RME Lesson Plan – The Moral Maze – 2nd Year
Topic:
Case Studies
Lesson
No.
1
Objectives (2/3):
Students to get to know each other.
To enable students to consider their responses to a variety of moral choices.
To encourage students to consider making changes in their personal behaviour in order to embrace a higher
sense of personal moral integrity.
Activities (3/4):
Time:
1. Icebreaker.
10 mins
Introduce the course, mentioning the Learning Objectives:
a)
b)
To increase your knowledge and understanding of moral issues
To help you to become a more moral person, able to make better
moral choice
Get students to complete the RME Individual Learning Plan, which they give back to you for safekeeping.
2. In groups students study each situation on Case Studies sheet and decide on responses.
20 mins
3. Whole class discussion using Case Studies 1 – Teacher Notes
15 mins
Resources Required:
Case studies sheet for each student
Teacher Notes sheet
ILP sheets
W/RME/Lesson Plan The Moral Maze
RME Lesson Plan – The Moral Maze – 2nd Year
Topic:
What About You?
Lesson
No.
Objectives (2/3):
2
To consider what sin/wrongdoing is?
To get students to explore their own personal morality and what they believe to be
right/wrong
To place morality in a spiritual context
Activities (3 / 4):
Time:
1.
What is sin/wrongdoing?
In groups of 3 try to get some kind of definition (put on board an agreed definition).
5 mins
2.
Brainstorm the most common things people do which are wrong – write a list on the board.
Are some things worse than others? Why? Put the sins into three groups:
10 mins

How we treat ourselves (e.g., drug taking, excessive drinking etc.)

How we treat others (e.g., putting others down, stealing etc.)

How we treat God (e.g., ignoring God, denying my faith to others)
Discuss the idea of doing wrong by not doing anything, or not doing enough, e.g., do we do
enough to help the poor?
3.
Take the Test – Are you a Moral Person?
15 mins
4.
At the end of the Test get students in small groups to decide whether they think they are a
moral person or not, and why?
10 mins
5.
Closing Reflection
Issue students with a small piece of paper and ask them to write on it something they would
like to be forgiven (remind them of the three possible groups of sins in point 2). Tell them
they won’t have to read the sin out! Remember to do one yourself. If you have a candle
light this (play music if available) and explain how God is a God of forgiveness and love
who wants all His children to be reconciled with Him.
5 mins
Prayer:
Almighty God, we are sorry for things we have done wrong – please forgive us. We thank
you for your forgiveness and healing power. Please give us the love and the grace to be
strong in the future, so that we might keep away from anything that is wrong, and do our
best to help create a better world for all.
Ask students to tear up the sheets into tiny pieces and collect in a small bowl. Demonstrate
by tearing yours up first. End by telling the students that the pieces of paper will be
destroyed, and their sins forgiven, by the God who loves them.
Resources Required:
Are You a Moral Person?
W/RME/Lesson Plan The Moral Maze
RME Lesson Plan – The Moral Maze – 2nd Year
Topic:
Are You A Moral Person?
Lesson
No.
Objectives (2/3):
2a
To consider what is morality?
Consider own actions – how can we be more moral?
Activities (3 / 4):
Time:
1. Issue morality quiz – is this judgmental – does it measure morality? Is there a moral code?
Refer to law
10 mins
2. Write a list of our own moral/immoral actions – how can we improve?
10 mins
3. Show ‘Alive & Kicking’ video – example of being active – morality can be improved by positive 25 mins
actions not just ‘trying to be good’ – discussion of outcomes for self and others. What could you do?
Resources Required:
Video
Morality quiz
W/RME/Lesson Plan The Moral Maze
RME Lesson Plan – The Moral Maze – 2nd Year
Topic:
How Do You Decide What Is Right & Wrong?
What makes for a good life?
Lesson
No.
3
Objectives (2/3):
To consider where we learn morality and how we develop our own morality
Know meaning of deontology and consequentialism and why morality is sometimes a
difficult concept
Activities (3 / 4):
Time:
1. Brainstorm – small groups – How do you decide what’s right/wrong? Group feedback (draw out
socialisation, law, how we feel)
5 mins
2. Students think of examples of things they have changed their view on – why? How did this
happen? How did they decide?
10 mins
3. Give out ‘Are Some Things Always Wrong’ Worksheet. Explore differences between
deontology and consequentialism
5 mins
10 mins
4. Complete worksheet
5. Group discussion. Get students to discuss what they have written for point 8
5 mins
6. Closing exercise. In groups students draw up a list of statements
10 mins
It is always right to …
It is always wrong to …
Resources Required:
Worksheet on moral maze
Paper
W/RME/Lesson Plan The Moral Maze
RME Lesson Plan – The Moral Maze – 2nd Year
Topic:
Why Is It Important To Have High Ethical Standards; What Happens When Lesson
You Don’t; Karma
No.
4
Objectives (2/3): Explore meaning of Karma
To discuss consequences on society and personal fulfilment of living an ethical/unethical life
To explore why high ethical standards are necessary
Activities (3 / 4):
Time:
1. Video clip of ‘My Name is Earl’ and discussion of Karma
5 – 10 mins
2. Revisit moral dilemmas – in groups (3-4) consider a scenario where one does not do the right
thing – create a role play or summary of this. Present to class.
15 mins
3. Group (whole) discussion of what are high ethical standards – create list on board. Consider
whether bar should be set high – does anyone achieve it? Do we still need it? Make point that we
are striving towards living an ethical life
10 mins
4. Example of someone ‘straying from path’, e.g., Mary Magdelene, Prodigal Son and discussion of
what we can learn from this. How does the ‘high bar’ help?
10 mins
Resources Required:
Video Clip
Sugar Paper
Example (story)
W/RME/Lesson Plan The Moral Maze
RME Lesson Plan – The Moral Maze – 2nd Year
Topic:
Top Tips for Living an Ethical Life
Spiritual Codes of Conduct
Lesson
No.
5
Objectives (2/3): Students to explore ethical qualities and evaluate them
Students to relate these to personal experiences
Set targets for personal growth
Activities (3 / 4):
Time:
1. Present case study examples of Franz Jagerstatter and Sophie Scholl (see sheets)
10 mins
2. Students brainstorm further examples of their personal ethical role models. Feedback
5 mins
3. Diamond 9 on the qualities needed (see sheet). Plenary
20 mins
4. Each student to write one statement about one of their strengths or something about themselves
they wish to improve. Collect in hat, distribute and read.
10 mins
5. Prayer
5 mins
Resources Required:
Case Studies
Diamond 9 and Hat
W/RME/Lesson Plan The Moral Maze
RME Lesson Plan – Celebrating Diversity – 1st Year
Topic:
Personal Belief and Ethical Dilemmas
Lesson
No.
Objective:
To explore how religious beliefs/spiritual values influence moral decisions
Activities:
Time:

