year 8 homework booklet faith & ethics

Year 8 Homework Booklet

Faith & Ethics

Name

Form

Teacher

My teacher is going to test me on all of my homework on this day every week.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Socrates (Born in 470 BC in Athens and died in 399 BC (approx. 71) in Athens.

Socrates was a famous ancient Greek philosopher and is known as the Father of Philoso-phy, but he didn't seem to write much because there are no wri en records from him. It also seems that any discoveries he made were not wri en down. What we can gather from what oth-ers have wri en about him is that he felt knowledge was a living thing. Other writers have record-ed or explained his ideas. Many ancient Greeks considered Socrates to be a very wise man but he felt because there was so much to know the reality was that actually he did not know very much. He famously said ‘One thing only I know, and that is that I know nothing’. He ques oned everything, but he was different to other philosophers that have gone before him because he ques oned and studied how one should live. A famous quote a ributed to Socrates is that ‘An unexamined life is not worth living’. He did not want to answer ques ons on the universe like all the other philosophers have done previously. He wanted to ques on things like “what is friendship” or “what is courage”. He wanted people to be honest with each other, and search for the truth with one another. In doing this it led Socrates to have his own unique style of reasoning. Even today people s ll use the Socra c method. He was very good at ques oning others, listening to what they have to say and then ge ng them to defend their point of view with reason. By using this method of trial and error, skilfully ques oning so that the speaker had to think more deeply and develop their thoughts and there-fore gain knowledge, Socrates would help them eventually reach an answer. He had a very inquiring mind, which unfortunately resulted in his death. Because he ques oned everything this unfortunately angered many of the leaders in ancient Greece. He ques oned the existence of the gods and this angered the Greeks because it was something that had never been done before. Socrates was accused of corrup ng the young people of Athens, such corrup on was taken very seriously, he was put on trial and the jury sentenced him to death (by poi-son). Many of his close friends wanted to help him escape from prison but that was not how Soc-rates felt, he said it was important to comply with the law and he wanted a die for his be-liefs. Whilst imprisoned he drank poison and died.

Read the informa on on Socrates and use it to answer the following ques ons. Write your answers next to each ques on.

1. What is Philosophy?

2. Who was Socrates?

3. Why can you not read any of Socrates’ work?

4. What did he think knowledge was?

5. How do we know about his thinking and ideas?

6. What did he famously say about his own knowledge—

use a quote?

7. What was he trying to say by this?

8. How was he different to previous philosophers?

9. What is the Socra c method?

10. Why was Socrates put on trial and what happened?

Philosophy

The term philosophy can be broken down. In ancient Greek ‘Philo’ means love and ‘Sophy’ which means knowledge.

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Extra informa on: Was married to Xanthippe—Socrates is a ributed as saying ‘ By all means, marry. If you get a good wife, you’ll become happy; if you get a bad one, you’ll become a philoso-pher’ but whether this is true is not clear. Some Philosophers have portrayed Xanthippe as a de-voted wife but many portray her as argumenta ve.

Homework 1: Date Set: Date Due:

Name Socrates

2. Age (when died)

3. Occupa on

4. Loca on

5. Rela onship status (and to who)

1. Born

Socrates is feeling clever…….

“The unexamined life is not worth living...lol” 1 hour ago

8. Socrates is in trouble…...

9. At the trial…..

Your Task: Use your knowledge from the information from the previous page to make Socrates a Facebook page. You have headings that are worth a mark each. For 8-10 you need to write about his arrest, trial and death. Add symbols for the small squares in the news feed.

News Feed

10. Socrates has died…...

6. Famous for:

7. Best quote:

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Socrates

Objec ve Truth – this is truth based on objec ve or measurable evidence and is not based on personal opinion. Evidence can be given to show that the truth is accurate and can be tested. Subjec ve Truth – This is based on personal opinion gained through an individuals experience and personal knowledge. Objec ve or measurable evidence cannot be given to prove a statement right or wrong.

Truth Subjec ve or Objec ve

E.g. “The sun is 150.07 million km away”

Objec ve

1. “X factor is the best show on TV”

3. “Blue whales are the largest species to ever live”

4. “Britain is the best place to live in the world”

5. “God Exists and he is all powerful”

6. “The Ba le of Has ngs happened in 1066”

7. “The Harry Po er series is the best series of books you can read”

Explana on

The distance to the sun can be calculated through a mathema cal formula which has been

2. “The Second World War is the worst war in history”

8. “The American civil war arose over disputes about slavery and states’ rights”

9. “Religion is about the ul mate ques-ons of life– such as life a er death and

our purpose”

10. ‘There are at least a billion galaxies in the universe’

Your Task

Read the defini ons of objec ve and subjec ve truth.

Then read each “truth” in the table and decide whether it is subjec ve or objec ve. Some are more difficult than others.

Make sure you include a brief explana on of why it is subjec ve or objec ve in the last column!

Objec ve or Subjec ve

Homework 3:

Date Set: Date Due:

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Informa on page: A Different types of Truth

Scien fic truth-based upon observa on, hypothesis, experiments and repeated tes ng. Something is proved true based on these things. They are objec ve. Scien fic truth is constantly changing because observa on and experiment may result in new evidence that proves earlier scien fic theories untrue or inaccurate. It is condi onal, true when based on the condi ons in which tes ng/observa on took place. For many people scien fic truths are the most trustworthy because of the painstaking evidence used to support them. Science answers the what and how ques ons - func on and process.

Religious truth-is based on holy books, religious experience, religious au-thority and faith. We read it, are taught it and for some people they are told it by God. It gives answers to Ul mate Ques ons: Does God exist? Why are we here? Religion answers the why ques ons– the ques ons about purpose and meaning. The evidence they use to support a par cular religious truth involves experience, belief, trust and faith. They may refer to evidence from religious authority revealed through sacred wri ngs, their conscience, reli-gious experience, the history of religion and observa on from the natural world. The main source of evidence religious believers refer to support the truth of their religion is their faith. Religion and holy books can be open to interpreta on but their words don’t change. The truth of religion is considered to be absolute-unchanging and relevant for all mes.

Historical Truth– Historians use evidence from the mes they are researching to discover the truth about an event. E.g. objects, documents wri en by people living at the me, film or sound recordings. Some historical facts can be evidenced but a historian has to explain why things happen and different historians may come to different conclusions based on the same evidence. Historical truths are therefore subjec ve.

Origins of the Universe

Crea on-The view that only accepts that God created the Universe, Chris anity teaches in Genesis the Bible that it took 6 days and God rested on the 7th day. 1– light, 2‐heavens (sky) 3‐land and plants 4‐sun, moon stars, 5‐fish and birds, 6‐animals and birds and then hu‐mans in his image, 7‐God rested. Some Chris ans (Fundamentalist view) believe that this means that it was made in 6 x 24 hours. Other Chris ans (including the Pope) believe that it was made in 6 stages over millions of years. They point to the Hebrew word iom which means stream of events but has been translated as day. Some Chris ans be-lieve that it is the order that makes sense (non‐literal view) and be-cause the story was told thousands of years ago it was told the only way it could be, using the language and knowledge of the me. (Conserva ve view) Other Chris ans understand it to be a myth, a sto-ry that tells us that God made the world not how he did it. (Liberal view)

Big Bang-Scien fic theory that the universe began with an enormous event. (a singlularity exploded) From this event all the ma er that makes up the universe came into being. (S ll have the ques on what caused the Big Bang.) Evidence: universe is expanding and back ground microwave radia on.

Can Scien fic and religious truth work together ? Many Chris ans would argue that yes they can. Science explains the func on and process—telling us how things happen. Religion is all about purpose and meaning telling us why things happen. They are doing different things and can work together. For example if a Chris an read the crea on story in Genesis non-literally or as a Myth (which historically how it has been read by Jewish people) then they would have no clash or problem with Big-Bang. Only a fundamentalist Chris an who reads Genesis literally would argue that religion and science cannot work together. Atheists would argue this too.

Theist—someone who believes in God and believes that God exists.

Atheist—someone who does not believe in God and does not believe God exists.

Agnos c—someone who is unsure about whether God exists and would like more evidence before making a decision

Historical Truth Historical Truth is based on Archae-ological findings and evidence from the past.

1. This can involve:

2. Historical Truth is useful to tell us….

Scien fic Truth 5. Scien fic Truth is based on…. 6. Scien fic Truth is useful because…..

7. Scien fic Truth is seen to be…..

Religious Truth 8. Religious Truth is based on 9. Religious Truth is useful because it tells us…..

Type of Truth What is it? When is this type of truth useful? When is this type of truth not useful or what are the problems?

3. One problem is…

4. This means historians can…..

Although Scien fic truth can be extremely useful, it can’t tell us anything about “why” we exist or what our purpose in life might be. Science explains “how” ques ons but does not concern itself with “why” ques ons. It is also constantly changing as evidence chang-es.

10. One problem with religious truth is….

Types of Truth Use Informa on sheet A to help you to find the answers to fill in each sec on.


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Types of Truth

Truth Type of Truth

The Great Pyramid of Giza in Egypt was built in 580–2560 BC (4th dynasty).

Historical Truth:

1. God Exists, He is real .

2. The Universe began 13.7 Billion years ago.

3. Jesus is the Son of God and he performed miracles during his life.

4. The Ba le of Has ngs was fought between Harold Godwinson and William of Normandy in 1066.

5. Newton’s Third Law of Mo on: “For every ac on there is an equal and opposite reac on.”

6. If you are good you will be reincarnated as a person and if you are bad you will be a plant or animal in your next life.

7. 20% of the Earths oxygen is produced by the Amazon rainforest.

8. All people are here because they are created by God.

9. Henry the VIII had 6 wives

Why?

Based on evidence from the past. Such as archae-ology and carbon da ng.

10. The earth is the 3rd planet from the Sun

Complete the table using informa on page A to help you work out which type of Truth is being discussed and then explain why or the evidence it is based on in the last column. The first one has been done for you. The last one is blank so


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Atheism vs Theism

My final decision is …

I think this because…...

Colour code the different arguments. Some are FOR THEISM—arguing FOR BELIEF IN GOD and others are FOR ATHEISM —arguments AGAINST BELIEF IN GOD

COLOUR CODE:

COLOUR = ARGUMENTS FOR THE EXISTENCE

OF GOD

COLOUR = ARGUMENTS AGAINST THE

EXISTENCE OF GOD.

MIRACLES CANNOT BE EXPLAINED IN ANY OTHER WAY—SCIENCE CANNOT EXPLAIN THEM

MANY RELIGIOUS BELIEVERS CLAIM THEY HAVE HAD A RELIGIOUS EXPERIENCE WHERE THEY FEEL THAT GOD HAS SPOKEN TO THEM OR DIRECTED THEM.

84 % OF THE GLOBAL POPULATION IDENTIFIES WITH A RELIGIOUS GROUP—THE MAJORITY OF PEOPLE BELIEVE IN GOD.

ALTHOUGH BIG BANG EXPLAINS HOW WE ARE HERE WE STILL NEED A CAUSE FOR THE BIG-BANG—NOTHING HAPPENS WITHOUT A CAUSE—GOD IS THE FIRST CAUSE—THE CAUSE OF THE UNIVERSE.

THE UNIVERSE IS SO WELL DESIGNED AND MADE THAT IT CANNOT HAVE BEEN CHANCE OR ACCIDENT—EVEN IF EVOLUTION CAN EXPLAIN DESIGN—WHO OR WHAT PUT THE PROCESS OF EVOLUTION IN PLACE?

SOME MIRACLES MAY BE EXPLAINED BY SCIENCE IN THE FUTURE– THEY ARE JUST THINGS WE CANNOT UNDERSTAND YET.

THE BIG-BANG EXPLAINS THE START OF THE UNIVERSE AND HOW IT GOT HERE.

IF GOD DOES EXIST WHY DO WE HAVE SUFFERING AND PAIN. IF GOD WAS LOVING SURELY EVERYONE WOULD RECEIVE A MIRACLE WHEN THEY NEED IT.

THERE IS NO NEED FOR A CREATOR—EVOLUTION CAN EXPLAIN WHY THINGS ARE WELL DESIGNED. IT IS A NATURAL PROCESS.

IF GOD DID DESIGN THE UNIVERSE THEN WHY ARE THERE PROBLEMS WITH THE DESIGN? WHY DO WE HAVE NATURAL DISASTERS?

Explain your own view—Give 3 reasons or arguments in your paragraph when you explain your view.


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What is a Miracle?

Theists use the term ‘miracle’ to refer to an event performed by God that appears to break the laws of nature. It may be the cure for a terminal illness or disability that doctors cannot explain. It may be survival from certain death by a freak event. However, to be a miracle there needs to be some religious significance or purpose to the event; such as the strengthening of faith or the demonstra on of God’s love.

St Bernade e Soubirous

In 1858 a young girl named Bernade e had visions of Mary in a gro o (cave) near the river in Lourdes—South West France. Ber-nade e spoke of praying the rosary with Mary who looked lovingly upon her. Mary told Bernade e to dig for a spring of water, which was discovered to have healing proper es. Her friend bathed her dislocated arm in the water and it was healed.

Bernade e claimed she had 18 visions of the Virgin Mary over 6 months. At first the authori es doubted Ber-nade e’s claims, however the priest was convinced. Ber-

nade e has claimed that the woman she saw said she was the ‘Immaculate Concep on’, there was no way she could have known this phrase as she was illiterate. From 1858 – 1862 the Bishop of that area carried out an enquiry, interviewing Bernade e and others several mes. He concluded that the visions were genuine and that a number of inexplicable heal-ings had occurred to some of those who drank or bathed in the gro o’s wa-ters.

Now thousands of pilgrims visit Lourdes each year to pray at the gro o where Mary appeared, to recite the rosary together and to bathe in the wa-ter where it is claimed that 67 miracles and other 6000 other cures have

taken place. All the claims of miracles are tested before a commi ee to see if it can be classed as a miracle .

