Title of Unit

2019 Sandwell SACRE RE Sample Plan for Key Stage 3

The Sandwell Agreed Syllabus for Religious Education Non-Statutory Exemplification Unit 3.6

Unit 3.6 Title: Religion: is it a cause of conflict or a power for peace?

Year Group: 8 / 9

2019 Sandwell SACRE RE Sample Plan for Key Stage 3

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

About this unit: This unit explores issues of peace and conflict with reference to Christianity, Sikhism and Islam and some non-religious views of life may also be studied. The philosophical and moral issues of pacifism, self defence and justice are explored. All human beings experience peace and conflict, and ask and answer questions about the role of religion. What we believe about God and humanity has an impact on our attitudes to war and peace.

The unit poses many questions about the nature of religion and links between religion and war and religion and peace: From the experience of injustice, feelings of revenge or hate arise. How are these to be dealt with or understood? Why is there conflict and war? What do people believe about human nature and the prevalence of conflict? Christianity, Sikhism, Islam and non-religious belief systems offer resources for exploring questions about conflict, war and peace; these include sacred texts and stories, practice in the faith community and historical examples, including Sikh teaching about God, equality and service to others (sewa) sets ideals for Sikh living; the teaching and example of Jesus about loving your enemies, forgiveness and living at peace inspires the Christian community. In Islam, the religion means ‘peace’ and the Prophet established peace where war had been common in the first Islamic communities. Among Humanists, a long opposition to nuclear war and commitment to other peace causes has been common.

But communities of belief and faith don’t always live up to their ideals. Why is conflict so common among human communities? Does religion cause conflict, or make peace? What role has religion had in some conflicts across the world recently, and why?

What do I believe about conflict, war and peace?

The focus is on the complex study of examples of peace and conflict, and on enabling pupils to think for themselves about questions to do with peace and conflict. Pupils are encouraged to consider what can be learned from different religions and from non-religious belief systems and to enquire into examples and teaching while also referring to their own experiences, beliefs and values.

Where this unit fits in: This unit builds upon prior learning in RE. It expects pupils to have a basic grasp of the different religions involved, and to be skilled in using arguments and examples to explore and explain viewpoints. The philosophical focus is on evaluation, with the intention that pupils will be able to make informed judgements about the role of religion in conflict and conflict resolution. This unit will help teachers to implement the Agreed Syllabus for Religious Education by providing them with well worked examples of teaching and learning about the themes of conflict and peace, interfaith dialogue and the weighing up of religious truth claims.

Estimated teaching time for this unit: 8 - 12 hours. It is recognised that this unit may provide more teaching ideas than a class will cover in 12 hours. Teachers are invited to plan their own use of some of the learning ideas below, ensuring depth of learning rather than trying to cover everything. You might, for example, select just two worldviews to investigate.

2019 Sandwell SACRE RE Sample Plan for Key Stage 3

The unit will provide these opportunities. ▪ Pupils have opportunities to consider a diverse range of views and examples about questions of conflict, war and peace. ▪ From the study of sources of authority within religions pupils will be able to examine and develop reasoned viewpoints on questions of value and commitment, as they relate to issues of conflict and peace. ▪ In this example, case studies and viewpoints from Christianity, Islam and Sikhism will be considered. Any school may plan to address the questions of the unit with reference to another religious tradition. ▪ Pupils will be able to think about their own views about conflict, war and peace. What things, if any, is it right to fight for? To live for? To die for? Is it ever right to kill for your convictions? ▪ Experiences and opportunities provided by this unit include case studies in conflict resolution, discussion and dialogue and exploring the connections between RE, philosophy, ethics and citizenship.

