Year 5

Saint Patrick and People of Faith Thematic Unit

A CCEA Publication © 2010 Contents

About this Thematic Unit 1

Section 01 Activity One Patrick’s Life 5 Patrick Activity Two The Places in that Patrick May Have Visited 7 Optional Activity: Location Mapper 9 Activity Three Patrick’s Legacy 10

Section 02 Activity Four Churches and Other Faith Other Saints, Buildings in Your Area 15 Churches and Other Optional Activity: Building Mapper 17 Faith Buildings, and Church Visits Activity Five Saints’ Names 18 Activity Six Class Visits: Churches and Other Faith Buildings 19 Activity Seven Classroom Visitors of Faith 21

Section 03 Activity Eight Saintly Qualities 25 People of Faith Activity Nine People of Faith Who Have Lived Their Faith’s Values 27 Activity Ten Moses 28 Activity Eleven Gandhi 29 Activity Twelve Dalai Lama 30

Resources 33

Acknowledgements

CCEA wishes to acknowledge Yvonne Naylor, who developed this Thematic Unit. Thanks go to Norman Richardson for information on Gandhi and to the staff and pupils at Mill Quarter Primary School for permission to use photographs of pupils. Grateful thanks also go to the Religious Education Advisory Group for their assistance in the development of this unit. About this Thematic Unit This thematic unit is linked to the Years 4/5 ICL Journeys. In this thematic unit, children develop an awareness of the life and impact of St. Patrick, and explore religious buildings and people who have lived according to their faith. They become aware of the contribution that religious people have had on society in Northern Ireland. They learn that they can make either a positive or negative contribution towards others, and they explore ways in which their own contribution can be positive.

Children explore: • the life and legacy of St. Patrick; • the location, design and type of religious buildings in their locality; • the names of saints found in their area; • the values and qualities of people who are called saints; • how they may show these qualities in their lives; and • how people of faith have impacted on those around them.

This thematic unit presents children with opportunities to develop some of the skills that meet the statutory requirements of the Northern Ireland Curriculum at Key Stage 2. The focus within this unit is outlined below:

Northern Ireland To develop the young person as an individual. Curriculum Objective

Key Element Spiritual Awareness

Thinking Skills and Personal This thematic unit focuses on Working with Others. Capabilities (TSPC) Children will have opportunities to: • listen actively and share opinions; • give and respond to feedback; • respect the views and opinions of others; and • develop the skills of thinking, problem-solving, decision-making and managing information.

Cross-Curricular Skills Where appropriate, learning intentions that relate to the cross-curricular skills are signposted. These cross-curricular skills are: • Communication (Comm) • Using Mathematics (UMaths) • Using ICT (UICT).

Connecting the Learning This thematic unit provides teachers with opportunities to connect learning across the following Areas of Learning: • Religious Education; • Personal Development and Mutual Understanding; and • The World Around Us.

Aim The aim of this thematic unit is to encourage children to: • be aware of and appreciate the religious buildings in their area; • understand how one person motivated by faith can impact on others; and • build understanding of the faiths around them.

1

SECTION

Patrick01

Section 01 Patrick

Activity One Patrick’s Life

Ask the children to research the meaning of the word Suggested Learning Intentions myth and discuss their answers.

Patrick’s Biography Create groups and using appropriate resources, Children will: including websites, books, etc., have the children • learn more about the real life of ; find out as much information as possible about • research, select, edit and use information from Saint Patrick. Then using ICT and/or art and design digital sources (UICT); materials, have each child create a leaflet about • generate ideas and possibilities (TSPC); and Saint Patrick based on their group’s research. • structure and sequence their writing (Comm). Their leaflets should include the following, plus any additional information they find interesting: Suggested Learning and • when he was alive; Teaching Activities • where he lived; • where he went/stayed during his life; and • why he is well known. What Do We Know? Ask the children if they know any stories or Encourage them to imagine what Patrick looked information about Saint Patrick. Use the Think, like and illustrate pictures to use with their leaflet. Pair and Share* or Post-It® Collection* method to Alternatively, they could source illustrations from the generate information. Then, have the children report web or books. back to the class what they know about Patrick by using a KWL* grid to note down some of the class’ ideas. These might include some of the following: • He was from Wales. • He spent his early years in Ireland on the slopes of Slemish Mountain in County Antrim. • He built his first church near Saul in . • He built his headquarters in Armagh. • He drove all the snakes out of Ireland. • He used a shamrock to tell people about the Trinity. • He climbed to the top of Croagh Patrick to talk to God.

Explain to the class that a lot of what we think we know about Patrick is myth, folklore and legend because there is not very much recorded information about Patrick. Instead, people often used stories to retell his deeds.

5 St. Patrick and People of Faith

Patrick the Author Remind your class about the leaflet(s) they produced and explain that Patrick himself produced two writings – the Confession or testimony and a Letter to the soldiers of a ruler called Coroticus. Remind them that because he lived such a very long time ago, unfortunately there isn’t very much information available about the places he lived in, his work or the life and times in which he lived. Explain that for this reason, many people use the things he wrote himself in order to learn about him.

Next, to help them better understand what life would have been like for Patrick, challenge the children to investigate life in Ireland and Great Britain in the Go around the circle and have each child complete fourth and fifth centuries. Working in groups, ask the phrase: “If I met Patrick, I would like to ask them to compile five facts about life then. They could him…” Allow them to note some of the questions, use appropriate websites, books, etc. for this. When and have them fill the W section of their KWL grid. all groups have gathered their information, have each share their findings with the class. * See CCEA’s Active Learning and Teaching Methods for Key Stage 1&2. Next, use Resource A with its accompanying picture set to tell the story of St. Patrick. Then pair the children and have them compare the story to what they found out in their research. What was the same? What was different? Can they list three new, interesting facts that they learned? These might be about where he came from and how he spent his time in Ireland. Bring the class together and ask each pair to share the new facts they have learned. List these on the KWL* grid.

Next, create two headings on the board or flipchart paper, etc. labelled ‘Myth’ and ‘Reality’. Ask the class to differentiate between myth and reality and to place the information they’ve learned about St. Patrick in one of the lists. Ask the class whether they prefer the myth or the reality about St. Patrick and then together discuss their reasons.

Finally, use circle time to find out what more the children would like to learn about St. Patrick.

6 Section 01 Patrick

Activity Two The Places in Northern Ireland That Patrick May Have Visited

• How did people travel back then? Suggested Learning Intentions • In what ways was travel during Patrick’s time different than the way we travel today? • Are there any similarities? • How much longer would journeys have taken? For Children will: example, the story in Activity One said that Patrick • learn more about the places associated with Saint walked 200 miles from the west of Ireland to the Patrick in Northern Ireland; east of Ireland and it took him 28 days. Have any • select the information needed for a task (TSPC); of you travelled to the west of Ireland? How long and did your journey take? Did you walk like Patrick or • locate relevant information and use it travel a different way? appropriately (Comm).

Suggested Learning and Teaching Activities

Travelling in the Past Begin by gathering the class in a circle and passing around a map of Great Britain and Ireland. Ask everyone to: • find a place on the map that they have visited; • name the place; • say how they travelled there and if they made any friends there; and • if appropriate, tell the class how long they stayed.

Next, ask everyone in the circle to suggest all the Next, role-play what life might be like travelling in different ways we travel today and list these on the a sail boat. (You could use Bible stories, like Luke 8: board. Then place the class in groups of four to 22–25, to describe life on a boat.) Use a parachute to research how people travelled during St. Patrick’s represent the waves, with one child standing on the lifetime in the fifth century. chute at the centre and the rest of the class around the outside of it holding its edges. Together, make When complete, discuss together what they small, gentle waves by gently moving the parachute discovered and list their suggestions on the up and down. Simulate a storm by moving the board. Consider the following questions to prompt parachute quickly up and down, as high and as low discussion: as they are able. Ask the child in the middle how it feels to be in a gentle breeze and in a storm.

