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Trials of Translation Past and Present A WORKSHOP RESOURCE

Suitable for use with young people aged 15+ plus. A supplement to Telling Tales of King James’ Bible

Resources from The Department of Biblical Studies In association with Sheffield Cathedral, Museums Sheffield, and the HEA Subject Centre for Philosophical and Religious Studies.

Sheffield King James Project www.sheffield.ac.uk/kjv

Trials of Translation: a workshop resource from Sheffield King James Project Copyright (c) The University of Sheffield. P a g e | 1

Acknowledgments The Department of Biblical Studies would like to thank Ali Kitley-Jones and others at Museums Sheffield for their assistance in preparing this resource. Permissions All images are copyright-protected. Permission is given for non-commercial educational reproduction in association with Telling Tales of King James’ Bible. Care should be taken to ensure copyright information is present in all cases. Please address any enquiries to: Sheffield King James Project, The Department of Biblical Studies, 45 Victoria Street, Sheffield, S3 7QB or email [email protected]. First edition. March 2011. Copyright (c) The University of Sheffield.

Cover images: (clockwise from left) *1+ The execution of John Rogers from Foxe’s Actes and Persecutions, copyright (c) The University of Sheffield; [2] Examination of the Dead Sea Scrolls, from the Allegro Archives at the Manchester Museum, copyright (c) The Allegro Archives at The University of Manchester; *3+ The execution of Thomas Cranmer from Foxe’s Actes and Persecutions, copyright (c) The Dean & Chapter of Hereford and the Mappa Mundi Trust; [4] James VI & I enthroned, engraving from his Political Works, copyright (c) The Dean & Chapter of Hereford and the Mappa Mundi Trust; [5] The execution of William Tyndale from Foxe’s Actes and Persecutions, copyright (c) Lambeth Palace Library; [6] Johannes Gutenberg, engraving from a printers’ handbook, copyright (c) The Dean & Chapter of Hereford and the Mappa Mundi Trust; and inset *7+ The execution of Cicelie Ormes of Norwich from Foxe’s Actes and Persecutions, copyright (c) The University of Sheffield; overlay *8+ Exodus 20 from King James’ Bible, 1617 edition, copyright (c) The University of Sheffield.


Trials of Translation A 1-day workshop for use with young people aged 15-18, especially suitable for Gifted & Talented students. This is a COMPLETE RESOURCE.

CURRICULUM LINKS

General Studies (Freedom and Rights, Civil Law, Control and Censorship), Religious Studies (Philosophy & Ethics), Critical Thinking (Debate), History (English Reformation, Vietnam War), Politics (US Politics, Vietnam War, British Identity, Freedom of Speech), English Language (evolution of language). Also: Communication Studies, Media, Performing Arts.

AGE-GROUP 15-18 (adaptable for 11-14, 18+)

RESOURCES

Essential Telling Tales Exhibition with Find Out More (printed materials) OR The UnAuthorized Version (computer/online)

Large images (printed or projected): o William Tyndale* o John Wycliffe* o John Rogers* o Two Women Martyrs* o Thich Quang Duc**

Text of selected bible passages from the King James Bible and Revised Standard Version

Supporting materials (see below and checklist) *Available to download as part of this resource.

**Source suggested.

Desirable Internet access (via computer or mobile phone)

Dictionaries

Copies of the King James Bible and/or Revised Standard Version

AIMS AND OBJECTIVES

Participants will Explore and retell sections of the history of King James’ Bible using different media.

Encounter the biblical text and understand the role of a bible translator in the context of religious, cultural and linguistic change.

Compare the religious and political contexts and commitments of key participants in the history of King James’ Bible with examples from the 20th and 21st centuries, including the concept of martyrdom.

Evaluate arguments for and against freedom of speech and expression in the context of their learning, exploring alternative viewpoints and forming a reasoned personal opinion.

“Student-speak” By the end of the day you will be able to:

Retell the story of the English Bible, its origins and influence.

Become a 21st-century Translator.

Comprehend the power of deep religious commitment.

Defend or defy your own self-expression.

