Teaching the Abrahamics across the 5 strands:

5 Practical Resources Catherine Syms

HOD for RS atDiocesan schoolAuckland

csyms@diocesan.school.nz

Aims of the session...

• To review tried and tested teaching strategies designed for the middle school classroom

• To consider creative and challenging ways of

engaging students in understanding the Abrahamic faiths

• To share collective experience and ideas

Strand 1 – Bible & Christianity

Is Jesus relevant today?

• Context: ‘Who was Jesus?’ • For: Year 6 , 7 ( 8, 9 NZ) • Development ideas: Research a selection of

religious inspirational figures: Muhammad, Moses

Task Outline

• You will carry out an investigation into the life of one Christian person who has been inspired by Jesus Christ during the last century.

• The aim is to produce a one page summary, a short movie or 6 powerpoint slides about this person.

• You will be expected to present your work as a formal assessment in 3 lessons time.

Outline of specific tasks....• In your summary you must include the following information: • Paragraph/slide 1: A description of the person’s background –

when and where he/she was born and childhood/teenage details. • Paragraph/slide 2: How and when he/she became inspired by

Jesus. • Paragraph/slide 3: A discussion about what he/she

fought/worked for.• Paragraph/slide 4: Show how his/her faith in Jesus Christ

influenced his/her actions.• Paragraph/slide 5: Outline the difficulties he/she encountered

and the achievements you think he/she made.• Paragraph/slide 6: Say whether you think this was a ‘great’

person - give reasons for your view • Any other relevant information/pictures.

Choose one from the list below... • Martin Luther King, (Civil Rights in America)• Mother Teresa, (Worked with the destitute in Calcutta)• Mother Aubert, (French Catholic nun - great work in early NZ)• Bishop Selwyn, (first Anglican bishop of New Zealand)• Nicky Cruz, (Former murderer and drug addict who converted to

Christianity)• Jackie Pullinger, (worked with drug gangs in Hong Kong) • Archbishop Desmond Tutu, (Christian leader against apartheid in S.

Africa)• Kathleen Hall, (missionary in China, her statue is in Holy Trinity

Cathedral)• Corrie Ten Boom (survivor and heroine of the holocaust)• Bono of U2 (singer and activist for humanitarian causes)• Mel Gibson (Actor and film producer of the Passion of the Christ)• Brooke Fraser (New Zealand born singer –song writer )• Pope John Paul II (The Pope from Poland who died two years ago)• Bishop Oscar Romero (Assassinated for standing up for the poor in El

Salvador)

Websites for basic information... Martin Luther King

• http://en.wikipedia.org/wiki/Martin_Luther_King,_Jr.• http://www.infoplease.com/spot/mlkbiospot.html Biography of M.L.King• http://ctlibrary.com/6294 has details about M.L. King’s Christian beliefs.

Mother Teresa• http://en.wikipedia.org/wiki/Mother_Teresa biography • http://www.vatican.va/news_services/liturgy/saints/ns_lit_doc_20031019_madre-teresa_en.html read

first paragraph to find out about what inspired her Mother Aubert • http://www.teara.govt.nz/1966/A/AubertMotherMaryJoseph/AubertMotherMaryJoseph/en Read how

she was born in France and came to New Zealand - she had the largest funeral for a woman ever held in New Zealand

• http://www.monumentalstories.gen.nz/bio_28.html a brief biography of Mother Aubert telling more… http://www.anglican.org.nz/Liturgical%20Resources/Other%20Liturgical%20Resources/FATSweb/0110.rtf

• the first paragraph outlines why she became a nun and what sort of nun she wanted to be

Archbishop Desmond Tutu• http://en.wikipedia.org/wiki/Desmond_Tutu a biography • http://www.npr.org/templates/story/story.php?storyId=1850318 this site has an excerpt from Tutu’s

book • God has a dream• http://news.bbc.co.uk/1/hi/world/africa/142334.stm this is useful for Tutu’s Christian beliefs

And more...Mel Gibson

• http://en.wikipedia.org/wiki/Mel_Gibson#Religion Look under the headings of Early Life, Family, Religion,

• The Passion of the Christ.• http://www.tiscali.co.uk/entertainment/film/biographies/mel_gibson_biog/10 See pages 8 and 9 for

back-ground to his film The Passion of the Christ.• http://www.religioustolerance.org/chrgibson1.htm An easy to read page on Gibson and his Christian

beliefs

Brooke Fraser• http://www.nzgirl.co.nz/articles/4285 An interview includes the statement that she is a Christian • http://en.wikipedia.org/wiki/Brooke_Fraser#_note-1 See Personal Life section with useful references • http://en.wikipedia.org/wiki/Hillsong_Church The church Brooke attends (See the heading Music)

Oscar Romero• http://www.answers.com/topic/scar-romero a good Wikipedia biography in English!• http://www.silk.net/RelEd/ezineromero.htm Skim one or two of these quotations to find his beliefs• http://www.wagingpeace.org/menu/programs/youth-outreach/peace-heroes/romero-oscar.htm A

good first two paragraphs to read

And Finally...Pope John Paul II

• http://en.wikipedia.org/wiki/Pope_John_Paul_II A full biography• http://www.lucidcafe.com/library/96may/johnpaul.html You can find some of the things he believed in • so strongly in this brief biography• http://www.cnn.com/SPECIALS/1999/pope/ Click on the different parts of his life for details and pics.