7 St. Patrick and People of Faith

Finally, place the class into groups again and ask Next, create groups and provide each with a copy them to think of all they ways that we record trips of the map in Resource B. Ask if any of the children away, the places we visit, the places we sleep at, have visited any of the places marked on the map the activities we do and the people we meet so that themselves. Allow them to use the leaflets they they can be remembered in the future. Ask them to created in Activity One, books and/or newspapers to list as many ways as possible. These might include find out about the places on the map associated with buying postcards, keeping a travel journal, taking St. Patrick. Each group should also use ICT to write photographs or buying souvenirs. Have each group a paragraph about one of these places and share share their ideas with the class and then pose the this information with the class. Resource C includes following question: If you didn’t keep a journal or it was Teachers Notes on each location for your reference. lost, or if you chose not to write about the places you visited or the people you met, how would people know After researching the places and discussing whether where you went or the people you met a thousand years St. Patrick was ever at any of them, ask the class if from now? they feel it’s essential to know that Patrick definitely visited these places. Ask them to explain their St. Patrick’s Journey opinions. Ask the groups to review the work they did on St. Patrick in Activity One. Ask each group to share one Conclude the activity by playing ‘All Change’. interesting fact about St. Patrick. Discuss if any of Organise the class in a circle sitting in chairs. One the groups noted how he might have travelled or the child stands in the middle of the circle and instructs records he kept. people to change seats if, for example, they like the colour red. The last person to change seats goes to Remind the class of the story read to them from the middle and the person who was in the middle Resource A: He was taken to Ireland by boat when he takes the empty chair. The new person in the middle was 16 from somewhere on the west coast of Britain; then give the next instruction to change seats. he was enslaved there for six years; he also returned Instructions might include: “Change seats if you: and spent the rest of his life travelling around Ireland • have sent a postcard to someone; sharing the Christian faith and caring for people. • have taken a photograph when on holiday; Explain that there are many places in Ireland that • would like to sail on a boat; are associated with St. Patrick, but that in his own • would like to visit ; and writings, he only talks about his time in two of them • would like to visit Slemish. – his home village of Bannavem Taburniae and the Wood of Voclut (which is thought to have been on the west coast of Ireland in County Mayo). Then explain that because he travelled around Ireland for 30 years, it’s possible that he did visit some of these other places, and that today the class is going to explore some of them.

8 Section 01 Patrick

Optional Activity Location Mapper

NI (Infomapper) or Mediascapes to look at a map of Suggested Learning Intention the Downpatrick area, where many places have an association with St. Patrick. Maps NI also offers aerial photographs of the locations.

Children will: Have the children use the map to locate the • Communicate and develop ideas by creating text exact location of the places listed in Resource B. onscreen and combining with an appropriate Then for each site affiliated with St. Patrick, have selection of images (UICT). them attach/upload an appropriate photo and the paragraph they wrote in Activity Two: St. Patrick’s Suggested Learning and Journeys for others to see. Teaching Activities

A visit to the sites associated with St. Patrick may be useful for this activity in order to gather information and take photographs. Use software such as Maps

9 St. Patrick and People of Faith

Activity Three Patrick’s Legacy

One legacy we have is St. Patrick’s Day on 17th Suggested Learning Intentions March. This is the day that Patrick is reputed to have died in around 461 AD. Ask the class what they think of the day and how they spend the day. For example, activities may include some of the following: Children will: • learn more about what Saint Patrick has given to • visiting a church; Ireland and how he is remembered today; • going to school; • learn more about identity, belonging and diversity; • going on a holiday; and • attending a service of worship; • listen to and value the contributions made by their • celebrating with family and friends; peers (TSPC). • going on a pilgrimage, for example to Saul, St. Patrick’s Grave, Slemish, etc.; • attending a parade; Suggested Learning and • going away to a caravan; and Teaching Activities • going for a walk or hike.

After the discussion, challenge the groups to Remembering Patrick research the different ways St. Patrick’s Day is Using the circle time approach, ask the children to celebrated. Give each group 15 minutes to gather think of a special object they own. Try to steer them as much information as they can and then share towards objects of personal value rather than merely the information with the rest of the class. Ask expensive ones, for example a treasured soft toy, a the children if they think all children in Northern special present from a grandparent or a toy their Ireland celebrate the day in the same way. Discuss parents used to play with. Ask each to tell the class how some other countries host St. Patrick’s Day about their object. celebrations. Next, together discuss if they (or maybe someone they live with) own an item that has been passed on to them by someone older, for example an ornament, a piece of jewellery or an old picture. Ask these children to tell the class about this object. Explain that a person who lived long ago can be remembered in different ways – sometimes by objects they left behind, sometimes by their ideas or sometimes by what they have done for others.

Next, arrange the class into groups and ask each group to discuss how St. Patrick is remembered. Examples might include Christianity, St. Patrick’s Day or by symbols such as the shamrock or flags. Have each group share their ideas and as a class discuss their merits.

10 Section 01 Patrick

Patrick’s Symbols Patrick’s Cross Provide the groups with Resource D and ask them to Show the class the image of St. Patrick’s flag in talk about the symbols that some people associate Resource D. Ask them if they have ever seen this with St. Patrick’s Day. They should share with one flag flown. Where have they seen it? Ask them if it another what they know about the different symbols. reminds them of any other flags they have seen and Then, have each group choose one symbol that they why? Then, show them the image of the Union Jack don’t know about and are curious about. In turns, flag and read the information in Resource E aloud to allow each group to share this symbol with the class, the class. and invite the other groups to share any knowledge they have about the symbol. Try to ensure that After completing this, ask the class to research how the class discusses every symbol and its possible the Union Jack came to be formed. Note the flag’s meanings. blue background with a white diagonal cross and its red cross to prompt research into patron saints from Finish by gathering the children around in a circle. other regions. Bring the groups together to discuss Go around the circle, perhaps passing a shamrock, the findings from the research. and finish the sentence “Next St. Patrick’s Day I would like to…”

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SECTION 02 and Church Visits and Church Other Saints, Churches Other Saints, Churches and Other Faith Buildings, Faith Other and

Section 02 Other Saints, Churches and Other Faith Buildings, and Church Visits

Activity Four Churches and Other Faith Buildings in Your Area

mosques, temples and synagogues, you may need Suggested Learning Intentions to obtain photographs of them and indicate their positions for the children.

Next, using the traditional maps and online ones, Children will: have each group make a list of the different churches • research, select and use information from digital in the area by name and feed these back to the class, sources; then write these on the board. Allow them to use the • develop awareness of and attitudes of respect internet to see if any of your area’s churches have towards people from similar and different cultural websites and download pictures of the outside of the and religious backgrounds; buildings. • be aware of the changes in their local environment over time; Bring the class together to look at the photographs • interpret information from a range of sources of the outside of the buildings. Discuss in groups the (TSPC); and similarities and differences between the buildings. • locate and obtain information from suitable Have them discuss the names of the churches and sources (Comm). why they are so named. Ask the class if they can think of any churches in their area that are named Suggested Learning and after a saint. Discuss how other churches may have Teaching Activities got their names, for example from the street or townland they are located in. Some churches may be named after a person, for example McQuiston Where We Worship Memorial, and you could challenge the groups to Place the class into small groups of four to six research the person who the church was named children, give each group a detailed local street map after. (large scale of approx 1:10,000) and ask them to look for churches. These are indicated on the map by After comparing the Christian churches, ask the a or a (church with a spire) or a (church with a class to look at photographs of the outside of places tower). As a class, discuss if the map provides any of worship of other faiths in your area. If there are other additional information about the churches, none, go further afield and try to find ones nearest for example the shape of the churches, types or to you. Discuss whether the place of worship was denominations of the churches, etc. purpose built, like the Belfast Synagogue, or if the outside looks like a house, for example: Ask the groups to list the different denominations of churches marked. Catholic churches may have • the Northern Ireland Muslim Family Association ‘RC’ beside the , ‘Presb’ indicates a Presbyterian (NIMFA) building and prayer rooms in Belfast; church, ‘Meth’ a Methodist church, ‘Bapt’ a Baptist • the Sikh Gurdwara in Derry; church and ‘C of I’ a Church of Ireland church. These • a church such as the Indian Community Centre details are sometimes only evident on town or street and Temple in Clifton Street, Belfast; or maps. If the maps that you provide do not mark • the Quiet Room in Belfast International Airport.

