Skills development in the study
of a world religion
Judaism exemplar
Interpreting texts
Micah 4:1–5
Jewish beliefs: Messiah
Micah 4:1–5
(Jewish beliefs: Messiah)
• Practitioners should always refer to the relevant SQA
documentation when creating materials so as to include
material for all relevant skills and knowledge.
• These activities are similar in style and purpose to those in
the Christianity exemplar but these are based around Jewish
themes and texts, showing how the activities can be adapted
to the study of any world religion.
• The first two example activities are designed to provide
practitioners with ideas for developing and reinforcing
knowledge and understanding of some of the themes of this
text and also to consider other relevant texts. The other
examples provide ideas to develop higher-order skills.
• This exemplar should be read in conjunction with section 1 –
Introductory Advice and Guidance.
Micah 4:1–5
(Jewish beliefs: Messiah)
• The book of Micah is the sixth book in the collection known as
the Twelve Minor Prophets. It is set in the 8th century BCE, a
time of invasion and slavery of the people of Israel and Judah.
The book is attributed to Micah of Moresheth (in the hills of
Judah). Micah means ‘Who is like Yahweh’.
Skills development in the study of a
world religion
Judaism exemplar
Activity:
We are pleased to announce
Interpreting texts
Micah 4:1–5
Jewish beliefs: Messiah
Micah 4:1–5
(Jewish beliefs: Messiah)
We are pleased to announce
Key skills developed in this activity:
• remembering
• understanding
• applying.
Micah 4:1–5
(Jewish beliefs: Messiah)
We are pleased to announce
Instructions
• Learners are put into groups of about four and issued with a card
containing pieces of scripture connected with the Messiah story.
• The groups are told to quickly discuss the card. They must try to
formulate an explanation of the text using their own words. When
they have an answer, one member of the group stands and says
loudly ‘We are pleased to announce…’ and gives the group response
to the class. They can then be questioned by the practitioner or
other learners to check understanding.
• The group are given a new card and the activity continues until each
group has given at least one announcement.
Skills development in the study of a
world religion
Judaism exemplar
Activity:
Perfect answer
Interpreting texts
Micah 4:1–5
Jewish beliefs: Messiah
Micah 4:1–5
(Jewish beliefs: Messiah)
The LORD says, ‘A day is coming when I will restore the
kingdom of David, which is like a house fallen into ruins. I
will repair its walls and restore it. I will rebuild it and
make it as it was long ago. ’
Amos 9: 11
Many nations will come streaming to it, and their
people will say, ‘Let us go up the hill of the LORD, to
the Temple of Israel's God.
He will teach us what he wants us to do;
we will walk in the paths he has chosen.
For the LORD'S teaching comes from Jerusalem.
Micah 4:2
But the time will come when the people of Israel will once
again turn to the LORD their God and to a descendant of David
their king. Then they will fear the LORD and will receive his
good gifts.
Hosea 3: 5
A day is coming when the new king from the royal line of
David will be a symbol to the nations. They will gather in his
royal city and give him honour.
Isaiah 11: 10
He will settle disputes among the nations, among the
great powers near and far. They will hammer their
swords into ploughs and their spears into pruning
knives.
Nations will never again go to war, never prepare for
battle again.
Everyone will live in peace among their own vineyards
and fig trees, and no one will make them afraid.
The LORD Almighty has promised this.
Micah 4: 3–4
The consequences of the coming of
the Messiah include:
 peace will reign on earth
 He will lead the Jewish people
back to the land of Israel
Micah 4:1–5
(Jewish beliefs: Messiah)
Perfect answer
Key skills developed in this activity:
• remembering
• understanding
• applying.
Micah 4:1–5
(Jewish beliefs: Messiah)
Perfect answer
Instructions
• Learners work in groups.
• Numbered questions are placed around the room.
• Each member of the group is given a number.
• In numerical order, learners take it in turns to go and find a question (these must be
answered in numerical order: learner 1 finds question 1 then 2 finds 2 and so on).
• Once the learner has found the question they return to the group and tell everyone
what it is.
• The group develop as detailed an answer as possible.