Significant background ideas: In Christian traditions, belief in God as redeemer and in reconciliation between God and humanity is a key to understanding the ideals of the Christian community. Sacred text, story, inspirational leaders, case studies of reconciliation and theological ideas are sources for this unit. The role of the Holy Spirit in discipleship, and the place of inspirational leaders in the church’s action for justice are a suitable focus for study. While Christian pacifism is one strand of the faith across the centuries, just war doctrines are another: not all Christians see issues of conflict and peace in the same way. The Sikh religion begins with unity and peace – Kabir and Guru Nanak saw the unity of humanity under God as a key tenet. Both Guru Arjan, the fourth, and the ninth Guru Tegh Bahadur were martyred for their faith. The Tenth Guru, Gobind Singh, established the Khalsa, a brotherhood of those prepared to defend their faith at a time when the community was under attack. The tension between the need to defend and the pursuit of peace is illustrated in many stories of the Gurus. In the contemporary world, the Sikh experience of minority status is interesting and relevant here: Sikhs in India and Britain deserve understanding and human rights, but these are sometimes threatened. Islam means ‘peace’ and in the earliest Islamic communities ended tribal fighting and sectarianism, establishing the ‘Ummah’ (global Muslim community) and using Shariah law to seek a civil society of fairness and of diminished prejudice and intolerance. In the modern world, Muslim aid agencies (Islamic Relief, Muslim Hands, many others) seek to make peace through development. Muslim co-operation and contributions to inter faith work are many and various. In recent times, the stereotyping of Islam as associated in some inevitable way with terror or fanaticism has done much harm, as have the un-Islamic actions of some self styled ‘Islamists’. RE will not shy away from the difficult topics of fundamentalism or jihad, but will seek balance and fairness in seeing all sides of complex questions on these matters. Muslims, Sikhs and Christians may agree that religion is a source of teaching that shows paths to peace, that the power of God can inspire heroic action for peace and that ‘defending the faith’ poses difficult issues. They may also accept that religious people fail to live up to high ideals, and sometimes make their religion a justification for their conflicts. Different responses to this are seen in all the faiths and beliefs. Non-religious people sometimes say that ‘religion causes war’ and this is true. But the unit uses the category of ‘bad religion’ to distinguish the idea of religion as a cause of conflict from the peacemaking purposes of many faiths. In one sense, ‘religion’ is a generic categorization, and it is no more coherent to ‘imagine no religion’ than it would be to ‘imagine no politics.’ Still, the non-religious critique of faith and its propensity to start fights is to be taken seriously in this unit. The particular question of this unit is: does religion make for peace or conflict? The aim of the unit is to explore teaching and example from religions to enable pupils to see that this is a complex question. Simplistic answers from year 8 pupils are not a good outcome to this work. Given the prevalence of the (not necessarily coherent) idea that ‘religion causes war’, teachers may choose to place some emphasis on the peacemaking role of some inspirational religious figures, as well as analyzing the question philosophically and ethically.

2019 Sandwell SACRE RE Sample Plan for Key Stage 3

KEY STRANDS ADDRESSED BY THIS UNIT ▪ Beliefs and concepts: how do Muslims, Sikhs and Christians use their sources of authority to help them seek peace? How far are they successful? What happens when they are in conflict? ▪ Interfaith dialogue: What can Sikhs, Muslims and Christians learn from each other? How can they contribute to community cohesion? What can I learn about conflict from these religions? Does religion cause war, or make peace? ATTITUDES FOCUS: Pupils will explore attitudes of: ▪ Self awareness by becoming increasingly sensitive to the impact of their ideas and behaviour on others, and the influences upon them; ▪ Respect for all by being ready to value difference and diversity for the common good; ▪ Open mindedness by being willing to learn from others and go beyond surface impressions. Prior learning Vocabulary Resources It is helpful if In this unit, Web: pupils have: pupils will have http://www.cleo.net.uk is the main site for the Cumbria and Lancashire an opportunity Education Online, and offers access to an expanding range of high quality Studied basic to use words resources for RE topics. Sikh and and phrases Islam gateway: www.islamicity.com/science Christian belief related to: Islam: www.usc.edu/dept/MSA/introduction/woi_knowledge.html and practice www.humanism.org.uk makes some atheist materials available earlier in their Specific Testing God – Channel 4 – www.becauseyouthink.tv. http://www.shrg.org/ The website of the Sikh Human Rights Group, a useful courses, and religions: source for information for teachers. reminded Christians www.khalsaaid.org is the website of the Sikh humanitarian charity Khalsa Aid themselves of Reconciliation, and showcases examples of Sikhs working for justice at the centre of some of this. pacifism, the world’s conflicts. forgiveness, www.dfid.gov.uk/pubs/files/2015-sikh.pdf From here you can download the An awareness of gospel, Sermon Sikh version of the UK government’s commitment to halving poverty by 2015, A basic on the Mount, supported by Khalsa Aid. understanding of Society of The Sikh Langar: http://allaboutsikhs.com is an excellent site and provides the widespread Friends gateway information about three gurdwaras in Sandwell. idea that BBC Religion & Ethics: www.bbc.co.uk/religion ‘religion causes Specific Ontario Consultants on Religious Tolerance: wars’ religions: Sikhs www.religioustolerance.org/welcome.htm Guru, Mool Live Responsibly (Christian Aid, 2001): an RE resource for KS3 global citizenship: Text-level skills Mantar, langar, www.christian-aid.org.uk from the sewa, Online searchable sacred texts: www.ishwar.com National Literacy Gurdwara, Guru http://www.theforgivenessproject.com/stories/ is a wonderful source for work strategy for Granth Sahib, on forgiveness. drawing out Nam simran, Books meaning and Khalsa. Questions: Muslims, Edited by Stephen Pett, RE today 2010 Engaging with Secondary RE series: Interfaith RE, ed. Pamela Draycott; Creative interpretation RE, ed. Lat Blaylock Inclusive RE, ed. Lat Blaylock from faith Religious Religion in Focus Series, Islam in Today’s World [Hodder Murray] stories and texts. studies: Steps in RE: Onwards and Upwards, Lesley Beadle, RE Today 2006 provides Authority, inter activities and learning strategies for SEN pupils. faith dialogue, Global Learner (Christian Aid, 2002): a source of case studies & other stimulus materials enabling discussion of a range of issues including equality and justice. The language of Older pupils or G&T pupils may find this relevant. shared human Video / DVD experience ‘Test of Time’ from BBC / Bible Society / RE Today: includes a half hour case Conflict and study on ‘Peace’ in Christianity. Teacher’s book written by RE Today team peace, available. forgiveness, ‘Curriculum Bites: RE’ from BBC includes strands called ‘A short religious history of…’ ‘A matter of life and death’ ‘The Big Question’ and ‘Brave new world’ which can link to this theme. Also available from RE Today Professional Services. Texts: Authentic resources from the Sikh community in Britain, e.g. the Sikh Missionary Society, 10 Featherstone Road, Southall, Middx, UB2 5AA.Active Resources for Christianity 1 & 2 by Phil Grice (Heinemann) provides a rich resource of active lesson ideas for exploring religion and spirituality.

