Answers
Chapter 11
Christianity (HSC)
Activities (p. 273)
The Christianity HSC chapter is essential material for the understanding of the religious
tradition of Christianity. Students should ensure they have a significant understanding of
beliefs, ethics and practice from their preliminary studies, as they are essential for the
additional studies in Year 12.
1
Biographical sketch: Create a brief dot point biography of Paul of Tarsus including the
following information: key dates, socio-political background, significant writings, key
events and achievements
Key Dates
Socio-Political
Background
Significant Writing
Bold = written by St
Paul
Plain = written under
St Paul’s authority
Key Events
Achievements
36 Paul’s conversion to Christianity
38 Traveled to Jerusalem
48 First Missionary Journey from Antioch to Paphos, Attalia and Derbe
50 Council of Jerusalem
51 Second Missionary Journey from Antioch to Thessalonica, Ephesus and Rhodes
53 Third Missionary Journey from Jerusalem to Philippi and Corinth
57 Paul imprisoned in Caesarea
61 Traveled to Rome
68 Executed in Rome
Roman Citizen
Pharisee
Born in the Jewish Diaspora in the Hellenic world
Educated in Greek and Roman philosophy
Probably spoke several languages
Craftsperson: leatherworker (tentmaker)
Thessalonians 1
Galatians
Corinthians 1 and 2
Romans
Philippians
Philemon
Colossians
Thessalonians 2
Ephesians
Timothy 1 and 2
Hebrews
Conversion
Council of Jerusalem
Missionary Journeys including setting up house churches
Writing of the epistles (letters)
Travel to Rome
Established Christian communities across the Hellenic world
Made Christianity accessible to Gentiles- changed it from a Jewish sect
His writings clarified many aspects of Christian teaching including the centrality of Jesus
Christ’s death and resurrection to salvation, the Church as the body of Christ, salvation
for all- Jew and Gentile, Christian sexual morality and human nature
Demonstrated that leadership did not have to only come from the Jewish disciples of
Jesus
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2
Key event: Read Acts 15 and outline the impact of the Council of Jerusalem on early
Christianity.
A conference held in 50 CE that in its conclusion decreed that Gentile Christians (non-Jews) did
not have to observe the Mosaic Law of the Jews and as a result it was easier for Gentiles to
become Christians. The Council also created separate rules/expectations for Jewish Christians
and for Gentile Christians. Gentiles would now need to ‘abstain from pollution of idols and from
fornication, and from things strangled, and from blood’ (Acts 15:19-21) althought Jewish
Christians would still be bound by Mosaic Law.
3
Ethical teachings: Read the following scripture passages and clarify how Paul modelled
for early Christians, the path to a Christian life:
The importance of love (1 Corinthians 13): This passage outlines the importance of love and all
the values that reflect love in relationship with others. St Paul also links love with faith and
hope.
Membership of the body of Christ (1 Corinthians 12:13): The membership of the Christian
community shows no difference between members- all are equal.
Christ’s call to a life of freedom and responsibility (Galatians 5:14): The commandment to love
your neighbour summed up all teaching into an ethical way of acting.
The physical self as the temple of the Holy Spirit (1Corinthians 6:19): This passage indicates that
one must care for yourself as you are God’s creation and that gift should be respected.
4
Theological understanding (group work)
Groups will come up with their own responses.
Activity (p. 274)
Was Paul anti-women? St Paul's Letter to the Romans indicates that it will be carried by Phoebe,
a deaconess of the early Christian Church (Romans 16). Priscilla was acknowledged with her
husband as house leader for the church at Ephesus. These roles suggest St Paul was rather
counter-cultural in his approach to women, offering them leadership positions. Research the
role of women in Paul's house church communities.
Students will conduct research and thus will have individual answers. The following is an
example:
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Lydia (Acts 16) was a wealthy businesswoman as a dealer in purple (a valuable dye). She heard
St Paul speak and invited him to her home (Acts 16:15). She became the patron of the church in
Philippi.
Priscilla (Prisca) was with her husband, Aquila, a co-worker of St Paul (Romans 16:4). She is
regarded as a teacher and missionary. Others mentioned are Mary, Tryphaena, Tryphosa and
Persis (Romans 16:6).
Phoebe was a deacon of the Church at Cenchreae (Romans 16). She was a missionary and
leader in the early communities.
Activity (p. 274)
Use the following headings to create a table of information on Paul’s contribution to
Christianity.