• The learner who found the question takes the ‘perfect’ answer to the practitioner.
• The practitioner can accept the answer, ask for an expansion or give a ‘clue’ to take
back to the group to discuss and find the ‘perfect’ answer.
• The process is then repeated until the group has provided the ‘perfect’ answer.
Then the next learner goes and finds the next question and the process begins
again.
Micah 4:1–5
(Jewish beliefs: Messiah)
Micah 4:1–5
(Jewish beliefs: Messiah)
Skills development in the study of a
world religion
Judaism exemplar
Activity:
Critical interpretation
Interpreting texts
Micah 4:1–5
Jewish beliefs: Messiah
Micah 4:1–5
(Jewish beliefs: Messiah)
Critical interpretation
Key skills developed in this activity:
• understanding
• applying.
Micah 4:1–5
(Jewish beliefs: Messiah)
Critical interpretation
Instructions
• Learners are presented with a text from the
Hebrew Bible for investigation.
• They are given a few minutes to read over the
passage and write a couple of comments about
what they think the passage is about.
• The class discuss the various interpretations and
are given time to add to the ones they have
already written.
• This process continues until all the passages for
discussion have been covered.
Micah 4:1–5
(Jewish beliefs: Messiah)
Source
Key belief
Mic 4:1 In days to come...
This is a hope for the future
Mic 4:1 Many nations will come…
Mic 4:2 ‘Let us go up the hill of the Lord’
Micah 4:1–5
(Jewish beliefs: Messiah)
Source
Mic 4:2 He will teach us what he wants
us to do...
Mic 4:3 He will settle disputes among
the nations...
Mic 4:3 They will hammer their swords
into ploughs...
Key belief
Micah 4:1–5
(Jewish beliefs: Messiah)
Source
Mic 4:3 Nations will never go to war
again...
Mic 4:4 Everyone will live in peace...
Mic 4:4 The Lord Almighty has promised
this.
Key belief
Skills development in the study of a
world religion
Judaism exemplar
Activity:
Building the background
Interpreting texts
Micah 4:1–5
Jewish beliefs: Messiah
Micah 4:1–5
(Jewish beliefs: Messiah)
Building the background
Key skills developed in this activity:
• understanding
• applying
• analysing.
Micah 4:1–5
(Jewish beliefs: Messiah)
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 genres of the Hebrew
Bible. The different views about this can be categorised
into two main groups.
1. The Hebrew Bible is read by a rabbi as literal. It is
believed to be historical.
2. The Hebrew Bible is read by a rabbi poetically. It is
believed to be symbolic.
Learners should be encouraged to recognise that there
are different views that exist within many religions about
the nature of the Hebrew Bible and that these views
affect Jewish beliefs.
Micah 4:1–5
(Jewish beliefs: Messiah)
Building the background – Part A
Key skills developed in this activity:
• understanding
• applying.
Micah 4:1–5
(Jewish beliefs: Messiah)
Building the background – Part A
Instructions
View 1: The Hebrew Bible is read by a rabbi and understood as a literal,
historical account of the hope for the future and the developing relationship
between God and His people.
Argument 1: The story forms one of the clearest pieces of scripture that
states the hope of the future with the coming Messiah. This belief will be
developed in other parts of scripture to include the Covenant.
– These prophecies are thought to describe the unique hope given by the
prophet Micah to the people in the 8th century BCE.
– Some people argue that if you doubt that this prophecy and the unique
message given to this prophet are true then you must doubt the rest of
scripture as all is inspired by God.
Learners could find out about three other minor prophets recorded in this
section of the Hebrew Bible. They could write down at least two ‘facts’
about them, explaining why some people say that this shows that the
Hebrew Bible is a historical book.
Micah 4:1–5
(Jewish beliefs: Messiah)
Minor prophets
Hosea
Joel
Two important facts
Micah 4:1–5
(Jewish beliefs: Messiah)
Minor prophets
Two important facts
Amos
Jonah
Sent by God to Nineveh – refuses – ends
up in big fish
Jonah repents – God forgives
Micah 4:1–5
(Jewish beliefs: Messiah)
In the space provided, explain why some people suggest that these prophets show
that the Hebrew Bible is a historical book.