‘As I raised my head to look at the gro o, I saw a Lady dressed in white, wearing a white dress, a blue girdle and a yellow rose on each foot, the

same colour as the chain of her rosary; the beads of the rosary were white’

Religious Experience

10. How might an Atheist explain this “miracle?” (look at info page A for reminder of key terms)

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Homework 7: Date Set:

Date Due:

Ques ons:

1. What is a miracle?

2. What miracle did Bernade e Soubirous say had happened to her?

3. What did Mary tell Bernade e to dig?

4. What happened when her friend bathed her arm?

5. Was she believed at first?

6. What did the priest who was inves ga ng decide?

7. How many pilgrims visit Lourdes each year?

8. How many miracles have taken place in Lourdes?

9. Why do many Chris ans think these miracles are genuine (real)?

What happened? During the terrorist a ack on the World Trade Centre on September 11th, 2001 almost 3000 people were killed. However, a small group of people—16 (firefighters, police officers and office workers) were trapped underneath staircase B; close to the ground floor of the tower 1. When the building collapsed they were sheltered by the staircase and somehow they all managed to be rescued and survived. Is this a miracle? Is it random chance? How did they survive when almost no one else did? TASK: Below, iden fy which state-ments would be what an Atheist (someone who doesn’t believe in God) would say—put an A in the box next to the statement and those a Theist (someone who does believe in God) would say using a T in the box about this “miracle”. A few are tricky so read them carefully!

Religious Experience: The Miracle of Staircase B Homework 8: Date Set: Date Due:

If God did exist—surely he would have wanted to save everyone and not let 3000 people die.

It was simply good luck that they fell in a way that the staircase protected them.

God wouldn’t allow so many people to suffer if he was real.

Where they were—although they were trapped they had hope of rescue and so were able to keep hope while they waited for rescue. Most of them

The group survived the a ack against all the odds stacked against them.

God saved them to give everyone hope—there was a reason behind their survival—to encourage

The people who carried out the a ack had freewill and they chose to use it to hurt and kill others. God allows us to make our own choices even when they hurt others, other-wise our lives wouldn't have any meaning. It was a miracle anyone survived the a ack.

Miracles don’t exist—God is just (fair) and so wouldn’t pick favourites.

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Report on the event in ‘The Guardian’ Six New York firefighters were saved from the crushing collapse of the north tower of the World Trade Centre because they stopped to help a grandmother who was struggling to climb down the stairs a er she had already descended 46 floors. When the second tower collapsed, they found them-selves - in what they now term a "miracle" - trapped for over four hours in a three-storey high stairwell void, a pocket of mangled steel girders and concrete. Captain Jay Jonas of Ladder Company 6, said: "It was a freak of ming. We know the people below us didn't fare well. Above, to my knowledge, none got out. God gave us the strength and courage to save her, and un-knowingly, we were saving ourselves."

The firefighters who survived think that it was a miracle. They believe that stopping to help a lady saved their lives.

The skill of the rescuers meant that people survived not God.

My view: What do you think? Was it a miracle? Give 2 reasons why?

Homework 9: Date Set: Date Due: Revela on: Revela on—God showing himself to believers. Different types of Revela on Special Revela on: Special revela on is when people experience God directly in a par cular event. It might be a dream, a vision, a miracle or experiencing God’s ‘call’. It can be either experienced alone or with other people. These experiences usually have a huge impact on people and can change their lives. Special Revela on example: Religious Experience—Conversion. Saul was a Jew who persecuted Chris ans, he was a Jewish Pharisee (religious leader) and was trying to hunt down Chris ans and put them in prison. He has sworn to wipe out and get rid of the new Chris an Church. He had a conversion experience when he was travelling to Damascus with colleagues to arrest any followers of Jesus in that city. On their way they were all struck by a blinding light. Saul heard Jesus speaking to him. The Bible says that Saul was blinded and terrified, but regained his sight a er three days because he began to follow Jesus. He went from killing Chris ans to being one of the most famous Chris ans in the Bible, and spent the rest of his life spreading the message of Jesus. God changed Saul’s name to Paul, and he became a saint. Saul became Paul, a leader of the Early Chris an Church. This is an example of special revela on. General Revela on: General Revela on is God making himself known through ordinary, common human experiences. Not everyone experiences a personal message from God and many people come to know God through general revela on. They see God’s presence in nature of through a person’s conscience—their sense of right and wrong. Some Chris ans believe that this is God’s voice within us helping us to do the right thing. Many religious believers say that they experience God in this way when they read their Holy Book as they are learning about God or see God revealed in the work of religious leaders who seem par cularly close to God. These experiences are available to everyone, but do not convince everyone that God is real because they depend on people’s interpreta on of them. The Bible teaches that nature reveals God ‘ The heavens declare the glory of God’ because it teaches that God made the universe. Just as aspects of an ar sts character can be seen in their art, so elements of God’s nature can be seen in his crea on, God’s power, his love, his intelligence etc

Read the informa on about revela on— How religious believers think God shows or reveals himself in the world and answer the following ques ons.

1. What does the word Revela on mean?

2. What is a Special Revela on?

3. What is General Revela on?

4. Give an example of a Special Revela on.

5. What happened to Saul on the Road to Damascus?

6. What changed in Saul’s life a er his revela on

experience?

7. Give an example of General Revela on?

8. Who can experience a General Revela on?

9. What is a person’s conscience?

10. Why do Chris ans believe nature reveals God’s

character?

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Look at the statements below and delete the mistake (s) so that the sentences are accurate. 1. The Big Bang is the leading/oldest scien fic explana on for how the universe began. 2. It suggests that the universe started with an incredibly large/small, hot, dense

something which expanded over the next 13.7 billion years. 3. The universe con nued to shrink/expand and cool. 4. Ma er became stars/galaxies before being grouped into stars/galaxies. 5. Evidence for Big Bang includes Microwave Background Radia on/Red light Shi which

means that the stars furthest away appear red. 6. The colour red is because the wave lengths of light have been compacted/stretched. 7. Evidence for Big-Bang also includes Microwave Background Radia on/Red light Shi

which means that scien sts have discovered le over radia on from the ini al explosion s ll present in space.

8. The light/heat le behind a er the Big Band is visible as microwaves. 9. Edwin Hubble discoveries helped to lead to Big Bang theory so a space shu le/telescope

was named a er him. 10. The Hubble telescope orbits 340 miles/1990 miles above the earth.

The Big Bang Theory Big Bang-

The Big Bang theory is currently the leading scien fic expla-na on for how the universe began. It suggests that the universe started with an incredibly small, hot, dense some-thing—a singularity which expanded over the next 13.7 bil-lion years or so to become the cosmos that we know today. As the universe con nued to expand and cool, the ma er that had been flung in all direc ons became stars grouped into galaxies. Because current instruments do not allow astronomers to peer back at the universe’s birth, much of what we understand about the Big Bang theory comes from mathema cal theory and models.

EVIDENCE FOR THE BIG BANG: Red Light Shi – The furthest away stars in the night sky appear red. The colour red occurs when we perceive a stretched wave length. Therefore, in the me it taken for the light to travel from the star to our eyes the space in-between us has stretched! This means that the universe must be expanding! Microwave Background Radia on – Scien st have discovered le over radia-on from the ini al explosion s ll present in space. Very early in its history,

the whole Universe was very hot. As it expanded, this heat le behind a "glow" that fills the en re Universe. The Big Bang theory not only predicts that this glow should exist, but that it should be visible as microwaves - part of the Electromagne c Spectrum. This is the Cosmic Microwave Background which has been accurately measured by orbi ng detectors, and is very good evidence that the Big Bang theory is correct.

The Hubble Space Telescope is a large telescope in space. It was launched into orbit by space shu le Discovery on April 24, 1990. Hub-ble orbits about 340 miles above Earth. Hubble travels about 5 miles per second and takes sharp pictures of objects in the sky such as plan-ets, stars and galaxies.

Hubble is named a er an American astronomer, Edwin P. Hubble. He made important discoveries in the early 1900s. He showed that the galaxy containing the solar system -- the Milky Way -- was only one of many galaxies. His work helped show that the universe is expanding. This led to the Big-Bang theory, which says that the universe began with an intense burst of energy and has been expanding ever since.


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Objec ve Evidence for the Big Bang Theory: Red Light Shi & Microwave Background Radia on

Edwin Hubble realised that the red light emi ed by stars varied according to how far away they were. ____________ realised that the further away stars were the more red light they emi ed. It had been realised that the stars in the _________ _______were travelling _________ _________ __, but Hubble concluded that even the stars in the Andromeda Galaxy were also travelling away from us. This means that everything in the _____________ appears to be moving away from everything else – the universe __ _______________. This suggests that at one me everything in the universe was _____ ______ _________. Most cosmologists now think that once there was no ____________ at all between the ma er in the universe. It was all concentrated in a __________ ___________. Scien fic theory suggests that there was an rapid expansion (called the Big Bang) and it all flew apart. Around _______ _______ ___________ later it is _____ _____________.

In 1927 Georges Lemaître proposed that the Universe began with an explosion called the Big Bang. Hubble’s research into the red shi of galaxy light showed that the Universe was expanding, and that the galaxies had originated from __ _________ _________. If the expansion of the Universe was _____________, then everything would revert back to a single point. This evidence supported Lemaître’s ______ __________ ___________.

In _______, it was suggested that if the Universe started with an explosion, there should be __________ _________ __________ in space le over from the ______________. This radia on was discovered in 1964. It is called cosmic microwave background radia on or ___________.

CMBR is the second piece of evidence to show the ___________ ___ ___________, and this supports the Big Bang model of the origin of the Universe. The short wavelengths of the _________ ____________ emi ed in the ini al explosion are believed to have become ________________ due to the expansion of space into longer wavelength microwaves.

Idea Bank:

away from us is expanding

Hubble Universe

much closer together single point Milky Way

13.7 Billion years s ll expanding distance

CMBR a single point Explosion

Big Bang Theory

reversed 1948 Microwave background radia on

gamma radia on expansion of space stretched

Use the word bank to help you to fill in the gaps to give you a summary of the evidence for Big-Bang Theory. Each gap is work 1/2 a mark so this will give you a mark out of 10.


Total out of /20 = Total out of /10

In the beginning there was no earth or sky or sea or animals. And then God spoke in the dark-ness: “Let there be light!” And right away there was light, sca ering the darkness and show-ing the infinite space. “That’s good!” said God. “From now on, when it’s dark it will be ‘night” and when it’s light, it will be ‘day’.” The evening came and the night passed and then the light returned. That was the first day.

On the second day, God made the earth and over it He carefully hung a vast blue sky. He stood back and admired His crea on. “That’s good too!” said God and the second day was over.

The next morning God looked around and thought, “the earth needs to be a bit more orga-nized.” So, He put all the water in one place and all the dry land in another. When He had fin-ished that, God made plants to cover the land. Dandelions and daffodils appeared. All sorts of trees and grasses began to grow. “It’s looking great”, said God and that was the end of the third day.

On the fourth day, God looked around and though, “the daylight s ll needs a bit more work and the night is just too dark.” So, He made the sun to light the sky during the day and the moon and stars to add a bit of sparkle to the night. He hung them in the sky and stepped back to look at his work. “This is coming along very well,” said God.

The next day, God turned his a en on to the water he had collected in the oceans. “I want these waters teeming with life!” As soon as He said it, it was so. In no me, there were mil-lions of small fish dar ng through the shallow water and huge fish swimming in the ocean. God made birds, too. He sent them soaring through the air. “Ahh, that IS good!, “said God. The dusk fell over the water and the sky grew dark and that was the end of the fi h day.

On the sixth day, God added creatures to the land. He made lions and gers and bears. He made rabbits and sheep and cows. He added everything from ants to zebras to the land. But He s ll felt something was missing. So God added Mankind to enjoy and take care of all that He had created. God looked around and was happy with all He had made.

A er six days, the whole universe was completed. On the seventh day God had a nice long rest and enjoyed looking at all He had made. Chris ans today remember this last by res ng on the Sabbath day (Sunday).

Genesis: The Chris an Crea on Story Read the Bible account of the Crea on Story and answer the following ques ons.

Task 1: Ques ons…

1. What do Chris ans think existed before God created the

Universe?

2. What did God create on the first day?

3. What did God create on the second day?

4. What was created on day 3?

5. What three things did God create on the fourth day?

6. Give two examples of things God made on the fi h day.

7. What did God add to the land on the 6th day?

8. Why did God create mankind?

9. How do Chris ans remember the last day (7th)?

10. What did God say about the whole earth as he made it?

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Fundamentalist Chris ans regard the words of the Bible as being the true voice of God and believe it is word for word the voice of God. For example, when reading the crea on story in Genesis, fundamentalists would believe that the world was literally created in seven days.

Conserva ve Chris ans believe that the Bible was wri en by humans who were inspired by God. They s ll follow its teachings but don't necessarily take every word as being the voice of God as some might need to be understood in the context it was wri en. For example, when reading the crea on story, conserva ves might accept that one of God's days may not necessarily be the same length as one of our days; meaning the world wasn't literally created in seven days but that God did create the world as out-lined in Genesis. A Conserva ve Chris an can believe in crea on and Big-Bang

Liberal Chris ans regard the Bible as words that have been wri en about God. Although these are a good guide for Chris ans in understanding their faith, they might interpret passages differently to fit modern society. For example, when reading the crea on story, a liberal Chris an might believe that the Genesis account is simply a sto-ry to help Chris ans understand that God is the creator of the world. A Liberal Chris an can believe in crea on and Big-Bang.

Genesis: How do Chris ans read the Bible Differently?

Read the informa on above. Which perspec ve do you think a Chris an should have on the Bible? Explain your answer in detail referring to scien fic and religious ideas about crea on e.g. The Big Bang theory and Genesis.

All Chris ans however they read the Bible believe in the concept of STEWARDSHIP—they all believe that God created the earth and gave the responsibility to care for it to humans. It is important to care for it because it is a gi from God and also future genera ons should not be made to make up for our mistakes. In the story in Genesis God tells Adam and Eve to ‘rule over’ the fish of the sea, birds of the air and animals. Also only humans are made in the ‘image’ of God and so are different to other animals and have a special place in crea on. Stewardship could lead a Chris an to ge ng involved with campaigning on environmental issues or sponsoring an endangered animal. They will also recycle and some will try to use public transport, walk or cycle on journey’s to help reduce carbon emissions that damage the environment. It might make them choose an ‘eco-tariff’ for their electricity with a company that generates the electricity in a green way such as wind or solar power. The belief in stewardship means that many Chris ans get involved with social ac on projects that improve the environment in their local area such as li er picking.

Making something from nothing. The ac on or process of bringing some-thing into existence. O en referring to God bringing the universe into existence.

A Chris an who believes in the Bible has been wri en about God but that some things need to be interpreted for the modern world.

A Chris an who believes that the Bible was inspired by God but that not every word is to be taken literally. For example crea on in Genesis shows the right order but it took billions of years, as a day to God is different.

The belief that we have responsibility to care for the earth and look a er it.

This is the book in the Bible where the story of crea on is found.