SUPPORTING MATERIAL

Factsheets Resources

Bible, Beliefs and Martyrdom

Printing and the Spread of Ideas

Thich Quang Duc

Student Task Sheet(s)

Images from Foxe’s Book of Martyrs (PDF/PPT)

Freedom of Speech cards


Trials of Translation

Overview

Students work in groups to research portions of the exhibition, i.e. the story of English bibles from the 1300s to the present day. Groups identify the key information, with the guidance provided. They then use their creative skills to devise a brief and entertaining presentation of their topic and its connection to the broader tale. Time required: 1 hour preparation, 1 hour presentation. (2 hours)

This session is followed by a brief reflection on the persecution which was suffered (sometimes voluntarily) by those involved in the history of English bibles. Students work in pairs to “translate” sections from a selected bible passage (using the King James Bible or Revised Standard Version) into contemporary English and “text-speak”. The sections are compiled to make a new version of the full bible passage. Students are then invited to reflect on the process, the challenges they faced and the decisions they had to make – how faithful were they to the original meaning, or modern ways of speaking (idioms)? They also consider how language, communication and technology have changed. Time required: 35-50 minutes.

This session finishes with a staged interruption from the “Translation Inspector”, who accuses the students of breaking Ecclesiastical Law. Students are reminded that the most serious penalty faced by bible translators is death.

Images from Foxe’s Actes and Persecutions (the Book of Martyrs) are used to stimulate discussion about martyrdom and persecution, including political and religious dimensions. After a break, students consider the image of a 20th-century martyrdom, the death of Thich Quang Duc. The facilitator leads a question and answer section, to put the image in context and let students consider and express their reactions. Time required: 20-30 minutes. Using a combination of their own ideas and the resources provided, students prepare and hold a debate on the Freedom of Speech. The preparatory work is group-based, and students are required to think of arguments on both sides of the debate with reference to case studies. The debate closes with a vote on the motion. Time required: 50-90 minutes.

The programme closes with a general plenary and opportunity for evaluation.

Task 1: Re-Tell the Tale

Task 2: Translation Challenge

Reflections

Task 3: Debating Free Speech


RESOURCE CHECKLIST Session 1 (morning) Small ball or bean bag for ice breaker Large display of the objectives of the session (“student-speak” version) Access to the main exhibition display panels (set of 12) OR The UnAuthorized Version Student Task Sheets (1) – prepared with A4 envelopes (see Session 1: Before the Workshop, below) and Find out more:

Multiple copies of o B2: King James' Guide to English Bibles o E1: Glossary o E2: Who’s Who At least one copy of o B1: Bible Background o B3: Gutenberg’s Guide to Printing o B4: Discoveries o BSH1: The English Reformation o BSH2: From Scottish Riots to Civil War o BSH3: Noah’s Drunken Curse o BSH4: In Poetry and Prose o BSH5: Politics and Power

A3 paper A4 paper Marker pens

Session Student Task Sheets (2 and 3) Copies of selected passages from the King James Bible and the Revised Standard Version

(1952) of the Bible (see Session 2: Before the Workshop, below) A standard English dictionary A3 paper Post-it notes Marker pens Large images of the execution of Tyndale and others (provided) An image of the self-immolation (burning) of Thich Quang Duc in 1963. Quang Duc was a

Buddhist monk who set himself on fire in silent protest against the Vietnamese administration. The original image featured on the cover of TIME magazine, and was later used by band Rage Against the Machine for the artwork of their debut album (Rage Against the Machine) in 1992. It can be obtained as a poster from sources including Amazon.co.uk.

Copies of arguments for and against freedom of speech and/or case studies Optional: Internet access (possibly via students’ mobile phones) Optional: A clip-board (this is a prop). Copies of the Evaluation form

Session 1 (morning)

Session 2 (afternoon)


Before the workshop

Photocopy one copy of Student Task Sheet (1) for each group. Write the research

question in the “Find out” box and indicate the best board focus (i.e. the number and

heading of the most relevant exhibition board[s] as shown in the table below).

Glue each research task sheet to the outside of an A4 envelope.

Place the recommended reading for each topic inside the envelope.

Groups will also need access to the full set of boards, Who’s Who and Glossary, and

complete versions of each document should be available if wanted.

SESSION 1 (MORNING)

INTRODUCTION & ICE-BREAKER (10 minutes)

This ice-breaker is designed for groups who do not already know each other.

Students stand in a circle. Students pass the ball around the circle, shouting their own name as it

moves. After one circuit, the ball may be thrown across the circle. This time, students must shout

the name of the person to whom they are throwing the ball. On catching the ball, this person

answers a pre-agreed question (e.g. what they like for breakfast) before throwing it to the next

person. If the ball is dropped that person remains in position, but is not allowed to catch the ball.

Play for several minutes.

Variations: Change or extend the question, e.g. “What do you like for breakfast and what is your

favourite band?”

The main facilitator should then outline the objectives for the day, with reference to the Student

Speak version.