15 St. Patrick and People of Faith

Symbol Search faith places of worship. Encourage the children to Place your class in small groups, provide each share with their group members what they know group with the religious symbols in Resource F and about the different symbols. Then ask each group to encourage them to discuss the symbols associated choose one symbol that they know about and can talk with churches and non-Christian places of worship. about or one that they don’t know and are curious They could also discuss any artefacts, photographs about. Have each group share their knowledge about or drawings they saw on the websites of local faith their chosen symbol with the whole class, or have buildings during the previous activity. These will vary them explain why they want to know more about the according to the particular faiths. They could discuss symbol. Ask why they are curious about the symbol the colours, materials, similarities and differences they chose? between what is on the card and what could be seen on the websites. Close the activity by asking each child to name one new fact that they learned about a local place of Next, assign each group some of the artefacts, worship. photographs or drawings from the churches and

16 Section 02 Other Saints, Churches and Other Faith Buildings, and Church Visits

Optional Activity Building Mapper

Afterwards, use software such as Maps NI (available Suggested Learning Intention on Learning Northern Ireland (LNI)) or Mediascapes to show the children a map of the local area. Explain that this gives a view from above. Then use the software to show them an aerial photo of an area. Children will: • research, select, edit and use information from given digital sources (UICT).

Suggested Learning and Teaching Activities

Explain to the children that they are going to work in groups to research the religious buildings in their area. They could use appropriate websites or books. As well as buildings, you could include religious sites of note, for example Nendrum, Devenish, the Ardboe Cross, the Antrim Round Tower or a graveyard. As a class, negotiate some generic success criteria that could apply to all the religious sites you assign. This Finally, have the groups use the map and aerial could include: photo to work out the location of their building or • when the site was built/created/established; site and have them attach/upload their photo and • where it is located (its address, town/city); research document they created for others to see. • who worships/worshipped there; They could also use the map software to look at • what the spiritual leader is/was called. older maps (for example Victorian maps) to see if they can find their building or location marked. Encourage the groups to add additional success criteria that are unique to their site and oversee * See CCEA’s Active Learning and Teaching Methods for this, for example important events that happened Key Stages 1&2. there, what its function was/is, famous people buried there, etc. When they’ve gathered their information, have them record this in a document using ICT and include a photograph of the site if possible.

Next, allow the groups to share their findings with the class, discuss these together and evaluate each other’s work. Ensure that evaluations are based on the success criteria negotiated earlier in the lesson, and have them use the Two Stars and a Wish* technique to express what they liked and how to enhance the group’s work.

17 St. Patrick and People of Faith

Activity Five Saints’ Names

• the origins of the saint; Suggested Learning Intentions • the places he/she travelled to; and • the places he/she worked.

Allow the groups to share the information gathered Children will: with the whole class and evaluate each other’s • learn more about Irish Saints and their reports. Teachers’ notes on each saint are located in movements, contacts and work; Resource H. • research, select, edit and use information from digital sources (UICT); Together as a class, use a map of Great Britain and • find, select and use information from a range of Ireland to mark the places in Ireland where each sources (Comm); and group’s saints lived and worked. Then allow each • record and present their findings using group to take turns and indicate with arrows the mathematical formats (UMaths). places they journeyed to. Ask the class if they are learning anything new about Patrick, or the saints Suggested Learning and who came after him and their mission and influence in Ireland. (After Patrick, many came from all over Teaching Activities Europe to study at the Irish monasteries and Ireland was becoming known as a ‘land of saints and Name that Saint scholars’.) Have the groups complete the L section of Discuss with the class which saints they have heard their KWL* grid with this information. of and why. What do they know about them? You could gather this information using the Think, Pair To finish the activity, play the alphabet game. Print and Share* or Post-It® Collection* approaches. If out each letter of the alphabet on individual pages. they are struggling, suggest that they think about Spread the pages over the floor. Ask the children names that friends in class have and ask if any of to stand near the letter that is the first letter of the these are also saints’ names. Create a class list. name of the saint (including Patrick) they would (Consider linking to Mathematics and Numeracy most like to meet and what question they would ask. by conducting a school-wide survey to find out how If they are standing at the same letter, ask them many children have names based on saints. Then to check say which saint they chose, for example have the children present the results in a graphical Columba or Colman. Discuss which saints are most format.) popular in the class and the possible reasons why, for example the saint the school or local church is Next, divide the class into small groups of between named after. Everyone should take turns to share the four and six. Assign each group saints from the name of the saint they chose and the question they saints cards in Resource G. To start, have each group would ask. complete the K and W sections of a KWL* grid. Then, ask each group to write a short report on their * See CCEA’s Active Learning and Teaching Methods for assigned saint using ICT. They could use websites or Key Stages 1&2. books to conduct their research. Their report should include a map that traces:

18 Section 02 Other Saints, Churches and Other Faith Buildings, and Church Visits

Activity Six Class Visits: Churches and Other Faith Buildings

Suggested Learning Intentions Suggested Learning and Teaching Activities

Children will: Before the Visit • explore links between places of worship and the Complete Activity Four before beginning this activity. communities they serve; Organise the class in groups for a Carousel* activity. • understand that places of worship have some Provide each group with a different coloured marker. common/similar and some different features; Place large sheets of paper around the room. Each • identify similarities and differences between a sheet of paper should have titles similar to the range of buildings (TSPC); and examples below: • ask questions about what they see and hear • Exterior of the building; (Comm). • Musical instruments and how music is used; • Books used during worship; Note to Teachers • Seating and how it might be laid out; and If your school does not have easy access to a • Furnishings and objects inside the building. place of worship other than Christian churches, consider using online resources like virtual Invite each group to record on each flipchart page tours, etc. what they already know about that heading. When (for example http://pow.reonline.org.uk). each group has completed all the sheets: • collate the information that the children already Before any visits, send parents/carers a letter have; and to explain the purpose of the visit and to invite • take note of any misconceptions they recorded or them to attend. Emphasise to parents/carers knowledge they don’t appear to have. and the children the importance of showing respect for people who may worship in ways that Use this insight to shape and direct their visit on the seem unfamiliar, for example removing shoes or day. covering hair before entering the prayer room. Finally, ask each group to think of questions to ask Finally, make a preliminary visit on your own to or discover the answers to when they are at the plan the class’ visit carefully in consultation with building, for example: members of the faith community. • Do they sing hymns or songs? • Does the minister, sheikh, rabbi or priest wear any special clothing for worship services? • Do they sit, stand or kneel during worship?

19 St. Patrick and People of Faith

During the Visit Look at the windows and any wall paintings, plaques, Together, explore the outside of the building and ask banners, photographs, calligraphy or statues. Note the children to describe what they see. For example, what they show or tell. In the classroom, discuss the is there a noticeboard? What writing and information stories or characters who are shown or named and is on it? Can they spot symbols of faith? What are try to work as a class to understand why they may the colours of the building? How big is it? What is it have been shown in that particular building. Look made of? What shape is its roof? Are there gardens for and note or photograph any musical instruments by the building? that are used in the building, for example organ, piano, band instruments and investigate if there is Once inside the building the children should note in a space for a choir. Allow the class to try to work a journal, for example, its shape, size, seating, large out where the person leading worship might stand. features such as a pulpit or platform, communion Explore the building to identify the books people use table or podium, reading desks, a baptismal font or when worshipping there, for example pew Bibles, ‘pool’ and prayer mats. Resource I also lists a variety Guru Granth Sahib, hymnals, prayer books, the of items found in buildings of faith. You may find it Qu’ran or the Bhagavad Gita. Some buildings may useful to provide the appropriate list to the children not yield clues to the books they use if they use data and have them search for these items during their projectors during worship. visit. Consider allowing the children to record the information using a video or still camera, though With help from a minister, priest or other leader, check with the leaders of the building beforehand for allow the children to pose the questions they permission. Photos could be used to create a factfile prepared earlier. If no one is available during the using ICT on return to the classroom. visit, then arrange a visit to the classroom.