Contribution to development: Reform, Reinterpretation, Redirection, Expansion

Contribution to expression: Principal beliefs, Sacred texts and writing, Core ethical
teaching, Devotion and ritual

Significance to Christianity: Contemporary influence, To later generations, to the whole
tradition
Student work will vary.
Activity (p. 277, top of page)
What were they key factors encouraging the rise of Protestant thinking in Luther’s time. Explore
the following signs of the times:
Rise of Humanism (Erasmus)
Papal Power and Taxes
Dispensation Absolution and Indulgences.
Rise of Humanism (Erasmus)
Humanism was a European intellectual movement very much part of Renaissance thought. It
focused on the rediscovery of Latin and Greek literary texts. Erasmus used his study of
literature to criticise the church for its perceived limitations.
Papal Power and Taxes
The later Middle Ages began a time of increasing taxes on Christians from the Pope. An
increasing number of monarchs across Europe began to challenge the Pope’s authority and the
financial burden placed on the people.
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Dispensation Absolution and Indulgences
Erasmus satirized the practice of indulgences in his work, In Praise of Folly. Indulgences were
supposed to reduce the time spent in purgatory by the payment of money, which was used by
the church for building projects. The selling of indulgences to build St Peters Basilica in Rome
shocked Luther.
Activity (p. 277, bottom of page)
Luther’s anti-Semitic views were influential but common in the era in which he was living. He
campaigned against the Jews in Germany and believed that they could no longer call themselves
the people of God. Many argue that these ideas were used by the Nazi Party to inflame
Germans during the 1930s. Was Luther anti-Semetic?
Student research and answers will vary.
Activity (page 278)
Use the following headings to create a table of information on Luther’s contribution to
Christianity.

Contribution to development: Reform, Reinterpretation, Redirection, Expansion

Contribution to expression: Principal beliefs, Sacred texts and writing, Core ethical
teaching, Devotion and ritual

Significance to Christianity: Contemporary influence, To later generations, to the whole
tradition
Student work will vary.
Activities (p. 280)
1
Biographical sketch: Create a dot point sketch of Schüssler Fiorenza’s life
Student work will vary.
2
Key writings: Examine extracts from Schüssler Fiorenza’s works to provide evidence of
her approach to Christian theology.
Student work will vary.
3
Theological understanding: Explore examples of the approach of ‘hermeneutics of
suspicion’ as outlined by Schüssler Fiorenza.
Student work will vary.
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Activity (p. 281)
Use the following headings to create a table of information on Schüssler Fiorenza’s contribution
to Christianity.

Contribution to development: Reform, Reinterpretation, Redirection, Expansion

Contribution to expression: Principal beliefs, Sacred texts and writing, Core ethical
teaching, Devotion and ritual

Significance to Christianity: Contemporary influence, To later generations, to the whole
tradition
Student work will vary.
Activities (p. 283)
1
Research other Christian denominations to determine their stance on euthanasia.
All denominations are opposed to euthanasia but cite a range of authorities on current issues.
The Roman Catholics would look to the Pope and Bishops for current teaching. The Orthodox
would cite the teachings of the Patriarchs. The Anglicans would use current synods as a guide.
2
Use the Internet to find out what countries in the world allow assisted dying and what
has been the response of the Christian churches to that change.