Bono • http://www.adherents.com/people/pb/Bono.html• http://www.cbsnews.com/stories/2001/02/14/60II/main271952.shtml• http://www.u2station.com/news/archives/1993/08/interview_with.php

Kathleen Hall• http://www.nzchinasociety.org.nz/kathleenarticle.html Paragraph 3 begins to tell you about her belief • http://www.polygraphianz.com/ShrewdSanctity.html A brief biography on this site• http://www.dnzb.govt.nz/dnzb/default.asp?Find_Quick.asp?PersonEssay=5H3 paragraph 3 excellent !

Nicky Cruz http://en.wikipedia.org/wiki/Nicky_Cruz Excellent biography• http://www.nickycruz.org/about/the_man.htm also helpful - click on his Testimony

Jackie Pullinger • http://en.wikipedia.org/wiki/Jackie_Pullinger and use the links given on this site Corrie Ten Boom • http://en.wikipedia.org/wiki/Corrie_ten_Boom a good starter• http://www.intouch.org/myintouch/mighty/portraits/corrie_ten_boom_159770.html A good account!

Follow up activities...

•Students present their work to the rest of the class

•Hold a debate/vote about which person they think most exhibits Christ’s teachings and message

•Issue cards with different statements about who Jesus is – e.g. The Son of God, a clever man with good ideas... Students select one or two they most identify with and give reasons in an 100 word answer

Strand 2: World Religions• For: Years 6 – 8 ( NZ 7 – 9)

• Context: Exploring religious identity in symbols and places

• Development: Research alternative spiritual places for identity and meaningInterview members of Abrahamic faith communities to gain a better understanding of religious unity and diversity

Religious Identity: At the Western Wall

View the western wall live on aWebcam: http://www.aish.com/wallcam/Window_on_the_Wall.asp•Read an account of a visit to the western wall in Jerusalem

•Highlight every phrase or word that shows Jewish identity

•What can you deduce from the account about Jewish identity?

•What questions would you like to ask? Research Judaism to find out how a Jew might answer

Pilgrims in Makkah

•Watch the video link about pilgrimage to Makkah with specific questions – go to Google search for ‘Makkah’

•In groups design a board game about the Hajj. In it... A. Tell the story of the hajj including the key stages B. Outline the purpose and meaning for Muslim attendees

3. Ethics

• For: Use with Year 10, 11, 12(NZ 11, 12 & 13)

• Context: Using music to introduce Ethics

• Development ideas: Compare materialism with Abrahamic

approaches to ethics e.g. Natural Law, Situation Ethics

An Introductory Exercise for Ethics.. Lily Allen – The FearI want to be rich and I want lots of moneyI don't care about clever I don’t care about funnyI want loads of clothes and f@#kloads of diamondsI heard people die while they are trying to find themI'll take my clothes off and it will be shameless'Cuz everyone knows that's how you get famousI'll look at the sun and I'll look in the mirrorI'm on the right track yeah I'm on to a winnerLily Allen Lyrics on www.lyrics-celebrities.anekatips.comChorusI don't know what’s right and what's real anymoreI don't know how I'm meant to feel anymoreWhen we think it will all become clear'Cuz I'm being taken over by The FearLife's about film stars and less about mothersIt's all about fast cars and passing each otherBut it doesn't matter cause I’m packing plasticand that's what makes my life so f@#king fantasticAnd I am a weapon of massive consumptionand its not my fault it's how I'm program to functionI'll look at the sun and I'll look in the mirrorI'm on the right track yeah I'm on to a winnerBridgeForget about guns and forget ammunitionCause I'm killing them all on my own little missionNow I'm not a saint but I'm not a sinner

Activity: Groups analyse each stanza and report back.

What does it tell us about western society? Do they think it’s true? Do they disagree?

Look at evidence to support this – ‘What’s happening to our Girls?’ Stats.

Compare this with Abrahamic religions approach to ethics.

Apply ethical theories to a range of current issues e.g. Abortion, IVF , saviour siblings

Follow up/alternatives

• Compare the lyrics with other pop artists e.g. Pink ‘Stupid Girls’ – what are they saying?

• Consider questions of purpose and meaning• ‘The Trouble with Paris’ – a Christian response

to materialism• Film Study - ‘Confessions of a Shopaholic’,

‘Happy Go Lucky’• Groups explore a range of religious/ethical

responses/theories and present ideas

• For: Use with Years 9 - 12(NZ 10 -13)

• Context: Evil, suffering and death in the Abrahamics

• Development ideas: Use video and film to explore related themes e.g. Blood Diamond, Hotel Rwanda, The Matrix, Schindler’s List, Boy in the Stripped Pyjamas

4. Philosophy

‘Tackling Tough Questions’

• Can be ordered from REToday Services, UK ISBN 9781905893065

Includes... • a CD rom with interviews between 2 Young people – an atheist and theist exploring challenging questions

• a booklet with hundreds of ideas for use in the classroom

• discussions on questions in 3 separate programmes–

Why Evil? Why suffering? Why death?

