Ephesus Conflict

Overview

Students explore Acts 19 through the story of Paul’s ministry in Ephesus and the riot that follows. They analyse how faith communities can inspire devotion and also trigger conflict, linking text meaning to contemporary questions about belief, power, and public life.

Learning intentions

• WALT analyse key events in Acts 19, focusing on Paul’s ministry and the riot in Ephesus.
• WALT explain how different groups’ beliefs, interests, and fears contributed to escalating conflict.
• WALT evaluate the role of faith in shaping actions, community responses, and outcomes.
• WALT communicate biblical understanding using evidence from the text.

Success criteria

• I can summarise Paul’s actions and the riot events in order, using accurate details from Acts 19.
• I can identify at least two causes of the riot and link them to what each group values.
• I can analyse how faith influences both individuals and communities in the passage.
• I can present a clear reflection that includes one specific insight and one question for further learning.

Curriculum links

• Religious education (Scripture study): interpreting a biblical text and drawing meaning from events and character choices.
• Social inquiry: investigating how beliefs and values shape people’s actions and responses in society (linked to conflict and community).
• Thinking, communicating, and participating: using evidence, discussing ideas respectfully, and presenting an argument clearly.
• Values and key competencies (NZC Refresh): critical thinking, communication, and relating to others during discussion and role play.

Lesson structure (90 minutes)

1. 0–10 min · Activation. Teacher displays three prompt questions: “What can faith change?”, “What can faith threaten?”, “How can conflict start in a community?” Students do a quick silent write, then share one idea with a partner.

2. 10–25 min · Text reading (guided). Teacher reads Acts 19:1–7 and students follow in their Bibles/handout, then students read 19:8–20 in small groups. Students highlight phrases linked to Paul’s ministry (teaching, persuasion, preaching) and note anything suggesting tension.

3. 25–40 min · Text analysis (evidence coding). Teacher models a simple coding method: label evidence under “Paul’s ministry”, “faith responses”, “conflict factors”. Students work in groups of 4 to complete a short analysis sheet for Acts 19:21–41, citing two “because” statements (e.g., “The riot happened because…”).

4. 40–55 min · Group discussion (structured). Teacher runs a discussion using question stems:

• “What does each group seem to believe is at stake?”
• “How does faith appear to be both strengthening and destabilising?”
• “How does public pressure and business interest affect religious life?” Students rotate roles (facilitator, evidence-keeper, summariser) and must use at least two references from their coding notes.

5. 55–70 min · Role play of the riot. Teacher briefs students on respectful performance and the goal: understanding perspectives, not mocking beliefs. Groups create a 3–4 minute role play covering: the silversmith concern, the crowd’s momentum, the town clerk’s intervention. Students include one line that shows how faith and conflict intertwine (e.g., fear of losing status, conviction about God’s power).

6. 70–83 min · Debrief + mini-lecture. Teacher leads a debrief: “What triggered escalation? What changed the direction?” Teacher then links to themes: Paul’s persistent ministry, the role of spiritual claims, and how communities respond when identities and livelihoods feel challenged.

7. 83–90 min · Reflection (exit ticket). Students complete a short reflection:

• One insight about Paul’s ministry in Acts 19.
• One insight about why conflict rose.
• One question they still have about faith and public life.

Resources

• Copies of Acts 19 (printed in manageable sections) and students’ Bibles if available
• Acts 19 evidence-coding worksheet (sections for ministry, faith responses, conflict factors)
• Highlighters/colour pencils
• Discussion stems cards and role-play planning sheet
• Timer and presentation space or small-group corners
• Reflection/exit ticket slips

Assessment

• Formative: teacher observations during coding and discussion (checks for use of textual evidence and respectful talk).
• Formative: analysis sheet accuracy (sequence of events and clear “because” links).
• Summative-formative (exit ticket): evaluates understanding of themes (ministry, riot causes, faith and conflict) and clarity of reasoning.

Differentiation

• Support: provide sentence starters for “because” statements and a word bank (ministry, persuade, riot, devotion, public, conflict, interests).
• Support: allow students to work with guided excerpts or lower the text load by focusing on assigned verses within Acts 19.
• Extension: ask advanced learners to compare two interpretations of motive (faith-centred vs livelihood-centred) and justify with evidence.
• SEN/EAL: role assignments in discussion/role play (summariser, evidence-keeper) and provide a model reflection paragraph for structure.

Extension (for advanced learners)

• “Author’s purpose” challenge: Students write a short commentary (120–180 words) explaining how Acts 19 uses the riot to teach about faith’s power and the risks of misunderstanding.
• “Modern parallel” task: Students choose a contemporary public conflict connected to belief or values and identify one similarity and one difference, then connect back to Acts 19 with evidence from the text.