Match up the key words with their meaning. Write the idea in the blank box next to the defini on. Words: Stewardship Genesis Crea on Fundamentalist Liberal Conserva ve

A Chris an who believes that the Bible is THE word of God and is word for word true.


Stewardship: Quick Ques ons: 1. Why do Chris ans believe in stewardship?

2. Why do humans have the responsibility rather than other animals?

3. Give 2 ideas about what a Chris an could do to put their belief about stewardship into ac on: (2 marks)

A B

Total /10

Science vs Religion

Task 2: Can science and religion work together or do they have to be opposing ideas? Explain your own view. What do you think? Give 3 reasons in your paragraph to jus fy your conclusion.

Task 1: Look at the following statements. Which are arguing that a SCIENTIFIC (S) approach is be er, which are arguing that a RELIGIOUS (R) approach is be er and which are arguing that you actually need BOTH SCIENCE AND RELIGION. (B) Put the right le er or le ers in the box to iden fy them correctly. Use informa on page A if you are unsure about the different approaches.

It explains how things happen the func on and process. This can tell us how the universe got here.

It explains why things happen. It is concerned about purpose and the Ul mate ques ons in life.

It is a reliable form of evidence because it is repeatedly tested and is based on measurable (objec ve ) evidence .

Things that used to be explained by religion can now be explained by science—who knows what we will be able to understand through scien fic research in the future.

There are things even science cannot explain, for example science cannot explain miracles, even doctors are baffled by healing miracles and cannot explain why they have happened.

They can work together as they are doing different things. Science explains how something has happened but religion explains why.

A Literal reading of Genesis clashes with Big-Bang—the me frames are just too different - it doesn't match

with the evidence we have.

There is no clash between science and a non-literal or myth understanding of the Genesis story. Conserva ve and Liberal Chris ans believe in both science and religion as the me-frames fit together with Big-Bang theory.

Faith is needed at mes. Fundamentalists would argue that God knows but we don’t always understand.

We need both. Scien fic research shows that religious believers are healthier and less likely to suffer from stress as their faith helps fight against depression, and helps them respond be er to treatment, as well as increasing their emo onal well-being

Total /10


Recap & Revision For each key word or term add a defini on. Use the informa on from earlier pieces of homework in this booklet and the informa on page A to help you if you get stuck. Go back and look at the ideas again and then write your answer. (each worth 1/2 mark)

Key Term Defini on or Explana on

Subjec ve Evidence

Objec ve Evidence

Historical Truth

Scien fic Truth

Religious Truth

Big Bang Theory

Red Light Shi

Genesis Crea on Story

Stewardship

Use your homework booklet and prior knowledge to answer the following: (Each is worth 1/2 a mark)

Give 3 ideas about Socrates

1. Who was he?

2. What is he famous for (explain his method)?

3. What did he say about himself?

Belief in God

1. What is an atheist?

2. What is a theist?

3. What is an agnos c?

4. What is a miracle?

5. What is special revela on?

6. What is general revela on?

7. What happened to Bernade e Soubirous ?


Total out of /20 = Total out of /10

Key words Consolida on key word test. Give a defini on for each from memory.

Discrimina on (ac on)

Ac ng on a prejudice. Taking a belief like sexism or racism and pu ng into ac on. E.g. not giving someone a job that they

deserve.

Prejudice

(thought) Thinking that certain people/cultures are be er than others. It means to Pre‐judge another person.

Inequality

The idea that not everyone is treated equally or given equal rights in society.

Sexism

Prejudice or discrimina on against peo-ple based on their gender. E.g. not allowing women to vote.

Racism

Prejudice or discrimina on against peo-ple based on their race. E.g. separa ng schools based on race.

Poverty

The name we give to people living in poor condi ons with li le or no access to basic needs such as water, food and shelter.

Injus ce

Lack of fairness. An unjust act. E.g. pu ng someone in prison for a crime they did not commit or not employing someone because of prejudice.

Jus ce

Fairness or giving people respect. E.g. giving people the same pay for the same job

Christian beliefs about sexism

Jesus showed compassion to all people; rich and poor. He helped those who were sick and asked people to treat everyone fairly.

In the Bible it says: ‘because all of you are one in the Messiah Jesus, a person is no longer a Jew or a Greek, a slave or a free person, a male or a female.’ Galatians 3:28

It also says in the Bible that God created humans in his own image

(Genesis 1;27)...that men and women are equal because God made both.

Jesus said to his followers: ‘This is my commandment: that you love one another as I have loved you’ John 15:12

Islamic beliefs about sexism

All people are created by Allah. All are equal (though not the same). All important in own right.

Muslims pray shoulder to shoulder to express equality of all.

In Muslims communities they have the Ummah – universal fellowship of all believers that cross-es all political or racial boundaries

Sikh beliefs about sexism

Sikhism teaches the full equality of men and women. Women can participate in any religious function or perform any Sikh ceremony or lead the congregation in prayer.

Every Gurdwara (place of worship) has a Langar Kitchen where all people are welcome to a free meal regardless of their sex, colour or religion. There are no rituals observed in the Langar and everyone eats together. All the food is vegetarian so that no religious group is offended.

Guru Nanak Devi Ji (the first Guru) taught that every person is equal and should be treated

Date set: Date due: Our of 10:

1) What are Chris ans taught about sexism? _________________________________________________________________________________________________________________________________________________________________________________(2 marks)

2) Write a quote from the bible to support this. _________________________________________________________________________________________(1 mark)

3) What are Muslims taught about sexism?__________________________________________________________________________________________________________________________________________________________________________________(2 marks)

4) What does Ummah mean? _________________________________________________________________________________________(1 mark)

5) How do Muslims pray? _________________________________________________________________________________________(1 mark)

6) What does Sikhism teach about equality? _________________________________________________________________________________________(1 mark)

7) What happens in a Gurdwara? ________________________________________________________________(1 mark)

8) What did Guru Nanak (the first Guru) teach? ____________________________________________________(1 mark)

Full name: Michael King Jr. Born: 15 January 1929. Hometown: Atlanta, Georgia, USA. Occupation: Minister and activist. Died: 4 April 1968. Best known for: Campaigning for the rights of African Americans during the Civil Rights Movement of the 1950s and 1960s.

When Martin Luther King was growing up, life was hard for African Americans. The Southern United States operated under the ‘Jim Crow laws’ that kept black and white people separated in what was called ‘segregation’. Black people had different schools, toilets and even sections of the bus to white people. They were also denied the right to vote in elections.

Martin Luther King had his first experience of segregation at just six years old, when he was told he wasn’t allowed to play with his white friend anymore – his friend’s father wouldn’t allow it!

His first major role in the Civil Rights Movement came in 1955, after an African American lady – Rosa Parks – was arrested for refusing to give up her seat to a white man on a bus. This sparked outrage in the African American community and Martin helped to organise a boycott of the city’s buses. After 381 days of protest, a court finally ruled that such segregation laws should no longer be recognised.Martin was a great believer in peaceful protest, inspired by the Indian activist Mahatma Gandhi. His protests used no-violent tactics, even when the protesters themselves were met with violence from the police.

In 1963, Martin gave his famous “I Have a Dream” speech, at a famous rally named ‘March on Washing-ton.’ Over 250,000 people gathered in the country’s capital to hear Martin and other activists speak about the importance of civil rights. It has become one of the most famous speeches in history and focuses on Martin’s dream of a society where black people and white people live together in harmony.In 1964 – 99 years after the abolition of slavery – the Civil Rights Act was passed, outlawing racial segregation and dis-crimination in the USA.


1) Why was MLK’s life so hard growing up? __________________________________________________________________________________________________________________________________________________________________________________________________(2 marks)

2) What did Rosa Parks do and how did this influence MLK? __________________________________________________________________________________________________________________________________________________________________________________________________(2 marks)

3) What type of protests did MLK take part in and who was this influenced by? __________________________________________________________________________________________________________________________________________________________________________________________________(2 marks)

4) What was MLK’s famous speech about and why was it so important? __________________________________________________________________________________________________________________________________________________________________________________________________(2 marks)

5) What happened in the year 1964? __________________________________________________________________________________________________________________________________________________________________________________________________(2 marks)

Name: Malcolm X

Occupation: Minister, Activist

Born: May 19, 1925 in Omaha, Nebraska

Died: February 21, 1965 in Manhattan, New York

Best known for: A leader in the Nation of Islam and his stance against racial integration

As a young black man in the 1940s, Malcolm felt he had no real opportunities. He worked odd jobs, but also turned to a life of crime. In 1945, he was caught with stolen goods and was sent to prison. While in prison, Malcolm's brother sent him a letter about a new religion he had joined called the Nation of Islam.

The Nation of Islam believed that black people were superior to white people and that white people were evil. It also said that Islam was the true religion of black people. This made sense to Malcolm. He decided to join the Nation of Islam. He also changed his last name to "X." He said the "X" represented his real African name that was taken from him by white people.

When the African-American Civil Rights Movement began to gain momentum in the 1960s, Malcolm was skeptical. He did not believe in the peaceful protests of Martin Luther King, Jr. Malcolm didn't want a nation where blacks and whites were integrated, he wanted a separate nation just for black people. Malcolm X told his followers to ’fight by any means necessary’.

Malcolm left the Nation of Islam, but he was still a Muslim. He made a pilgrimage to Mecca where he had a change of heart over the beliefs of the Nation of Islam. Upon his return he be-gan to work with other civil rights leaders like Martin Luther King, Jr. on ways to peacefully achieve equal rights.

1) What was Malcolm’s upbringing like? __________________________________________________________________________________________________________________________________________________________________________________________________(2 marks)

2) What was the Na on of Islam and why did joining this make Malcolm change his name? __________________________________________________________________________________________________________________________________________________________________________________________________(2 marks)

3) How did Malcom X and MLK’s methods of protest differ? __________________________________________________________________________________________________________________________________________________________________________________________________(2 marks)

4) Why was Malcolm skep cal of the Civil Rights Movement in the beginning? __________________________________________________________________________________________________________________________________________________________________________________________________(2 marks)

5) What made Malcom change his violent ways and become peaceful? __________________________________________________________________________________________________________________________________________________________________________________________________(2 marks)


Name: Mohandas Gandhi Occupation: Civil Rights Leader Born: October 2, 1869 in Porbandar, India Died: January 30, 1948 in New Delhi, India Best known for: Organizing non-violent civil rights protests

Mohandas' parents wanted him to become a barrister, which is a type of lawyer. As a result, when he was 19 years old Mo-handas traveled to England where he studied law at the University College London. Three years later he returned to India and started his own law prac ce. Unfortunately, Mohandas' law prac ce wasn't successful, so he took a job with an Indian Law firm and moved to South Africa to work out of the South African law office. It was in South Africa where Gandhi would experi-ence racial prejudice against Indians and would begin his work in civil rights.

Once back in India, Gandhi led the fight for Indian independence from the Bri sh Empire. He organized several non-violent civil disobedience campaigns. During these campaigns, large groups of the Indian popula on would do things like refusing to work, si ng in the streets, boyco ng the courts, and more. Each of these protests may seem small by themselves, but when most of the popula on does them at once, they can have an enormous impact. Gandhi was put in prison several mes for organizing these protests. He would o en fast (not eat) while he was in prison. The Bri sh government would eventually have to release him because the Indian people had grown to love Gandhi. The Bri sh were scared what would happen if they let him die. One of Gandhi's most successful protests was called the Salt March. When Britain put a tax on salt, Gandhi decided to walk 241 miles to the sea in Dandi to make his own salt. Thousands of Indians joined him in his march. Gandhi also fought for civil rights and liber es among Indian people. Mohandas Gandhi is o en called Mahatma Gandhi. Ma-hatma is a term that means Great Soul. It's a religious tle sort of like "Saint" in Chris anity. In India he is called the Father of the Na on and also Bapu, which means father.

1) What was Gandhi’s job and how did this lead him to live in South Africa?? __________________________________________________________________________________________________________________________________________________________________________________________________(2 marks)

2) Once back in India, what did Gandhi fight against and how did he do it? __________________________________________________________________________________________________________________________________________________________________________________________________(2 marks)

3) Give 2 examples of different types of protests Gandhi and the people of India took part in? __________________________________________________________________________________________________________________________________________________________________________________________________(2 marks)

4) What was the Salt March and why did it take place? __________________________________________________________________________________________________________________________________________________________________________________________________(2 marks)

5) What were some of Gandhi’s other names and why was he named in this way? __________________________________________________________________________________________________________________________________________________________________________________________________(2 marks)


A protest (also called a demonstration, remonstration or remonstrance) is a public expres-sion of objection, disapproval or dissent towards an idea or course of action, typically a po-litical one.

Protests can take many different forms, from individual statements to mass demonstrations. Protesters may organize a protest as a way of publicly making their opinions heard in an attempt to influence public opinion or government policy, or they may undertake direct action in an attempt to directly enact desired changes themselves.

Where protests are part of a systematic and peaceful nonviolent campaign to achieve a particular objective, and involve the use of pressure as well as persuasion, they go beyond mere protest and may be better described as cases of civil resistance or nonviolent re-sistance.

Violent protests:

Terrorism

Riots

Massacres

Peaceful protests:

Sits-ins

Boycotts

Letters to MPs

1) What is a protest? (1 marks)________________________________________________________________________________________

2) Why do people take part in protests? (1 mark)________________________________________________________________________________________

3) Do protests usually take place in public or in private? (1 mark) ________________________________________________________________________________________

4) List 3 different types of violent protest. ( 3 marks)________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5) List 3 different types of peaceful protest. (3 marks)________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


What was segrega on?

Segrega on took place in America and was an unfair system where black people did not have the same civil rights as white people. Black people did not have the right to vote, did not have a fair wage for the work they did – for example if a black American and white American were doing the same job they would not have the same wage. Black Americans did not have the same educa onal opportuni es.

Although migra on to the North and the West began soon a er the Civil War ended in 1865, the great majority of black Americans s ll lived in the Southern states where white superiority was enforced and where the slavery culture was s ll warmly remembered and embraced. In many of these states discrimina on was not just commonplace it was legal.

Typical laws included:

Public transport wai ng rooms were strictly segregated.

Places open to the public such as shops, hotels, cinemas, theatres and libraries had to provide separate rooms and facil-i es for the different races.

Educa on. Legally, black children could be educated in separate schools, so long as the schooling was of an equal edu-ca onal standard. In reality, schools for black Americans were far from equal, and the quality of educa on provided was inferior. In 1896, the Supreme Court upheld that this policy was legal and fair.

