plan and develop ideas and lines of thinking in continuous text join ideas within sentences using links of time, eg then, later, meanwhile and cause, eg so, because, since… make notes, summaries, etc to clarify ideas and thinking which can be used later. Resources As well as a range of textbooks and published resources, this unit will be enhanced by the use of ancient and modern materials from believers’ sources, including: ‘Good enough to go to war ?’ game Resources from a variety of media – visual, video and news resources that exemplify ideas from within the unit Religious artifacts including posters and statues Relevant religious scriptures that describe and explain attitudes towards peace and conflict Websites such as www.bbc.co.uk/religion, www.bbc.co.uk/news, www.un.org Out-of-school learning Pupils could: Watch news bulletins and keep up to date with current affairs in relation to Israel/Palestine Resources from a variety of media – visual, video and news resources that exemplify ideas from within the unit Read versions of relevant religious scriptures that describe and explain attitudes towards peace and conflict Visit websites such as www.bbc.co.uk/religion, www.bbc.co.uk/news, www.un.org Future learning Pupils could go on to: • consider the role of religion in peace keeping operations • compare and contrast Islamic, Christian and Buddhist views on war and peace • evaluate the subjectivity of ‘just war’ theory and the practical complications of its application
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