2019 Sandwell SACRE RE Sample Plan for Key Stage 3

Contributions to spiritual, moral, social and cultural development of pupils: ▪ Opportunities for spiritual development come from considering how religions perceive the value of human beings and reflecting on their own views and attitudes; ▪ Opportunities for moral development come from studying ethical issues including those about justice, conflict, racial and religious respect to develop personal understanding and attitudes; ▪ Opportunities for social development come from investigating both diversity and common ground between religions and articulating their own ideas on social issues; ▪ Opportunities for cultural development come from developing awareness of positive contributions to community cohesion, religious harmony and good inter-faith relations, and of the need to combat prejudice and discrimination. Teachers will enable students to achieve these outcomes, as appropriate to their age and stage, so that they can: Make sense of belief: Understand the impact: Make connections: • Show how some religious and • Offer a coherent • Compare and explain the non-religious beliefs and account of diverse views ways in which Sikhs, Muslims teachings have an impact on about the unit’s title and Christians contribute to issues of peace and conflict today question peacemaking • Give reasons and examples to • Evaluate how far it is the • Explain at least two examples explain why some people say case that religion is both of contributions to conflict ‘religion causes war’ and others a cause of war and a from religion, and weigh up say ‘religion makes peace’. power for peace. their significance Pupils do not need to achieve with reference to all the points above: teachers should look for the ‘best fit’ in describing pupils’ levels of RE achievement in relation to the outcomes of the syllabus. ASSESSMENT SUGGESTIONS Teachers can assess this work by setting a learning task towards the end of the unit. The task aims to elicit engaged and reflective responses to the material studied throughout the unit across the ability range. Evidence of achievement with regard to these objectives can be gathered from tasks like these: Exemplar Task A: Understanding inspirational peacemakers ▪ Pupils take two examples of individuals or projects that have made peace from the non-religious, Muslim, Christian or Sikh traditions. They describe, explain and analyse the contributions these peace makers have made, and consider the influence of such people for themselves and for others. They might create a design for a memorial for the leaders they study (Statue? Stained glass? Sculpture? Other?). Pupils give a philosophical account of their answer to the question ‘does religion cause wars?’ in the light of the examples of peacemaking they have studied. ▪ Steps to Success: Remember to include answers to these questions in your assessment: o What was it that made these peacemakers inspiring? o Did these peacemakers learn from their sacred writings or their religious traditions? What did they learn? o Do these peacemakers disprove the idea that ‘religion is the cause of war’? o Why do you think it is that sometimes religious difference leads to conflict, but sometimes it leads to dialogue, harmony or peace? What makes the difference? Exemplar Task B: Does religion make peace or cause war? ▪ Pupils write an argumentative and reasoned account of their reaction to the claim that religion is the cause of war, in the light of examples from Sikhism and Christianity. They describe, explain and analyse the philosophical and ethical ideas in the question, using some examples. They might include reference to some projects and leaders that deny the claim, or to some examples of conflict that support it. ▪ Steps to Success: Remember to include answers to these questions in your assessment: o Some people say religion causes wars. Is this true? What evidence, reasons and examples can you give to support your answer? o Is it also true that religion can make peace? Give any examples to support your view about this. o What have you learned from this unit of work about your own ideas on peace, conflict and war?