After the Visit Back at the classroom, conduct a circle time and ask the children to complete the following sentences: • Something that I have seen before is… • Something that I had never seen before today was… • Something I would like to ask someone who goes to that place of worship is…

* See CCEA’s Active Learning and Teaching Methods for Key Stages 1&2.

An example of a church visit is available on www.nicurriculum.org.uk in the Key Stages 1 & 2 section of Personal Development and Mutual Understanding.

20 Section 02 Other Saints, Churches and Other Faith Buildings, and Church Visits

Activity Seven Classroom Visitors of Faith

Have all the groups feedback their questions to the Suggested Learning Intentions class. If more than one group has a similar question, together negotiate who might ask that question.

List the questions that have been suggested, and Children will: provide these to the visitor in advance to allow them • listen for specific information and ask questions to prepare. Also, inform the visitor of any additional about what they hear (Comm); themes that you would like them to cover. • understand common or similar and different features of our own and other faith communities; During the Visit • understand better how another faith community Ask the visitor how they’d like to be addressed by forms part of our larger community; and the class (for example, some Muslim Imams take • identify and use appropriate sources to gain the title ‘sheikh’). Introduce the visitor to the class information/data (TSPC). and allow the children to present the short welcome they prepared. Invite the class to share what they Note to Teacher have been learning about the visitor’s faith and place You may wish to inform parents/carers about the of worship. Invite the visitor to talk about their faith classroom visitor before the visit and invite them and to say something about himself/herself and to attend, if interested. their community, for example where they meet, how many members they have and what kinds of activities they have. Allow the class to ask the questions they Suggested Learning and prepared earlier. Teaching Activities Next, after the visitor has spoken, arrange the class into groups of three or four and give them a Before the visit few minutes to discuss further possible questions. Invite a visitor from one of your area’s places of Remind them of some of the things they have already worship. Inform the class who will be visiting and learned about the visitor’s faith and place of worship. explain that they will be producing a presentation or newspaper about the activities of that faith/ In a brief circle time session, invite the children to denomination. Explain that the visitor will be a good share their thoughts and experiences of the visit and source of information for their project. what they learned.

Next, ask one or more of the children to prepare For related activities, see Living.Learning.Together. a short welcome saying why the visitor has been Year 6 (CCEA, 2008), Unit 6: Check It Out First! invited. Place the class into groups, and, having Learning Activity 3: Diversity in My Area. visited a place of worship or researched using the internet and books, ask them to prepare questions that they want to ask in order to gather information for their presentation/newspaper.

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SECTION

People of Faith 03

23

Section 03 People of Faith

Activity Eight Saintly Qualities

show this in life. Together discuss what qualities are Suggested Learning Intentions required to behave justly, etc. Add all the key words and qualities the class comes up with to the list on the board. Then, ask the children to look at the list of saintly qualities and identify one that they would like Children will: to have and show to others and explain why. • learn more about values and qualities demonstrated by Patrick and some of the Irish saints we have learnt about; • learn about other people who have lived according to their faiths’ values; • share out activities and roles (TSPC); and • explain their views and thinking (Comm).

Suggested Learning and Teaching Activities

What Makes a Saint? Having learned about Patrick and some of the Irish saints, Think, Pair and Share* the children to The Saints’ Qualities discuss what they think it means to be a saint. Ask Use an Ideas Funnel* to gather from the class the them if anyone has ever said to them “You’re a saint” qualities and values demonstrated by Patrick and or if they have heard people they know referred to as some of the Irish saints that are also important saints. What does the saying mean? Allow the class to the children personally. Organise the class into to share their ideas and opinions and list these on groups of four to six children. Provide each group the board. Afterwards, explain that it’s not easy to be with a sheet of A3 paper and A4 paper, and ask them named a saint. There are lots of requirements, but to decide on each of their roles in the group, such how the person behaved during their life is extremely as scribe, timekeeper, facilitator and presenter. In important. To be named a saint, a person has to: some cases, they may need to share roles. Ask the • have been an excellent role model in life; groups to list on their A3 paper as many qualities and • have lived a holy life; and values as possible that are important to them. Next, • have behaved excellently throughout their life, they must work together to select the three they feel demonstrating: faith, hope, charity, prudence, are the most important to them and write these on justice, fortitude and temperance. their A4 sheet. The presenter in each group shares their group’s top three qualities and values with the As a class, discuss the meaning of some of the rest of the class and hangs their A4 sheet on the words, for example charitable. Explore what wall or board to show the rest of the class. In groups, charitable people are like and the things that they do. the children look at the qualities and values on A4 Discuss what being prudent means and how people sheets and together decide on the one value that they believe is the most important – reaching agreement

25 St. Patrick and People of Faith

by negotiation and justification. The class should then use the Dot Voting* method to decide on the most important values, explaining why they think it’s the most important quality.

Next, talk about some of the challenges of aspiring to the saintly qualities on the board, for example loving, sharing, and trusting. Ask the class to ponder whether Patrick’s relationship to God was significant. Saints are remembered for living their lives and standing up for their faith in difficult and challenging circumstances. Explore with the class what being a martyr means and discuss how saints were often martyrs.

In small groups, read the story of a more modern person of faith, such as Father Damien of Molokai, Doctor Barnardo, Mother Teresa or someone in their own community. The children should look for some of the qualities and values that could be described as saintly. The group should then present their findings to the rest of the class.

Use circle time to finish the activity. Go around the circle asking the children to share what they have found out about saintly qualities that inspire them.

This activity may be useful with Living.Learning. Together Year 6 (CCEA, 2008), Unit 6: Check It Out First! Learning Activity 3: Diversity in My Area.

* See CCEA’s Active Learning and Teaching Methods for Key Stages 1&2.

26 Section 03 People of Faith

Activity Nine People of Faith Who Have Lived Their Faith’s Values

faith to find out as much additional information about Suggested Learning Intentions its traditions and some of its well known followers or famous leaders. Some of the children may belong to different faith communities and may be a useful source of information, too. Ensure that some of the Children will: children gather information on Judaism, Hinduism • learn more about people from a wider range of and Buddhism, as they will be looking more closely faiths; and at three famous leaders from these faiths in the next • locate, sort and present information in a variety of three learning activities: ways including spoken and written forms (TSPC). • Moses, a well-known leader of the Jewish people; • Gandhi, a well-known and widely admired Hindu Suggested Learning and leader; and Teaching Activities • The Dalai Lama, a well-known and widely admired Buddhist leader.

World Religions As a class, negotiate how they will present the Begin by asking the class about faiths that they know information they’ve gathered. For example, it could of other than Christianity. They may have discovered be in the form of a podcast, presentation, leaflet, or some of these in Activity Four as they looked for website. Alternatively, they could engage in online religious buildings in the local area. Use Think, Pair collaboration and work in groups to create a Wiki** and Share* to report what the class knows about about the faith communities they researched. They religious communities. Use a KWL* grid to note could post responses to one another’s work to down some of these ideas. These might include any evaluate it and make suggestions for improvement. of the following and more: Use circle time to finish the activity. Go around the Name of Religion Term for Follower circle asking the children to share something new Judaism Jewish/Jews that they have learned during this activity. Then ask them to use one of the following phrases: Islam Muslims • “Something I would like to ask a Jewish Hinduism Hindus person is…”; Sikhism Sikhs • “Something I would like to ask a Hindu is…”; Buddhism Buddhists • “Something I would like to ask a Buddhist is…”; • “If I met Gandhi, I would like to ask him…”; and/or The Bahá’í faith Bahá’ís • “If I met the Dalai Lama, I would like to ask him…” Zoroastrianism Zoroastrians * See CCEA’s Active Learning and Teaching Methods for Ask for ideas about ways the class could gather Key Stages 1&2. information about each faith community. Introduce **A website that allows visitors to the site to easily add, remove a discussion about what the class wants to learn and otherwise edit and change some or all of the website about each community. Using appropriate sites on content. the internet, or books, ask each group to choose a

27 St. Patrick and People of Faith

Activity Ten Moses

Suggested Learning Intentions

Children will: • learn more about the life of Moses and his qualities as a leader; and • work with others to reach an agreement (TSPC).