TASK 1: Re-Tell the Tale A: Research and Preparation (45-60 minutes)

Working in groups, students will research, summarise and present the King James

Bible’s story, piece-by-piece, using the Telling Tales exhibition.1

1 In addition to the exhibition panels, the documents required are B1: Bible Background, B2: King James’ Guide to

English Bibles, B3: Gutenberg’s Guide to Printing and BSH2: From Scottish Riots to Civil War, all available as part of the Telling Tales package. Students may also need to refer to E1: Glossary, and E2: Who is Who. Alternatively, students may access all the information by using The UnAuthorized Version (including the contents of the display panels, which form the Virtual Visit).

Session 1


QUESTIONS FOR RESEARCH

Research Question Focus Recommended Reading

1 Why is the Vulgate an important part of English bible history and who was John Wycliffe?

1-2 B1 Bible Background: The Vulgate

2 Who was Johannes Gutenberg and why was he important?

4 B3 Gutenberg’s Guide

3 Who inspired William Tyndale and what were the results of Tyndale’s work?

3 B2 King James’ Guide: Tyndale’s New Testament, The Coverdale Bible Also: E2 Who’s Who: Luther

4 How did Henry VIII and his daughters shape the history of English Bibles?

3, 5-6 BSH1 The English Reformation

5 Who disapproved of the Geneva Bible and Rheims New Testament and why?

5 B2 King James’ Guide: Geneva Bible, Douay-Rheims Bible

6 Who approved (of) the Great Bible and the Bishops Bible and how are they related?

6 B2 King James’ Guide: Great Bible, Bishops Bible

7 How was the King James Bible put together and who worked on it?

6 B2 King James’ Guide: Introduction, King James’ Bible (1611)

8 What’s the connection between Scotland, the English Civil War and the Book of Common Prayer?

7 BSH2 From Scottish Riots to Civil War

9 How has King James’ Bible influenced politics in the past 300 years?

8-10 BSH3 Noah’s Drunken Curse, BSH5 Politics and Power

10 How has King James’ Bible influenced literature, music and the arts in the past 300 years?

9-10 BSH4 In Poetry and Prose

11 A. How have bibles changed since King James’ time? Focus on examples of language and inclusion. B. How have bibles changed since King James’ time? Focus on examples of new discoveries and knowledge. This question may be given to a single group and treated chronologically, or presented as two separate topics (A+B). If separated, groups should be told that others are looking at the same question from a different angle.

A 11-12 B 11

B2 King James’ Guide: Revising King James, Modern English Bibles, Today’s English Bible B4 Discoveries

12 How do people today feel about King James’ Bible 11-12 B2 King James’ Guide: Modern English Bibles, Today’s English Bible


PHASE 1

PHASE 2

TASK 1 continued

Explain the task and allocate a research question to each group. Emphasize that the best presentations will help the other groups to understand their part in the history of King James’ Bible. They will also need to think about and explain any key words or special terms that the other students may not understand.

The students should be given 10 minutes to read and take notes from the panels, and a further 10 minutes to read the information sheets. Split the whole group in half to avoid crowding. Groups with odd-numbered research questions should view the boards first.

Outcome Each group should produce a list of 3-5 points summarising the most important information. This should be written down on A3 paper (for subsequent display). Allow 5 minutes.

Groups are then given 20-30 minutes to prepare a brief presentation in response to their question (3-5 minutes) using one of the following media: Facilitator may adjust time(s) and/or media.

Cartoon strip or other image-based presentation;

Drama;

Song, poem or rap.

Outcome Each group should have a presentation including a title or headline which summarises the research topic; at least 5 facts; the date of any events; and the link to the King James Bible’s story. A full outline is provided on the Student Task Sheet.

Suggested break for refreshments. 15 minutes.

B: Presentations (45-60 minutes)

Students re-assemble and present their findings in chronological order (corresponding to questions 1-12).

The bullet-point lists should be numbered and displayed on the wall of the room for the rest of the workshop. Facilitator summarises the findings of the whole group, focusing on the lengths that individuals were prepared to go to for their beliefs and how important the Bible is to all the people they have learned about. See: Bible, beliefs and martyrdom factsheet (downloadable).

Suggested break for lunch.

If adapting for use in 1-hour sessions, a brief plenary might be developed at the end of Phase 2, by asking students to identify the most surprising fact that they have learned.

To extend the activity, ask students: If you could interview a participant from the story, who would you choose and what questions would you ask? How do you think they would answer? OR Which three moments in the story are most important?


The afternoon is divided between two activities: a “translation” challenge in which students work to update bible passages; and a debate on Freedom of Speech where students are asked to connect what they have learned about the political contexts of the early bible translators with issues arising today.

