Religion: is it a cause of conflict or a power for peace? Year Group: 8 or 9 Non-Statutory Exemplification

Transcription

1 The Tower Hamlets Agreed Syllabus for Religious Education Religion: is it a cause of conflict or a power for peace? Year Group: 8 or 9 Non-Statutory Exemplification

2 Religion: is it a cause of conflict or a power for peace? Year Group: 8 or 9 About this unit: This unit explores issues of peace and conflict with reference to Christianity, Sikhism and Islam and some non-religious views of life may also be studied. The philosophical and moral issues of pacifism, self defence and justice are explored. All human beings experience peace and conflict, and ask and answer questions about the role of religion. What we believe about God and humanity has an impact on our attitudes to war and peace. The unit poses many questions about the nature of religion and links between religion and war and religion and peace: From the experience of injustice, feelings of revenge or hate arise. How are these to be dealt with or understood? Why is there conflict and war? What do people believe about human nature and the prevalence of conflict? Christianity, Sikhism, Islam and non-religious belief systems offer resources for exploring questions about conflict, war and peace; these include sacred texts and stories, practice in the faith community and historical examples, including Sikh teaching about God, equality and service to others (sewa) sets ideals for Sikh living; the teaching and example of Jesus about loving your enemies, forgiveness and living at peace inspires the Christian community. In Islam, the religion means peace and the Prophet established peace where war had been common in the first Islamic communities. Among Humanists, a long opposition to nuclear war and commitment to other peace causes has been common. But communities of belief and faith don t always live up to their ideals. Why is conflict so common among human communities? Does religion cause conflict, or make peace? What role has religion had in some conflicts across the world recently, and why? What do I believe about conflict, war and peace? The focus is on the complex study of examples of peace and conflict, and on enabling pupils to think for themselves about questions to do with peace and conflict. Pupils are encouraged to consider what can be learned from different religions and from nonreligious belief systems and to enquire into examples and teaching while also referring to their own experiences, beliefs and values. Where this unit fits in: This unit builds upon prior learning in Key Stage 2 and Years 7 & 8. It expects pupils to have a basic grasp of the different religions involved, and to be increasingly skilled in using arguments and examples to explore and explain viewpoints. The philosophical focus is on evaluation, with the intention that pupils will be able to make well informed and balanced judgements about the role of religion in conflict and conflict resolution. This unit will help teachers to implement the Tower Hamlets Agreed Syllabus for Religious Education by providing them with well worked examples of teaching and learning about the themes of conflict and peace, interfaith dialogue and the weighing up of religious truth claims. Estimated teaching time for this unit: hours. It is recognised that this unit may provide more teaching ideas than a class will cover in 12 hours. Teachers are invited to plan their own use of some of the learning ideas below, ensuring depth of learning rather than trying to cover everything.

3 The unit will provide these opportunities. Pupils have opportunities to consider a diverse range of views and examples about questions of conflict, war and peace. From the study of sources of authority within religions pupils will be able to examine and develop reasoned viewpoints on questions of value and commitment, as they relate to issues of conflict and peace. In this example, case studies and viewpoints from Christianity, Islam and Sikhism will be considered. Any school may plan to address the questions of the unit with reference to another religious tradition. Pupils will be able to think about their own views about conflict, war and peace. What things, if any, is it right to fight for? To live for? To die for? Is it ever right to kill for your convictions? Experiences and opportunities provided by this unit include case studies in conflict resolution, discussion and dialogue and exploring the connections between RE, philosophy, ethics and citizenship. Significant background ideas: In Christian traditions, belief in God as redeemer and in reconciliation between God and humanity is a key to understanding the ideals of the Christian community. Sacred text, story, inspirational leaders, case studies of reconciliation and theological ideas are sources for this unit. The role of the Holy Spirit in discipleship, and the place of inspirational leaders in the church s action for justice are a suitable focus for study. While Christian pacifism is one strand of the faith across the centuries, just war doctrines are another: not all Christians see issues of conflict and peace in the same way. The Sikh religion begins with unity and peace Kabir and Guru Nanak saw the unity of humanity under God as a key tenet. Both Guru Arjan, the fourth, and the ninth Guru Tegh Bahadur were martyred for their faith. The Tenth Guru, Gobind Singh, established the Khalsa, a brotherhood of those prepared to defend their faith at a time when the community was under attack. The tension between the need to defend and the pursuit of peace is illustrated in many stories of the Gurus. In the contemporary world, the Sikh experience of minority status is interesting and relevant here: Sikhs in India and Britain deserve understanding and human rights, but these are sometimes threatened. Islam means peace and in the earliest Islamic communities ended tribal fighting and sectarianism, establishing the Ummah (global Muslim community) and using Shariah law to seek a civil society of fairness and of diminished prejudice and intolerance. In the modern world, Muslim aid agencies (Islamic Relief, Muslim Hands, many others) seek to make peace through development. Muslim cooperation and contributions to inter faith work are many and various. In recent times, the stereotyping of Islam as associated with terror or fanaticism has done much harm, as have the un-islamic actions of some self styled Islamists. RE will not shy away from the difficult topics of fundamentalism or jihad, but will seek balance and fairness in seeing all sides of complex questions on these matters. Muslims, Sikhs and Christians may agree that religion is a source of teaching that shows paths to peace, that the power of God can inspire heroic action for peace and that defending the faith poses difficult issues. They may also accept that religious people fail to live up to high ideals, and sometimes make their religion a justification for their conflicts. Different responses to this are seen in all the faiths and beliefs. Non-religious people sometimes say that religion causes war and this is true. But the unit uses the category of bad religion to distinguish the idea of religion as a cause of conflict from the peacemaking purposes of many faiths. In one sense,