Suggested Learning and Teaching Activities • things that might be useful as a leader; Leader of the Jews • information about his family; and Ask if any of the class has heard of Moses. Ask if • things that might hinder him being a leader. anyone knows what religion he was. (Note that some children may not understand why he is not Christian If you think of other clusters that suit the cards, add if he appears in the Bible, so you may need to explain them to the list. that Moses lived long ago before Christianity began and that he followed the Jewish faith). Explain that Next, discuss as a class why they joined their he was a very important leader of the Jews. Then, cluster. What information appears on their card? read the Biblical passages found in Exodus 3: 1–10 Once everyone has shared their card’s information and Exodus 17: 1–16 to give the class background on Moses, challenge each cluster to find one more information about Moses. piece of information about Moses that would fit their cluster category. Inform the class that they will be working in groups When finished, useThink, Pair and Share* to talk to learn more about the life of Moses and will be about Moses. If necessary, read some of the Biblical using the information they find to write a short passages aloud and have pairs answer the following biography about him. Their biography should include questions to prompt discussion: the following: • Do you think Moses was a good leader? • when he lived; • What were the qualities of leadership that he had? • what age some people believe he lived to be; and • In what ways would he not have seemed a good • descriptions of the important events in his life. choice as leader? Allow them to carry out their research using the • Would you have picked him to be your leader? internet or books. In a plenary session, create groups and ask the Next, give each child a card from Resource J. Each children to share with their group members the story contains information about Moses. about Moses that most inspires them. Using the Clustering* approach, ask the class to * See CCEA’s Active Learning and Teaching Methods for group themselves into the following clusters: Key Stages 1&2.

28 Section 03 People of Faith

Activity Eleven Gandhi

• Gandhi once said, “An eye for an eye makes the Suggested Learning Intentions whole world blind.” What do you think he meant by this and do you agree?

Allow the children to use a map or websites, such Children will: as Google Earth, to locate the countries of India, • learn more about the life of Gandhi and his belief Pakistan and Bangladesh. Explain to the class that in non-violence; India, Pakistan and Bangladesh (formerly East • participate in a role-play simulation (TPSC); and Pakistan) were one country prior to independence • be able to use a biography format to develop and in 1947. Explain that they were separated into three present information (Comm). countries due to pressure from the Muslims for a country of their own. Suggested Learning and Non-Violent Solutions Teaching Activities As a class, think about conflict at home or in the classroom. There are useful Scenario Cards in Living. A Hindu Leader Learning.Together. Year 5, Unit 2, pp 22–23. Choose a Inform the class that they will be working in groups number of these cards or think of/add your own and to learn more about the life of Gandhi, a man who write them on the board. lived by his Hindu beliefs. Explain that they will be using the information they find to write a short Create groups and give each group one of the biography about him. Their biography should include scenario cards. Ask them to think about and discuss the following: how to resolve the conflict in a non-violent way. The groups should use a drama technique such as • when he was born and died; and Freeze Frame* or a mime to present the different • descriptions of the important events in his life. scenarios. When the groups have completed their biographies, distribute copies of Resource K to each group and Observe the groups and select one to perform read his story together. Compare what the children their scenario. Use the ‘Forum Theatre’ technique, found out during their research with the facts where the actors or observers can stop the action presented in the story and discuss if they learned at any time in order to discuss or refine the conflict anything new about Gandhi from the story. resolution non-violently. New roles may be added or onlookers may take over existing roles. Next, discuss Gandhi as a man who tried to create change through non-violence. Consider using the To conclude, ask each group to discuss and share following questions to help prompt discussion: with the class one thing that Gandhi did that they • What do you think of Gandhi’s idea about not using admire. violence? • Do you think non-violence works? * See CCEA’s Active Learning and Teaching Methods for Key Stages 1&2. • Can you give an example of when it has worked or might work?

29 St. Patrick and People of Faith

Activity Twelve Dalai Lama

and short story in Resource L. Afterwards, ask the Suggested Learning Intentions children to write down one thing that they admired about the Buddha, giving their thoughts and opinions.

Children will: Pair the children and have them compare their • learn more about the life of the Dalai Lama; opinions about the Buddha. With this strategy, each • weigh up the pros and cons in a decision and pair reaches an agreed position and then records choose the best solution (TSPC); and their answer. They then join another pair to form • structure and sequence their writing (Comm). a group of four and undertake a similar process – merging again to form a group. As the groups get Suggested Learning and bigger they can appoint a spokesperson/scribe. At the end, the two large groups merge to discuss and Teaching Activities determine a whole-class position on the issue.

A Story of Buddhism Talk about Buddhism as a class. What information Ask the class to list what they think they know did they learn during their research? Then, arrange about Buddhism. After discussion, explain that the class into groups to discuss what they think are the class will be gathering information on this four or five of the key features of Buddhism. Each religion. Together, agree which topics they are to group should then state their opinion and the class gather information on, for example celebrations, should discuss the four or five key features. important symbols or countries with large numbers of Buddhists, etc. Place the class into groups and Finally, look at the Buddhist Robes in Resource M. ask them to research using appropriate sites on the What more can we learn about Buddhism from the internet and books. symbolism of the robes?

Next, gather the class and tell the story of the The Ocean Teacher Buddha (Prince Siddhartha) by using the pictures Inform the class that they will be working in groups to learn more about the life of the Dalai Lama, the leader of the Buddhist faith. Explain that they will be using the information they find to write a short biography about him. Their biography should include: • what each group thinks the six main points about his life are; and • any other information about him that they think is important for a biography.

Allow the groups to use websites or books to carry out their research. When they have completed their biographies, allow them to evaluate one another’s.

30 Section 03 People of Faith

If possible, display a photo on the board of the Dalai Lama and talk about his Buddhist robes. See what they can remember about the symbolism of the robes. Let them take turns to tell him what they will do for peace in Northern Ireland.

Next, share with the class that the Dalai Lama is a follower of the ‘middle way’, which is described in the story of the Buddha and other Buddhist teachings. Remind them of the previous activity where they discussed and decided on the key features and essence of Buddhism. Together, discuss how close the life of the Dalai Lama comes to their decision about the essence of Buddhism.

Finally, explain that the Dalai Lama has visited Northern Ireland more than once and spoken to religious and political leaders and heads of state in his quest to reconcile unionists and nationalists; British and Irish; Catholics and Protestants. As a closing activity, ask the class to imagine that His Holiness, the Dalai Lama, has come to visit their class.

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Resources

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Resources

Resource A The Story of Saint Patrick

In this story, Patrick’s own words from his own writings appear in quote marks.

Patrick was born somewhere in Roman Britain near the end of the fourth century – 390AD. His father, Calpurnius, was a deacon (which means he was almost as important as the priest in the church). His grandfather, Potitus, was a priest in the Christian church and he owned a large house and lots of land near a village, probably near the west coast of Britain. Patrick would have grown up speaking an old Celtic language but he also spoke Latin. When he was 16, he was kidnapped by a band of Irish raiders who shipped him to Ireland as a slave.

He was sold and set to work to look after sheep. This was a hard time for Patrick – being a slave in a strange land without the security of family life. In his Confession, he wrote about this time and how he converted to God after praying many prayers each day and remembering the words from the Gospels that his family had taught him. His faith continued to grow in spite of all the hardship he experienced.

