poem. What are they?
2. Read Genesis Chapter 1 carefully and try to identify
aspects of it that are similar to Tennyson’s poem.
Genesis Chapters 1–3 (Christian belief: the
‘fallen nature of human beings’)
Examples of potential answers:
1. There are some aspects of this poem that make it obvious to us that it is a
poem. What are they?
 Clearly defined verses.
 Repetition of ideas (eg into the valley of death rode the 600).
 Some rhyming.
 Metaphorical language (eg ‘jaws of death’).
2. Read Genesis Chapter 1 carefully and try to identify aspects of it that are similar
to Tennyson’s poem.
 Clear repetition of ideas (eg ‘and it was good’).
 The structure appears to be organised into verses (ie days).
Genesis Chapters 1–3 (Christian belief: the
‘fallen nature of human beings’)
Considering interpretation – Part B
Key skills developed in this activity:
• applying
• analysing
• evaluating.
Genesis Chapters 1–3 (Christian belief: the
‘fallen nature of human beings’)
Considering interpretation – Part B
Instructions
View 2: Genesis should be understood poetically. The text
contains some elements that are true but these ideas have
been expressed poetically.
Argument 2: Genesis Chapters 1–3 is full of symbolic images
that should not be understood literally. Some people say that
these make it clear to us that Genesis should not be thought
of as a historical piece of writing.
Learners should read Genesis Chapter 1 again very carefully
and try to identify any unusual things that many people say
make it clear that it shouldn’t be understood literally.
Genesis Chapters 1–3 (Christian belief: the
‘fallen nature of human beings’)
Considering interpretation – Part B
Think, pair, share
1. Individual learners make a list of unusual things in Genesis Chapters
1–3.
2. They discuss these with a partner, making sure to add more to the
list if the partner has identified anything different.
3. The pairs now share the new list with a small group and again add
to the list if the others have identified anything different.
4. They now discuss in these groups why some people say it is clear
that Genesis Chapters 1–3 should not be understood literally.
5. The group could work together to produce a short explanation on a
show-me board and hold it up for peers and the practitioner to see.
Skills development in the study of a
world religion
Christianity exemplar
Activity:
Artistic interpretation
Interpreting sources
Genesis Chapters 1–3
Christian belief: the ‘fallen nature of human beings’
Genesis Chapters 1–3 (Christian belief: the
‘fallen nature of human beings’)
Artistic interpretation
Key skills developed in this activity:
• remembering
• understanding
• applying
• analysing
• evaluating.
Genesis Chapters 1–3 (Christian belief: the
‘fallen nature of human beings’)
Artistic interpretation
Religious art has been used throughout Christian history to express the
beliefs of the Church. Examples of this work can be used to help
learners engage in the interpretation of Genesis and other texts. They
are also useful for helping learners to develop their ability to think
about the symbolic nature of language.
The story of Adam and Eve is rich in religious art, having inspired many
great works. Some of these pieces are very controversial because they
seem to imply that the woman (Eve) was really the one who brought
sin and suffering into the world. They give the impression that the man
was tricked by the woman and so was less guilty than she was. Other
works of art give a different interpretation of the text.
Some examples are provided on the following slides, along with some
example stimulus questions and activities for learners.
Genesis Chapters 1–3 (Christian belief: the
‘fallen nature of human beings’)
Lucas Cranach (1526)
Genesis Chapters 1–3 (Christian belief: the
‘fallen nature of human beings’)
Michelangelo (1512)
Genesis Chapters 1–3 (Christian belief: the
‘fallen nature of human beings’)
Consider these works of art.
Working with a partner or
small group make a list of
things in these paintings that
give the impression that Eve
was more to blame for the fall
than Adam.
Read Genesis Chapter 3.
Describe the aspect of the
story of the fall that is being
depicted in each painting. Try
to refer to the original story as
well as describing the painting.
Genesis Chapters 1–3 (Christian belief: the
‘fallen nature of human beings’)
Look now at these other paintings. They seem to give the impression that Adam was
equally guilty.
Oliver Ray (present day)
© Oliver Ray, www.OliverRay.ca
Raphael (1526)
Genesis Chapters 1–3 (Christian belief: the
‘fallen nature of human beings’)
Look at works of art on the last
slide and on this slide carefully.
Working with a partner or
small group make a list of
things in these paintings that
give a different impression of
the story of the fall from the
first paintings you looked at.
Read the original story of the fall
(Genesis Chapter 3).
Do any of these paintings give a fair
impression of the original meaning
of the story?
Masaccio (15th century)
Genesis Chapters 1–3 (Christian belief: the
‘fallen nature of human beings’)
Using the web, try to find out about one of any of
the paintings you have looked at.
Think about …
Who was the artist and what were his reasons for
producing this painting?
What was happening in the world at the time?
Does the painting reflect attitudes present in the
world at the time and does it give a fair account of
the original story?
Skills development in the study of a
world religion
Christianity exemplar
Activity:
Points of View
• Interpreting sources
• Genesis Chapters 1–3
• Christian belief: the ‘fallen nature of human beings’
Genesis Chapters 1–3 (Christian belief: the
‘fallen nature of human beings’)
Points of View
Key skills developed in this activity:
• applying
• analysing
• evaluating
• evaluating.
Genesis Chapters 1–3 (Christian belief: the
‘fallen nature of human beings’)
Points of View
Religious art has been used throughout Christian history to express the
beliefs of the Church. Examples of this work can be used to help learners
understand the beliefs of a faith community.
