Y8-9 Its not fair.pdf - RS Resources

Nottingham City and County RE Guidance 2009

TITLE: It’s not fair! What does justice mean to Christians? YEAR GROUP: KS3 8/9

Nottingham City and County City SACRE RE Syllabus: Non-statutory exemplification

30/05/2009 HWood/ Nottingham City and County SACRE / KS3/ It‟s Not Fair


Nottingham City and County SACRE RE Syllabus: Nonstatutory exemplification TITLE: It’s not fair! What does justice mean to Christians? YEAR GROUP: KS3 Year 8/9 About this unit: Year Group: This unit enables pupils to research, analyse and respond to a range of contemporary moral issues relating to their own and others‟ lives, for example: poverty; forgiveness; human rights; materialism; the environment. The focus is on religious responses to injustice and poverty, including Christian, Muslim and Sikh responses, particularly how they have been put into practice in today‟s world. Pupils should think for themselves about questions to do with justice, equality, prejudice , discrimination, poverty and wealth both in the past and in everyday life. Pupils are encouraged to make informed responses to other people‟s values and commitments, including religious ones, and relate these to their own and others‟ ways of seeing the world. They can use the examples of significant people and individuals known to them, referring to their own experiences, beliefs and values. Where this unit fits in : This unit will help teachers to implement the Nottingham City and County Agreed Syllabus for RE by providing them with well worked examples of teaching and learning about the theme of justice and equality and religious, particularly Christian, practice, lifestyle and responses to these issues. Concepts of human rights and responsibilities, human lifestyles and the environment, global issues are investigated in this unit. The examples of Martin Luther King, Mother Teresa, Malcolm X and Bhai Puran Singh Ji, Gandhi may be used. This unit contributes to the continuity and progression of pupils‟ learning by building on KS2 and KS3 work on how pupils relate to others by focusing on the impact key religious figures have on today‟s society. The unit provides a link into KS4 GCSE RE courses – Units Religion, Poverty and Wealth and Religion and Equality.

Estimated teaching time for this unit: 7 hours x 2 (i.e. 14 hours). It is recognised that this unit may provide more teaching ideas than a class will cover in 14 hours. Teachers are invited to plan their own use of some of the learning ideas below, ensuring depth of learning rather than covering everything. KEY STRANDS ADDRESSED BY THIS UNIT AT 1: Learning about Religion  Beliefs, Values and Teaching  Religious practices and ways of life. (Pupils could consider unexamined assumptions such as those about race, religion or money and possessions, which underpin decisions and lifestyles. These can be critically explored through discussions about news events, religious stories, or school events and the possible motives of the people involved.)  Ways of expressing meaning AT 2: Learning from Religion  Questions of Identity, Diversity and Belonging  Questions of Meaning, Purpose and Truth  Questions of Values and Commitments 30/05/2009 HWood/ Nottingham City and County SACRE / KS3/ It‟s Not Fair


ATTITUDES FOCUS: Pupils will explore attitudes of:

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Self awareness by becoming increasingly aware of their own perceptions and views on life, including their response to injustice, prejudice and poverty Respect for all by developing a willingness to learn from and about different responses, in particular religious responses, to key global issues, for example, unequal distribution of global wealth Open mindedness by engaging in positive discussion and debate about key news events, prejudice, including racism, religious, gender prejudice

The unit will provide these opportunities :  Pupils have opportunities to consider the concept of prejudice, poverty and wealth.  Pupils have opportunities to consider a diverse range of views about questions of values and commitment from the study and followers of Christianity, Islam, Sikhism, Hinduism.  Pupils will be able to think about their own experiences and views in relation to questions of prejudice and discrimination, poverty and wealth, including Fair Trade and aid to those in need  Experiences and opportunities provided by this unit include; ICT, independent research of key religious figures and the impact their lives have had on today‟s society, production of fact files/ PowerPoints; visits to eLearning Centres and Holocaust Centre, North Notts; drama, role play and recording using camcorder/ alternative technology; developing skills as creative thinkers, reflective learners, team workers and self-managers; use of outside speakers with links to Traidcraft, Tear Fund; possible visit to Gurdwara; visiting speakers from different faith groups.



