Revelation Annual Bible Study
Weaving a Tapestry of Hope

Another task for a teacher is to help readers of Revelation gain the skills necessary to understand John’s highly symbolic language. The language of Revelation discourages some individuals from reading it, while for others it is a place in which to indulge in strange and bizarre interpretations. Therefore, for learners to form a balanced view of the book, it is crucial for teachers to supply a foundation for understanding John’s symbolism.

In chapter 1 of the learner’s guide, the point is made that contemporary political cartoons are helpful analogies for understanding the exaggerated images and symbols of Revelation. Political cartoons are about contemporary situations. They render particular, and usually strong, viewpoints, and they often use stereotypical or well-known stock images. To facilitate a student’s understanding of the connection between Revelation’s method and political cartoons, select contemporary political cartoons to place on an overhead or other projection device. Then use questions like the following to help make connections with John’s style of storytelling.

One can also take this visual exercise a step further by illustrating the difficulty of understanding the symbols of Revelation since it was written so long ago. Select political cartoons from the 1920s-1960s and have learners attempt to interpret what they mean. For example, note Figure 1 and Figure 2, which are cartoons from the 1920s. Figure 1 labels elements within the cartoon. Figure 2 is the same cartoon, but with no labels, so correct identification of the symbols becomes more difficult. Show your learners Figure 2 and challenge them to identify what each figure represents. Ask what they think the cartoon is attempting to convey. After the learners have had a moment to make sense of the cartoon, show the original (Figure 1) to see how close, or far, students were to the original intent of the cartoon.

As pointed out in chapter 2 of the learner’s book, Revelation in its historical context is an example of resistance writing against the imperial power and propaganda of Rome. One goal of teaching may be to help students empathize with a people constantly bombarded with the Roman Empire’s message of power and dominance. Also, a goal is to illustrate how John was able to resist Rome’s propaganda. Perhaps one of the best ways to demonstrate this point is a discussion about the coinage of the Roman Empire and how coins were used by the Romans to get across their ideology and worldview.

The first-century world in which John lived was highly illiterate. It is estimated that 97 percent of the population could not read or write.12 Therefore, the world of John was one filled with symbols (such as in architecture, mosaics, and coins) by which meaning was conveyed to the general population. Coins of the imperial mint were widely circulated, and they were intended to send particular symbolic meanings to the populous. The placement of emperors’ portraits, animals, architecture, and ritual instruments on coins was not haphazard. They selected well-known symbols, with wide social fields of meaning, that carried Roman ideology and propaganda. Primary in this propaganda was the honor and power represented in the Caesar, who was both Princeps (Chief/Head of the State) and Pontifex Maximus (High Priest).

For an activity and discussion regarding a connection between the first-century world and the twenty-first century, students might want to consider the political and social implications of symbols on contemporary American coins. Perhaps the use of older American coins might also be good visual aids to illustrate how symbols change or stay the same.

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