Programme 1: Why Evil?

DVD clips in Programme 1

• Is evil real? Duration 4.54 mins• The source of evil: God or the Devil?• Evil as the misuse of freewill• A source of selfishness and altruism• Religion as a source of evil

Ideas to develop using art ...• Ask students to sketch the work of art they

would make about evil and God• Show the class 4 images created by students

in the UK• Initially in pairs, then in groups of four, ask the

students to rank them: Which is best? What does best mean here?

• In collaboration with the art department, learners make creative responses to the topic evil and God for themselves

Powerpoints on Spirited Art

• Pictures from the Spirited Art competition based in the UK can be used here – see link -

See Google – ‘Tackling Tough questions’ PPThttp://www.retoday.org.uk/v_lib/ttq.ppt

Where is God?

In this slate-grey 3-D corridor, a hunched red plasticine figure sits. Meredith (12) expresses an experience. The words say:

‘There was a man who suffered every day and every night. His sadness radiated from him and his anger burned like fire. He sat in the dark at the end of the corridor. He asked “Is there a God? If there is, why does he let me suffer?” No answer came, only silence. He curled up and cried.’

Is personal suffering good grounds for atheism?

Monumita’s picture of two young Muslims praying over a backdrop of the shattered Twin Towers of 9/11 asks profound questions about God and religions. She writes: ‘devoted and peaceful Muslims pray amongst the rubble of the twin towers. This symbolizes the impact on the perception of Islam in the media and society today. I am very interested in this religion: there are so many assumptions & misinterpretations made by people about it. I want to find out more and not be swept into the acceptance of rumours and images portrayed by the media and naivety of society.The purpose of any religion is the spread of peace. However if people continue to corrupt this and use religion to channel their aggression towards mankind then religion will continue to be converted into political groups. It’s up to us to stop this happening. Religion and God are beautiful values which live deep within us. Acted upon in a correct, unselfish way, religion can help to rid the ever growing injustice and discrimination against religions in the world.’

My picture shows how I think god is in the world. He is everywhere:

in good places but also in bad. There are war images: is god

there when people fight and kill? There is also a woman crying,

asking if god is there when you feel alone. There are children, thin and suffering: does god know that

they are ill? Is he watching them slowly die? There is a Nazi flag

and the Jewish Star of David, Holocaust and Hitler. Was God

there? But there are also children dotted around happy and smiling,

the world isn’t only made up of sadness, suffering, death, murder,

but also of happiness, joy and love. Where is God? God is in

every person. Elena is 15

Where is God? Newspaper clippings from today’s news with barbed wire. My way of symbolising war and suffering for the world. In the top left there’s a big tear in the fabric; underneath is bright gold. This is where I think God is, forever growing larger in the world and in our hearts, biding his time to cover the whole image in gold.

Nicky, 14

Is Nicky correct? Is God at work to bring about more and greater good in the world?

5. Stillness and Silence

• For: Year 6 – 9 (NZ 7-10)

• Context: Reflection on light

• Development: Investigate how the Abrahamics respond to

– suffering, festivals, light, good and evil....

Activity Outline

Sit in a circle where the lighting is soft. The group should be used to reflective silence

and be willing to sit quietly and still for a while

• Place a candle in the centre of the room, on a table visible to all. Ask the group to look at the candle and speak about their responses

• After a few minutes take the candle away and put a spiral of wire in its place. Again ask for responses

• After a few minutes place the candle inside the spiral of wire. Allow time for responses.

• Ask the pupils to collect the resources they need to complete a personal response to the exercise. Then provide an opportunity for discussion, initially in twos and threes and then as a whole class.

• A group activity can follow to develop understanding of the themes or concepts raised

Questions to ask• What did the candle alone represent to you?• What did the barbed wire alone represent to

you?• What did the candle surrounded by the barbed

wire represent to you?• What did you feel most strongly when viewing

each symbol?• Do the Symbols remind you of any past events

or current events? What do they say about those events?

Follow up work...• Draw or paint or write a poem to represent

personal experience and feelings, expressing what the symbols meant personally.

• Create a symbol to represent the meaning identified most clearly or strongly in the activity.

• Group work: Prepare and present a dance/drama expressing different meanings and questions

• Investigate: what the Abrahamics say about God, suffering, peace, war...

Materials for Stillness and Silence...This exercise was taken from ‘Reflections’:

Edited by Rosemary Rivett REToday Services: ISBN 1904024076

Plenary

• Strand 1 – Using technology to understand Christianity

• Strand 2 – Real time visits to special places in the Abrahamics

• Strand 3 - Music as a tool to Religious ethical thinking and theory

• Strand 4 – Art as a philosophical tool• Strand 5 – Stillness and reflection

on Abrahamic themes