Power to the People

Discuss why Education is seen as a universal human right.

Display the literacy rates over time graph and discuss the observable changes and how students imagine these have changed the history of the world.

(Power to the People Slides)

Students complete a Think, Pair, Share discussion around the importance of literacy, and how much of a difference literacy can make in the life of an individual in today’s world. Invite students to reflect on how their life would be different if they (or their family members) were unable to read.

Watch the documentary excerpt ‘Power to the People’ (8:30) then students answer the following questions:

1. Describe how medieval clergymen saw their role in relation to the Bible.
2. Outline some of the objections church authorities had regarding translating the Bible into local languages.
3. Describe the impact in Germany and abroad of Luther’s translation of the Bible in the 16th century.
4. What barriers did Tyndale face as he tried to produce an English Bible? What motivated him to continue?

Students compose a short script for a conversation between Tyndale and a clergyman ending with the line “If God allows me to live long enough, I will cause the boy who drives the plough to know more of the scriptures than you!” (Power to the People Slides)

Students research and write one paragraph answers on how the actions of Luther and Tyndale:

1. challenged the idea that “the ordinary person is somehow unworthy of learning, or incapable of independent thought”.
2. undermined political authoritarianism and promoted democracy.
3. impacted worldwide literacy.

Students read Psalm 119:97-104 and answer the questions:

1. Describe the way the psalmist feels about God’s word.
2. Make a list of the ways the psalmist gains value from God’s word.
3. Which does the psalmist give higher authority to: his teachers and elders, or the word of God? Why?

Students read 2 Timothy 3:14-17 and answer the questions:

4. Paul states that Scripture can make you “wise for salvation”. What do you think he means by this?
5. Where does Paul say the Scriptures come from?
6. In your own words, outline the ways that the Scriptures are considered to be useful.
7. How might these verses have motivated Luther and Tyndale to translate the Bible?

Students compose a diary entry for Tyndale the evening before his trial and execution for heresy.

Display the Luther quote and discuss his perspective on Bible reading, and whether or not this is still true in today’s world. Discuss whether the Bible is still relevant and helpful. (Power to the People Slides)

In small groups, students choose a literacy project from Bible Society Australia. They design a poster outlining the key elements of the project and its objectives.

• Website: Bible Society Australia Projects

• Article: Christianity’s Dangerous Idea (11 min)

Students read the article and write a summary of why Luther’s values and actions could be considered ‘dangerous’.