Micah 4:1–5
(Jewish beliefs: Messiah)
Building the background – Part B
Key skills developed in this activity:
• understanding
• applying
• analysing.
Micah 4:1–5
(Jewish beliefs: Messiah)
Building the background – Part B
Instructions
View 1: The Hebrew Bible is read by a rabbi and understood as a
literal, historical account of the hope for the future and the
developing relationship.
Argument 2: The story is referred to by other prophets.
– The fact that other prophets have used similar (if not the same) words
shows that this is an important message sent by God.
– The fact that other prophets have used similar (if not the same)
themes shows that this is an important message sent by God.
Learners should read the following sources carefully. Using what they
have read, they can write a short argument about why some Jews
believe that the Hebrew Bible must be historical. Reference to, and
discussion of, the sources are important:
Micah 4:1–5
(Jewish beliefs: Messiah)
Sources
Briefly describe this source in your own words
Isaiah 9: 6-7
Isaiah 2:2-4
Write a short argument that explains why some believe that the Hebrew Bible
must be historical.
Skills development in the study of a
world religion
Judaism exemplar
Activity:
Considering interpretation
Interpreting texts
Micah 4:1–5
Jewish beliefs: Messiah
Micah 4:1–5
(Jewish beliefs: Messiah)
Considering interpretation – Part A
Key skills developed in this activity:
• understanding
• applying
• analysing.
Micah 4:1–5
(Jewish beliefs: Messiah)
Considering interpretation – Part A
View 2: The Hebrew Bible is read by a rabbi
poetically. It is believed to be symbolic.
Argument 1: Micah is structured like a poem.
Read the famous poem below and compare it
to Micah Chapter 4.
Micah 4:1–5
(Jewish beliefs: Messiah)
Anthem for Doomed Youth
By Wilfred Owen 1893-1918
What passing-bells for these who die as cattle?
Only the monstrous anger of the guns.
Only the stuttering rifles' rapid rattle
Can patter out their hasty orisons.
No mockeries now for them; no prayers nor bells,
Nor any voice of mourning save the choirs, The shrill, demented choirs of wailing shells;
And bugles calling for them from sad shires.
What candles may be held to speed them all?
Not in the hands of boys, but in their eyes
Shall shine the holy glimmers of goodbyes.
The pallor of girls' brows shall be their pall;
Their flowers the tenderness of patient minds,
And each slow dusk a drawing down of blinds.
Micah 4:1–5
(Jewish beliefs: Messiah)
Discussion questions and activities 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 Micah Chapter 4 carefully and try to identify aspects of it that are similar to
Owen’s poem.
3. Write your viewpoints on a piece of paper with your name.
4. Find a partner and tell them your viewpoint, remembering to give at least one
reason for it.
5. Swap your pieces of paper and talk to another person. This time your viewpoint is
the one on the piece of paper.
6. Repeat the exchanges until told to stop.
7. At the end of the activity you will be asked to explain the viewpoint on the piece
of paper you are holding and the reasons behind it.
Micah 4:1–5
(Jewish beliefs: Messiah)
Considering interpretation – Part B
Key skills developed in this activity:
• applying
• analysing
• evaluating.
Micah 4:1–5
(Jewish beliefs: Messiah)
Considering interpretation – Part B
View 2: The Hebrew Bible is read by a rabbi poetically. It
is believed to be symbolic.
Argument 2: The Book of Micah is full of symbolic images
that should not be understood literally. Some people say
these make it clear to us that the prophets, and
subsequently all the Hebrew Bible, should not be thought
of as a historical piece of writing.
Read Micah Chapter 4 again very carefully and try to
identify any unusual things that many people say make
it clear that it shouldn’t be understood literally.