4 religion is a generic categorization, and it is no more coherent to imagine no religion than it would be to imagine no politics. Still, the non-religious critique of faith and its propensity to start fights is to be taken very seriously in this unit. The particular question of this unit is: does religion make for peace or conflict? The aim of the unit is to explore teaching and example from religions to enable pupils to see that this is a complex question. Simplistic answers from year 8 pupils are not a good outcome to this work. Given the prevalence of the (not necessarily coherent) idea that religion causes war, teachers may choose to place some emphasis on the peacemaking role of some inspirational religious figures, as well as analyzing the question philosophically and ethically. KEY STRANDS ADDRESSED BY THIS UNIT Beliefs and concepts: how do Muslims, Sikhs and Christians use their sources of authority to help them seek peace? How far are they successful? What happens when they are in conflict? Interfaith dialogue: What can Sikhs, Muslims and Christians learn from each other? How can they contribute to community cohesion? What can I learn about conflict from these religions? Does religion cause war, or make peace? ATTITUDES FOCUS: Pupils will explore attitudes of: Self awareness by becoming increasingly sensitive to the impact of their ideas and behaviour on others, and the influences upon them; Respect for all by being ready to value difference and diversity for the common good; Open mindedness by being willing to learn from others and go beyond surface impressions. Prior learning It is helpful if pupils have: Studied basic Sikh and Christian belief and practice earlier in their courses, and reminded themselves of this. An awareness of A basic understanding of the widespread idea that religion causes wars Vocabulary In this unit, pupils will have an opportunity to use words and phrases related to: Specific religions: Christians Reconciliation, pacifism, forgiveness, gospel, Sermon on the Mount, Society of Friends Resources Web: is the main site for the Cumbria and Lancashire Education Online, and offers access to an expanding range of high quality resources for RE topics. Islam gateway: Islam: makes some atheist materials available Testing God Channel The website of the Sikh Human Rights Group, a useful source for information for teachers. is the website of the Sikh humanitarian charity Khalsa Aid and showcases examples of Sikhs working for justice at the centre of some of the world s conflicts. From here you can download the Sikh version of the UK government s commitment to halving poverty by 2015, supported by Khalsa Aid. The Sikh Langar: is an excellent site and provides gateway information about gurdwaras in our local area of London and beyond. BBC Religion & Ethics: Ontario Consultants on Religious Tolerance: Live Responsibly (Christian Aid, 2001): an RE resource for KS3 global citizenship: Online searchable sacred texts: is a wonderful source for work on forgiveness.