In most of the Southern states, inter-marriage between blacks and whites was illegal.

In employment, blacks received lower pay than whites and they were restricted to work of lower status, such as jani-tors, cleaners, and porters.

Southern towns were strictly segregated into black and white residen al areas.

Segrega on did not end un l 1964. The Civil Rights Act of 1964 ended all state and local laws requiring segrega on.

1. What was segrega on?__________________________________________________________________________________________________________________________________________________________________________________________________________(2 marks)

2. Where did segrega on take place?______________________________________________________________________(1 mark)

3. Explain 3 laws that were typical in America at this me. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________(3 marks)

4. When did segrega on legally end? ______________________________________________________________________(1 mark)

5.What was the difference between how black and white people would get treated and paid? __________________________________________________________________________________________________________________________________________________________________________________________________________(2 marks)

6.What act was passed in 1964? __________________________________________________________________________(1 mark)


Zakat

Zakat is the paying of alms or charity tax to benefit others. It is the third Pillar of Islam

Zakat is central to the Ummah, the world-wide community of Muslims.

Zakat is also an act of ibadah (duty and worship). The payment of Zakat purifies the wealth that a Muslim has left so that no harm can come to them from it. Zakat is often given during the month of Rama-dan or at the festivals of Id-ul-Fitr, the celebration of breaking the fast on the day after Ramadan ends, and at Id-ul-Adha, the celebration of the sacrifice, commemorating the Prophet Ibrahim's willingness to sacrifice his son Ismail for Allah.

Zakat is one fortieth of a Muslim’s income (2.5%) and savings after they have taken care of their families. It is important to re-member that Zakat is not charity but an obligation. The rich pay more than those with less money and very poor people pay nothing at all.

In Muslim countries, Zakat is a form of social security, a religious tax, which pro-vides food, clothing and other necessi-ties.

Muslims can also give voluntary charita-ble donations of money or time which is called saddaqah when someone is in need.

Zakat money may only be spent on the following:

the poor

the needy

Zakat collectors

purchase of freedom for slaves

converts to Islam who are in need

stranded travellers who need help

anyone in debt

What is zakat?

Which pillar of Islam is Zakat?

What does ibadah mean?

What is the name of the month when Zakat is o en given?

What do Muslims celebrate at Id-ul Adha?

What percent of a Muslims income do they give to Zakat?

What is the Um-mah?

Is Zakat a choice or an obliga ons for Muslims?

What is the name for addi onal charity dona ons?

What is the money from Zakat spent on?


Sikh beliefs about God.

The first Guru of the Sikhs- Sri Guru Nanak Dev Jee blessed the world to serve humanity and end inequality, point-less rituals and the poor treatment of women in India. Guru Nanak Dev (October 20, 1469 – September 7, 1539) was the founder of Sikhism, and the first of the ten Sikh Gurus

Nanak's religious ideas draw on both Hindu and Islamic thought, but are far more than just a synthesis. Nanak was an original spiritual thinker and expressed his thoughts in extraordinary poetry that forms the basis of Sikh scripture.

Nanak was born about 40 miles from Lahore (now in Pakistan) in 1469. Sikh traditions teach that his birth and early years were marked with many events that demonstrated that God had marked him out for something special and was keeping an eye on him.

His family were Hindus, but Nanak soon showed an advanced interest in religion and studied Islam and Hinduism extensively. As a child he demonstrated great ability as a poet and philosopher.

He advocated the existence of one God and taught his followers that every human being can reach out to God through meditation and other pious practices

What do Sikhs believe?

Sikhs believe in one God who guides and protects them. They believe everyone is equal before God. Sikhs believe that your actions are important and you should lead a good life. They believe the way to do this is:

Keep God in your heart and mind at all times

Live honestly and work hard

Treat everyone equally

Be generous to those less fortunate than you

Serve others

1) When and where was Nanak born? _________________________________________________________________________(1 mark)

2) What did Nanak want to stop?_________________________________________________________________________(1 mark)

3) Which other religions did Nanak get his influences from? _________________________________________________________________________(1 mark)

4) What did Nanak teach about God?_________________________________________________________________________(1 mark)

5) List the 5 things a Sikh should do to lead a good life. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________(5 marks)


Sewa

Sewa means ‘selfless service’. It involves acting selflessly and helping others in a variety of ways, without any reward or personal gain. It is a way of life for many Sikhs and is part of their daily routine. Sikhism teaches that sewa is an act of service towards Waheguru and therefore must be done regularly in order to become closer to Waheguru. It helps Sikhs to become gurmukh and show their faith towards Waheguru.

Sikhs perform sewa in a variety of ways, such as helping the sangat and the local community. Many Sikhs perform much of their sewa by helping at the gurdwara, including cleaning, washing dishes or serving in the langar.

Performing sewa is important because:

It demonstrates belief in equality and the importance of all people.

By serving others, Sikhs show humility. This is because serving others shows that Sikhs do not believe they are better than anyone else.

Showing love and respect by helping others shows love for Waheguru.

It helps Sikhs to become more gurmukh. This is because it helps them to develop the virtues of truth and truthful living, compassion and patience, contentment, humility and self-control, love, and wisdom and courage.

It stops Sikhs from becoming manmukh, because their focus is on the needs of others rather than them-selves.

It helps Sikhs to move away from the five vices of anger, pride, lust, greed and attachment to material pos-sessions.

Tan: Physical aspect of sewa- This involves physical work and tasks to show selfless service. For ex-ample, this could be cooking or serving in the langar, cleaning the gurdwara or helping with gardening.

Man: Mental aspect of sewa- This involves a Sikh using their mental skills and talents. For example, this could be teaching people how to read or understand the Guru Granth Sahib, teaching people how to play the musical instruments used during worship or teaching people about the history of Sikhism.

Dhan: Material aspect of sewa- This involves Sikhs selflessly helping others by sharing their material wealth. This could be donating one tenth of their income to the sangat or to charities, which is known as daswandh. It could also involve helping others in times of financial difficulty or giving money to the poor.

1) What is Sewa? ( 2 marks)______________________________________________________________________________________________________________________________________________________________

2) List two reasons why Sewa is important. (2 marks)______________________________________________________________________________________________________________________________________________________________

3) What is Tan? (2 marks)______________________________________________________________________________________________________________________________________________________________

4) What is Man? (2 marks)______________________________________________________________________________________________________________________________________________________________

5) What is Dhan? (2 marks)______________________________________________________________________________________________________________________________________________________________


Parable of the Good Samaritan

In the Parable of the Good Samaritan, Jesus uses the example of the Jew and the Samaritan, who would not ordinarily have been friendly towards each other. However, out of all those who could have helped the Jew, only the Samaritan did. Jesus tells of a man who was travelling from Jerusalem to Jericho and was attacked by robbers on the way. He was badly beaten and left for dead.

The first person to pass the injured man was a priest, who crossed the road and continued walking.

The second person to pass the injured man was a Levite, a priest’s assistant. He also crossed the road and continued walking without helping the man.

The third person to come by was a Samaritan, a person from Samaria. The Samaritans were hated by the Jews. When the Samaritan saw the man, he took pity on him. He bandaged him and cleaned his wounds. He then put him on the back of his donkey and took him to an innkeeper, whom he paid to look after him.

The parable ends with Jesus giving a commandment to go out and do the same as the Samaritan had done. This teaching of loving one’s enemies is also reflected in Matthew's Gospel.

Jesus used the Parable of the Good Samaritan as an example of loving those who may not be our friends.

“You have heard that it was said, ‘Love your friends, hate your enemies.’ But now I tell you: love your enemies and pray for those who persecute you” Matthew 5:43-47

Jesus taught his followers to:

“Love your neighbour as yourself.”Matthew 22:39

Jesus was asked to confirm what he meant by the word ‘neighbour’. This is when he told the Parable of the Good Samaritan (Luke 10:25-37), to explain that people should love everyone, including their ene-mies. It is easy to love friends and family, but it is much more difficult to love those who you may not get along with, or even those who may harm or hurt you. To show love to your enemies is to truly love as Christ did.

1) What did Jesus mean by the word ‘neighbor’? ( 1 mark)_______________________________________________________________________________

2) In 5 bullet points, summerise the parable of the Good Samaritan. (5 marks) _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3) Write out the 2 quotes from the bible and explain what they mean. (4 marks)

Quote What does the quote mean?

Ma hew 5:43-47

Ma hew 22:39


Tearfund is a UK Christian relief and development agency based in Teddington. It currently works in around 50 countries, with a primary focus on supporting those in poverty and providing disaster relief for disadvantaged com-munities.

Tearfund states that it offers this support regardless of race or religious affiliation. However, they fulfil the work by operating largely through local Christian churches and other Christian partner organisations around the world.

A number of discrete initiatives currently operate within Tearfund in the UK. These include:

Restored: An international Christian Alliance working to end violence against women, with a focus on transforming relationships.

Toilet Twinning: Funds the building of latrines and sanitation projects around the world by getting people to twin their toilets in the UK with an overseas latrine.

Inspired Individuals: The Tearfund-sponsored programme identifies, nurtures and links up Christian entrepreneurs who are radical changemakers in their communities.

Tearfund Learn: An arm of Tearfund that produces a wide range of educational resources for people involved in de-velopment work.

lamic Relief is an international aid agency that provides humanitarian relief and development programmes in over 30 countries, serving communities in need regardless of race, political affiliation, gender or belief. It is an Islmic charity.

Founded in 1984 in the UK, it has international headquarters in Birmingham (Islamic Relief Worldwide) and a net-work of national offices, affiliated partners, registered branches and field offices spanning 50 countries. Its income in 2018 was £128 million,and it is the largest independent international aid agency inspired by Islamic humanitarian values.

Islamic Relief's key areas of work are humanitarian relief and disaster preparedness; development programmes that improve access to sustainable livelihoods, healthcare, education, water, sanitation and hygiene; and advocating on behalf of those in need.

How many countries does Tearfund work in? Islamic Relief is a member of which religion?

Who does Tearfund support? How does Islamic relief help those in need?

Tearfund is a member of which religion? Who does Islamic Relief help?

What is Toilet twinning? Where are Islamic Relief’s head quarters?

What is Tearfund learn? What programs have Islamic Relief set up?


Jus ce

Injus ce

Poverty

Inequality

Sexism

Discrimina on

Racism

Prejudice

Islamophobia

An ‐Semi sm

Key words.

Write down the correct defini on for each of the key words. You will need to use your book and the terms from the last unit as well as looking some up. Learn them ready for tests throughout the unit.

Religious Prejudice

Hatred or a nega ve view towards someone because of their religion.

Religious Discrimina on

Trea ng someone nega vely or badly because of their religion.

Islamophobia

Hatred, prejudice or discrimina on towards Muslims.

An ‐Semi sm

Hatred, prejudice or discrimina on towards Jews.

Racism

Prejudice or discrimina on towards someone based on their skin colour.

Task 2: Match up the following key terms with their correct defini on. Draw a line between the two

Task 3: Recap: Answer the following ques ons from your knowledge from your studies. Use your book to help you if you get stuck

Ques on 1: What does the parable (story) of the Good Samaritan teach Chris ans? Ques on 2: Who told the parable of the Good Samaritan? Ques on 3: According to Chris ans who are they taught is your neighbour? Ques on 4: What religion was Jesus? Ques on 5: How did Jesus die?

Total: Task 2 and 3: /10


Islamophobia Read the sources below which explains that Islamophobia is increasing over recent years. Then use it to answer the ques ons below.

A hate crime is mo vated by prejudice. It is when someone commits a crime against you because of your dis-ability, gender iden ty, race, sexual orienta on, religion, etc Source 1: There were 103,379 hate crimes recorded in England and Wales in 2018-19, with increases seen in all cate-gories of mo va on. Just under half (47%) of religious hate crime offences were targeted against Muslim people (3,530 offences) There were 103,379 hate crimes offences recorded by police in 2018‐19, the majority of which (76%) were race related. More than half, (54%) of the hate crimes recorded by the police were for public order offences, a third (36%) involved violence, while 5% were recorded as criminal damage and arson. 12% of hate crime offences were es mated to have more than one mo va on, with the majority of these being both race and religion. (The Guardian news on‐line)

Use the sources above and your own knowledge to answer the following ques ons:

1. What is Islamophobia?

3. How many hate crimes were recoded in England and Wales in 2018‐19? (source 1)

4. What percentage (%) of religious hate crimes were towards Muslims? (source 1)

5. How many hate crimes were connected to race? (source 1)

10. What were women wearing that triggered the worse a acks (more aggressive) (source 3)?

6. What does source 2 say about how Muslims have been treated in Britain and America for the last 30 years?

7. What does Aki Nawaz (source 2) say about the problem in Britain for Muslims? What is it caused by? (source 2)

9. Why do women tend to be targeted? (source 3)

8. According to source 3 and Tell MAMA what percentage of vic ms of Islamophobia are women?

2. What is a hate crime? (source 1)

Source 2: Viewpoint on Tolerance ‘Muslims have been demonized, shunned, misunder-stood and a acked in America and Britain for 30 years. White people have never really wanted to live near us….they say they want a tolerant society but I don’t want tolerance; that just means pu ng up with something, o en reluctantly. I’d rather that you learnt about Islam. The problem is that most of Brit-ain doesn’t understand Islam.’ Aki Nawaz

Source 3: Tell MAMA said about 60% of Islamophobia vic ms were women. Fiyaz Mughal, director of the organisa on, said: "We realised that at a street level Muslim women who were visible, and wore the Hijab or the headscarf, were suffering more targeted abuse. "We also realised quite early on that women who wear Niqab, the face veil, suffered more aggressive incidents ‐ there was something about the face veil that in a way brought out the worst in the perpetrator." (BBC news)

Tell MAMA is an organisa on that monitors Islamophobic a acks

Total out of /10


Total out of /10

Islamophobia Imagine one of your friends was experiencing Islamophobia in school – mind map the advice you would give to your friend to help them. How could they get help? What could other people do to support them? Who could they speak to?

Recall statements (use your knowledge from your lessons and previous homework)

- select the correct op on by crossing out the wrong idea in the sentence.

1: Islamophobia has increased/decreased over recent years.