Recap the findings from the morning and invite students to reflect on the importance of printing

technology four to five hundred years ago. See: Printing and the Spread of Ideas factsheet

(downloadable). (5 minutes)

TASK 2: Translation Challenge

Working in pairs (or individually), students have the task of “translating” bible passages into:

1. Contemporary English;

2. “Text speak”.2

2 The language which has become popular when using a mobile phone to send a text message.

Session 2

Before the workshop

The facilitator should choose a bible passage. For a short version of the exercise, you may use the Ten Commandments (Exodus 20). If more time is available, Jesus’ teachings in Matthew, chapters 5-7 may be a good choice. Alternatively, you may use the story of Noah (Genesis 5:28-9:29). This allows students to recall Board 8 of the exhibition and the ways in which the Bible has been used to justify human actions. Either of the longer sections may be abridged if necessary.

Break up the chosen bible passage into sections of roughly equal length. You will need a section for each pair of students (i.e. 15 sections for a group of thirty). A possible breakdown of Genesis 5-9 is provided as an example in the appendix. The verses of Exodus 20 may be divided as follows: 1-3; 4; 5-6; 7-8; 9-11; 12-16; 17; 18-19; 20.

Print or write out the chapter and verse references for each section to give to the students. You may need to model how to find the correct section, i.e. how to use book, chapter and verse references.

Get copies of the selected passages according to the King James and Revised Standard Versions, a minimum of one of each per pair of students. The RSV retains features of King James’ language but is slightly more accessible. Ideally, students will each have access to a full bible, but a photocopy can be substituted for one or both version(s) if necessary. If using photocopies, ensure that students have the immediate context for their section– they will need to know who is speaking and acting and what has happened before.


Before the workshop (continued):

If you have access to a 1611 Bible, providing a facsimile of all or part of the passage will give students a fuller appreciation of how English has changed in the past 400 years. (An image of Exodus 20:1-20 is available as part of this workshop package.)

Review the chosen passage to look for any unusual words or phrases, e.g. Raca in Matthew 5:22. Ensure that you are able to offer an explanation. (Raca is a Greek term of abuse, meaning empty or worthless. The translators kept the original Greek.)

Students may benefit from access to an ordinary dictionary.

Before the workshop (continued)

Explain the task to the students. An example is provided on the Student Task Sheet, based on

Exodus 20:3. Students may use computers or mobile phones to support this activity if available.

The times suggested are for the longer bible passages. Adjust as necessary.

Allow 10 minutes reading time. Students should be advised to focus on their own section, and the

text immediately around this. It may be useful to provide an overview of the passage before the

task begins.

Allow up to 20 minutes for the “translation”. The translation challenge is provided as an extension

for those who work faster (or perhaps are already familiar with the text).

The translations should be printed or written out for everyone to see. The verses should then be

posted in order around the room, and students are then given the opportunity to read them and

discuss the challenges of the task (allow 10-15 minutes).

During this activity, the facilitator (or another adult helper) should circulate the room, holding a

clip-board, inspecting and appearing to take notes.

Transition to TASK 3

The facilitator (or “Translation Inspector”) should now inform the whole group that they have

broken an ecclesiastical3 law and the police will have to be informed about their translations.

The Inspector elicits responses about this from the group, before reminding them that in the past

people like Tyndale were put to death for making translations of the Bible. Refer to summary of

the previous activity.

The success of this part of the activity depends on the skill of the facilitator to remain in role.

This may lead into an exploration of Martyrdom as a concept: Tyndale and others preferred to risk

death rather than stop translating or lie about their beliefs. How do students feel about this? The

images of Tyndale and Cranmer may be useful at this point. For background information, see again

the Bible, Beliefs and Martyrdom factsheet. Allow at least 10 minutes.

Suggested break for refreshments. 15 minutes.

3 I.e. church.


PHASE 4

TASK 3: Debating Free Speech

The image of the self-immolation of Thich Quang Duc should now be displayed centrally.

The facilitator re-introduces the idea of Martyrdom. Allow the students to ask questions about the

image, and to reflect on their own feelings and opinions. See the separate Thick Quang Duc

factsheet (downloadable) for background information about the image.

OPTIONAL

Individually the students reflect on the idea of being willing to die for one’s beliefs or ideals.

Instruct each student to think of up to three things for which they believe it may be worth risking

their life or making a great personal sacrifice. Depending on the time available, students may be

invited to share their answers. Allow at least 5 minutes.

Place the images of Tyndale and other bible translators alongside that of Thich Quang Duc. Ask

students to think for a moment (quietly) about what these people had in common.