5 Text-level skills from the National Literacy strategy for drawing out meaning and interpretation from faith stories and texts. Specific religions: Sikhs Guru, Mool Mantar, langar, sewa, Gurdwara, Guru Granth Sahib, Nam simran, Khalsa. Religious studies: Authority, inter faith dialogue, The language of shared human experience Conflict and peace, forgiveness, Tower Hamlets RE SACRE Units of Work Books Questions: Beliefs and Teachings, Questions: Values and Commitment and Questions: Muslims, edited by Stephen Pett, RE today are good sources of practical activities for this work. Engaging with Secondary RE series: Interfaith RE, ed. Pamela Draycott; Creative RE, ed. Lat Blaylock Inclusive RE, ed. Lat Blaylock Religion in Focus Series, Islam in Today s World [Hodder Murray] Steps in RE: Onwards and Upwards, Lesley Beadle, RE Today 2006 provides activities and learning strategies for SEN pupils. Global Learner (Christian Aid, 2002): a source of case studies & other stimulus materials enabling discussion of a range of issues including equality and justice. Older pupils or G&T pupils may find this relevant. Video / DVD Test of Time from BBC / Bible Society / RE Today: includes a half hour case study on Peace in Christianity. Teacher s book written by RE Today team available. Curriculum Bites: RE from BBC includes strands called A short religious history of A matter of life and death The Big Question and Brave new world which can link to this theme. Also available from RE Today Professional Services. CDRom: Living Islam, Living Sikhism from I-seek. Texts: Authentic resources from the Sikh community in Britain, e.g. the Sikh Missionary Society, 10 Featherstone Road, Southall, Middx, UB2 5AA.Active Resources for Christianity 1 & 2 by Phil Grice (Heinemann) provides a rich resource of active lesson ideas for exploring religion and spirituality. New Methods in RE: an experiential approach by Hammond, Hay et al (Oliver & Boyd, 1990) provides a pedagogy and inspirational ideas for exploring with pupils how people with spiritual or religious belief experience the world. What the Churches Say on Moral & Social Issues (RE Today, 2000, ed. Johnson). Contributions to spiritual, moral, social and cultural development of pupils: Opportunities for spiritual development come from considering how religions perceive the value of human beings and reflecting on their own views and attitudes; Opportunities for moral development come from studying ethical issues including those about justice, conflict, racial and religious respect to develop personal understanding and attitudes; Opportunities for social development come from investigating both diversity and common ground between religions and articulating their own ideas on social issues; Opportunities for cultural development come from developing awareness of positive contributions to community cohesion, religious harmony and good interfaith relations, and of the need to combat prejudice and discrimination.

6 EXPECTATIONS: Pupils working towards the expected level (level 4): Pupils working at the expected level will be able to (Level 5): Pupils working beyond the expected level will be able to (Level 6): At the end of this unit Show that they understand some different perspectives on the causes of conflicts and the ways to make peace; Apply ideas from Christian and Sikh traditions to problems of conflict and peace today, in their own thoughts and ideas; Use the vocabulary of inter faith dialogue to describe how religions sometimes co-operate with each other; Explain the impact of teaching from sacred texts on Sikhs and Christians today; Explain some ways in which Sikhs and Christians fail to live up to their ideals, referring to conflicts in the world today; Use accurately and thoughtfully the language of Christianity and Sikhism to explain the impact of faith on issues of peace and conflict. Explain their own and others views about the question does religion cause war? in relation to Sikh and Christian views. Interpret for themselves the meaning and impact of some sacred texts from the Bible and the Guru Granth Sahib; Use reasoning and examples to relate Sikh and Christian teaching to world issues and conflicts today; Express their own insights into the question Does religion cause war? using ideas from Sikhs and Christians; Use religious, ethical and philosophical vocabulary accurately and thoughtfully to explain why religion may contribute to conflict, and to peace making Pupils do not need to achieve with reference to all the points above: teachers should look for the best fit in describing pupils levels of achievement.

7 ASSESSMENT SUGGESTIONS 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. Evidence of achievement with regard to these objectives can be gathered from tasks like these: Exemplar Task A: Understanding inspirational peacemakers Pupils take two examples of individuals or projects that have made peace from the nonreligious, Muslim, Christian or Sikh traditions. They describe, explain and analyse the contributions these peace makers have made, and consider the influence of such people for themselves and for others. They might create a design for a memorial for the leaders they study (Statue? Stained glass? Sculpture? Other?). Pupils give a philosophical account of their answer to the question does religion cause wars? in the light of the examples of peacemaking they have studied. Steps to Success: Remember to include answers to these questions in your assessment: What was it that made these peacemakers inspiring? Did these peacemakers learn from their sacred writings or their religious traditions? What did they learn? Do these peacemakers disprove the idea that religion is the cause of war? Why do you think it is that sometimes religious difference leads to conflict, but sometimes it leads to dialogue, harmony or peace? What makes the difference? Exemplar Task B: Does religion make peace or cause war? Pupils write an argumentative and reasoned account of their reaction to the claim that religion is the cause of war, in the light of examples from Sikhism and Christianity. They describe, explain and analyse the philosophical and ethical ideas in the question, using some examples. They might include reference to some projects and leaders that deny the claim, or to some examples of conflict that support it. Steps to Success: Remember to include answers to these questions in your assessment: Some people say religion causes wars. Is this true? What evidence, reasons and examples can you give to support your answer? Is it also true that religion can make peace? Give any examples to support your view about this. What have you learned from this unit of work about your own ideas on peace, conflict and war?