2. According to MAMA the majority of vic ms of Islamophobia are men/women.

3. A hate crime is mo vated by prejudice/poverty.

4. The Story of the Good Samaritan was told by Jesus/Mar n Luther King.

5. Chris ans are taught to hate/love their neighbour.

6. Muslims have experienced Islamophobia for centuries/months.

7. Prejudice/discrimina on is trea ng someone differently because of who they are.

8. Prejudice/discrimina on is having nega ve thoughts or ideas about a person because of the group they belong to.

9. Sexism/Racism is prejudice or discrimina on based on skin colour.

10. Religious discrimina on is trea ng someone differently (o en in a nega ve way) based on their religion/skin colour.


Fill in the gaps using the informa on above. Each is worth 1/2 a mark.

Although the roots of Islamophobia can be found in the Crusades and the nega ve way writers portrayed or showed Islam and Muslims, the earliest accounts can be seen even during the life of the Prophet ________________. In the______________ the Muslim Holy Book which was received over 22 star ng in __________ it makes it clear that Muslims were already suffering Islamophobia. The Qur’an says ‘they ____________________ them for no other reason except that they believed in _____________’. (Surah 85:8)

The Crusades were a series of _______________ over the Holy Lands between __________________ and ____________________ . The Chris an Crusaders wanted to win back _________________________ for Chris anity. The first Crusade started in _______________ and Pope Urban II promised those who died figh ng on a Crusade would have their sins ___________________ by God. The Crusaders commi ed terrible ac ons that harmed and killed many hundreds and thousands of people. The Crusades took place over _____________ years (over 3 centuries) and the Crusaders failed to keep any of the land they conquered. They did however learn new things such as be er _______________ designs, gun power, science and ___________________________. They also learnt how to use Arabic ________________ that were much easier to use than the _______________ numerals.

The Crusade writers wrote _____________________ about Muslims because they wanted people to go on the Crusades. They also _____________________ the facts about the Prophet Muhammad’s life. Since the Crusades Islam and Muslims have been shown to be _______________ and _________________ to the Chris an West.

The Crusades: Read the following to remind you about the crusades and then use the informa on to

help you fill in the gaps.

Islamophobia was experienced by Muslims even during the life of the Prophet Muhammad. The Prophet Mu-hammad received the Qur’an over 22 years star ng in 610 CE. The Qur’an makes it clear that Muslims were already being treated badly simply because they were Muslims. ‘And they ill-treated them (believers) for no other reason except that they believed in Allah’ (The Qur’an surah 85‐8)

Many of the roots of Islamophobia can be found in the wri ngs of Chris an writers before and during the Crusades (a series of wars over the Holy Land and Jerusalem). Muslims and Islam were portrayed (shown) in a very nega ve way. Writers a acked the character of the Prophet Muhammad (pbuh) and distorted the facts about his life. Muslims were shown in a very nega ve way so that people would support the Crusades.

In 1095, Pope Urban II promised the knights of Europe forgiveness of their sins if they went on a Crusade to win back Jerusalem for Chris anity. The first Crusade started in 1096. An army of knights and nobles captured Jerusalem in 1099. It was claimed that the Crusaders killed the Muslims un l the streets ran with blood. The loss of Jerusalem was a terrible blow to the Muslims. The Crusaders took over the two Muslim sacred build‐ings, the Aqsa Mosque and the Dome of the Rock. They deeply offended the Muslims by the way they behaved in them. Over the next three centuries (300 years) there were many more Crusades. The Crusaders failed to keep any of the land they conquered, but they discovered many new things, including be er castle design, gunpowder, science, medicine and Arabic numbers that were easier to use than Roman numerals. Writers in the 1800s portrayed the Crusades as great roman c adventures. In fact, the Crusaders were invading a foreign country, and many Crusaders commi ed what we would regard today as criminal atroci es (terrible ac ons that harmed and killed many hundreds and thousands of people). Since the Crusades Islam and Muslims have been portrayed (said or shown to be) as violent, barbaric and completely alien to the Chris an West.

Total out of / 20 which is /10


The Crusades Pope Urban II said if a Chris an went to fight in the Crusades then all their sins would be forgiven by God and they would go to heaven. As he was the leader of the church people believed him. Many people couldn’t read and write and so hadn’t read the Bible for themselves. They believed the Pope when he said that it was God’s will. People were also really frightened of going to hell and felt it was really important to do anything you could to avoid it.

Read the sources below: This is Pope Francis’ view on war. He is the Pope—the Head of the Catholic Church today.

Source 1: “War brings only death and destruc on.”……..- 5th Jan 2020

Source 2: "We have heard the voice of the poor, of children and the younger genera ons, of women and so many brothers and sisters who are suffering due to war. With them let us say with convic on: No to war! May the anguished cry of the many innocents not go unheeded. Let us urge leaders of na ons to defuse the causes of war: the lust for power and money, the greed of arms' dealers, personal interests and vende as for past wrongs. We need a greater commitment to eradica ng the underlying causes of conflicts: poverty, injus ce and inequality, the exploita on of and contempt for human life." — Address for the World Day of Prayer for Peace, Assisi, Sept. 20, 2016

Source 3 “The interna onal community has been content with military interven ons, whereas it should have built ins tu ons that can guarantee equal opportuni es and enable ci zens to assume their responsibility for the common good,” ………...“alloca ng resources to the acquisi on of weapons and military power, diverts those resources from vital social needs, such as the support of families, health care and educa on.” …..To un-derstand the damage of war, he said, it’s enough to visit a countryside or city that has been a thea-tre of war: “A garden turns into a desolate and inhospitable landscape’ Feb 23rd 2020 Use the informa on above to answer the ques ons on the Pope at the me of the Crusades and the view of Pope Francis 1. Who’s will did Pope Urban II say the Crusades were? 2. What reward did Pope Urban II say a soldier figh ng in the Crusades would gain?

3. Does Pope Francis agree or disagree with war? 4. Fill in the gaps: Pope Francis says that ‘war brings only _______________ and ______________’ 5. Name two causes of war named by Pope Francis in source 2. (not the underlying ones) A B 6. What are the missing underlying causes of war highlighted by Pope Francis in Source 2? (Fill in the gaps.) ‐ ________________ ‐ injus ce and inequality ‐ exploita on and contempt for _____________ ______________. 7. What does Pope Francis say that money has been spent on when it should have been used to help people? (source 3) 8. What should the money spent on weapons be spent on instead? Give 2 ideas. (source 3) A B 9. According to Pope Francis is it easy to see the damage of war? (source 3)

10. From reading about Pope Francis’ view do you think he would agree or disagree with the Crusades?

Total out of /10


The Crusades Read the informa on below and use it to complete the tasks. People went on the crusades for different reasons: To obey the Pope's call. To be forgiven for past sins. This was important for knights who had killed many people in ba le. To steal and kill. Kings encouraged violent knights to go on Crusade ‐ it got them out of the country. To see the world, have an adventure and prove their bravery. To get land overseas. This was temp ng for a younger son who would not inherit his father's lands. Serfs joined the Crusades because the Pope promised them their freedom if they went. In the Middle Ages, the Crusaders were seen as Chris an heroes. In what way were Muslims portrayed (shown to be like) during the Crusades?

Before the Crusades Chris ans had returned from the Holy land with stories about how they had been treated badly by the Turks (Muslims). Pope Urban II said that the Saracens (A word for Muslims in the Middle Ages) were killing great numbers of Chris ans and that they were destroying Churches and land. He said that they were ‘wicked infidels’ which is an insul ng way of describing someone who is a non‐Chris an. He even called Muslims ‘foul creatures’ and asked the Europeans to ‘drive’ them out. The most important Muslim leader, Salah as-Din, of the Third Crusade was described by an English monk in the 13th Century who had never met him as follows:

‘ If you die on the journey or if you are killed in a ba le against these Saracens [A word for Muslims in the middle-ages] all your sins will be forgiven at once. God Himself has given me

the power to tell you this’. Part of the speech made by Pope urban II in 1095

‘Saladin spent much of his me drinking and gam-

bling…..he took over places by force or trickery. This

greedy tyrant then took the Holy Land’

However, the following descrip on of him was wri en by a Muslim who knew him.

‘Saladin made sure that his men were fed and cared for. He never said bad things about

people.’

Both drinking and gambling are NOT allowed in Islam. They are HARAM or forbidden for a Muslim.

1. People went on the Crusades because the Pope promised

Kill so that they would be out of the country.

2. Violent knights were sent on Crusades to steal and

And to have an adventure and prove their bravery.

3. Younger sons wanted to gain that their sins would be forgiven and they would go to heaven.

4. To see the world Land overseas as they wouldn’t inherit their Fa‐ther’s land.

Match up the start with the correct end of the sentence about why men went to fight in the Crusades . Draw a line between the boxes.

Answer the ques ons using the informa on:

5. How did Pope Urban II describe Muslims?

6. What did he say they were doing?

7. What did the English monk accuse Salah as‐

Din (the Muslim leader) of spending his me

doing?

8. Why would this be unlikely to be true?

9. Had the English monk met him?

10. What did people who knew Salah as‐Din

well say he was like?

Total out of /10


Key Term/ Word Defini on

1. Religious prejudice

Prejudice or Discrimina on, hatred or dislike towards Judaism or Jews.

2. Discrimina on

Prejudice or nega ve ideas towards someone based on a person’s faith, beliefs or religion.

3. Racism

Prejudice or discrimina on, hatred or dislike towards Islam or Muslims.

4. Prejudice Trea ng someone differently because of who they are – o en due to prejudice.

5. Islamophobia

Prejudice or discrimina on based on a person’s skin colour or ethnicity.

6. An ‐Semi sm

Judging someone before you know them. A nega ve belief or idea to‐wards others.

No.

1.

Key words Match the key word and it’s defini on. Match the boxes using the spaces to fill in

numbers. The first one is done for you as an example.

Match the correct example for each of the following—read them all carefully before deciding.

Prejudice Discrimina on Racism Religious discrimina on Islamophobia An ‐Semi sm

Again the first one is done to help you.

Term Example

1. A person deliberately ignoring a woman who is wearing a headscarf who tries to speak to them to ask direc ons

2. Shou ng names at a football player based on their skin colour.

3. Refusing to have women in any leadership roles in a company.

4. Not allowing Chris ans to have a Bible in North Korea, arres ng Chris ans found with one.

An ‐Semi sm Making Jewish people were a star on their clothing dur‐ing WWII in Germany

5. Thinking all teenagers are lazy and rude.

Total out of /10


An ‐Semi sm Read the following informa on and use it to answer the ques ons below.

An -Semi sm is the Prejudice or Discrimina on, hatred or dislike towards Judaism or Jews. Like Islam‐ophobia such prejudice and discrimina on has increased in Britain in recent years. Another period of history in Britain that saw terrible acts of an ‐Semi sm – (what we would call a hate crime today) was in The Middle Ages, although An -Semi sm has existed for centuries, even since the mes of Jesus over 2000 years ago. Jews have been living in England since Roman and Anglo‐Saxon mes, but they did not become an organised community un l William the Conqueror arrived in 1066. He encouraged Jewish merchants and ar sans to move from northern France to England. Over the next few centuries Jews faced increasing persecu on un‐

l, in 1290, Jewish people were banished from England altogether. In the Middle Ages Jewish were accused of something called Blood Libel. Blood Libel, was the supers ous accusa on that Jews ritually sacrificed Chris an children at Passover to get blood for unleavened bread. This lie started in medieval Europe in the 12th century when Jews were falsely accused of ritualised murder, in par cular the murder of children. The allega ons were used to jus fy violence against Jews. An example of An ‐Semi sm and the allega on of Blood Libel can be seen in events in the town of Norwich. In 1144, Jews in Norwich were accused of a ritual murder of a boy who had been found dead. A rumour sprung up that a Chris an child had been kidnapped by Jews, ed to a cross and stabbed in the head to simulate Jesus' crown of thorns. The rumour was false – there was no evidence that the boy had been killed in this way. The Jewish people in the community were accused as they were different to the Chris ans and were the minority. The accusa on was enough to get Jewish leaders in the town executed. There is no evidence that the Jewish ci zens of Norwich had done anything at all. The Jewish Community was accused of and blamed for the death of the li le boy because they were different to others in the community because they had a different faith. People wanted to blame someone so they pointed the finger at the people who were different to them, rather than inves ga ng. This was the start of increased persecu on in Norwich of Jewish people.

Ques ons Answers

1. What does an ‐Semi sm mean?

2. How long has there been An ‐Semi sm?

3. What did William the Conqueror do to help bring a Jewish community to England?

4. What is Blood Libel?

5. What was it used to jus fy?

6. In 1144 what were the Jews in Norwich accused of doing?

7. Was there any evidence to jus fy the accusa on?

8. Why were they accused of the boy’s death?

9. What was the consequence of the accusa on?

10. What happened in 1290?

Total out of /10


Islamophobia Read the informa on below.

Jihad: The word ‘Jihad’ means to strive or struggle in the name of Allah. The Greater Jihad is the duty of all Muslims to be a good person and to live as a Muslim should do—praying 5 mes a day, fas ng during Ramadan and giving charity. The Lesser Jihad is ‘Holy War’ for, or in defence of, Islam 'The lesser jihad' is a form of warfare that is allowed by Allah but must be carried out according to strict rules. The lesser ji‐had is both 'Holy War' and 'Just War'. But it is not about making other people Muslims, although some Muslim extremists believe it is. The Qur’an says: ‘There shall be no compulsion in religion’. There are strict rules to Lesser Jihad:

In warfare lesser Jihad is allowed in self-defence, to protect an individual’s life, family and home and also to fight oppression. A Jihad must only be fought as a last resort and must never be against another Mus‐lim na on. It must be started and controlled by a religious leader, it must also have a just or fair cause. It must also keep suffering, including that of innocent civilians, to a minimum. e.g. women and children must not be targeted. The rules also include protec ng trees, crops and animals, and it cannot be fought to gain territory or as an act of aggression. The aim of the lesser Jihad is to restore peace and freedom. At the end of the war prisoners must be released. In Islam the war ends when the people regain their rights and when the enemy calls for peace.

Terrorist a acks: In recent years there have been acts of terrorism that people have claimed are done in the name of Islam and are a Lesser Jihad. However, they do not follow the rules of Lesser Jihad laid out in Islam and so cannot be one. The claims by terrorists have been reported in newspapers and have led to an increase in Islamophobia as people wronging think that Muslims agree with them. The way the newspapers have reported the events has not helped with this. One example is the Westminster a ack.

Westminster a ack : On the 22nd March one man ‐ A acker Khalid Masood, 52, killed four pedestrians and injured about 50 others as he mowed down members of the public with a car on Westminster Bridge at about 2:40pm on Wednesday. He then crashed his hired Hyundai SUV into the railings in front of Par‐liament Yard before burs ng through the gate to the Palace of Westminster with two large knives where he fatally stabbed unarmed Pc Keith Palmer, 48. He claimed he was doing this in the name of Islam.