2019 Sandwell SACRE RE Sample Plan for Key Stage 3

2019 Sandwell SACRE RE Sample Plan for Key Stage 3 LEARNING OUTCOMES Teaching and learning ideas and activities These activities will help pupils to work towards Select and adapt as appropriate to suit your class, and to ensure pupils achieve the outcomes. achieving the following expected outcomes: What does the Sikh religion teach from its scriptures with regard to conflict and peace? What do Sikhs do? What do Sikhs teach about peace and conflict? Make sense of belief: • Gather information and ideas about peace and conflict from Sikh traditions • Compare and explain the ways • Investigate stories of conflict and peace in the Sikh tradition, e.g. stories from the life of Guru Nanak, Guru Arjan, Guru in which Sikhs contribute to Tegh Bahadur and Guru Gobind Singh (the story of Bhai Ghaniya is pertinent). What were they committed to? What did peacemaking they believe? How did they make peace? Why and how did they fight (if at all)? Understand the impact: • Analyse the Mool Mantar’s exploration of the idea of God: One, truth, creator, without form, without enemies, beyond • Show how some religious time, not incarnated, self existent. If we all come from this God, why so much conflict? beliefs and teachings have an What do Sikhs do? impact on issues of peace and • Develop understanding of the link between belief and worship at the Gurdwara and the practice of goodwill to all. What is conflict today sacred here? Why does langar (the common meal or kitchen) play such an important role? What is Sewa, and how is it Make connections: practiced? • Evaluate how far it is the case that Sikhi religion is both a • Local and up to the minute examples of Sikh action for peace could be studied. cause of war and a power for • Examining empathically what British Sikhs today do & say about peace and conflict (see web resources for up to date peace. news). • Study a passage of the Guru Granth Sahib (like the one below: 761: 1381 -1387) “Birth and death, attachment and suffering, are erased in the Saadh Sangat, the Company of the Holy. Those who indulge in attachment, conflict and egotism shall surely weep and cry. Those who are separated from the Naam shall never find any peace. Crying out, ‘Mine! Mine!’ he is bound in bondage. Entangled in Maya (illusion / preoccupation), he is reincarnated in heaven and hell. Searching, searching, searching, I have come to understand the essence of reality. Without the Naam, there is no peace at all, and the mortal will surely fail.“ Ask a Sikh to comment on this passage.

2019 Sandwell SACRE RE Sample Plan for Key Stage 3 LEARNING OUTCOMES Teaching and learning ideas and activities These activities will help pupils to work towards Select and adapt as appropriate to suit your class, and to ensure pupils achieve the outcomes. achieving the following expected outcomes: What can I learn from a Sikh life given to peace? How do I respond to Sikh ideas? What do I think of a Sikh hero? Make sense of belief: • Examining the values of the Gurus: equality of race, creed, gender: What would Guru Nanak’s message to Sandwell or the • Compare and explain the ways UK, to our society be? Who teaches wisdom in our society? What makes a Guru worthy of following? in which Sikhs contribute to • Reflecting on the ideas of sewa (service to humanity) and Nam Simran (meditation on the scriptures). What support or peacemaking challenge do these practices provide to Sikhs? What supports and challenges me? Understand the impact: • Developing pupils’ own self understanding through exploring questions such as: who do I follow? Who would my Guru be? • Show how some Sikh beliefs What service to humanity matters to me? What kinds of equality do I build up? What is sacred to me? (skills of synthesis and teachings have an impact and analysis are needed here) on issues of peace and conflict • Explore the work and impact of Bhagat Puran Singh, sometimes called ‘The Sikh’s Mother Teresa’ who was born in the today Punjab in 1904. While still a child, he chose to become a Sikh. Though he never finished his basic schooling, he became a Make connections: writer, a (self) publisher, an environmentalist, and a philanthropist. He is perhaps best remembered for the Pingalwara, at • Offer a coherent account of the Amritsar, a home he founded tending to the castaways of society: the sick, disabled, dying or disadvantaged forlorn life and impact of a Ski people. peacemaker. • As a young man he decided to dedicate his life to the 'selfless service of humanity'. He founded the Pingalwara in 1947 with only a few patients, the neglected and rejected from the streets of Amritsar. An early advocate of what we today refer to as the 'Green Revolution', Bhagat Puran Singh was spreading awareness about environmental pollution, and increasing soil erosion long before such ideas became popular. Pamphlets with his writings on various subjects, such as environmental awareness, were printed on re-used paper and freely distributed. The home cares especially for those who live with learning difficulties, for orphans, for those no one else cares for. He died on August 5, 1992 • The work of Bhagat Puran Singh and the Pingalwara in Amritsar is an inspirational story to tell in this context. See Questions: Ways of Living, ed. Stephen Pett, RE Today, 2009. The book offers a range of learning activities suitable for this unit. There is a wealth of material on Bhagat Puran Singh on the internet.