8 What matters about peace, conflict and religion? Pupils will: Think for themselves about the place of conflict and peace in their own experience. Does religion cause war, or make peace? Initial discussion to identify conflicts in personal, national and global terms, and ask about the role of religion in conflict. How many wars do you know? How many of them have a religious dimension? How many peacemakers can you name? How many of them believed in a religion? Pupils might classify conflicts in different ways, exploring the causes and consequences, with a focus on the role of religion. Ask pupils to write an initial paragraph to say whether they think religion causes wars. They can refer back to this later in the unit, and add more examples, arguments and counter-points to their initial thoughts. Understand, explain or interpret examples of the links and relationships between religion and conflict (L4-6). What does the Sikh religion teach and do with regard to conflict and peace? Gather information and ideas about peace and conflict from Sikh traditions What do Sikhs teach about peace and conflict? Investigate stories of conflict and peace in the Sikh tradition, e.g. stories from the life of Guru Nanak, Guru Arjan, Guru Tegh Bahadur and Guru Gobind Singh (the story of Bhai Khaniya is pertinent). What were they committed to? What did they believe? How did they make peace? Why and how did they fight (if at all)? Analyse the Mool Mantar s exploration of the idea of God: One, truth, creator, without form, without enemies, beyond time, not incarnated, self existent. If we all come from this God, why so much conflict? What do Sikhs do? Develop understanding of the link between belief and worship at the Gurdwara and the practice of goodwill to all. What is sacred here? Why does langar (the common meal or kitchen) play such an important role? What is Sewa, and how is it practiced? Local and up to the minute examples of Sikh action for peace could be studied. Examining empathically what British Sikhs today do & say about peace and conflict (see web resources for up to date news). Understand, explain or interpret what Sikhs say and do about peace and conflict (L4-6). Apply ideas, express views and develop insights into the contribution Sikhs make to peace for themselves (L4-6). Interactive discussion involves high proportions of pupils in classroom talk. Aim to involve half or more pupils. Prior learning about Sikh traditions may make it possible to stream-line this work: the focus should be on explaining and interpreting, not story telling. 8

9 What do the Sikh scriptures teach about conflict and peace? Make sense of the teaching of the Gurus in the Guru Granth Sahib about peace and conflict, linking it to case studies or examples. Study a passage of the Guru Granth Sahib (like the one below: 761: ) Birth and death, attachment and suffering, are erased in the Saadh Sangat, the Company of the Holy. Those who indulge in attachment, conflict and egotism shall surely weep and cry. Those who are separated from the Naam shall never find any peace. Crying out, Mine! Mine! he is bound in bondage. Entangled in Maya (illusion / preoccupation), he is reincarnated in heaven and hell. Searching, searching, searching, I have come to understand the essence of reality. Without the Naam, there is no peace at all, and the mortal will surely fail. Ask a Sikh to comment on this passage. Look at the work of the Lancashire Forum of Faiths, committed to improving life in Lancashire through dialogue between religions. Understand, explain or interpret what Sikhs scripture says about peace and conflict (L4-6). What is there for me to learn from the Sikhs about peace and conflict? Respond for them-selves to Sikh ideas about peace and conflict. How do I respond to Sikh ideas? Examining the values of the Gurus: equality of race, creed, gender: What would Guru Nanak s message to Tower Hamlets, London or the UK, to our society be? Who teaches wisdom in our society? What makes a Guru worthy of following? Reflecting on the ideas of sewa (service to humanity) and Nam Simran (meditation on the scriptures). What support or challenge do these practices provide to Sikhs? What supports and challenges me? Developing pupils own self understanding through exploring questions such as: who do I follow? Who would my Guru be? What service to humanity matters to me? What kinds of equality do I build up? What is sacred to me? (skills of synthesis and analysis are needed here). Pupils might choose two f these questions they are interested in and enquire into them. Express views and insights into questions of value and commitment for myself in the light of Sikh teaching (L5-6). The direct study of sacred texts is a huge benefit to RE, but often ignored. Pupils can use this online searchable databank of sacred texts: NOTE: The text from the Guru Granth Sahib is certainly a challenging one. You might start by asking pupils to pit it together from 5 sentence cards, and rewrite it into simple language. The work of Bhagat Puran Singh and the Pingalwara in Amritsar is an inspirational story to tell in this context. See Questions: Ways of Living, ed. Stephen Pett, RE Today, 2009 for a unit of work. 9