The story of Adam and Eve is rich in religious art, having inspired many great
works. This activity focuses on one of these paintings, Fall by Johan Rudolph
Thiele . While many of the paintings of the Fall try to make sense of the
events this painting tries to tell the whole story of the Human Condition from
Fall to Salvation and the means by which that Salvation comes.
Genesis Chapters 1–3 (Christian belief: the
‘fallen nature of human beings’)
Points of View
Using the painting , Fall, learners should be clear that each different character
has a different view regarding the issue. Learners identify who the characters
are and what views they hold. It can be agreed amongst the whole class what
the view of each character is so that comparisons can be made.
Alternatively, learners can create characters themselves and the comparison
can be based on the beliefs they hold.
Finally, Learners may write a dialogue or story which incorporates the
different characters and their views.
Genesis Chapters 1–3 (Christian belief: the
‘fallen nature of human beings’)
The cross
Jesus
The tree
The snake
The apple
Adam
Animals
(created
beings)
Eve
Genesis Chapters 1–3 (Christian belief: the
‘fallen nature of human beings’)
What does it say about how
Christians see the world? What
does it suggest about whether
God creates humanity different
from the rest of the animals?
Is it significant that the snake is
separate as well?
Do Christians today see the
same significance?
Is it coincidental for Christians
that they believe the fall came
from a fruit from a tree and
that Salvation comes from a
man dying on a cross of wood?
The tree
Adam
Eve
The cross
Jesus
The apple
Animals
(created beings)
The snake
Skills development in the study of a
world religion
Christianity exemplar
Activity:
Zone of Relevance
• Interpreting sources
• Genesis Chapters 1–3
• Christian belief: the ‘fallen nature of human beings’
Genesis Chapters 1–3 (Christian belief: the
‘fallen nature of human beings’)
Zone of Relevance
Key skills developed in this activity:
• applying
• analysing
• evaluating.
Genesis Chapters 1–3 (Christian belief: the
‘fallen nature of human beings’)
Evaluation trading
This activity allows learners to consider points that may be relevant or irrelevant
when considering a key question. It subsequently asks learners to prioritise ideas
and information on the question and discuss justifications for their choices.
Instructions
1. Learners can work in pairs or groups.
2. Each group is given a set of cards with words, phrases or pictures which relate to
the key question.
3. Each group is also given the zone of relevance template with the key question in
the centre. Alternatively, each group might draw their own zone of relevance.
4. Learners work through the cards, deciding whether each one is relevant or
irrelevant to the key question.
5. If they decide that a card is relevant, they must consider the degree of relevance
in relation to the question and place it at an appropriate place within the zone
of relevance.
6. Groups then give feedback on their decisions, justifying their choices.
Pain
and
suffering
paradise
Created
Good
banished
snake
Tree
of
knowledge
symbolic
Free
will
choice
shame
The account of the Fall
found in Genesis 1-3,
describes the Creation
culminating with humanity.
Humans are seen as having
been created in the ‘image
of God. The text continues
with an account of the Fall.
In the account Adam and
Eve ‘turn from God’.
Many Christians today take
comfort and guidance from
the Bible. How relevant to
the Christians of today are
the accounts in Genesis?
Using the cards place, what
you think are most
important for Christians
today in the middle and
the least important to the
outside.
Be prepared to explain
your decisions.
Skills development in the study of a
world religion
Christianity exemplar
Activity:
Evaluation trading
Interpreting sources
Genesis Chapters 1–3
Christian belief: the ‘fallen nature of human beings’
Genesis Chapters 1–3 (Christian belief: the
‘fallen nature of human beings’)
Evaluation trading
Key skills developed in this activity:
• applying
• analysing
• evaluating.
Genesis Chapters 1–3 (Christian belief: the
‘fallen nature of human beings’)
Evaluation trading
Instructions
• In small groups, learners discuss possible evaluative responses to questions
relating to the text being studied, eg what are the benefits and disadvantages of
belief in original sin?
• The group challenge is to find four benefits and four disadvantages of the
particular evaluative question they are considering.
• Once the group has agreed at least one suitable answer for each they should
write their responses onto show-me boards.
• Once the practitioner is satisfied that each group has a suitable evaluative
response, which can be explained if asked, then a selected member of the group
should try to trade their response with another group.
• This process should be repeated until the group has collated four benefits and
four disadvantages of the Christian belief.
• The practitioner and/or learners should now question groups as to what their
responses mean, which they feel are the strongest and why they feel that.
Skills development in the study of a
world religion
Christianity exemplar
Activity:
Evaluation placemat
Interpreting sources
Genesis Chapters 1–3
Christian belief: the ‘fallen nature of human beings’
Genesis Chapters 1–3 (Christian belief: the
‘fallen nature of human beings’)
Evaluation placemat
Key skills developed in this activity:
• analysing
• evaluating
• creating.
Genesis Chapters 1–3 (Christian belief: the
‘fallen nature of human beings’)
Evaluation placemat
Instructions
• This activity is designed to encourage a collaborative development of
evaluative responses to a particular question.
• In groups of four each learner must write their own evaluative responses to
the question in the space provided.
• The group should then discuss each contribution and decide on the best
ones to be included in the centre of the placemat.
• Examples of possible evaluative questions are:
– What are the advantages of the doctrine of original sin to the
Christian?
– What are the disadvantages of belief in the story of Adam and Eve?
Genesis Chapters 1–3 (Christian belief: the
‘fallen nature of human beings’)
Evaluation placemat