Micah 4:1–5
(Jewish beliefs: Messiah)
Considering interpretation – Part B
Think, pair, share
1. Individual learners make a list of unusual things in Micah Chapter 4.
2. They discuss these with a partner, making sure to add more to their
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. Learners now discuss in these groups why some people say it is
clear that the Hebrew Bible 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
Judaism exemplar
Activity:
Evaluation trading
Interpreting texts
Micah 4:1–5
Jewish beliefs: Messiah
Micah 4:1–5
(Jewish beliefs: Messiah)
Evaluation trading
Key skills developed in this activity:
• applying
• analysing
• evaluating.
Micah 4:1–5
(Jewish Beliefs: Messiah)
Evaluation trading
Instructions
• In small groups learners discuss possible evaluative responses to questions
relating to the text being studied, e.g. what does belief in the Messiah offer the
Jewish Community today?
• The group challenge is to find as many viewpoints in connection with the
particular evaluative question they are considering.
• Once the group has agreed at least one suitable answer 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 many different
viewpoints of the Jewish 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.
Evaluation trading: possible
example answers
Skills development in the study of a
world religion
Judaism exemplar
Activity:
Priority Pyramid
Interpreting texts
Micah 4:1–5
Jewish beliefs: Messiah
Micah 4:1–5
(Jewish beliefs: Messiah)
Priority Pyramid
Key skills developed in this activity:
• applying
• analysing
• evaluating
Micah 4:1–5
(Jewish beliefs: Messiah)
Priority Pyramid
• This activity allows learners to consider what points may be most relevant
when considering a key question. It asks learners to prioritise ideas and
information on the question, and discuss justifications for their choices.
• Learners are given a set of cards with words, phrases or pictures which
relate to a key question. (There should be enough cards to allow learners
to build a pyramid.) Alternatively, learners could write down their own
ideas on a piece of paper or post-it notes and use them to build their
pyramid.
• Learners work through the cards (or their own post-it notes), deciding as a
group how relevant or important each one is to the key question. The
most important factors form the top section of the pyramid, the least
important factors go at the bottom.
• Groups then give feedback on their decisions, justifying their choices.
According to the Hebrew
Bible, the Jewish people
believe they have a special
relationship with G-d, they
are a chosen people.
As part of this special
relationship, G-d has made
promises that a Messiah will
be sent.
But, just how important is
the Messiah to the Jewish
Community today? What
does the Messiah mean for
the Jewish Community
today?
Place the cards in
the order you think
is most important
for Jews and be
prepared to
explain your
decisions.
King
Example
Covenant
Warrior
Great
leader
Doesn’t
matter
today
Will return
the people to
their land
Too late
Bringer
of peace
Teacher
and
judge
Descendant
of David
for all
Skills development in the study of a
world religion
Judaism exemplar
Activity:
Evaluation placemat
Interpreting texts
Micah 4:1–5
Jewish beliefs: Messiah
Micah 4:1–5
(Jewish beliefs: Messiah)
Evaluation placemat
Key skills developed in this activity:
• analysing
• evaluating
• creating.
Micah 4:1–5
(Jewish beliefs: Messiah)
Evaluation placemat
• 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 belief in a Messiah?
– What are the difficulties with belief in the account given by the Prophet
Micah?
– How does a literal understanding of the prophets help or hinder the life of a
believer facing contemporary life/issues?
Messiah will be a descendent of David.
This is important for the idea of fulfilment according to
the many promises made in the Hebrew Scriptures.
(Amos 9:11)
Messiah is the hope for peace
God has promised one will
come to teach and to judge, one
who will bring peace and none
will fear and this is because
God has promised this and
God is to be believed because He
is God! (Mic 4:2–4)
Why have a belief
in a Messiah?
Messiah is the hope for the whole world
This hope that has been revealed to the
Jewish people is not just for them. The
Messiah will come and all will be drawn
to the glory that God has created. This is
the hope for all humanity (for he will
come when things have got so bad that
God has to intervene again). (Is 11:10)
Micah 4:1–5
Evaluative placemat exercise.
(Jewish Beliefs: Messiah)
Messiah will lead the Jewish people back to Israel
This is important for the idea of Covenant. The Jewish
people have a Covenant with God and He will send a great
leader who will bring them back to their land. God has
made this promise and so it must be fulfilled. (Hos 3:5)