2019 Sandwell SACRE RE Sample Plan for Key Stage 3

"O mankind. We created you from a single pair of a male and a female and made you into nations and tribes, that you might know Muslims contribute to each other (not that you might despise each other). Verily, the most honoured among you in the sight of God is he who is the most peacemaking. righteous." Qur'an Understand the impact:

"For the white to lord it over the black, the Arab over the non-Arab, the rich over the poor, the strong over the weak or men over • Show how some Muslim ideas women is out of place and wrong." Hadith of Ibn Majah. and teachings have an impact on issues of peace and conflict "He is not a believer who takes his fill while his neighbour starves." Hadith today “O Allah, I seek Your guidance through Your knowledge and ability, through Your power, and beg of Your infinite bounty; Make connections: for You have power, and I have none, • Offer a coherent account of You know and I know not, Muslim views about the unit’s And You are the knower of hidden things.” title question. Sunnah of the Prophet

‘Those who act kindly in the world will have kindness’ Qur’an 39.10

‘Treat people in such a way and live amongst them in such a manner that if you die they will weep for you; alive they will crave your company’ Nahjul Balagha Saying 9

"...spend out of love for Him, for your family, for orphans, for the refugee, for those who have need." Surah 2:17

‘Humankind, especially the marginalised and oppressed, need each other to confront the many dangers and challenges of liberation. Let us hope that because of (and not despite) our different creeds and worldviews we are going to walk this road side by side.’ Farid Esack, South African contemporary Islamic theologian.

Muslim peacemakers: what can we learn? Give pupils a list of the ways in which the Prophet made peace in his lifetime. Ask them to consider examples of how Muslims today try to make peace in communities and between nations. Ask pupils what can be learned from these examples.

2019 Sandwell SACRE RE Sample Plan for Key Stage 3 LEARNING OUTCOMES Teaching and learning ideas and activities These activities will help pupils to work Select and adapt as appropriate to suit your class, and to ensure pupils achieve the outcomes. towards achieving the following expected outcomes: How do Muslims respond when they are pictured as terrorists or fanatics? Why does this happen? Prejudice: what examples do we know about? Make sense of belief: ▪ Begin by asking pupils to identify and list examples of prejudice. Can they categorise these – for example as class prejudice, • Explain ways in which racism, sexism, ageism? Are some people prejudiced against teenagers? Draw attention to the damage done when prejudice has Muslims contribute to power – Nazism and Hitler provides the most extreme example, but many more might be noted. Consider with the class if peacemaking prejudice comes from fear, or phobia. Often, this is a factor. • Explain at least two examples ▪ Prejudice against Islam: the idea of Islamophobia. Introduce the idea carefully, as the unnecessary fear of the Muslim religion, an of contributions to conflict example of prejudice. Can pupils suggest any examples? Does this prejudice come from the media perhaps, where a billion Muslim from religion, and weigh up people are judged by the un-Islamic actions of 19 suicide bombers on 9/11? Ask pupils to identify how this prejudice might damage their significance British society today. Understand the impact: ▪ Reducing prejudice: 5 scenarios Ask pupils in pairs to split a page into 4 and make notes of their suggestions about what could be • done by four parties to reduce prejudice in the 5 situations below (these could be elaborated imaginatively).The 4 parties are: the Give reasons and examples to media / non-Muslim British people / British Muslims / politicians and government. explain why some people say ▪ School. In a village primary school, there are only white people. The teachers don’t want the children to grow up ignorant of the ‘religion causes war’ and UK and the wider world, so they have a meeting to plan what the 5-11s should learn. What should the primary children learn about others say ‘religion makes Muslims and Islam? peace’. ▪ Mosque. A new mosque has opened in town. A few weeks after the celebrations, widely supported, there are several incidents Make connections: where groups of young white teenagers throw stones at the mosque, and break windows, before running off. What should be • Evaluate how far it is the case done, and who by? that religion is both a cause ▪ Dress. Several Muslim women who wear the Hijab, covering their faces, have had insults and some threats shouted at them in the of war and a power for streets of the town, usually by people who run away. It’s upsetting, so they arrange a meeting with the local police to see if peace. anything can be done. What are the possible responses? ▪ Food. A butcher opens a new shop in Sandwell, where many Muslim people live. It doesn’t do very well, because no Muslims use the shop. The butcher realises it’s because he doesn’t sell Halal meat. How would you advise him? ▪ Jobs. The local unemployment figures show that 3% of people have no job, but it is 7% of Muslims who have no work. It seems unfair, so the job centre decides to make a plan to reduce Muslim unemployment. But then some white people start to say ‘we need jobs too’. What can be done to be fair? ▪ Following on: when these 5 scenarios have been considered by pairs of pupils, pool their ideas for prejudice reduction. Ask the pairs to imagine what will happen next in two of the scenarios, and swap ideas in groups of four about how effective their plans to reduce prejudice might be. Charter for Fairness: In the light of this work, ask groups of four to create a six point plan for a fairer Sandwell, where prejudice is reduced.