Some states in the USA (Oregon, Washington, Montana, New Hampshire)
The Netherlands
Belgium
Albania
Luxembourg
Switzerland
In each country, the Christian churches have opposed changes to the law to allow euthanasia.
Activity (p. 284)
Brainstorm some issues associated with the environment. Use the sources of teaching [in the
book] to predect the Christian response nto the issue.
Student responses will vary.
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Activities (p. 286)
1
Describe the sources of ethical teaching for three Christian Churches (include
consideration of sacred text, church authority and conscience).
Roman Catholic: Scripture, Natural Law, the Teaching Authority of the Church (Pope and
bishops)
Anglican: The Bible, Natural Law, Tradition, Episcopal authority (bishop), prayer and conscience,
the writings and interpretation of theologians
Uniting: Scripture, Tradition, Reason, current teachings established during synods and national
assemblies
2
Explain the teachings on environmental ethics on ONE issue from the perspective of
three Christian Churches.
Students will have varied responses.
Activity (p. 288)
Use the evidence provided from the various Christian denominations along with any research
you can provide to explain the importance of sacred text and tradition to Christians for ethical
guidance in matters of sexual ethics.
Christian teachings on sexual ethics are drawn from Christian scripture, natural law and
tradition. However, expressions of Christianity rely on these sources to various degrees. For
Roman Catholics, faith and reason help one to understand right action and sources on ethical
teaching are integrated within the authoritative teaching (magisterium) of the Church. For
Protestant communities, the primacy of Scripture and the application of reason would be
maintained in any discussion on ethics.
Guidance for all Christians on sexual ethics is found in sacred text – the Bible. In the Old
Testament they are in the rules for living given to the people by Moses: the Ten
Commandments. In the New Testament they are found in the teachings of Jesus in the gospels
and in the writing of St Paul. In the Gospels, Jesus stops those who would stone the accused
adulterer (John 8:7). St Paul gave guidance encouraging the valuing of relationship and the
importance of modesty and moral actions. In a world where the Parousia (end times and the
return of the Messiah) was considered imminent, Paul's concerns were with preparing
Christians for the next life: ‘Do you not know that your body is a temple of the Holy Spirit within
you, which you have from God, and that you are not your own? For you were bought with a
price; therefore glorify God in your body.’ (1 Corinthians 6:19-20).
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Roman Catholic adherents would also look for guidance on sexual ethics in the teaching
tradition of the church found in Papal documents and the Catholic Catechism. The Catholic
Catechism outlines this idea when it declares homosexual acts to be disordered. They are
contrary to natural law. They close the sexual act to the gift of life. They do not proceed from a
genuine affective and sexual complementarity. Under no circumstances can they be approved.
(CCC 2357).
The Uniting Church in Australia would acknowledge the official sources of ethical teaching on
sexuality as scripture, tradition and reason. The Uniting Church makes decisions about current
ethical teaching during its synods and national assemblies. The decision made there binds staff
and agencies of the church but not individual members. The Uniting Church creates principles
not rules, and supported the decriminalisation of homosexuality in 1982. The church
acknowledges diversity and difference and invites adherents to call on the love of God and love
of the Church to make informed decisions (Dean Drayton, 2003).
Each denomination of Christianity would agree that the sources of ethical teaching on matters
of sexual ethics are found in scripture, tradition but each expression of Christianity would also
have other sources of teaching such as the magisterium or the teachings from synods and
assemblies.
Activity (p. 295)
Describe and analyse how the marriage ceremony expresses the beliefs of Christianity.
The Christian marriage ceremony clearly expresses the beliefs of the faith. All of the expressions
of Christianity value the marriage ceremony as a significant rite of passage for those who
commit to it. Some expressions also see it as an important sacrament. The Roman Catholic and
Orthodox Churches see it as of similar import to the other sacraments of the Church.
In examining how the marriage ceremony expresses the beliefs of Christianity one must
acknowledge the primacy of scripture for all expressions of Christianity in the ceremony.
Scriptural references such as Genesis 1:27-28 where God calls on humankind to be fruitful and
multiply and Genesis 2:24, calling on a man to be united with his wife indicate the importance
of children within the covenant of marriage. These Old Testament writings are echoed in Paul’s
New Testament comparison between the marriage relationship and Christ’s relationship with