Vocabulary + concepts

Resources

In this unit, pupils will have an opportunity to use words and phrases related to:

Teachers might use:

Specific religions: Christianity Segregation Justice

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Sikhism Gurdwara Khalsa Langar Sewa

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The language of shared human experience Justice Poverty Prejudice Equality

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PowerPoint starter – Prejudice and Discrimination - showing images from the media depicting relevant issues Extracts from film „Gandhi‟ Think RE 2! – books and Resource file. Brewer, Manti, Smith and Wood. Heinemann. ISBN: 978 0 435307 26 4 Assessed RE, ed P Draycott REToday Engaging with Secondary RE series ISBN 1904024-87-4 Extracts from film „Hotel Rwanda‟ Extracts from DVD „Protect Darfur‟ – can be obtained from „Holocaust Centre‟, Aegis Trust, www.aegistrust.org Extract from The Guardian, 14 October 1998 – Stephen Lawrence Bible quotes worksheet Story of the Good Samaritan – Luke 10 :30-37 Boardworks PowerPoints - (KS3) The teachings of Jesus and St. Paul, Justice, Mother Teresa, Martin Luther King Link with Geography/ Citizenship – racism issues/ Fair Trade issues including North/ South Divide. Geography Matters Luke 19 – story of Zacchaeus, Luke 3:11; Luke 10:27; Matthew 6:19-21; Matthew 6:24; Mark 10:25; Acts2:45; 1Timothy 6;10 Comic Relief DVD linked to Fair Trade Malawi PowerPoint – how Long Term aid is supporting villagers in Malawi through development of projects accessing water. News events at time of teaching! Music linked to money e.g. Abba - „Money, money ,money must be funny in a rich man‟s world‟ Beatles – „Money can‟t buy me love‟ Sally Barker – „Money‟s Talking‟ (This Rhythm is Mine)

Web:  The city and county of Nottingham supports this unit with some resources at www.rsresources.org.uk Loans of artefacts and resources are easily arranged.  The National Association of Teachers of RE (NATRE) has two excellent web starting points for these issues: www.natre.org.uk/spiritedarts enables pupils to view and judge numerous works of pupil art on key Biblical stories and spiritual ideas from young people.  Online searchable sacred texts from different religions at: www.ishwar.com  Try www.reonline.org.uk for a good general gateway to RE materials.

Contributions to spiritual, moral, social and cultural development of pupils  Opportunities for spiritual development come from studying the teachings of Jesus, Christian and other religious views in relation to both equality and poverty and wealth and their implications for today‟s society  Opportunities for moral development and social development come from considering responsibilities of governments in relation to distribution of wealth and those of MEDCs (rich countries) towards LEDCs in terms of aid given  Opportunities for cultural development come from independent research of followers of different faith groups with a view to understanding how religious beliefs affect how people live their lives.



EXPECTATIONS:

At the end of this unit

Pupils working at level 4 will be able to  Use a widening religious vocabulary to show that they understand the key teachings about money and possessions from a Christian viewpoint (AT1).  Use the vocabulary learned in RE, to show their understanding of how religious views on equality, poverty and wealth are similar / different (AT1)  Apply ideas from Christianity and the experiences of key religious figures explaining how their faith affected their actions (AT2).

Pupils working at level 5 will be able to  Explain the impact of the teaching of Jesus on the lives of Christians in relation to equality, poverty and wealth (AT1)  Explain how religious beliefs and values have an impact on the lives of those who follow the religion (AT1)  Respond in an informed way to religious and moral issues linked to equality, poverty and wealth, using both religious and their own views (AT2)

Pupils working at level 6 will be able to:  use religious and philosophical vocabulary give informed accounts of the key beliefs / teachings which have motivated individuals in their struggle against inequality and poverty.  explain what is difficult / challenging about being a young religious believer in today‟s society.  Use reasoning and examples to express insights into the relevance of Jesus‟ teaching about equality and wealth, Christian beliefs and world issues.