He had been a slave for six years when he had a dream. He described his dream in his Confession. In the dream, he heard a voice urging him to leave for home and saying that his ship was ready. When the dream was over, he did as the voice had told him. He explained that he travelled a distance of perhaps 200 miles to reach that ship, and three days later he arrived in a land he describes as “a deserted country”. He travelled through this country for 28 days. Although danger and hardship continued, he journeyed without fear because he trusted God to protect him.

35 St. Patrick and People of Faith

“After a few years”, he eventually made it home to Britain to his people and became a deacon like his father. Then one night came the call to return to Ireland. Patrick had a vision of a man called Victoricus from Ireland, who was holding countless letters in his hand that were “the voice of the Irish” from “beside the wood of Voclut1, which is near the western sea”. In the vision, the Irish voices were calling out to him, “We beseech you, come and walk among us once more.”

1The wood of Voclut is the only Irish place name mentioned in any of Patrick’s writings. This area is said to be in the north of County Mayo near the present day town of Killala. This suggests that the place where Patrick spent time looking after sheep was in the west coast of Ireland rather than Slemish. It also explains why he travelled 200 miles to get to a ship travelling east or south east.

Patrick came back to Ireland as a bishop or “overseer” somewhere around the year 430AD. He had come back to the land of his captivity, the place where he had found his faith in God, “to preach the Gospel, and to suffer insult from unbelievers…and many persecutions even unto bonds and … to give even my life without hesitation…and it is there I wish to spend it until I die.” He had with him his Latin Bible (or part of it), some financial support and the help of a few Christians. He remained in Ireland, his “adopted” country, for some 30 years spreading a simple Gospel.

Patrick travelled all around Ireland, “baptised many thousands of people”, “ordained” leaders (which means he created church leaders) and started communities and churches. He never claimed to be the first Christian to come to Ireland, and some communities may have already existed but would have been hard to find. There is plenty of evidence that Patrick taught people about the Trinity – the three in one – Father, Son and Holy Spirit. But there is little to show that he used a shamrock to help teach this.

Patrick died some time around 461AD and not long before this, he wrote his Confession – a record of his journey with God and a statement of faith.

36 Resources

Resource B Places Associated with Patrick

7

5 6 4 2

1 3

1. St. Patrick’s Cathedral Armagh 2. Down Cathedral and St. Patrick’s Grave 3. Saul Church 4. Struell Wells 5. St. Patrick’s Stone Coney Island 6. Nendrum 7. Slemish Mountain

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Resource C Descriptions of Patrick’s Places

1. St. Patrick’s Cathedral Armagh 6. Nendrum It is said that Saint Patrick built a stone church here Nendrum is where St. Machaoi’s monastery once on the hill known as Drum Saleach (Sallow Ridge) in was. Nendrum is located on Mahee Island and today the year 455AD, the beginning of Armagh Cathedral. only the remains of the monastery can be seen. St Armagh Abbey was one of the most famous of the Machaoi was a contemporary of St. Patrick. Machaoi great Irish monastic schools and had students from converted to Christianity after meeting Patrick and all over Europe. While there is no evidence that his monastery helped Ireland to become known as Patrick established his headquarters here, this very ‘the land of saints and scholars’ in the 6th century. old site is still an important place to many people, and many travel to it on St. Patrick’s Day every year. 7. Slemish Mountain Slemish Mountain in County Antrim is believed to 2. Down Cathedral and St. Patrick’s Grave be the place where Patrick spent six years as a Down Cathedral has been a place of pilgrimage slave when he was 16, after he was captured at his for 1500 years. The massive granite stone in the home in the west of Britain and brought to Ireland graveyard marks the possible site of Saint Patrick’s by raiders. Slemish is still a place of pilgrimage for grave. Many Christian people leave wreaths here many remembering Patrick on St. Patrick’s Day, 17th every 17th March to remember his life and good March. deeds.

3. Saul Church Some of the stories told about Saint Patrick say that when he returned to Ireland to share his faith, Christianity, with the people here, he landed at the mouth of the Slaney river. Here he preached to the locals, including the chieftain, Dichu, who let him use his barn to shelter in. Sabhal is the Irish word for stable and now the name of Saul is known for being the first ecclesiastical site of Patrick’s mission in Ireland. The whole region is full of stories about Patrick. A church was built on the site and close by on the side of a mountain a huge statue was erected in his memory. The mountain was also renamed Slieve Patrick.

4. Struell Wells Struell Wells are situated about a mile from Saul. There are four wells. It is thought that the wells have healing powers. Holy wells like these can be found throughout Ireland. Many believe that Patrick blessed the wells, and there is still a tradition of pilgrimage and bathing at Struell Wells.

5. St. Patrick’s Stone Coney Island This is said to be a spot where Patrick rested when he visited the island in the 5th century.

38 Resources

Resource D Symbols Associated with St. Patrick’s Day

Hail, Glorious St. Patrick Hail, glorious Saint Patrick! We honor thy name, tho’ Erin may claim thee, the world knows thy fame. The faith of our fathers is our treasure, too. For you on How holy the thought, that they learned it from you. Thru crosses and trials its fire burn bright, St. Patrick’s they show us the way, and the truth, and the light. Great Saint! intercede, that we always may be, Day devoted and loyal, true children of thee. Our love and devotion be ever like thine, our thought be of Jesus, our heart be His shrine. And when to the end of life’s path we have trod, be near us great bishop, anointed of God.

All images © iStockphoto.com

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Resource E St. Patrick’s Flag

The Union Flag and the Saint Patrick’s Cross Some people feel that Saint Patrick should not have a cross because unlike other saints who have There are three parts of the UK’s Union Flag. These crosses named after them, he was not martyred. are the English red cross of Saint George, the Martyred means the person suffered and was killed diagonal Scottish Saint Andrew’s cross (blue on white for sticking to their religious beliefs. Both Saint background) and the diagonal Irish Saint Patrick’s George and Saint Andrew were martyred. However, cross (red on white background). The Saint Patrick’s others believe he does deserve to have his own cross cross was added to the original version of the Union and flag and be included in the UK flag because he is Flag in 1801 when the United Kingdom of Great the only one of the three saints who almost certainly Britain and Ireland was formed. was involved with the country he represents: Ireland. There is less evidence that Saint George was involved The Saint Patrick’s cross is also used as a symbol by in England and that Saint Andrew was involved in the Church of Ireland (Anglican) and some churches Scotland. fly it on Saint Patrick’s Day, other Holy Days and special occasions. It is the only flag (apart from the compass-rose symbol of the Anglican Communion) that is officially permitted to be flown on Church of Ireland buildings or church grounds.

40 Resources

Resource F Religious Symbols

Nine pointed star The Khanda Celtic Cross Baháí symbol Sikh symbol Christian symbol

Crucifix Chi-Rho Star of David Christian symbol Christian symbol Jewish symbol

Menorah Om Stained Glass (telling biblical story) Jewish symbol Hindu symbol Christian symbol

Dharmacakra Crescent Moon and Star The Jain Hand (The Eight Spoked Wheel of Dharma) Muslim symbol Jain symbol Buddhist symbol

All images © iStockphoto.com

41 St. Patrick and People of Faith

Buddha Dreidel Allah (God) written in Arabic Buddhist symbol Jewish symbol Muslim symbol

Communion Cup or Chalice Lectern Fish with alpha and omega symbols Christian symbol Christian symbol Christian symbol

Altar Denominational Logo Denominational Logo Christian symbol

A Hindu Deity Baptismal Font Pulpit Hindu symbol Christian symbol Christian symbol

Methodist Logo © of Trustees for Methodist Church Purposes Presbyterian Logo © Presbyterian Church in Ireland All other images © iStockphoto.com 42 Resources

Resource G Saints Cards

Saint Brendan Saint Brigid (Clonfert) (Kildare)

Saint Colman Saint Columba (Dromore) (Donegal and Iona)

Saint Saint Comgall (Bangor) (Bangor)

Saint Finnian Saint Gall (Nendrum, Movilla) (Bangor)

Saint Kevin Saint Malachy (Glendalough) (Down, Armagh)

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Resource H Teacher’s Notes for Saints Cards

Saint Brendan Saint Gall Saint Brendan was born in Tralee and founded a Saint Gall came from Leinster to Bangor and was monastic school in Clonfert. He travelled to many trained in the monastery there by Comgall. He set of the islands around the coasts of Ireland and off as a missionary to Europe with Columbanus and Scotland and is believed to have travelled to Iceland. others in 589AD.