10 What did the Prophet Muhammad achieve as a peace maker? How have some of his followers made peace? Make sense of the teaching of the Prophet, the Hadith and the Qur an about peace and conflict, linking it to case studies or examples. Learn about the impact of Islam in its early history, taking tribal conflicts out of life, uniting people around shared belief in Allah and building the Ummah. Study some teachings from Muslim sacred writings and stories of the Prophet Ask a Muslim to comment on the message of these sources. "O mankind. We created you from a single pair of a male and a female and made you into nations and tribes, that you might know each other (not that you might despise each other). Verily, the most honoured among you in the sight of God is he who is the most righteous." Qur'an "For the white to lord it over the black, the Arab over the non-arab, the rich over the poor, the strong over the weak or men over women is out of place and wrong." Hadith of Ibn Majah. "He is not a believer who takes his fill while his neighbour starves." Hadith O Allah, I seek Your guidance through Your knowledge and ability, through Your power, and beg of Your infinite bounty; for You have power, and I have none, You know and I know not, And You are the knower of hidden things. Sunnah of the Prophet Those who act kindly in the world will have kindness Qur an Treat people in such a way and live amongst them in such a manner that if you die they will weep for you; alive they will crave your company Nahjul Balagha Saying 9 "...spend out of love for Him, for your family, for orphans, for the refugee, for those who have need." Surah 2:17 Humankind, especially the marginalised and oppressed, need each other to confront the many dangers and challenges of liberation. Let us hope that because of (and not despite) our different creeds and worldviews we are going to walk this road side by side. Farid Esack, South African contemporary Islamic theologian. Muslim peacemakers: what can we learn? Give pupils a list of the ways in which the Prophet made peace in his lifetime. Ask them to consider examples of how Muslims today try to make peace in communities and between nations. Ask pupils what can be learned from these examples. Understand, explain or interpret what Islamic sources say about peace and conflict (L4-6). Consider how to make connections between ancient sacred texts and contemporary issues (L5). The direct study of sacred texts is a huge benefit to pupils in RE, but often ignored. Pupils can use this online searchable databank of sacred texts: Farid Esack, quoted here, is an interesting example of contemporary Islamic activism. An anti apartheid campaigner in the 80s, he then began in the 90s his work for gender equality in Islam. Another example is the British Muslim educationist, Yusuf Islam (the former Cat Stevens). Also see Questions: Muslims edited by Stephen Pett from RE Today. Fatema Mernessi and Abdul Ghaffar Khan are also suited to study internet searches will show starting points. 10

11 How do Muslims respond when they are pictured as terrorists or fanatics? Why does this happen? To understand the idea of Islamophobia and consider how prejudice can be reduced. To think through a range of ideas for prejudice reduction. To apply values beliefs and religious teachings to situations of prejudice or injustice. Prejudice: what examples do we know about? Begin by asking pupils to identify and list examples of prejudice. Can they categorise these for example as class prejudice, racism, sexism, ageism? Are some people prejudiced against teenagers? Draw attention to the damage done when prejudice has power Nazism and Hitler provides the most extreme example, but many more might be noted. Consider with the class if prejudice comes from fear, or phobia. Often, this is a factor. Prejudice against Islam: the idea of Islamophobia. Introduce the idea carefully, as the unnecessary fear of the Muslim religion, an example of prejudice. Can pupils suggest any examples? Does this prejudice come from the media perhaps, where a billion Muslim people are judged by the un-islamic actions of 19 suicide bombers on 9/11? Ask pupils to identify how this prejudice might damage British society today. Reducing prejudice: 5 scenarios: Ask pupils in pairs to split a page into 4 and make notes of their suggestions about what could be done by four parties to reduce prejudice in the 5 situations below (these could be elaborated imaginatively).the 4 parties are: the media / non- Muslim British people / British Muslims / politicians and government. School. In a village primary school, there are only white people. The teachers don t want the children to grow up ignorant of the UK and the wider world, so they have a meeting to plan what the 5-11s should learn. What should the primary children learn about Islam? Mosque. A new mosque has opened in town. A few weeks after the celebrations, widely supported, there are several incidents where groups of young white teenagers throw stones at the mosque, and break windows, before running off. Dress. Several Muslim women who wear the Hijab, covering their faces, have had insults and some threats shouted at them in the streets, usually by people who run away. It s upsetting, so they arrange a meeting with the local police to see if anything can be done. Food. A butcher opens a new shop in Tower Hamlets, where many Muslim people live. It doesn t do very well, because no Muslims use the shop. The butcher realises it s because he doesn t sell halal meat. He gets customers from other communities though. Jobs. The local unemployment figures show that 3% of people have no job, but it is 7% of Muslims who have no work. It seems unfair, so the job centre decides to make a plan to reduce Muslim unemployment. But then some white people start to say we need jobs too. Following on: when these 5 scenarios have been considered by pairs of pupils, pool their ideas for prejudice reduction. Ask the pairs to imagine what will happen next in two of the scenarios, and swap ideas in groups of four about how effective their plans to reduce prejudice might be. Charter for Fairness: In the light of this work, ask groups of four to create a six point plan for a fairer Tower Hamlets, where prejudice is reduced. Pupils can make links between beliefs and actions (L3). Pupils can understand some of the issues involved in inter-faith relations (L4). Pupils can explain and express their views on questions about prejudice against Islam in Britain today (L5) This lesson has strong links to the duty schools have to promote community cohesion, and to Citizenship Education. Also see Questions: Muslims edited by Stephen Pett from RE Today, from where resources for this topic can be photocopies for classroom use. 11