Select the correct word or phrase in each sentence by crossing out the wrong idea.

1. The word Jihad means to struggle/a ack in the name of Allah.

2. Greater/Lesser Jihad is the struggle to be a good Muslim in everyday life.

3. Greater Jihad is to try to pray 5/10 mes a day, fast during Ramadan and give to charity.

4. Greater/Lesser Jihad is a military struggle or warfare.

5. The Lesser Jihad is a Holy/Secular War as well as a Just War.

6. The Lesser Jihad is allowed to gain land/ in self-defence and protec on of others.

7. Lesser Jihad can only be the first/last resort.

8. Women and children can/cannot be a acked within Lesser Jihad.

9. Terrorist a acks do/do not fit with the rules of Lesser Jihad.

10. Newspaper reports of terrorist a acks have helped/ have not helped increase Islamophobia.

Total out of /10


Chris an teachings. In the lesson you found three quotes, you need to explain what each of these quotes mean and how a Chris an could apply it to their life. Fill in the gaps to do this. You will need to use your book to help you. Then explain each quote and think about how a Chris an can apply it.

Reference What it says - Quote

John 13:34

“A new ________________I give you: _________________ one another. As I have loved you, so you must love one __________________.

Ma hew 22:39

And the second is like it: ‘Love your _________________ as yourself.’[

Acts 10: 34‐35

Then Peter began to speak: “I now realize how true it is that God does not show __________________35

but accepts from every na on the one who fears him and does what is right.

What does this quote mean?

How can a Chris an apply this quote to their life?

Summary: Complete the summary below by filling in the gaps. Use the idea bank to help you.

Chris ans are taught to love and __________________ for others. Anyone in _________________ is their _________________ and it is their _______________ to help them. Jesus taught this using the ________________ of the Good ____________________. This story tells Chris ans to help even their ___________________. Throughout the Bible Chris ans are taught that any prejudice is _________________. God loves everyone and doesn’t have ____________________. Everyone is made in the _________________ of ______________ and is of value, no ma er their background, wealth or ________________. Diversity and differences are to be ___________________. Unfortunately history shows that Chris ans have not always followed this teachings and haven’t put their ________________ into __________________.

Idea Bank: Parable Ac on Enemy Beliefs Wrong

God Celebrated Favourites Samaritan Neighbour Religion

Care Image Duty Need

Each gap is worth 1/2 a mark ‐ Total out of / 20 which is /10


What are the roots of An semi sm? Fill in the gaps to give a summary of the roots of An semi sm (Each gap is worth 1/2 a mark. Use your book and idea bank to help you) Both Jews and the followers of ___________ (who were also Jewish but called followers of ‘the way’) were persecuted by the ______________ over the first and second century. Followers of Jesus came to be known as Chris ans because they understood Jesus to be the ‘Christ’ or saviour. They were called _______________ to dis nguish them from mainstream Judaism. In ______________ Emperor Constan ne converted to Chris anity and it became the state religion. Once the Roman Empire became Chris an, an Jewish a tudes exploded. Jews became the focus of religious ______________ and poli cal oppression.

The Church refused to marry Chris ans and unconverted Jews and forbade Chris ans to celebrate Jewish _______________ with Jewish friends or rela ons. Later Chris ans were forbidden to convert to Judaism. _____________ were a acked and destroyed in many countries. Rulers restricted the movements and worship habits of Jews. Jews had been ______________ from their homeland Israel, in 70 CE and had nowhere to live and worship freely.

The root of this oppression is ‘deicide’, the idea that Jewish people were responsible for the killing of God in the_____________ of Jesus. This is despite the fact that all the individual Jewish priests who had encouraged Jesus’ arrest by Roman soldiers were long dead and that the Crucifixion was actually a ROMAN punishment carried out by _____________execu oners.

An semi sm today: 20th Century: In Russia, pogroms increased against Jewish communi es a er the publica on of a book in 1903 accusing Europe’s Jews of plo ng world domina on. By 1921 150,000 Russian Jews had been killed. A combina on of ancient An semi sm and modern ideas of racial purity led to the Nazi genocide of 6 million Jews between 1942 and 1945. This is known as the Holocaust. France and Poland, two countries occupied by the Nazis, willingly gave up their Jewish communi es to the death camps. Neither the Catholic nor Protestant churches tried hard enough to stop to the mass deporta on and murder of European Jews. At the end of WW2, Europe and America were shocked at the scale of the Nazi murder of Jews. In 1948 the State of Israel was given to the Jews as their homeland again. The fact that it was already a country called Pales ne, lived in by Muslim Pales nians, did not concern the powers at the me. 21st Century: Today much An semi sm stems from Muslim sources, as opposed to Chris an and is based on the Israeli occupa on and control of Pales nian land. Muslim an semi sm is increasing and some mes involves denying the Holocaust happened. However, an semi sm, including Holocaust denial, s ll exists in Chris an Europe and Russia. The old stereotypes people have are s ll connected to Jews and the habit of scapegoa ng Jewish people for any unlucky event s ll occur. Jews in Russia, Eastern and Western Europe are s ll subjected to violence and a acks. An semi sm has increased in Britain since the decision to leave Europe. In June 2015 there were 452 an semi c crimes in London, and this rose to 471 in July and to 482 in September 2016. This is s ll increasing today. Ques ons 1. By 1921 how many Russian Jews had been killed?

2. What two things led to the Nazi genocide of 6 million Jews between 1942 and 1945?

3. What happened in 1948?

4. What is the cause of An ‐Semi sm today from Muslim sources?

5. Is An ‐Semi sm increasing in Britain today?

Idea Bank: Romans Chris ans 312CE Roman Synagogues Jesus intolerance fes vals expelled crucifixion

Each gap is worth 1/2 a mark ‐ marks out of / 10 which is /5

Total out of /10 Marks out of /5


Chris an beliefs about refuges. Jus n Welby the Archbishop of Canterbury

( Head of the Church of England) has clear views on the decision stop helping and providing a safe place and home for child refugees who are on their own. Read the source below

Answer the following ques ons using the source above:

1. Does Jus n Welby think ministers are right to end support for lone child refugees?

2. What does he say Britain has a great history of?

3. What does he say about the value of each refugee?

4. What does he say Jesus commands people to do?

5. What does his work show there is a ‘terrible link’ between?

6. How does he think Britain can protect children from this?

7. Why does he say people are not helping refugees?

8. What should we in Britain see it as an opportunity to do?

Match up the following terms—you may need to look them up. Draw a line between the two correct ideas.

"I was saddened and shocked to read in the Ministerial statement released yesterday that only 350 children will be received under the regula ons in the Dubs Amendment. Our country has a great history of welcoming those in need, par cularly the most vulnerable, such as unaccompa‐nied children. Refugees, like all people, are treasured human beings made in the image of God who deserve safety, freedom and the opportunity to flourish. Jesus commands us to care for the most vulnerable among us: “The King will reply, ‘Truly I tell you, whatever you did for one of the least of these brothers and sisters of mine, you did for me.’” (Ma hew 25:40)……… [ This quote from the Bible is God saying when you help someone in need you are doing it for me]

On Tuesday, I was in Istanbul to co‐sponsor a Forum on modern slavery and trafficking. During the event, we heard about the clear and terrible link between the large-scale movement of refugees and the risk of trafficking. Providing safe passage for unaccompanied children already in Europe, into caring and loving homes – in some cases through Chris an groups such as the excellent Home for Good – is a clear and tangible way in which we as a country can demonstrate our values of protec ng the vulnerable and welcoming the stranger…..

We must resist and turn back the worrying trends we are seeing around the world, towards seeing the movement of desperate people as more of a threat to iden ty and security than an opportunity to do our duty. We cannot withdraw from our long and proud history of helping the most vulnerable.

Migrant

Refugee Someone who leaves their home and moves to another country in the hope of be er opportuni es to work

Someone who flees their home and at mes their country because they are in danger. O en due to war or a natural disaster.

Total out of /10


Refugees. (complete the 10 ques ons on the page) Although it is o en called the Migrant Crisis, many people caught up in it are actually refugees. They are fleeing from war. A migrant is a person who moves from one place to another, especially in order to find work or be er living condi ons. A refugee is a person who has been forced to leave their country in order to escape war, persecu on, or natural disaster. 1. How does the media portray migrants and refugees?

2. How does this affect the views of people in Britain?

Read the following informa on (As well as the explana on at the top of the page) and answer the ques ons below.

Why is there war in Syria? What is the situa on for Syrians? There's been a civil war in Syria for the last nine years( the war started in 2011) with different groups trying to seize control of the country. The figh ng has been between: Soldiers who support the Syrian president Bashar al‐Assad—Assad was accused of using Chemical

weapons on his own people. Fighters known as rebels, who don't want Assad to be in power anymore The group that calls itself Islamic State (IS) The USA and Russia also got involved in the war trying to support different groups. In the chaos of figh ng IS took over large parts of Iraq and then moved into eastern Syria, where they were able to gain land and power. By March 2019, IS had lost control of all the land they once occupied. More than 12,000 suspected IS members are were eventually held by Kurdish forces. According to the United Na‐

ons (UN) ‐ a group of countries working together to try to bring peace ‐ at least 6.2 million ordinary peo-ple have had to leave their homes inside Syria, while another 5.6 million have le to go abroad. Ordi-nary people have lost their homes, have lost their lives and have been forced to leave and become refu-gees.

3. What started in 2011?

4. Which two countries have got involved in Syria’s war?

5. What 3 things have happened to families?

A B C

6. What is Assad accused of doing to his people?

7. What did the chaos of the figh ng allow to happen?

8. How many Syrians have had to leave the homes both inside Syria and to go abroad according to the

UN?

9. Are the people from Syria refugees or migrants? (see top of page for reminder)

10. What is the difference between a refugee and a migrant? (see top of page)

Total out of /10


An ‐migrant views Task 1: Below are a range of reasons about why people have an ‐migrant views mixed in with reasons that are not relevant. There are 6 correct and relevant reasons why people have an -migrant views. Please colour them in to iden fy them. (1 mark for all 6)

Task 2: Complete the defini ons either by adding a defini on/explana on or the key word or idea the defini on is showing. Once example is already completed for you.

There is a history of religious prejudice due to untrue ideas spread during the Crusades.

People don’t care about others. Newspaper and news reports have spread fear about Islam and Terrorism. It hasn’t made it clear that the majority of the vic ms of terrorists are Muslims and Islam is against Terrorism.

People are not educated in Islam and so misunderstand it. People don’t understand the

rules and beliefs of Lesser Jihad and so misunderstand Islam.

People understand the rules and beliefs of Lesser Jihad.

All people have a good under‐standing of Islam. People have always feared and blamed minori es

for problems—you can see this with An semi sm in history.

Some news reports have been fair and balanced and tell people the real stories behind people leav‐ing their homes.

The wrong terms have been used people are refugees rather than migrants and are fleeing their country because their life is in danger. People think the thousands of refugees have a choice when then don’t.

The UK has a proud history of helping others in need and being tolerant.

When people get to know some‐one who has had to leave their home, it changes their views.

Idea/defini on/concept. Explana on.

Religious Prejudice Nega ve ideas or thoughts towards someone because of their religious beliefs.

Religious Discrimina on

An semi sm

The idea of killing God. The Jewish people were given the blame for killing Jesus by crucifixion even though it was a Roman punishment.

Blood Libel

The year Jews were expelled from England in Medieval Times.

Islamophobia

Series of wars for the Holy Land between Chris ans and Muslims between 1096 and 1291.

Lesser Jihad

Refugee

Total out of /10


Revision Guide: What is important in the fight for Justice?

Key Words

Prejudice – Thinking that certain people/cultures are better than others. It means to Pre‐judge another person. Discrimination – Acting on a prejudice. Taking a belief like sexism or racism and putting into action. E.g. not giving someone a job that they deserve. Inequality ‐ The idea that not everyone is treated equally or given equal rights in society. Sexism ‐ Prejudice or discrimination against people based on their gender. E.g. not allowing women to vote. Racism ‐ Prejudice or discrimination against people based on their race. E.g. separating schools based on race. Poverty ‐ The name we give to people living in poor conditions with little or no access to basic needs such as water, food and shelter. Justice – Fairness or giving people respect. Injustice – Lack of fairness. An unjust act. Zakat – the compulsory giving of 2.5% of excess wealth by Muslims. 1 of the 5 pillars of Islam for Sunni Muslims. Shi’a Muslims often pay this only on specific items mentioned in the Qur’an Khums – the giving of 20% of surplus income by Shi’a Muslims. This is one of the 10 Obligations for Shi’a Muslims. Sewa – selfless service, a Sikh concept which involves giving and serving others without any desire for it to be returned. E.g. seen in the Langar meal served at Gurdwaras. There are three varieties of sewa – helping people physically (using the body) ‘taan’, helping people through your mind or mental service (using the mind) ‘maan’ and helping people materially (giving something up e.g. money) ‘dhan’ Sanctity of Life‐ Life is sacred and a gift from God. Life should not be taken. Violent Protests‐ Protests that damage, destroy or harm people or property e.g. riots or terrorist attacks. Non‐violent Protests: Protests that are peaceful and do not harm or damage people or property e.g. marches, speeches, sit‐in’s Religious Teachings about Justice – all religious believers think injustice is unfair and wrong and against the teachings found in their Holy book. They are all taught to challenge injustice. Christian Teachings: God created humans in his own image (Genesis 1;27)...that men and women are equal because God made both, as are all races and ages. This is my commandment: that you love one another as I have loved you (John 15:12) – be kind to everyone no matter who they are. The Story of the Good Samaritan teaches to help others in need no matter who they are even if they are your enemy. Muslim Teachings: All people are created by Allah. All are equal (though not the same). All important in own right. Muhammad treated others with respect and dignity – we must follow example. Sikh Teachings: Every Gurdwara (place of worship) has a Langar Kitchen where all people are welcome to a free meal regardless of their gender, colour or religion. Guru Nanak Devi Ji (the first Guru) taught that every person is equal and should be treated equally. He said that there is no Hindu and no Muslim because everyone is the same in God’s eyes.