ASSESSMENT SUGGESTIONS A formal assessment of each pupils is neither required nor desirable for every RE unit. Continuing use of assessment for learning methods is best. Teachers can assess this work by setting a learning task towards the end of the unit. The task aims to elicit engaged and reflective responses to the material studied throughout the unit across the ability range. (This box should summarise what appears for assessment in the teaching and learning section below) Research the life and work of either Martin Luther King or Mother Teresa showing, in particular, their Christian response to the injustice they campaigned against. Research Malcolm X, Bhai Puran Singh Ji, showing how their religious beliefs affected their actions. Research to be presented as a PowerPoint; Fact file. Or use a camcorder (or other technology) recording of role play / interview (Good for peer assessment) G&T: To extend this work, ask pupils to compare and contrast different religious responses to the issues of „Prejudice and Discrimination‟ / „Poverty and Wealth‟.



Key questions

LEARNING OBJECTIVES

TEACHING AND LEARNING

LEARNING OUTCOMES

Points to note

What is prejudice?

Pupils

Introductory activities  In pairs, pupils discuss and write down ways in which people are treated unfairly.  Share these with another pair and also their personal experiences of when they have been treated unfairly. Then feedback to whole group.  PowerPoint or other stimulus, e.g. photograph of someone with a back pack at bus/ train station. Class discussion. What is prejudice? What causes prejudice?  Work with a partner – 5 ways in which prejudice could be overcome. Pupils with significant needs may require more guidance, e.g. who is available in school to help people who are having problems with name- calling, bullying e.g. peer counsellors, Learning Mentors, Teaching staff  Plenary – Produce match-up cards – 2 columns: examples of prejudice, match up with ways in which this is demonstrated in types of discrimination – in pairs

All: will have an idea of what „prejudice‟ and „discrimination‟ mean and be able to say how they feel if they have been discriminated against. Most: will understand meanings, explain feelings and give examples. Some: as above, and will be able to give modern and historical examples of prejudice and discrimination.

Task promotes skills as effective participators. (PLTS)

All; Should be able to ask questions and suggest answers about issues of equality, Most: should be able to express their own insights into the relevance of Jesus‟ teaching for today Some: should be able to give different Christian viewpoints about equality with Bible references.

Task encourages pupils to be  Creative thinkers  Reflective learners

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What do Christians believe about equality?

Will understand meanings of the words prejudice and discrimination Consider why people show prejudice and discrimination

Pupils should be able to: Explain some of the teachings of Jesus and Paul in relation to equality, justice and love

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Homework opportunities – Diary. Choose one daily TV programme, e.g. a soap opera, news and record all issues of prejudice and discrimination which occur. – Find the meanings of the following words: Stereotyping, Scapegoating, Racism In pairs, share ideas on how prejudice could be overcome. This may link to homework task from previous lesson. Provide a worksheet with quotes from the Old and New Testament linked to equality. (Teacher will need appropriate quotes linked to treatment of others), Pupils to answer the following questions: What does each quote mean? To which issue is each quote relating, e.g., gender, race, religion? Which quotes state people should be treated equally / not equally and why? In what ways was treatment of people in Jesus‟ time different/ the same as today? Are the teachings of Jesus and St. Paul relevant to today‟s society? Pupils draw three concentric circles – in the centre put their name; in adjacent circle, those they consider their neighbours. The next circle is for those who are part of their wider acquaintances. Outside the circle write down people who do not have any particular relation to them. Listen to the story of „The Good Samaritan‟ – Luke 10 :30-37 How would Jesus re-draw their circles? Who would be put near the centre circle?

PowerPoint – Prejudice and Discrimination – links to Holocaust. Think RE2 – Why are some people prejudiced?


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How have religious believers influenced and changed society to promote justice? ** 2 lessons

Pupils should be able to explain how a “world changer‟s” actions have affected the world today in the promotion of equality and justice

As pupils enter, give out sweets apparently at random – choose a reason for giving them to certain students, such as eye colour. Don‟t tell the students your reasons. Get them to work out why you are acting like this. How do they feel to be included/excluded? When they work out the reason for your actions, how do they feel about being treated like this on the basis of eye colour? Explore the implications of this for prejudice, discrimination and equality.  Pairs then feed back to class discussion: What do you understand about equality? Do you think everyone has a right to be treated equally?  Use a short stimulus activity to focus pupils on people who have changed the world (see points to note) because of their religious beliefs. (Lots of starters and follow up tasks in Boardworks. Pupils choose one Christian „World Changer‟ and produce a PowerPoint presentation / leaflet/ inspirational poster on person they have chosen. They should address the following questions:  Which prejudice/ inequality did this individual work to overcome?  What motivated this individual to do what they did?  What exactly did this „World Changer‟ do and what did they achieve?  How has studying this person changed their own thinking? What lessons might they have learned from this person‟s example? Why? Pupils then choose a „World Changer‟ who followed a different religion, e.g. Malcolm X (Islam), Gandhi(Hinduism) and produce a second „Fact File, similar to above, using above questions – may take a different format.