(They died for their beliefs, but also seeking religious and political freedom.)

Dying to Say

Based on what they have learned about the risks people will take to speak out, students will now

prepare and hold a debate on the topic of Freedom of Speech. The motion to be proposed is:

“This House believes that Freedom of Speech is a basic Human Right.”

Students must consider the key questions: Is Freedom of Speech a basic human right without

limitations? Or is it a privilege, which must be earned and can be lost? Freedom of Speech can be

defined narrowly with regard to the act of speaking, or more broadly as Freedom of Expression.

Does martyrdom represent freedom of expression or is it a sign of the absence of such freedom?

Students arrange themselves into six groups. Three groups must begin by preparing arguments FOR the

motion, and the other three prepare arguments AGAINST the motion.

Groups are given 10 minutes to come up with points in favour of either side of the argument,

writing their ideas down on post-it notes and then select the five strongest arguments to develop

(with examples or case studies). Students may also use the internet and/or the prepared cards for

inspiration at this stage.

PHASE 1

PHASE 2

PHASE 3


TASK 3 continued

Two kinds of card are provided:

For and Against cards provide a simple statement.

Students should examine the statement and decide (a) if it is for or against free speech, (b)

how someone who disagreed might respond.

Case Study cards provide additional information.

The cards draw on real events and news stories in order to help students reflect on the

relevance and implications of their arguments. Each card has questions to prompt the

students. These cards require extra time because there is new information to be absorbed.

They should only be used if there is sufficient time available. They are particularly useful if

the material is being used outside of a workshop setting (e.g. as part of a series of lessons).

The three groups from each standpoint merge and collate their ideas. Allow up to 10 minutes.

Their argument needs to be refined at this point with help possibly from facilitator and other adults.

The groups should nominate a spokesperson. This may be one person for each standpoint, or one

person from each of the original six groups.

“This House believes that Freedom of Speech is a basic Human Right.”

Each spokesperson presents their argument, with a time-limit of 5 minutes each.

Open forum can then be operated giving each group member to add to their total argument.

Allow up to 20 minutes.

The facilitator ends proceedings and summarises the strength of the groups’ arguments, and the

group vote on the motion. (5 minutes.)

It might be said that Tyndale represents the demand for absolute Free Speech while King James

represents the State’s responsibility to maintain peace and order. If the point is not made by the

students, the facilitator may also observe that the debate itself is contingent upon the right to

speak freely.

PLENARY

The facilitator should now return to the day’s objectives.

The success of the day’s activities should be evaluated according to the objectives and the

students’ responses. A template is provided.

Feedback on this resource (from facilitators and students) is welcomed.

Please contact the Sheffield King James Project: [email protected]

PHASE 5

THE DEBATE

mailto:[email protected]


About the 1611 Bible

In the 1611 Bible, words present in the Hebrew and Greek texts of the Bible are shown in Gothic or heavy type. Sometimes words had to be added for the sake of English grammar, e.g. because some Hebrew sentences are verbless, and other similar reasons. These words are shown using a Latin typeface. Bibles today may use italics or brackets to identify these.

Resource for TASK 2


Using Noah for the Translation Challenge

The events concerning Noah appear in Genesis 5:29-9-29. The passage should be divided into

sections that preserve the meaning. Following the suggestions below, it is possible to begin

and end in different places. The options include a minimum of 12 sections (the Flood Story)

and a maximum of 23 (Noah’s life from birth to death).

START FROM:

A. Genesis 5:28-32

B. Genesis 6: 1-4

C. Genesis 6: 5-8

OR FROM:

D. Genesis 6: 9-13

E. Genesis 6: 14-17

F. Genesis 6: 18-22

G. Genesis 7:1-5

H. Genesis 7: 6-10

I. Genesis 7:11-14

J. Genesis 7:15-19

K. Genesis 7: 20-24

L. Genesis 8: 1-5

M. Genesis 8: 6-9

N. Genesis 8: 10-14

O. Genesis 8: 15-19

---OPTIONAL END 1---

P. Genesis 8: 20-22


Q. Genesis 9: 1-4


R. Genesis 9: 5-7


S. Genesis 9: 8-11


T. Genesis 9:12-16


U. Genesis 9:17-21

V. Genesis 9:22 – 25


W. Genesis 9:26-29

END

Resource for TASK 2


STUDENT EVALUATION FORM


Trials of Translation has been produced by the Department of Biblical Studies at the University of Sheffield as part of Sheffield King James Project. www.sheffield.ac.uk/kjv

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