12 What is Jihad, and how can it be understood by non-muslims? To understand the meanings of greater and lesser Jihad and be able to apply its teachings. To confront stereotypes about Muslims that link the whole religion to terrorism Reacting to terrorism: To begin with, show some pictures of 7/7 and 9/11. Ask pupils to jot down words in response to pictures. What do the images have to do with Islam? Are they fair and accurate or biased? Can an image be biased? Why? Discuss responses with pupils. Pose some key questions: If Islam means peace, why do some people associate it with violence? Clarify that Islam means submission, peace. Why is Islam often seen as a violent religion? What is the greater jihad? Explain to pupils that this word means struggle, and Muslims live out two struggles. The greater Jihad is the inner struggle to live well, to be a good Muslim, to conquer evils within myself. From what they have learned so far about Islam, what struggles do pupils think young British Muslims face? For example, which if the 5 Pillars is the biggest struggle? How does living in the UK, where Muslims are a 3% minority challenge Muslim practice? What is the lesser jihad? The lesser jihad involves struggling for the faith in social or political life. The Prophet Muhammad [PBUH] was involved in fighting to defend the religion in his lifetime. Introduce a Muslim list of criteria for when it is right to fight. Supply pupils with half a dozen case studies. In groups they have to apply the principles of Jihad to decide which, if any, could be grounds for Jihad. Groups report back their decisions, justifying their views. For a whole class application of lesser jihad, consider this example: Uthman, a 14 year old Muslim British Muslim hears someone outside the mosque in an argument saying Those suicide bombers from the July bombings are in Heaven now. It was a good Jihad. He disagrees. How many reasons, arguments and ideas can the class generate that Uthman might use to oppose this view? Pupils might make a written response to whether the bombings of 7/7 could ever be considered as a legitimate jihad. Supply pupils with a writing frame to enable detailed, well justified answers. Learning from jihad. Ask pupils to consider some questions like these from their own point of view: when do you think it is right to fight for your way of life or your beliefs? When do you think it is wrong? Is it true that we are all involved in a daily struggle between good and evil within ourselves? Who do you know who has struggled to change themself? What would your own jihad be for? Pupils are able to apply the ideas and meanings of greater and lesser Jihad (L4) Pupils can consider the issue of struggling in life for what is best for themselves (L4) Pupils can explain some different views about peace and justice in Islam (L5) Pupils think about the ways in which the media present and perhaps distort religions, giving their own thoughtful views (L5) NB: This lesson closely deals with a controversial issue. Do make space in RE somewhere for this important topic to be considered. Of all the lessons in the unit, this one needs the most careful planning. The aim is to confront some shocking events in ways that are realistic and fair to Islam. This involves challenging some stereotypes, and offering a range of well thought out perspectives. One counter to Islamophobia and prejudice is information. Another is the challenging presentation of fairness and justice. Another involves deconstructing some negative images. Teachers will need to plan in the light of the needs and experience of their class. 12

13 What is there for me to learn from the Muslims about peace and conflict? Develop reasoned and referenced understanding of Islamic commitments to peace and liberty How do I respond to Muslim ideas? Examining the values of the Prophet: submission to Allah, equality in one Ummah of race, creed, gender, identical clothing (Ihram) on ~Hajj as a symbol of unity before God Reflecting on the ideas of What support or challenge do these practices provide to Muslims? What supports and challenges me? Developing pupils own self understanding through exploring questions such as: who do I follow? What kinds of equality do I build up? What is sacred to me? (skills of synthesis) Express views and insights into questions of value and commitment for myself in the light of Islamic Sikh teaching and practice. Some Muslim pupils, and some non- Muslims, have a difficulty iwth the direct attitudinal focus of this work. Discussion of this difficulty needs to note that RE doesn t tell you what to think but it does tell you to think! 13