All: should know 3 key facts about chosen World Changers. Most: should be able to make links between religion and actions taken by world changers. Some: give detailed accounts of how the World Changer‟s religious beliefs affected their actions and so changed the world/ influenced others.

Boardworks PowerPoints KS3 – Mother Teresa, Martin Luther King which also includes Rosa Parks, and Malcolm X. DVD „Gandhi‟. This task focuses on developing skills as -Independent enquirers -self-managers. Links to ICT, Functional Skills – Reading and Writing.

Discuss with a partner who has written about a different person. How have their religious beliefs affected their actions? Find three similarities and three differences between the two “world changers”.


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Genocide: it could never happen here. Do you agree? ** (Possibly 2 lessons if linked to visit)

Pupils should be able to: - Talk about extreme examples of discrimination such as genocide, and how these might come about.. - Suggest ways people including themselves, could overcome these terrible events.

Recall Jesus‟ teaching of the Good Samaritan – love your neighbour... In pairs then whole class, list ways in which you can demonstrate that e.g. concern for the poor, donate to charities etc. How much do pupils try and live like this? Follow this by reflecting upon whether it is loving to allow other people to attack each other. What would the loving thing be to do in the extreme and horrific situation of genocide? If it was happening in this country? If it was going on in another country? Face the difficult issue about whether pupils would actually stand up and do something about such horrors:  Provide stimulus clips from either „Hotel Rwanda‟ or „Protect Darfur‟DVD.  Discuss hatred leading to prejudice to discrimination and then to genocide. Why did these events occur? How does Christianity explain such horrors (e.g. idea of sin and rebellion against God)  Discuss ways forward to preventing genocide e.g. media coverage, campaigns, letters to MPs/ governments/ newspapers.  Godeline Kayitesi, survivor of Rwandan genocide, said: “After the genocide, I really felt against God. I did not want to hear about God anymore. But coming to these retreats allows me to feel again the love of God, to see that what happened to me was not the work of God, but the work of man.” Write a letter to Godeline about her religious beliefs. What questions does the genocide raise?  Poetry task / spiritual poem about genocide/ hatred  Use Pastor Niemoller‟s poem “First they came for the Jews ...” to challenge pupils‟ own reactions.  SEE also Points to Note.

All: raise and suggest answers to questions about suffering and belief, in response to learning about Rwandan genocide. Most: relate these questions to their own responses, offering insights into how they would react in such circumstances. Some: offer some explanations for the genocide, in terms of historical, cultural and theological reasons; reflect on their own responses.

Protect Darfur DVD (AEGIS) Clips from „Hotel Rwanda‟ Newspaper article The Guardian 14October 1998. This could link to visit to The Holocaust Centre near Newark + link to visit to eLearning Centre to produce recording of visit where pupils make a film/ use digital photography to make presentation of visit.


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How can I work to overcome prejudice and discrimina tion in today’s society?

Pupils should be able to - understand how religious ideas and beliefs can cause prejudice -reflect and consider how religious ideas may help overcome prejudice and discrimination.

Introductory activity  Provide pupils with worksheet „Odd One Out‟. They decide which is the odd one out and why. (No „right‟ answer)  Discuss with a partner, then in a small group. It is important that pupils can explain why the picture they have chosen is the odd one out.  From previous lessons on „World Changer‟, write/ discuss the differences between religions you have come across; add others from personal knowledge, e.g. dress, food laws  Are the problems solely due to religion or do they link to other areas, e.g. history, culture, politics, race?  Use recent news items to discuss religious issues - Could be card based* with groups jig-sawing- groups of 5 or 6 pupils. Each group A, B,C,D,E,F, given point to discuss. Then rearrange groups, so one person from A, one from B, one from C and so on from a new group. They then share information / ideas.  Feedback to class.  Discuss in pairs 3 ways religions can work together e.g. Interfaith Network, World Council of Churches  What are the challenges of belonging to a religion in the world today?