Saint Brigid Saint Kevin Brigid lived about the same time as Patrick and Saint Kevin is associated with Glendalough in County founded a religious community at Kildare. She is Wicklow. Here, Kevin lived a quiet life as both a poet said to have made a cross out of rushes to comfort and a musician, and his influence was strong for a dying man – this cross is known as a St Brigid’s many centuries. cross. Saint Malachy Saint Colman Malachy was responsible for a lot of the rebuilding Colman lived in the sixth century. He may have and restoration of the church and various Christian studied at Nendrum and became bishop of Dromore. communities in Ireland after the Vikings. One of One of his pupils is thought to have been Saint these was the Abbey of Down, which belonged to the Finian. Benedictines. He also undertook the rebuilding of the cathedral at Armagh. Saint Columba Columba was born at Gartan in Donegal. Colum means dove and cille means church. He left Ireland in 563AD and set up a community on the island of Iona off the west coast of Scotland.

Saint Columbanus Columbanus came from Leinster, went to Bangor and spent many years in the monastery there with St Comgall. In about the year 590AD, he set off with twelve companions for France. Travelling through France and , he eventually settled in Bobbio in North Italy.

Saint Comgall Comgall was the founder and first of Bangor abbey. It is said to have been the largest monastery in Ireland at that time, with as many as 3,000 in the community at one time. Comgall visited Columba in Iona and worked closely with him.

Saint Finnian Finnian was educated at the abbey of Nendrum on Mahee Island on . After many years in Scotland, he came to Movilla, outside Bangor, to start his monastery. He is well known for the many books and manuscripts that he copied.

44 Resources

Resource I Items in Buildings of Faith

Synagogue Temple

• Mezuzah • Om lettering • Scarves/kippahs • Shoe rack • Torah scrolls • A bell • Holy Ark • Statues • Star of David • A pot of water • Rails • An arti lamp • Books • A small pot for coloured paste • Menorah • Food • Hebrew writing • Incense holder

Mosque/Prayer Room Church

• Qur’an • Seats/pews • Prayer mat • Colourful stained glass windows • Shoe-rack • A pulpit • Wudu (washing facilities) • A platform • Mihrab (an alcove in the wall showing the • A baptismal font or pool direction of Mecca) • A reading desk/lectern • Minbar (platform ) • Hymn books • Zakat box (charity box) • Musical instruments • Arabic writing • Paintings/banners/statues • A communion table or altar

45 St. Patrick and People of Faith

Resource J Moses Cards

His name means ‘drawn out of the water’ He had a sister called Miriam. because Pharaoh’s daughter found him, (Exodus 15; 20) floating on the Nile in a basket and removed him from the water.

He killed an Egyptian. He was a refugee, which means he left (Exodus 2:12) quickly where he used to live because of danger. (Exodus 2:15)

He married Jethro’s daughter, Zipporah. He was a shepherd. (Exodus 2:21) (Exodus 3:1)

He met God in a burning bush. He had difficulty when speaking. (Exodus 3; 1-10) (Exodus 4:10)

He led the people of Israel out of Egypt. He had a brother called Aaron. (Exodus 13:19) (Exodus 4:14)

He wasn’t always very obedient. He sometimes had to use his staff to (Exodus:4:13) demonstrate how God supported and provided what his people needed. (Exodus 17:1-16)

He wrote down the Ten Commandments. He wasn’t allowed to lead the people into (Exodus 20) the Promised Land because he lacked faith. (Deuteronomy 1:37)

He died in Moab. Historically, Jews and Christians have (Deuteronomy 34:5) believed that Moses was the author of the first five books of the Bible (the Law of Moses).

46 Resources

Resource K Gandhi Story

Gandhi (1869–1948) has to be paid for a product, and that money goes to the government. It makes products more expensive. Mohandas Karamchand Gandhi was a famous Indian Salt was very important for Indian workers, and the leader during the first half of the 1900s. India is a tax on salt was making it very expensive to buy. The very big country in southern Asia, but for many years law also said that Indians could only buy salt from it was ruled by Britain as part of the British Empire. the British government. The people of India did not In the early 1900s many people in India wanted think this was fair. independence (their country to be free to rule itself), and Gandhi became one of its leaders. Gandhi started with 78 men and planned to march for 24 days to the sea, but as they went along they were India is home to the followers of several different joined by thousands of villagers who also thought religions, especially Hinduism and Islam. Gandhi the salt tax was unfair. Gandhi picked up some salt was brought up in the Hindu religion, but he learned from the beach as a sign that he was deliberately a great deal from other religions and believed that breaking an unjust law by possessing salt that was people of all religions could work together for peace not bought from the British government. Around the and freedom. same time, protestors, who believed in not using weapons to fight with, raided the salt factories near Gandhi was born into a wealthy Indian family and Bombay. As they advanced, the police struck them as a young man he travelled to England to study on their heads with steel sticks. The courage of the and become a lawyer. After this, he moved to South protestors, who did not fight back against the police Africa. There, ‘non-white people’ (such as black hitting them, made such an impression on others in people, Asian people and people of mixed race) the world that people began to be more sympathetic were treated unequally and unfairly by the country’s to India’s desire for independence – far more than if white rulers. Indians like himself were also treated the demonstrators had used violence and hit back. unfairly. So he worked as a lawyer there for over 20 years to help improve things for Indians. While Although he was imprisoned several times, Gandhi in South Africa, he learned a great deal about how continued working for Indian freedom, even to work to change things peacefully, without using travelling to England at one stage to argue his case. violence. Although he was not successful during this visit, many ordinary people in England liked him and When he returned to India in 1915, the people there were sympathetic. Children called him Uncle Gandhi were still trying to make their country independent and ran to hold his hand. He made friends with his from Great Britain and rule itself. He quickly became security guards and later sent each of them a gold one of the main leaders in this struggle, but he watch engraved “With love from M.K. Gandhi”. remained determined to make this happen without using physical force or even violent language. Gandhi was particularly concerned about the poor Instead, Gandhi’s weapons were love, refusal to hurt living conditions of many people in India. He, another human being, and respect for all people as himself, lived a very simple life and encouraged children of God. others to do the same.

Gandhi and many others wanted Britain to give India In India, people are divided into four castes* or complete freedom, or independence, and they made groups. Some people in India who did not belong to many protests against the British laws they had to a caste were known as ‘untouchables’. These people follow. One of the most famous of these was the Salt were left only the very worst jobs, such as sweeping March in 1930. This march was to complain about the the streets. Gandhi gave these people a special name unfair taxation of salt. Taxation is when extra money – Harijans – which means ‘Children of God’. His work

47 St. Patrick and People of Faith

gradually helped to improve life for the untouchables and to change people’s attitudes towards them. Over the years, people grew to respect Gandhi so much that they gave him a special title; they called him Mahatma, which means ‘Great Soul’.

After many years of struggle, India was given her independence in 1947 and was a free country allowed to make its own laws. But Gandhi was very disappointed that it was split into two separate countries: India, where it was expected that most of the Hindu people would want to live, and Pakistan, where it was expected that most of the Muslim people would want to live. There was terrible fighting between some Hindus and Muslims as different groups moved from one place to another. Half a million people were killed. Gandhi felt that his life’s work had been useless, but he fasted (decided to stop eating) to try to encourage Hindus and Muslims to work together. After five days, a group of Muslims, Hindus, Christians and Jews came to Gandhi and signed a promise to respect each other, and so he started eating again.