14 What does the Christian religion teach and do about peace and conflict? Gather information and ideas about peace and conflict from Christian scripture, traditions and practice. What do Christians teach about peace and conflict? Jesus teaching, for example from Matthew 6:21-26, Did Jesus practice what he preached? Refer to Luke 23: The place of peacemaking in the Christian community, e.g. among the Society of Friends (locally, in Lancashire if possible). Christian involvements in justifying conflict, e.g. the Just War theory, the role of chaplaincy in the armed forces. What do Christians do? Examples of Christian action for peace in the contemporary world. These could include reconciliation work in East Timor, Northern Ireland, Southern Africa. The best examples might be up to date: Canon Andrew White s story as the vicar of Baghdad shows the difficulty of a religious path to peace amid the conflict in Iraq. Examples of Christian involvement in conflict. Development work through a charity such as Christian Aid in situations of global conflict (e.g. CA s partnership with the Christian Council of Mozambique Swords into Ploughshares ). Understand, explain or interpret what Christians teach about peace and conflict (L4-6). Apply ideas, express views and develop insights into the contribution Christians make to peace for themselves (L4-6) What is there for me to learn from the Christians about peace and conflict? Respond for themselves to Christian ideas about peace and conflict. Can I summarise the intentions of Christians for peace? Ask pupils to make a six point summary: what do Christians believe, teach, say, do fail to do and hope for with regard to peace and conflict? Can they add reasons why to each of the six points? If Jesus could comment on the way Christians today behave regarding conflict, war and peace, what might he say? Like? Dislike? How do I respond to Christian ideas and practice? Examine the teachings and example of Jesus asking: What did he mean? Do I agree? What if everyone lived like this in our town? Reflecting on the ideas of forgiveness, love for enemies, ending conflict through meekness. What challenges do Christians face from these teachings? Do these ideas challenge my own way of life? Express views and insights into questions of value and commitment for myself in the light of Christian teaching (L5-6). This lesson, along with many others in the unit, will benefit from exploring the concept of hypocrisy saying one thing and doing another. Are all humans hypocrites? 14

15 Do religious communities intend to make peace or war? Why don t they always put their ideals into action? Weigh up for themselves similarities and differences between Sikh, Muslim and Christian viewpoints and their own viewpoints. Muslim, Sikh and Christian attitudes: Similar or different? Provide pupils with some quotes from the Qur an, Bible and Guru Granth Sahib) and ask them in pairs/groups to speculate what if this teaching on peace and conflict were followed in Iraq, by the US or by other parties in conflict? Encourage accurate use of key concepts in feedback (e.g. idealism stewardship; responsibility; compassion; justice; sewa; langar) and identify some similarity and difference between the religions. Support with video extract(s) and/or case studies. Record the work in simple writing activities. What does it mean to put belief put into action? Introduce reflection on the connection between belief and action with a simulation activity such as Trade Rules! from Christian Aid. This lesson looks like hard work, but is deeply worth it! Encourage pupils to identify connections and questions between this activity and the quotes exercise and to raise questions such as: a) Why create a resource like this for schools rather than put the money directly to help the problems? b) How is involvement with trade issues an expression of Christian faith and values? c) What makes Christian Aid Christian? What is similar? What is different? Pupils complete a closely focused task (e.g. a Trios activity) which asks them to interrogate three organisations, local, national or international) which reflect people trying to make a difference. The trio of organisations could be: Christian Aid, Khalsa Aid and Islamic Relief; or langar at the local Gurdwara, local Salvation Army hostel for the homeless, and Alcoholics Anonymous. Use web sites and / or other resources. Include questions that compare and contrast, as well as identifying similarities to prompt pupils to think about their thinking in feedback. Show that they understand the Muslim, Sikh and Christian perspectives on conflict and peace. Explain why similarities and differences between Muslim, Sikh and Christian attitudes arise. Apply the ideas of the religions to case studies of action, giving their own views and insights. Thinking skill activities like trios are described in Dr Vivienne Baumfield s book Thinking Through Religious Education (Chris Kington Publishing) Christian Aid published new free resources for this work on their website in