All: can show an understanding of what being part of a religion may involve. L4 Most: can show how religious beliefs and values impact and affect the lives of those who follow the religion. L5 Some: can explain with understanding what is difficult or challenging about being a young religious believer in Britain today. L6

Odd One Out worksheet. Several useful extension activities in Think RE 2 Activity file. * Examples of issues – French government banning use of religious symbols in school, British Airways -member of staff disciplined for wearing cross, Sikh girl out of school for wearing kara, Muslim Teaching assistant sacked for wearing full hijab.


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Should I help the poor?

Explain their own and Christian responses to poverty.

Pupils to give reasons for and against the following question: “Should we help the poor?” Answers might include: For: moral duty; we‟re human; they need help; we should always try to relieve suffering; we should love our neighbours. Against: it‟s usually not our fault that others are poor; we have enough problems; people should help themselves, not rely on others. Put together a PowerPoint slide show with images of poverty from UK and around the world. Ask students to reflect quietly on their responses to the images. Do they have any impact on their own views? Explore how Christians should treat the poor. Look at John 13:34: “Jesus said to his followers, “A new command I give you: Love one another. As I have loved you, so you must love one another. By this all people will know that you are my disciples, if you love one another.”” Read Matthew 25 – the parable of the sheep and the goats. Pupils should draw the parable as you read it (slowly!). Who is Jesus referring to by the terms “sheep” and “goats”? What is the key to Jesus‟ teaching here? Pupils to respond to this statement, showing that they have thought about different points of view: “In a world where many people are starving, Christians cannot be true to Jesus‟ teaching and also be rich.” [On the one hand… On the other hand… A different point of view is… Some people might argue that… I say this because… The Bible says… An argument that supports this is… From my own point of view… If you take all these ideas together you can see… My conclusion is that… ] Look at the things Jesus said – could have a printed worksheet with quotes about „Money‟ or provide a list of Bible references for pupils to look up. Christian views – Paul‟s letter to Timothy. Questions for discussion – why do you think „ the love of money‟ is described as „the root of all kinds of evil‟? Give reasons. In today‟s society how easy is it to share money and possessions? Can money buy happiness? Songs – Beatles, Abba, Sally Barker

All; respond with sensitivity to poverty and explain a basic Christian response Most: will be able to explain the impact of Jesus‟ teaching in Matthew 25 on how Christians behave; Some: will explain how the impact of these beliefs on individuals and communities varies.

See Assessed RE, ed P Draycott p12-15 for a very good series of tasks on judgement based on the parable of the sheep and the goats. New Testament texts to use: Luke 19 Matthew 6:24 cannot serve God and money . . Mark 10:25 Easier for a camel to go through the eye of a needle . . 1Timothy 6:10 Love of money is the root of all kinds of evil ... Luke 3:11 Man with 2 coats share . . Matthew 6:19-21 Do not store up for yourselves treasures on earth . . .

30/05/2009 HWood/ Nottingham City and County SACRE / KS3/ It‟s Not Fair 10


How does Fair Trade put religious values into action? Consider crosscurricular links with Geography Select from the tasks as appropriate – this can take more than one lesson

To know that people in some parts of the world have little, but grow food for people in rich countries. To reflect on how Christians and other religious believers see Fair Trade as an expression of justice