People who have fought for Justice Gandhi: Gandhi was a Hindu born in India. He trained to be a lawyer in London and travelled to South Africa as a young man. While in South Africa he experienced racism and apartheid (a separation of people based on race). Gandhi worked to bring about equality by peacefully protesting. Gandhi believed in Ahimsa (non‐violence). He later went to India to do the same and protested against British rule; the most famous of these protests being the salt march. The salt march took place from March to April 1930 in India, was an act of civil disobedience led by Mohandas Gandhi to protest British rule in India. During the march, thousands of Indians followed Gandhi from his religious retreat near Ahmedabad to the Arabian Sea coast, a distance of some 240 miles. The march resulted in the arrest of nearly 60,000 people, including Gandhi himself. India finally was granted its independence in 1947.Gandhi was shot and killed by a Hindu in India after getting the British to leave India for good. He was killed in New Delhi on 30 January 1948. “Be the change that you wish to see in the world.” Gandhi Martin Luther King: Martin Luther King was an American Baptist minister who lived in the south of America. Growing up he experienced racism and segregation (black and white people being treated very differently) and he followed

Gandhi’s example of peaceful protest. He organised the Montgomery Bus Boycott and the March on Washington. His most famous speech was his “I have a dream” speech which helped to pass the civil rights act. Like Gandhi, MLK was shot and killed and later had a day named after him which became an American holiday. He was killed on the 4 April 1968. He followed his Christian beliefs that all people are sacred as they are children of God. Therefore you cannot harm others and must value all people even if you disagree with their beliefs and actions. This is why he would not use violent protests. ‘Darkness cannot drive out darkness, only light can do that. Hate cannot drive out hate, only love can do that.’ (MLK) Malcolm X: Malcolm X was around, in America, at the same time as Martin Luther King and experienced the same kind of racism that MLK experienced. Malcolm X converted to Islam as a young man and approached the problem of racism in a different way to Gandhi and MLK. He did not follow Gandhi’s example and instead stated that it was acceptable to be violent if violent protest was necessary especially to defend yourself from attack. Later in his life Malcolm X decided that the true meaning of Islam was peace but was assassinated not long after this. He famously said ‘by any means necessary’ when talking about gaining black rights in America. He did not want equality until he went on Hajj but fought for Black Supremacy. "That's what you mean by non‐violent, be defenceless in the face of one of the cruellest beasts ‐ the American white man."

Rosa Parks: Refused to give up her seat when she was asked to move on a bus in Montgomery so a white person could sit down. “The only tired I was, was tired of giving in.” Her actions sparked the start of the Montgomery bus boycott and was the event activists were waiting for to start the active campaigning of the Civil Rights movement.

Segregation: Segregation took place in America and was an unfair system where black people did not have the same civil rights as white people. Black people did not have the right to vote, did not have a fair wage for the work they did – for example if a black American and white American were doing the same job they would not have the same wage. Black Americans did not have the same educational opportunities. Typical laws included:

Public transport waiting rooms were strictly segregated. Places open to the public such as shops, hotels, cinemas, theatres and libraries had to provide separate

rooms and facilities for the different races. In most of the Southern states, inter‐marriage between blacks and whites was illegal.

Segregation did not end until 1964. The Civil Rights Act of 1964 ended all state and local laws requiring segregation.

Civil Rights Movement: The civil rights movement was a struggle for social justice that took place mainly during the 1950s and 1960s for African Americans to gain equal rights under the law in the United States. The Civil War had officially abolished slavery, but it didn’t end discrimination against African Americans —they were faced with the terrible effects of racism, especially in the South. By the mid‐20th century, African Americans had had more than enough of prejudice and violence against them. They, along with many whites, mobilized and began a fight for equality that took place over two decades. Martin Luther King and Malcolm X were two of the leaders (there were many) of the civil rights movement.

TC Williams High School: This school was integrated at the end of the 1960s and the football team was racially mixed playing in a league of white players. A film was made about the integration of the high schools called ‘Remember the Titans’.

Bus Boycotts: The Montgomery Bus Boycott was a civil‐rights protest during which African Americans refused to ride city buses in Montgomery, Alabama, to protest segregated seating. The boycott took place from December 5, 1955, to December 20, 1956, and is regarded as the first large‐scale U.S. demonstration against segregation. The U.S. Supreme Court ultimately ordered Montgomery to integrate its bus system. Rosa Parks sparked the protest and Martin Luther King was one of the leaders.

Poverty and Charities Human needs: Water, Food, Shelter, Education, Employment, Health. One way there is injustice or inequality in the world is that through poverty people do not have access to the basic things that they need to live. Poverty causes injustice and inequality and charities try to help end that by helping people out of poverty. When they have enough to eat, access to clean water and sanitation and health care so that they have a standard of living this bring equality

and justice. Man‐made suffering/evil – Evil or suffering caused by people. Natural suffering/evil – Evil or suffering not caused by people.

What’s more important your beliefs or your actions? Religious believers that actually BOTH matter. If you truly follow your faith then that should be reflected in what you do. All religions teach that injustice and inequality are WRONG and that religious believers should do what they can to bring justice and equality. Christians are taught to follow Jesus’ example and to ‘love their neighbour’, Jesus also tells a parable of the sheep and goats which teaches that beliefs must be put into action. The story of the Good Samaritan – another parable also teaches that a Christian should help their neighbour. A neighbour is anyone who is in need, even an old enemy (like in the story). Muslims are taught that 1 of the 5 pillars of their faith is giving – this is seen with the giving of Zakat (2.5 % of surplus wealth) which is compulsory for Muslims. The Hadith teaches ‘He who eats and drinks while his brother goes hungry, is not one of us’. Hadith (record of the traditions or sayings of the Prophet Muhammad) Sikhs are taught that SEWA or selfless service is at the core of their faith. Sewa is seen as an essential act of worshipping Waheguru (God). Sikh teaching makes it clear that you must help and serve others “True worship consists in the meditation of God’s name.… There can be no worship without performing good deeds”. (Guru Granth Sahib) A popular Sikh saying is “If you can’t see the light of God in all then you cannot see God.” The first Guru of the Sikhs‐ Sri Guru Nanak Dev Jee blessed the world to serve humanity and end inequality, pointless rituals and the poor treatment of women in India. Sikhism teaches the full equality of men and women. Women can participate in any religious function and can perform any Sikh ceremony or lead the congregation in prayer. Reminder from the last unit: Christianity: Christians believe in ONE God – they are monotheists. They believe in the Trinity. The Trinity is the belief that there is ONE God – Father (creator and sustainer), Son (God in human form as Jesus who brought salvation from sin with his death and resurrection and the Holy Spirit (comforter and guide) and that God has shown himself in history and in the Bible in these three ways. INCARNATION – Christian belief that God came to earth in human form in Jesus and healed and taught people. TRANSCENDENT– God is not limited by time and space. IMMANENT – God is active in the world. E.g. through the Holy Spirit OMNIPOTENT: This means that God is seen as ALL‐POWERFUL OMNISCIENT: This means that God is all knowing OMNIBENEVOLENT: This means that God is loving.

Tearfund is a Christian Charity. They take the teaching of “love thy neighbour” and use it to help people who

live in poverty. Tearfund do this by working with governments to create new policies, working with all churches and communities and responding quickly to

disasters such as earthquakes and tsunamis.

Projects include twinning toilets, giving out emergency food, blankets and fresh water after a natural disaster. Training people so that they can farm their land in the

face of problems caused by climate change.

Islamic Relief are a Muslim Charity. They do not just help other Muslims though. They help any people that are in need! They use their beliefs and teachings to: Support people who have suffered in disasters by giving them emergency food, water and shelter, working with

communities to give them access to water and food so that they learn to have the skills to look after themselves and also working to provide education and healthcare around the world. They campaign to change unfair laws

and try to bring justice this way too.

Christians believe that they can learn about God through the Bible which contains lots of different books including the four gospels about Jesus which explain his teachings (such as the parables) and his work. Some Christians believe that the creation story and Bible should be understood literally and others that it should be interpreted and read non‐literally.

Revision 8.2: Why can’t religions change the world as quickly as they want to?

Key Words: Prejudice – judging someone before you know them. A negative belief or idea towards others. Discrimination – treating someone differently because of who they are – often due to prejudice. Racism – Prejudice or discrimination based on a person’s skin colour or ethnicity Religious Prejudice – Prejudice (negative thoughts or ideas) based on a person’s faith, beliefs or religion. Religious Discrimination – treating someone differently (often negatively) based on a person’s faith, beliefs or religion. Islamophobia – Prejudice or discrimination, hatred or dislike towards Islam or Muslims. Antisemitism – Prejudice or Discrimination, hatred or dislike towards Judaism or Jews. Crusades – Medieval wars between Christians and Muslims over the holy land and the city of Jerusalem. Lesser Jihad – military struggle to defend Islam, has strict rules which include not killing women and children. Greater Jihad – the struggle to be a good Muslim, e.g. to pray 5 times a day, fast during Ramadan etc. Terrorism – the unlawful use of extreme violence to terrify the public, often used for a political or religious goal.

Islamophobia is the dislike of, hatred of or prejudice against Islam or Muslims. Muslims are portrayed in a negative way as violent and completely different to people living in the West. It is a new word for something that has been happening for centuries. Sadly it has been increasing due to the way Islam is being portrayed in the media because of extremist violent people who call themselves Muslims.

Where does Islamophobia come from? The Qur’an which Muslims believe was given to the prophet Muhammad by Allah (God) in 610 says ‘And they ill‐treated them (believers) for no other reason except that they believed in Allah’ The Qur’an Surah 85‐8 Islamophobia existed even when there were no Muslims living in Europe. It is on the increase in the UK. • Negative views against Islam can be traced back particularly to the Middle Ages and the way Muslims were portrayed so that people would go and fight to gain back Jerusalem and the Holy land because the Pope wanted them to.

• Since the Crusades Islam and Muslims have been portrayed (shown to be) as violent, barbaric and completely alien to the Christian west. This is how Islamophobia which we can see today started. The way Muslims and Islam was shown to be during the Crusades and even before this is at the root of Islamophobia.

• Although Christians learnt a lot from the Muslims they met; a better counting system, the works of Greek philosophers which had been lost, technology, inventions and scientific discoveries as well as ideas about how to wage war, the negative ideas that were circulated before and during the crusades have never really disappeared.

The Crusades were wars between Muslims and Christians for the Holy Land and the city of Jerusalem. They took place in the Middle Ages. In all, eight major Crusade expeditions occurred between 1096 and 1291. The Pope said that the Crusades were God’s will and that anyone who died fighting in them would go to heaven.

The actions of terrorists (those who unlawfully use violence to spread fear and terror) who claim to be performing a Jihad and claim that they are Muslims has not helped the ways Muslims are portrayed in the media. Acts of terrorism do not fit with the Muslim concept of Jihad. The lesser Jihad has to be fought according to strict rules. Muslims believe in an idea called Jihad. This means to ‘strive or struggle’ in the name of Allah. There are two types: - The Greater Jihad – this is the struggle to be a good Muslim. To follow the 5 pillars of Islam, to pray 5 times a day,

to be generous and kind to others, to be nice to your parents etc. - The Lesser Jihad is a military struggle – it has very strict rules about how the war can be fought. It is like a Just

War. For a war to be a Jihad it:

must keep the suffering of innocent civilians to a minimum (women and children should not be targeted) prisoners of war should not be killed and must be released at the end of the fighting, must be authorised by an accepted religious leader, cannot be to spread the faith as the Prophet Muhammad made it clear that religion cannot be forced on

someone. must keep destruction of crops and plants to a minimum.

places of worship must also not be targeted. must be a last resort. Everything else should have been tried first must also have a just cause and not be an act of aggression –e.g. it could be for self‐defence.

After looking at the rules of Jihad it is clear that terrorism goes against the rules for war in Islam. Although terrorists claim that they are performing Jihad they are NOT. ‘NOT in MY NAME’ ‐ This was a campaign set up 2 years ago to make it clear that Muslims do not agree with Isis and acts of terrorism.

Anti‐Semitism has existed for centuries. It has resulted in the unfair treatment, hatred and killing of Jewish people in Britain and across Europe. Anti‐Semitism is increasing again in Britain. • The root of Anti‐Semitism is ‘deicide’, the idea that Jewish people were responsible for the killing of God in

the crucifixion of Jesus. This is despite the fact that all the individual Jewish priests who had encouraged Jesus’ arrest by Roman soldiers were long dead and that the Crucifixion was actually a ROMAN punishment carried out by Roman executioners. The entire Jewish people were to now bear the blame. Anti‐Semitism exploded when Emperor Constantine became a Christian and is still happening today.

• In the Middle Ages: Europe was openly hostile to Jews and many countries persecuted them. Jews were pushed out and banned from towns, cities and entire countries, they were forced to change their religion and mass killings took place. This was justified by the idea of the ‘blood libel’, the accusation that Jews murdered Christian children and drank their blood, often at Passover. Jewish people were blamed for the death of a little boy in Norwich in 1144. This was based on the allegation of blood libel. There was no evidence at all but the Jewish leaders of the town were still executed. Persecution increased (17 bodies of Jewish descent were found in a well in Norwich) until in 1290 Jewish people were banished from England.

• In 1543 Martin Luther, father of the Reformation and the Protestant church, published The Jews and their Lies, in which he stated "...we are at fault in not slaying them...". Luther encouraged attacks on Jewish houses and business, which have become known as pogroms.

• Persecution of Jewish people has continued over the centuries including mass killings in Russia at the beginning of the 20th century (Pogroms). The combination of Anti‐Semitism and beliefs and ideas about racial purity led to the killing of the Jews known as the Holocaust under Hitler – when 6 million Jews were killed. This happened during WWII. Anti‐Semitism exists today, even in Britain and has been increasing over the past few years.

Christian Teachings: The following teachings make it clear that there should be no prejudice towards others even religious prejudice. Christians are taught that all life is sacred and that all are made in the ‘image’ of God (Genesis 1:27) Therefore they should not be prejudice. Jesus taught to love other faiths in the ‘Story of the Good Samaritan’ even those who were the enemy.

John 13: 34 ‘A new command I give you. Love one another. As I have loved you, so you must love one another.’

Matthew 22:39 ‘And the second is like it: ‘Love your neighbour as yourself’ Act 10: 34‐35 ‘Then Peter began to speak: ‘I now realize how true it is that God does not show favouritism

but accepts from every nation the one who fears him and does what is right.’ Teachings from the Old Testament: ‘And you are to love those who are foreigners, for you yourselves were foreigners in Egypt (Deuteronomy). ‘Do not mistreat or oppress a foreigner for you were foreigners in Egypt’ (Exodus 22:21) Refugee: a person who has been forced to leave their country in order to escape war, persecution or a disaster. Migrant: a person who moves from one place to another, especially in order to find work or better living conditions Syria: A civil war has waged in Syria since 2011 and many people have been forced to flee the country to try to save their lives and in the hope their children can grow up safely away from the war zone. Christian Beliefs: Christians are taught it is a duty to help those in need, they are not to be prejudiced towards them. CAFOD is a Christian charity that works to help refugees, providing for basic needs such as food, drinks, hygiene kits and blankets for warmth. The Pope has spoken out about a Christian duty to help refugees. Christians remember that Jesus himself was a refugee in Egypt when his parents believed his life was threated. The teachings above about helping others and to ‘love those who are foreigners’ teach Christians to help all people.