16 What can be learned from Muslim, Christian and Sikh inspiring peacemakers? Explore the example and influence of those who make peace from the Sikh and Christian traditions. What is the influence of peacemakers from Muslim, Sikh and Christian traditions? Research and analyse the work of some examples of those who have made peace from Christian and Sikh motivation (e.g. Dr Martin Luther King s work against racism in the USA, Indarjit Singh s inter faith work in the UK, Farid Esack s work in South Africa). Consider the idea that peacemakers are often influential and inspiring: why is this? What would pupils say about who influences or inspired them? Does religion cause war? A reasonable argument! Develop increasingly thoughtful responses to a key question about religion in society today, using examples and arguments skilfully. Some say yes : Examine arguments and reasons why some people say religion is the cause of war, and choose non-religious ways of life in consequence. Some say no : Examine arguments and reasons why some people say you cannot achieve peace without religion, especially those from Sikh and Christian sources, and live as believers in consequence. Some say sometimes Consider examples of those who claim religion is often a factor in conflicts, but does not have to be so. Is this balance or fence sitting? How can you tell the difference between Argue your own case: Pupils give their own ideas, and are asked to back them up with a reason, and example or an experience of their own. Apply ideas such as influence or inspiration to their own views of the role of religion in conflict. Understand, explain or interpret three different answers to the question does religion cause war? Answer the question for themselves with increasing depth of understanding. This could be an extensive piece of work, but for the purposes of this unit, a brief illustrative investigation is needed This question is obviously blunt, but it remains a good focus for pupils responses. More able pupils may be encouraged to comment on whether it is a good question or not! A great way to make this accessible for lower achieving pupils would be to get some examples from KS4 pupils or staff - and ask younger pupils to mark them. 16

17 What difference does religion make to attitudes to war and conflict, peace and harmony? Explore and develop understanding of the frontiers between religions and politics. Do politics and religion mix? Focusing on Christianity and Sikhism, pupils look at connections between religion and politics. E.g: Some Sikhs want a homeland (Khalistan). Some Christians want their moral ideas fixed in UK law. Does religion do any good? Provide opportunities for pupils to meet and debate with adults who represent a particular organisation or political or faith position e.g. a Christian Aid Schools Worker, local MP, member of the local council, local religious leader(s) from the Gurdwara. Dialogue can focus on pupils finding answers to questions remaining at the end of the unit, and may include issues of interpretation of sources of authority (e.g. sacred text), public perceptions of the religion, the nature of society. Negative accounts of religion, e.g. from Humanism, may also be helpful to assist the debate s development of discernment and judgement. What can end conflict? Can forgiveness end conflict? Develop sensitive, personal explanations of the need for forgiveness in conflict. Can forgiveness end conflict? is the basic source for this lesson. It show cases about 50 stories of forgiveness, from the exhibition The F Word. The website provides numerous inspiring and challenging stories of forgiveness. Pairs of pupils select a story and read about the impact of forgiveness (many of the stories have a religious dimension, but not all). They must summarise the story and present their findings and responses to the class. Explain why the question does religion lead to war? is answered in such different ways by believers and non-believers. To express views and insights into the value of forgiveness and peace in and between communities and individuals. The website show cases some inspiring RE work by pupils of different ages on the themes of this unit. Use it to inspire your pupils to make such work of their own. Another useful resource for this work is the BBC / Bible Society video pack The Test of Time. 17

18 So then: Is religion a force for peace or a cause of conflict? To develop increasingly balanced, sophisticated and reasoned responses to the place of religion in conflict and peacemaking Expressing viewpoints on big questions: final summary Review the paragraph each pupil wrote about the question does religion cause war? from the start of the unit. Ask pupils to add another paragraph: what have they learned? Have their ideas changed, developed or deepened in any way? Discuss and answer the question: would the world / Tower Hamlets be more or less peaceful if the spiritual teaching of Jesus, Prophet Muhammad or Guru Nanak were followed here? As pupils complete this unit, they may complete a reflective piece of work about their own reactions to religions which they don t belong to: What can be learned from such study? Pupils who belong to a religious community may express the advantages (and disadvantages) of their commitment as well, with reference to the concepts of peace and conflict. To express views and insights into their own attitudes and learning from the challenges they see in Christian and Sikh examples. This work needs to be very sharply focussed on pupils own attitudes and the challenges they perceive in the religious material studied. The challenge might come to any pupil, whatever their own initial opinions, and might ask: how can you be more broad minded, less hypocritical, more understanding of others? Lat Blaylock, Tower Hamlets SACRE,