2019 Sandwell SACRE RE Sample Plan for Key Stage 3

LEARNING OUTCOMES Teaching and learning ideas and activities These activities will help pupils to work towards Select and adapt as appropriate to suit your class, and to ensure pupils achieve the outcomes. achieving the following expected outcomes: What is Jihad and how can it be understood by non-Muslims? Describing the Muslim ‘struggles’ Pupils think about the ways in which the media present and perhaps distort religions, giving their own thoughtful views and Make sense of belief: interpretations • Compare and explain the ways Of all the lessons in the unit, this one needs the most careful planning. The aim is to confront some shocking events in ways that are in which Muslims contribute to realistic and fair to Islam. This involves challenging some stereotypes, and offering a range of well thought out perspectives. One counter peacemaking to Islamophobia and prejudice is information. Another is the challenging presentation of fairness and justice. Another involves • Explain at least two examples deconstructing some negative images. Teachers will need to plan in the light of the needs and experience of their class.Reacting to terrorism: of contributions to conflict ▪ To begin with, show some pictures of terrorist attacks on 7/7 and 9/11. Ask pupils to jot down words in response to pictures. What do from religion, and weigh up the images have to do with Islam? Are they fair and accurate or biased? Can an image be biased? Why? Discuss responses with pupils. their significance Pose some key questions: If Islam means peace, why do some people associate it with violence? Clarify that Islam means “submission”, Understand the impact: “peace”. Why is Islam often seen as a violent religion? • Show how some religious and ▪ What is the greater jihad? Explain to pupils that this word means struggle, and Muslims live out two struggles. The ‘greater Jihad’ is the non-religious beliefs and inner struggle to live well, to be a good Muslim, to conquer evils within myself. From what they have learned so far about Islam, what teachings have an impact on struggles do pupils think young British Muslims face? For example, which if the 5 Pillars is the biggest struggle? How does living in the issues of peace and conflict UK, where Muslims are a 4.8% minority challenge Muslim practice (1 in 20 in the UK is a Muslim)? today ▪ What is the lesser jihad? The lesser jihad involves struggling for the faith in social or political life. The Prophet Muhammad [PBUH] was involved in fighting to defend the religion in his lifetime. Introduce a Muslim list of criteria for when it is right to fight. Make connections: ▪ Supply pupils with half a dozen case studies. In groups they have to apply the principles of Jihad to decide which, if any, could be • Offer a coherent account of grounds for Jihad. Groups report back their decisions, justifying their views. Muslim views about the unit’s ▪ For a whole class application of lesser jihad, consider this example: Uthman, a 14 year old Muslim British Muslim hears someone title question outside the mosque in an argument saying “Those suicide bombers from the July bombings are in Heaven now. It was a good Jihad.” He disagrees. How many reasons, arguments and ideas can the class generate that Uthman might use to oppose this view? Pupils might make a written response to whether the bombings of 7/7 could ever be considered as a legitimate jihad. Supply pupils with a writing frame to enable detailed, well justified answers. Learning from jihad. Ask pupils to consider some questions like these from their own point of view: when do you think it is right to fight for your way of life or your beliefs? When do you think it is wrong? Is it true that we are all involved in a daily struggle between good and evil within ourselves? Who do you know who has struggled to change themself? What would your own ‘jihad’ be for?