8.3: What’s so Radical about Jesus? Revision guide.

Radical Definition: SUPPORTING CHANGE (usually used when describing a political or social change)

Revolutionary Definition: Involved in or causing dramatic change.

Hypocrisy: Essentially hypocrisy means that we say one thing but do another.

Tradition: is how something has always been done.

Agape love is self ‐giving love and it is the kind of love Jesus was talking about. It gives without expecting anything in return. It puts the other person first.

Secular: not connected with religious or spiritual matters

Humanism: set of beliefs that value human life and the individual. It rejects religion and argues you don’t need God to be valuable or a good person.

Justice: Fairness or giving people respect

What sort of Radical do Christians believe Jesus was: loving, merciful, caring, non‐violent, fair, self‐sacrificing and just He helped people who were normally ignored this was radical: “He ate with tax collectors and sinners saying “Healthy people don’t need a doctor—sick people do. I have come to call not those who think they are righteous, but those who know they are sinners.” Mark 2: 15‐17

His radical teachings include:

Matthew 5:44 “44But I say to you, love your enemies, bless those who curse you,” This was radical because normally you would get revenge.

Matthew 5:9: “9Blessed are the peacemakers, For they shall be called sons of God”. This was radical because Jesus was telling his followers not to fight back.

Luke 4:18‐19 “18…..”Because He has anointed me to preach the gospel to the poor; He has sent me to heal the broken‐hearted,” This was radical because he was saying the poor are important and need looking after.

Image of Jesus

What it tells us When it might be used

The Good Shepherd

Jesus guides people in their lives, that he is a good example to follow and that he looks after his followers.

When talking about Jesus’ message and using Jesus’ life to guide people. The shepherd guides his sheep and protects and nurtures them.

The Historical Jesus

Jesus was a middle eastern man and so would have dark hard and olive coloured skin.

Used when discussing the historical, political Jesus that exists in historical evidence. A non‐Christian may prefer this image.

The Black Jesus

Tells us that it does not matter what Jesus looked like, Jesus’ words and deeds are what is important and were for every‐one of every race.

This may be used by non‐white Christians in order to connect with Jesus or may be used as a statement about equality i.e. Jesus’ message was for everyone.

The Crucified Jesus

Jesus was crucified (killed) for his beliefs and for wanting to see change in the world.

Used by Christians to show that Jesus sacrificed his life for them so that they could have eternal life with God. Shows that revolutionary's are prepared to die for their beliefs.

Jesus hated hypocrisy. He taught that if you say you love God then your actions should reflect your beliefs. This means that … if Jesus says help the poor, you give money or time to the poor. … if Jesus says ‘love your neighbour’ you love every last one!

Jesus taught not to judge others and to have a look at yourself before criticising others. The story of the women caught in adultery shows this teaching.

Luke 6: 42 “How can you say to your brother, 'Brother, let me take the speck out of your eye,' when you yourself fail to see the plank in your own eye? You hypocrite,”

Agape love is self ‐giving love and it is the kind of love Jesus was talking about. It gives without expecting anything in return. It puts the other person first.

Matthew 25:31‐46 The Sheep and the Goats 35 for I was hungry and you gave me something to eat, I was thirsty and you gave me something to drink, I was a stranger and you invited me in, 36 I needed clothes and you clothed me, I was sick and you looked after me, I was in prison and you came to visit me.’ 37…….. ‘truly I tell you, whatever you did for one of the least of these brothers and sisters of mine, you did for me.’ Jesus taught that if a person really was his follower then they would help others in need, when they do then it is like they are doing it for God. It teaches different ways to help others in need e.g. give food, drink, look after strangers, make sure someone has the clothes they need, to visit and look after the sick and to visit those in prison. Jesus also used this story to teach that they will go to heaven if they do this (sheep to heaven – goats (people who ignored others in need – went to hell).

Historical Jesus: He was born sometime just before 4BCE. Grew up in Nazareth in Galilee and was trained by his father to be a Carpenter. He was Jewish. He was baptised by John and then started his public preaching with a radical message. He was a healer, teacher and Prophet. He performed many miracles. He was killed on the cross by the Romans who were occupying the ‘Holy Land’. Jews at the time of Jesus were living in the ‘holy land’; modern day Israel/ Palestine. Jews believed this land was given by God – that is was special and sacred. Many Jews did not like the idea that they were ruled by ‘ungodly’ people who used the sacred land for making money.

Why would a secular person value Jesus: A secular person and humanist may value Jesus’ teachings. They think that he explains some great advice on how to live but he is not God and they do not agree with religion.

A secular person could learn from Jesus’ teachings:

1. To spend time with ‘different’ people as we can learn a lot from people who are different to us. 2. Violence isn’t the answer – it doesn’t always work and often just brings more violence. 3. Do all you can but then stop worrying as you can’t change anything by doing so. 4. Don’t be self-centred – live a life for others too. 5. Everyone is valuable and important – help others in need.

Why might a humanist follow Jesus’ teachings: Many humanist accept that SOME of the teachings of Jesus can help us – they ignore the religious teachings. Jesus’ teachings can give advice and guidance on how to live and behave well. Humanists would say that any teachings or stories that can inspire people to live better lives and improve the world are a good thing – but that there is NO GOD so you cannot rely on a God to help us, we have to help ourselves. Values that they can learn: E.g. courage, fairness, justice, tolerance and concern for others. Although Humanist do not actively follow Jesus’ teachings, His teachings which are not about God or the after‐life work well within the humanist moral framework.

What do Christians believe about Jesus that non‐religious people do not? Christians believe that Jesus was actually God in human form; that he came to Earth and lived amongst us. This is important for Christians as it makes Jesus’ message even more important. They don’t just follow Jesus’ teachings because he was a nice person; they believe that whatever Jesus said is actually the word of God; God is directly telling us how we should behave. They believe that Jesus could perform miracles. A miracle is something that happens that goes against the laws of nature. Only God has the power to change nature and so Jesus must be God in human form. They also believe that Jesus died on the cross to help us come closer to God. Human’s sin (do bad things) and we move further and further away from God. God wants us close and so he died and in his death took all our sins with him.

Revision tasks: Justice

Teachings about Equality and Justice

Write down 2 teachings on equality in Islam. Explain underneath in the second box what it means. Then

choose 2 teachings from Sikhism on equality and add each of these with an explanation, Use the revision

guide or your notes in your book to help you find the teachings and explain them.

Islam: Teachings and their meaning Sikhism: Teachings and their meanings

E.G Standing shoulder to shoulder when Muslims pray

E.G Shows that all are equal before Allah and no-one is more important than anyone else.

Justice

What is justice?

What is injustice?

Why would a Christian want to challenge injustice?

How could a religious believer fight injustice? (think- charities/work of people) Give 3 examples

1.

2.

3.

Explain the work of Islamic Aid or Tearfund

Work for Justice:

Who was Martin Luther King?

What did he fight for?

Did he use violence?

Give 3 examples of ways he tried to bring justice:

1.

2.

3.

Do you think you should use violence to protest? Why?

The following table is all in the wrong order. All the definitions have been mixed up. Using different colours match up

the correct key word with its correct definition.

Key Word Definition

INEQUALITY Fairness or giving people respect.

POVERTY Prejudice or discrimination against people based on their race. E.g. separating

schools based on race.

SEXISM The idea that not everyone is treated equally or given equal rights in society.

RACISM The name we give to people living in poor conditions with little or no access to

basic needs such as water, food and shelter.

PREJUDICE Lack of Fairness. An unjust act.

DISCRIMINATION Thinking that certain people/cultures are better than others. It means to Pre-

judge another person.

JUSTICE Acting on a prejudice. Taking a belief like sexism or racism and putting into action.

E.g. not giving someone a job that they deserve.

INJUSTICE Prejudice or discrimination against people based on their gender. E.g. not allowing

women to vote.

Compare the work and ideas of Martin Luther King and Malcolm X. Fill in the table to compare them. One has been started for you.

Martin Luther King Malcolm X

Beliefs: Christian who believed in Non-violence Beliefs:

Role: Role:

Quote: Quote:

Death: Death:

Design a mind-map about segregation/desegregation and the civil rights movement. Include at least 5

points in each area. E.g. what is segregation – laws – how were black citizens treated. For desegregation

include what it was – what helped to bring it etc.

America- the Fight for Justice

Segregation

Desegregation

The civil rights

movement

Here are some Key Questions from the Justice unit – try to answer them using your revision guide and make sure

you refer to teachings from the different religions we have studied.

- What is more important a person’s action or what they intend to do? Why?

- Can a religious believer be true to their faith without trying to change things when it is unfair? Why?

- Should a religious believer use violence when trying to bring justice? Why?

- Can a community ever be called just if people are poor?

- Should religious believers help the poor? Does this help to bring justice?

Christian Teachings: Christians have lots of teachings that make it clear any kind of prejudice or discrimination, including on the grounds of religion, is wrong. Add 3 more teachings to the boxes below, use the revision guide to help:

Christians are taught all life is sacred and a gift from God as all are made in the ‘image’ of God.

Add 3 Rules of Lesser Jihad

Does it fit with terrorist acts?

Why?

Key Terms: Meaning

Religious prejudice:

Religious discrimination:

Islamophobia:

Antisemitism:

Lesser Jihad:

Greater Jihad:

The Crusades:

Christians are taught to _______________ their neighbour and that God does not show ___________________.

However, they have not always put their beliefs into action. Jesus himself was ______________ but Christians

have been at times in history responsible for antisemitism. The root of antisemitism is found in the belief of

deicide. This is the idea that Jewish people were responsible for the killing of God in the crucifixion of

__________________. It was actually ______________ soldiers that killed Jesus but Jewish people were

blamed. Antisemitism got much worse when the Emperor __________________ converted to Christianity. In

the Middle Ages, antisemitism was everywhere in Europe. It was justified by the idea of blood

_______________ which was where Jewish people were accused of murdering Christian ______________ and

using their blood at festivals such as Passover. There was no evidence for this but Jewish people were blamed

for things such as the death of a little boy in _______________ in 1144 and all the Jewish leaders of the town

were _______________. Persecution of Jewish citizens increased until in ________________ they were

banished from England. Antisemitism has continued over the years. The worst example being the events of the

Holocaust. Antisemitism along with ideas about racial purity held by Hitler (he was not religious) led to the

deaths of ____________________ Jewish people during WWII. Unfortunately, today in Britain it is increasing

(not due to Christians). Christians believe that antisemitism is wrong because of teachings in the Bible such as

the sanctity of life and the story of the Good ________________________. We know it is increasing in Britain

today because the number of ___________________ crimes directed towards the Jewish community has

_____________________ over recent years.

Word Bank

Love

Jewish

Children

Roman

Jesus

Constantine

Norwich

Increased

Libel

Hate

Samaritan

Favouritism

6 million

Executed

1290

The First example of Islamophobia: (hint

– Holy Book)

Where is it written?

What is written?

What year was it written?

Fill in the gaps

4 examples of what the Crusaders

learnt from the Muslims they met

* A better counting system

*

*

*

*

The Crusades:

What were they?

How were Muslims portrayed?

What were soldiers promised?

Can’t Change the World As Quickly As They Want To.

Explain what

the Crusades

were.

How are they

at the root of

Islamophobia?

Refugee:

Migrant:

Civil War

in Syria

Christian Beliefs about helping refugees:

Duty:

CAFOD:

The Pope:

Jesus:

Bible teaching ‘love those who are foreigners’ teaches:

Explain Christian beliefs about

helping refugees and those in

need. Give examples of what

they do to help and what they

are taught by the Pope etc. Put

your ideas next to the

headings.

Key Questions:

Should Christians be promoting antisemitism or islamophobia according

to their beliefs?

Give 2 examples of teachings that show this:

Have Christians promoted islamophobia in the past? Give a specific

example:

Have Christians promoted antisemitism in the past? Give a specific

example.

Give a definition of a refugee and a migrant – make the difference

clear and explain what is happening in Syria with the Civil War

Key terms:

Prejudice:

Discrimination:

What is Terrorism? Islamic rules about war – Lesser Jihad – are against terrorist acts. What is ‘NOT in MY NAME’? How have terrorist acts led to an increase in Islamophobia?

The Story of the Sheep and Goats:

What does the Parable teach about Judgement?

What is the story? What happened to the goats? Why?

What happened to the sheep? Why?

What does it teach?

Image: Name: Used by: What it shows/teaches:

Teaching: Why is it Radical?

Key Terms: Meaning

Radical:

Revolutionary:

Secular:

Humanist:

Hypocrisy:

Agape love:

Christians believe that Jesus is the ________________. They believe in

the ________________ which means that Jesus is God in human form.

Christians believe that Jesus performed ______________ and that he

taught about God and the kingdom of God. Jesus taught that

_____________ was wrong and that you should not judge others. He

had compassion on people, for example forgiving the woman caught in

adultery but telling her to ________________. They believe that Jesus

is a good role model because he is God on earth and they can learn

how to behave from following his example and his ______________.

Jesus taught to ‘love one another’ and to help all who need it even your

enemy in the ______________________. They believe he died on the

cross to bring forgiveness of sins and mend the relationship between

God and ___________ and that ______ days after his death he rose

from the dead. This is called the ___________________. His teachings

were radical such as ‘love your ___________’ as people would normally

get revenge.

Story of the

Good

Samaritan

Hypocrisy

miracles

Son of God

Teachings

Resurrection

Incarnation

3

enemies

Go sin no

more

Man

A secular person (e.g. humanist)

could follow these teachings

from Jesus.

A secular person would not

follow Jesus’ teachings about

Judgement or God or about

Heaven. They do not think he is

the Son of God – just a teacher

Explain the

story of the

Good

Samaritan.

What does it

teach?

Fill in the gaps

5 Facts about Jesus’ background:

* Jesus lived in Israel under Roman

rule. The Roman Empire occupied the

land.

*

*

*

*

year 8 homework booklet faith & ethics

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