 Use photographs as stimulus – one LEDC (Less Economically Developed Country) e.g.Mozambique / Malawi, one MEDC (More Economically Developed Country). How do these make you feel? What can be done to help?  Use powerpoint on Fair Trade – True /False Quiz as stimulus for discussion. Pupils write quick „gut reaction‟ T/F to provocative statements as to why some countries are poor. Discussion in small groups or as a class.  In pairs discuss why does poverty exist and whose responsibility is it to care for the poor?  Possible solutions – Political Thinkers e.g. Karl Marx – Free Trade between countries – Governments have a responsibility to look after poor – religious opinions e.g. Hinduism, Karma  Ask pupils to work in pairs and come up with foods that are grown in different countries. (Cocoa, coffee etc)  As a class discuss briefly how this may affect land use in poor countries and therefore food supply in those countries.  Cocoa plantation – Provide worksheet „Paulo‟s story‟ (or similar). Read extract on life of Paulo, a boy who lives and works on a cocoa plantation. This briefly describes his living and working conditions.  Can link to Science through descriptions of insects and parasites that may affect Paulo and his family, including how flies eat and so spread disease.  With groups of pupils with SEN a „role play‟ activity can be used to show the journey of cocoa beans from the plantation to drying yard to ships to „rich‟ countries. NB many pupils do not realise that cocoa and chocolate production take place in MEDCs, NOT in LEDCs, and find it difficult to believe that children who work on plantations have never tasted chocolate.  As a class discuss ways in which rich countries could provide support for Paulo – fair pay for goods, so that better facilities can be provided – fresh water, education, health care, etc. – Fair Trade – paying a fair price for goods so that workers receive a fair wage, so co-operatives can be set up and people are treated fairly.  Link the principles of Fair Trade with the teachings on poverty and wealth in Christianity from previous lessons – Jesus‟ demands for justice etc. Pupils to write a response from a) Jesus b) Paul and c) the Pope about whether this is a Christian act.  Pupils write a letter to the Prime Minister explaining why Fair Trade is important and how they believe it will help Paulo and his family. This could be an assessment piece. **Good letters can be sent to the PM with a covering letter from the teacher. Some pupils may write from Paulo‟s viewpoint explaining living and working conditions as well as need for a fair wage for each day‟s work.

All: know some LEDCs grow food for MEDCs and how this affects the lives of poor people in LEDCs. Give three ways people can be helped – fair pay to get clean water etc Most: Understand that MEDCs can support LEDCs through Fair Trade and the benefits this provides. Can respond in an informed way to moral issues using their own views. Some: can give detailed responses to needs of people in LEDCs commenting respectfully on two opposite viewpoints about production of cheap food for MEDCs and Fair conditions for people in LEDCs.

Links to Geography / Citizenship/ Science Functional skills – English writing a letter.

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Good letters can be sent to the PM with a covering letter from the teacher. (Someone from his office did reply when we sent ours!)



What does Sikhism teach about poverty?

Pupils should -investigate how the beliefs of Bhai Puran Singh Ji affected his life - understand how Sikh beliefs could have an impact on today‟s society.

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Introduction – pupils work in pairs to make a mind map „What do you know about Sikhism?‟ – beliefs, practices, leaders, place of origin. Important aspect to stress, one of key beliefs is sewa (service) – serve in langar in Gurdwara. ICT opportunity – independent research. Provide pupils with a list of questions about Bhai Puran Singh Ji, including how he helped the poor in Amritsar, India, and his environmental campaigns linked to decreasing pollution and soil erosion. Pupils to produce fact file including key events in his life, how his beliefs inspired him to do what he did. Then, in pairs or small groups, write a script for TV or radio „An interview with Bhai Puran Singh Ji‟. Remind pupils to include how his beliefs as a Sikh influenced how he lived his life. Also include the impact his actions have on them – how does his example inspire or challenge their own ideas? Pupils can then record this using camcorder / tape recorder etc. 2 lessons needed for this so pupils can a. find information and write scripts b. rehearse / record scripts

All: know 3 key facts about Bhai Puran Singh Ji and explain in simple terms what he did to help people in Amritsar. Work cooperatively to produce a simple TV script/ video interview about the life and beliefs of Bhai Puran Singh. Most: produce a coherent fact file about the life of BPSJ and produce an interview/ script explaining how his beliefs inspired him to live his life; reflect on the impact of his actions on their own ideas. Some: as above, explaining in detail how BPSJ‟s beliefs have had an impact on the world today and evaluate their own responses to this.

Opportunity for use of ICT, to develop independent research skills, team work and cooperation. Opportunity to link with a visit to a Gurdwara/ Sikh guest speaker. Functional skills – English – reading.scanning and skimming to find information, Writing a script, dialogue. Think RE 2 – text book and factfile