2019 Sandwell SACRE RE Sample Plan for Key Stage 3

LEARNING OUTCOMES Teaching and learning ideas and activities These activities will help pupils to work towards Select and adapt as appropriate to suit your class, and to ensure pupils achieve the outcomes. achieving the following expected outcomes: What is there for me to learn from the Muslims about peace and conflict? Images are useful here. Pupils might also benefit from looking at the lives of well know British Muslims in such fields as Make sense of belief: sport, activism, charity, entertainment, politics, music. • Compare and explain the ways How do I respond to Muslim ideas? in which Muslims contribute to • Examining the values of the Prophet: submission to Allah, equality in one Ummah of race, creed, gender, identical clothing peacemaking (Ihram) on Hajj as a symbol of unity before God • Explain at least two examples • Reflecting on the ideas of Islam – what surprises you about your new learning on Islam? How do you reconcile what Muslims say of contributions to conflict about peace with the media’s portrayal of Islamic communities? from religion, and weigh up • What support or challenge do these practices provide to Muslims? What supports and challenges me? their significance • Study the charities Islamic Relief, Muslim Aid and / or Muslim Hands. All have student-friendly websites, so set the homework Understand the impact: tasks: which charity is best? Which website is best and why? What do these British charities tell you about British Islam? • Show how some religious and • Developing pupils’ own self understanding through exploring questions such as: who do I follow? What kinds of equality do I non-religious beliefs and build up? What is sacred to me? (skills of synthesis) teachings have an impact on Ask pupils to select the five statements they most agree with from these 9 below – teach them that reasonable views are different issues of peace and conflict from prejudice. All these are, in different ways reasonable. today “I think saying untrue things about Make connections: ‘it’s important for everyone that we have “Minority religious communities have Muslims is as bad as saying untrue things • Evaluate how far it is the case a shared language, so people coming to the same rights in the UK as Christianity about black people – it is a kind of that religion is both a cause of Britain should all try to learn English” does. Christians were a minority once!” racism.” war and a power for peace. ‘I respect every person, but not ‘It’s important for community life that “I want to live in a society that tolerates everyone’s opinions, so let’s have everyone accepts other people, and respects me, so I try to tolerate and arguments about what we believe, but especially where we are all different’ respect everyone who is different.” respect the right to disagree too. “Don’t be ignorant: it’s important for all “It’s important for everyone to have ‘Being a bigot is wrong, so whether British people, black or white, Muslim or their own beliefs and communities, so you’re an atheist bigot, or a Christian Christian, to know about each other’s we should all be glad that there are now bigot, or a Muslim bigot, give it up. Open lives. So learn RE.” over 1800 mosques in the UK” your heart and mind up!

2019 Sandwell SACRE RE Sample Plan for Key Stage 3

2019 Sandwell SACRE RE Sample Plan for Key Stage 3 LEARNING OUTCOMES Teaching and learning ideas and activities These activities will help pupils to work towards Select and adapt as appropriate to suit your class, and to ensure pupils achieve the outcomes. achieving the following expected outcomes: What did we learn? What arguments can we bring to the question: Does religion cause war, or make peace, or both? Explore the example and influence of those who make peace from the Muslim, Sikh and Christian traditions. What is the Make sense of belief: influence of peacemakers from Muslim, Sikh and Christian traditions? • Explain at least two examples ▪ Research and analyse the work of some examples of those who have made peace from Christian and Sikh motivation (e.g. of contributions to conflict Dr Martin Luther King’s work against racism in the USA, Indarjit Singh’s inter faith work in the UK, Farid Esack’s work in from religion, and weigh up South Africa). their significance Consider the idea that peacemakers are often influential and inspiring: why is this? What would pupils say about who Understand the impact: influences or inspired them? • Give reasons and examples to So does religion cause war? This question is obviously blunt, but it remains a good focus for pupils’ responses. More able explain why some people say pupils may be encouraged to comment on whether it is a good question or not! ‘religion causes war’ and others Some say ‘yes’: say ‘religion makes peace’. Examine arguments and reasons why some people say religion is the cause of war, and choose non-religious ways of life in Make connections: consequence. • Evaluate how far it is the case Some say ‘no’: that religion is both a cause of Examine arguments and reasons why some people say you cannot achieve peace without religion, especially those from Sikh war and a power for peace. and Christian sources, and live as believers in consequence. Some say ‘sometimes’ Consider examples of those who claim religion is often a factor in conflicts, but does not have to be so. Is this balance or fence sitting? How can you tell the difference between ‘peacemaking religion’ and ‘conflict causing religion?’ Why does this question matter? Yes because... Sometimes because... No because... Religions matter so much to people that Religion is human, so it can be both good Some of the world’s greatest peace they fight over their beliefs… and evil… makers have been religious people… Everyone thinks ‘I’m right, you’re wrong’ Some religious communities do a lot for All religions offer peace to their so conflict occurs... peace... followers… Religion often claims certainty, or ‘God is You can never disentangle religion and Examples of religions working together on our side’, which makes religious politics, so maybe it is the politics that are on the increase: global peace is only conflict harder to resolve… causes the conflicts… going to happen with inter-religious peace…

