relation to Gandhi. Students think, pair, share ideas, create a mindmap, have a brief shy away from war, but agrees it Could include map of answer on board – pared discussion. is not the best option. what to include. all, so that you may not wish to kill any’ Students should apply ahimsa to ‘Love different scenarios and justify What does this suggest about the nature of Hindus? these applications using quotes What do students already know about from the holy texts. Hinduism? Some students may have What is Ahimsa? Could be extended to include a studied some Hinduism in primary Students build knowledge on the idea of Ahimsa. Later in the lesson they will written task. school, reassess their prior knowledge. apply ahimsa to scenarios so emphasise this key idea. Students could hypothesise about the validity of ahimsa. Gandhi could be extended into a Is it realistic? Is it possible? Is it visible in the world today? h/w task (feed into the final (vegetarianism, soldiers etc) debate?) Scenarios – Students could work alone or in groups to assess the use of ahimsa in each scenario. They must justify their answer using cards with quotes from holy texts. Could extend to a written task. Show picture of Gandhi who is this man? – Discuss Gandhi and his use of ahimsa to change political circumstances. Speech video attached to picture. HOMEWORK: are many causes I am prepared to die for, but no ‘There causes I am prepared to kill for’ Gandhi How does this relate to ideas of AHIMSA (non-violence)? Give reasons for your answer. Lesson 5: Why is Jerusalem important to so many faiths? CASE STUDY LESSON: The Students could find a story about CONFLICT in the newspaper today? Students should recognize the HAND OUT SUCCESS CRITERIA FOR Middle East Conflict. issues at hand, including FINAL ASSESSMENT! What is the story about? religious reasons and the real Can you describe the problem impacts of war. Other videos to be shown/seen as Can you offer a solution? homework
relation to Gandhi. Students think, pair, share ideas, create a mindmap, have a brief pared discussion. ‘Love all, so that you may not wish to kill any’ What does this suggest about the nature of Hindus? What is Ahimsa? Students build knowledge on the idea of Ahimsa. Later in the lesson they will apply ahimsa to scenarios so emphasise this key idea. Students could hypothesise about the validity of ahimsa. Is it realistic? Is it possible? Is it visible in the world today? (vegetarianism, soldiers etc) Scenarios – Students could work alone or in groups to assess the use of ahimsa in each scenario. They must justify their answer using cards with quotes from holy texts. Could extend to a written task. Show picture of Gandhi – who is this man? Discuss Gandhi and his use of ahimsa to change political circumstances. Speech video attached to picture. HOMEWORK: ‘There are many causes I am prepared to die for, but no causes I am prepared to kill for’ Gandhi How does this relate to ideas of AHIMSA (non-violence)? Give reasons for your answer. shy away from war, but agrees it is not the best option. Students should apply ahimsa to different scenarios and justify these applications using quotes from the holy texts. Could be extended to include a written task. Gandhi could be extended into a h/w task (feed into the final debate?) Could include map of answer on board – what to include. What do students already know about Hinduism? Some students may have studied some Hinduism in primary school, reassess their prior knowledge. Lesson 5: Why is Jerusalem important to so many faiths? CASE STUDY LESSON: The Middle East Conflict. Students could find a story about CONFLICT in the newspaper today? What is the story about? Can you describe the problem Can you offer a solution? Students should recognize the issues at hand, including religious reasons and the real impacts of war. HAND OUT SUCCESS CRITERIA FOR FINAL ASSESSMENT! Other videos to be shown/seen as homework
2018+new+school+year+78+SoW+-+Religion+and+Peace.docx