the church (Ephesians 5:29-33).
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A consideration of the structure of the ceremony of marriage also provides a clear assessment
of the expression of Christian beliefs. The marriage ceremony has several key elements: The
Opening Rite, Liturgy of the Word, Marriage Vows, Exchange of Rings, Blessing, Concluding Rite.
Expressions of Christianity have unique elements that relate to key beliefs. In the Orthodox
marriage ceremony there is the dance of Isaiah: a triple procession around the table,
emphasizing God’s blessings on the union. In a Roman Catholic Nuptial Mass, Eucharist is a key
element of the service, acknowledging the importance of Eucharist in the lives of the newly
married couple.
The symbols associated with the ceremony are also significant indicators of the links to the
beliefs of the Christian tradition. The rings blessed and exchanged are symbols of the unbroken
love and faithfulness of the couple. Other symbols such as the light of Christ (candles), white
vestments and altar cloths as a symbol of resurrection/life are also important to the couple and
the community who witness.
The union created through the ceremony of marriage is considered ‘a divine institution’ by
Roman Catholics and only dissolvable through an annulment. Protestant communities hold that
marriage is important as an event to be recognized by the whole community but there might be
grounds for a marriage to be ended. In the Anglican marriage ceremony, it is the bride and
groom who are the ones who marry each other and the community including the priest are
essentially to witness this before the Christian community.
The marriage ceremony clearly outlines key beliefs of Christianity. It grounds the ceremony in
beliefs through the use of scripture and the blessing of the bride and groom by the presider. It
also provides the acknowledgement and blessing of the Christian community of the couple. The
differences evident in the different expressions of Christianity indicate particular emphases
within the denomination in their understanding of the ceremony and link to belief.
Activity (p. 297)
Use the following synonyms for analysis and the scaffold to prepare an analysis of the
significance of the practice of Saturday/Sunday worship for the Christian community.
ANALYSIS: appraisal, assessment, breakdown, criticism, critique, diagnosis, test, enquiry,
examination, investigation, review, study
ANALYSE: appraise, arrange, assess, breakdown, catalogue, classify, derive, distinguish,
evaluate, explore, scan, scrutinise.
SCAFFOLD: Component: explained. Relationship clarified
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Any assessment of the practice of Saturday/Sunday worship would conclude that it is an
essential devotional practice for Christian communities. For all Christian communities coming
together in worship is a significant means of expressing their faith. Saturday/Sunday worship
provides an avenue for reflection on scripture and for individual and communal consideration
of church teaching. It may also provide an opportunity for shared action and social initiatives.
For the Christian community coming together in worship provides a connection to the
transcendent. A review of the practice of Saturday/Sunday worship indicates that it takes the
adherent out of the secular world and is a moment for the individual adherent to pray to God,
to ask for intercession and gain spiritual guidance. It provides for the community an
opportunity to gain spiritual direction and as a community in service to others.
For the community, moral and ethical guidance are derived from the worship service. Sacred
writing forms part of the readings and the sermon in most services. The presider would provide
a reflection on one or more of the readings and discuss what they meant for the Christian
adherent and how the congregation might use this in their own lives. The Quaker service would
not follow this guide as it uses moments of silence rather than reflection on scripture.
Examination of the practice of Saturday/Sunday worship indicates that it allows for the
transmission of beliefs and teachings about Christianity. Throughout the rite of worship the
congregation recites and reflects upon key statements of belief such as the Nicene Creed and in
celebration of Eucharist (if it is part of the service) this is reinforced.
It is clear that a sense of belonging to the community is part of Saturday/Sunday worship. There
is often a welcoming and encouragement to be involved through activities during the following
week or after the service. This sense of identity is a reinforcement for the Christian community
and sustains and maintains the tradition. An examination of Christian communities would
reinforce this perspective.
The practice of Saturday/Sunday worship is one that is significant for both the individual and
the community. It provides benefits for the local church community as well as the broader
community through the social action that is initiated from the church community.
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