Introduction: What are these books and why they matter

Two very old but important books shaped how people in Europe thought about history, religion and government.

• Bede's Ecclesiastical History of the English People (written about 731 AD) is a history book by a monk named Bede. It tells the story of how England became Christian and records important events, dates and lives of church leaders.
• Augustine's City of God (written about 413–426 AD) is a long, serious book by the thinker Augustine of Hippo. He wrote it after the sack of Rome to explain how Christians should think about the world, history and God. He uses the idea of two 'cities' to explain human life and destiny.

Step-by-step: The background you need to understand

1. Time and place

   Bede wrote in early medieval England (Northumbrian monastery). Augustine wrote in the late Roman Empire after Rome was attacked by invaders.

2. Why they wrote

   Bede wanted to record the Christian past of the English people and teach lessons about faith and morals. Augustine wanted to answer critics who blamed Christianity for Rome's troubles and to explain the meaning of history from a Christian view.

3. Who their audience was

   Bede wrote mainly for monks, church leaders and educated readers in England. Augustine wrote for Christians across the Roman world and also for people arguing about religion and politics.

Key ideas and themes, explained simply

• Christianisation and conversion — Bede tells stories of missionaries, kings and people becoming Christian. He shows how religion changed communities.
• Two cities — Augustine’s main idea is that there are two ways of living: the City of God (people who love God) and the Earthly City (people who love themselves). These are spiritual groups, not just places.
• Providence and meaning — Both writers think history has meaning. Bede often sees God working through events. Augustine teaches that God guides history toward a final purpose.
• History as teaching — Bede uses history to teach lessons about good and bad behaviour. Augustine uses history to explain big questions about justice, suffering and hope.
• Authority and sources — Bede quotes letters, documents and older books. Augustine uses Scripture (the Bible) and philosophy to make arguments. Both show how writers use sources to support ideas.

How the two books are different

• Purpose: Bede writes history and record; Augustine writes philosophy and theology.
• Style: Bede is more like a storyteller and chronicler; Augustine is argumentative and explains complex ideas.
• Focus: Bede focuses on events in England and church leaders; Augustine focuses on big questions about God, evil and the meaning of history.

How these texts link to ACARA v9 English and History (Year 7–8)

• History: Investigate sources, cause and effect, continuity and change, perspectives and reliability. These texts are primary or early secondary sources that show how people recorded the past.
• English: Analyse purpose, audience and features of different texts. Compare language, argument and storytelling. Produce writing that explains and argues, using evidence.

Classroom activities and lesson plan (60 minutes)

Objective: Understand one main idea from each book, compare them, and practice using sources.

1. Introduction (10 minutes): Briefly explain who Bede and Augustine were. Show a timeline: Augustine (5th century), Bede (8th century).
2. Read short extracts (15 minutes): Give students two short, easy-to-understand passages (one paraphrase from Bede about a missionary converting a king; one paraphrase from Augustine about the City of God vs Earthly City). Read aloud and underline words or ideas that stand out.
3. Group work (15 minutes): In groups, answer these questions:
   • What is the main idea of each passage?
   • Who is the writer talking to and why?
   • Does the writer try to persuade you? How?
4. Class discussion (10 minutes): Compare groups answers. Point out differences in purpose and style.
5. Short written task (10 minutes): Write a short paragraph imagining you are a young person in Augustine's City of God or in Bede's England. How would you describe your life? Use 3 sentences and one reason why your city is better.

Sample questions for assessment

• Explain in your own words what Augustine means by the City of God.
• Give two examples from Bede that show how Christianity changed life in England.
• Which writer do you think uses more evidence? Why?
• How could a historian check if Bede's stories are true? Name two ways.

Writing task ideas (English)

• Narrative: Write a short diary entry by a person watching a missionary arrive in their village (use historical details and feelings).
• Argument: Write a short paragraph arguing whether people should focus on the City of God or the Earthly City, using a reason and an example.

Glossary (simple definitions)

• Christianisation — The process of people and places becoming Christian.
• Providence — The idea that God guides or cares for events in the world.
• Primary source — A direct record from the past, like a letter or an old book written near the time of the events.
• Theology — The study of God and religious belief.
• Chronicle — A written record of events in order.

Short example passages (paraphrased for a 12-year-old)

Bede paraphrase idea: 'A missionary talked to the king, told stories about Jesus, and the king decided to be baptised. Soon many people in the kingdom became Christian too.'

Augustine paraphrase idea: 'Some people love God and live for Him. Others only love money, power and themselves. These two ways form two different kinds of societies.'

Final tips for teachers and students

• Use short, clear extracts so students can focus on ideas and language.
• Ask students to find evidence in the text for any claim they make.
• Connect the ideas to modern questions: What makes a good community? How do stories shape what people believe?

If you want, I can:

• Create short, classroom-ready extracts from Bede and Augustine rewritten for Year 7 students.
• Make a printable worksheet with questions and space for answers.
• Design a short assessment task matched to specific ACARA v9 codes.