2019 Sandwell SACRE RE Sample Plan for Key Stage 3

LEARNING OUTCOMES Teaching and learning ideas and activities These activities will help pupils to work towards Select and adapt as appropriate to suit your class, and to ensure pupils achieve the outcomes. achieving the following expected outcomes: What difference does religion make to attitudes to war and conflict, peace and harmony? Can forgiveness end conflict? Students will be challenged to develop increasingly balanced, sophisticated and reasoned responses to the place Make sense of belief: of religion in conflict and peace making Do politics and religion mix? • Explain at least two examples • Focusing on Christianity and Sikhism, pupils look at connections between religion and politics. E.g: Some Sikhs of contributions to conflict want a homeland (Khalistan). Some Christians want their moral ideas fixed in UK law. from religion, and weigh up their significance • Does religion do any good? Provide opportunities for pupils to meet and debate with adults who represent a Understand the impact: particular organisation or political or faith position e.g. a Christian Aid Schools Worker, local MP, member of the • Give reasons and examples to local council, local religious leader(s) from the Gurdwara. explain why some people say • What about the good that religions do? Does religion do more harm than good? ‘religion causes war’ and others • EG: "The Catholic Church is one of the biggest global health providers. It runs 5,246 hospitals, 17530 say ‘religion makes peace’. dispensaries, 577 leprosy clinics, 15,208 houses for the elderly, chronically ill and those with physical and Make connections: learning disabilities worldwide" (Caritas / Financial Times / The Universe, June 2012). Does the good outweigh • Evaluate how far it is the case the harm? that religion is both a cause of • Give pupils activities that help them to interpret this complex question: religion can do harm and can do good. war and a power for peace. What makes the difference? Argue their own point of view in ways that show understanding of other views. • Dialogue can focus on pupils finding answers to questions remaining at the end of the unit, and may include issues of interpretation of sources of authority (e.g. sacred text), public perceptions of the religion, the nature of society. Negative accounts of religion, e.g. from Humanism, may also be helpful to assist the debate’s development of discernment and judgement. Can forgiveness end conflict? • www.theforgivenessproject.com/stories/ is the basic source for this lesson. It show cases about 50 stories of forgiveness, from the exhibition ‘The F Word’. • The website provides numerous inspiring and challenging stories of forgiveness. Pairs of pupils select a story and read about the impact of forgiveness (many of the stories have a religious dimension, but not all). They must summarise the story and present their findings and responses to the class. CONTINUED

2019 Sandwell SACRE RE Sample Plan for Key Stage 3 Expressing viewpoints on big questions: final summary • Review the paragraph each pupil wrote about the question ‘does religion cause war?’ from the start of the unit. Ask pupils to add another paragraph: what have they learned? Have their ideas changed, developed or deepened in any way? • Discuss and answer the question: would the world / Sandwell be more or less peaceful if the spiritual teaching of Jesus, Prophet Muhammad or Guru Nanak were followed here, by everyone?

Reflective writing • As pupils complete this unit, they may complete a reflective piece of work about their own reactions to religions which they don’t belong to: What can be learned from such study? • Pupils who belong to a religious community may express the advantages (and disadvantages) of their commitment as well, with reference to the concepts of ‘peace’ and ‘conflict’. Pupils who don’t belong to a religious community might consider the challenging questions: what would you gain, and what would you find hard, if you were to become a Christian, a Sikh or a Muslim?