Less than a year later, on 30th January 1948, Gandhi went to lead one of his regular open-air meetings for prayers. There he was shot dead by a young man who believed that Gandhi had let down the Hindus in India.

Today, Gandhi is remembered by people in India as one of their greatest ever leaders. But many other people around the world also look up to Gandhi as someone who taught people that they should work for peaceful, non-violent ways of resolving their differences.

*The different social and religious groups to which Indians traditionally belong. There are four main ones.

Adapted from People Who Need People by Norman Richardson (Churches’ Peace Education Programme and Stranmillis University College, 2005)

48 Resources

Resource L The Story of Prince Siddhartha

1. Two thousand five hundred years ago, in the city of Kapilavastu, in India, Queen Maya had a dream that filled her with joy. It was about a big white elephant. Her husband, Suddhodhana interpreted the dream – soon they would have a son – a prince. Sure enough, Prince Siddhartha was born soon after in the Lumbini wood not far from the city. Asita, a local , predicted that Prince Siddhartha would be a wise teacher and show the world how to escape pain and death.

2. Although Siddhartha lived in luxury, he would often put his toys aside to sit quietly and meditate*. The Prince loved animals and also became a great athlete and horseman. Through meditation, he stayed calm and alert in everything he did. His father was pleased with him, but he worried about Asita’s prediction. He decided to protect Siddhartha from knowing about pain and death by keeping him in the palace and allowing him to see only joy, youth and beauty.

3. Deciding it was time for his son to marry, the king invited princesses to come to the palace. Siddhartha fell in love with Yashodara at first sight. He chose her as his bride by offering her a garland of fragrant flowers. The newlyweds were very happy amusing themselves in the palace gardens, and the following spring they had a son, Rahula. Suddhodhana was no longer worried about Asita’s prophecy.

4. One day Siddhartha asked his father if he could visit the city, “How can I be king of a people I have never seen and who haven’t seen me?” Suddhodhana agreed, but ordered that the old, the poor, the sick and the dying be kept away from the streets and squares. Channa, his charioteer, drove Siddhartha through the streets of Kapilavastu. The prince became troubled and full of questions when he saw an old man. On a second visit to the city, he saw a sick woman. The king tried to distract Siddhartha from his sad thoughts, but Siddhartha wanted to return to the city, and this time he saw a funeral. Learning of the existence of death, Siddhartha wondered how he could meet and defeat it. On the way back to the palace, they saw a beggar under a tree who told them he was seeking enlightenment*.

49 St. Patrick and People of Faith

5. Siddhartha escaped from the palace on Kanthaka, king of the horses, and took Channa with him. They went to Bhargava, where Siddhartha asked Channa to return to the palace with the horse and messages for his family. He was 29. He swapped his grand clothes with those of a beggar, dressed in a dark brown robe and met Arada, a master of wisdom, who told him about enlightenment.

6. He chose hunger as his enemy and for six years he meditated under a banyan tree in the forest, surviving on less and less food every day. Then seeing that fasting* didn’t work, he began to take food again until he regained his strength. He continued to meditate until he learned about the cycle of birth and rebirth. Then he became the Buddha or ‘awakened one’.

7. After two months, the Buddha decided to share his teachings about ‘the middle way’ between having too much and too little because he found having too much and too little unsatisfying. His Four Noble Truths and the foundation of all Buddhist beliefs are:

1. All human life is suffering. 2. All suffering is caused by human desire. 3. An end of human desire is the end of human sufferings. 4. An end to all the desire can be achieved by following the Eightfold Noble Path of: • Right Understanding • Right Thought • Right Speech • Right Action • Right Livelihood • Right Effort • Right Mindfulness • Right Concentration.

For the next 45 years, the Buddha founded an order of monks and at the age of 80, attained Parinirvana (freedom from the cycle of birth and death).

* You may want to explain/discuss this vocabulary with your class before reading the story to them.

50 Resources

Resource M Buddhist Robes

Shaved Head To overcome vanity and attain happiness.

Donka - Upper Garment V-neck collar representing jaws of death. Make every moment of life meaningful. Thin blue thread on sleeves represents Buddha’s teachings - remember to practise them.

Mald 108 beads for prayer and mantras. Chogyu Yellow robe for wisdom. Many different pieces are stitched together representing Buddha’s Bag teaching on interdependence. For special books.

Zen Red robe under the yellow is for concentration.

51 St. Patrick and People of Faith

List of Suggested Resources

Useful Websites: Sikh Gurdwara http://magazines.scholastic.co.uk/content/2751 Saint Patrick’s Journey A useful article from Junior Education http://www.bbc.co.uk/saintpatrick Activities about Saint Patrick, monastic life and Saint Hindu Temple (Mandir) Patrick celebrations http://www.cleo.net.uk/resources/displayframe. php?src=200/consultants_resources/re/templel/ Saint Patrick Centre index.htm http://www.saintpatrickcentre.com For a 360 degree visit Includes text of St. Patrick’s Confession Northern Ireland Interfaith Forum Downpatrick Cathedral www.niinterfaithforum.org http://www.downcathedral.org Contains contact details for many faith communities in Has information about St. Patrick and virtual tours Northern Ireland around the cathedral and grounds Mediascapes Northern Ireland Environment Agency http://www.createascape.org.uk www.ni-environment.gov.uk Provides information about ecclesiastical sites in Television: County Down, Nendrum and Struell Wells as well as ‘Saint Patrick in County Down Guide Card’ See You See Me Buildings of Faith (SELB A/V catalogue numbers are The Four Largest Christian denominations (in NI) shown) http://www.irishmethodist.org http://www.presbyterianireland.org TQ 0178 The Christian Church http://www.catholicireland.net TQ 0227 The Jewish Synagogue http://www.ireland.anglican.org TQ 0273 The Muslim Mosque For information about churches in their area or TQ 0319 The Sikh Gurdwara diocese. Many churches have produced a history of their ‘congregation’, which may be useful. Testament: The Bible in Animation TP 0286 Moses Virtual Tours of Religious Buildings: Quest: Animated World Faiths Jewish Synagogue http://scheinerman.net/judaism/Synagogue Film/DVD: An American website – the Jewish tradition is not exactly the same as the Belfast Synagogue Molokai: The Forbidden Island (PG) Explores the life of Father Damien http://atschool.eduweb.co.uk/sirrobhitch.suffolk/ synagogue Radio: Background information and a photographic virtual visit Together: Four Saints Muslim Mosque RL 0594 St. Patrick http://atschool.eduweb.co.uk/sirrobhitch.suffolk/ mosque Together: An Assembly for Schools A photographic virtual visit, with notes, prepared by a They Made the Difference primary school in England RH 0261 Peace: Mahatma Ghandi

52 Resources

Books: Barney’s Bairns Northern Ireland Joint Board Religious Education Advisory Group ISBN: 1 90048530 3

Comparing Protestant and Roman Catholic Churches NICLR [1992]

People Who Need People Richardson, Norman. The Churches’ Peace Education Programme [2005] ISBN: 0 9521636 3 2

The Pilgrim The Island and the Dove, A Story of Saint Columba Richardson, Norman and Naylor, Yvonne. The Corrymeela Press (1997) ISBN: 978-1873739129

Looking at Churches & Worship in Ireland Richardson, Norman. The Churches Peace Education Programme (1992 Revised Edition)

A Tapestry of Beliefs: Christian Traditions in Northern Ireland Richardson, Norman. Blackstaff Press [1998] ISBN: 978-0856406331

Saint Patrick and the Early Christian Church Belfast Education and Library Board

From Past to Present RE P7 Module 8 North East Eastern Education Library Board Contains information about St. Patrick and St. Brigid

53 CCEA accepts no responsibility or liability for any material supplied by or contained in any of the linked websites and does not necessarily endorse the views expressed within them. We cannot guarantee that these links will work all of the time and we have no control over accountability of the linked pages. Year 5

Saint Patrick and People of Faith Thematic Unit

A CCEA Publication © 2010