GROUP DISCUSSION: Small multi-faith groups of students discuss the moral dilemmas
on the handout. They give their personal response and also include any insights from their
religious teaching and traditions.
20 mins

FEEDBACK TO CLASS: Groups feed back to the class, giving a detailed account of their
thinking, especially their disagreements.
15 mins

TEACHER SUMMARY: Teacher draws out principles and moral complexities if students
do not (Eg the sanctity of life, utilitarianism - what does this really mean for dilemma 1?)
5 mins
NB. The discussion and feedback can be split up if desirable: ie. groups could discuss just dilemmas
1, 2, 3 then feed back etc.
Resources required:
Moral Dilemma 1 sheets
W/RME/Lesson Plan The Moral Maze
6
RME Lesson Plan – The Moral Maze – 2nd Year
Topic:
Moral Dilemmas 2
Lesson
No.
Objectives (2/3):
6
To explore in more detail a number of case studies and the principles we use to make a
moral decision
To understand that moral decisions are sometimes not as black/white as they may at first
appear
Activities (3 / 4):
Time:
Get students into groups and either read out or give them copies of Moral Dilemmas 2
Group discussion and plenary
If time, get students to discuss their responses to the Valjean Dilemma:
30 mins
The Valjean Dilemma
In a country in Europe, a poor man named Valjean could find no work, nor could his sister and
brother. Without money, he stole food and medicine that they needed. He was captured and
sentenced to prison for six years. After a couple of years, he escaped from the prison and went to live
in another part of the country under a new name. He saved money and slowly built up a big factory.
He gave his workers the highest wages and used most of his profits to build a hospital for people
who couldn't afford good medical care. Twenty years had passed when a tailor recognized the
factory owner as being Valjean, the escaped convict whom the police had been looking for back in
his hometown.
Probe Questions:
1. Should the tailor report Valjean to the police?
1a. Why or why not?
2. Does a citizen have a duty or obligation to report an escaped convict?
2a. Why or why not?
3. Suppose Valjean were a close friend of the tailor. Should he then report Valjean?
3a. Why or why not?
4. If Valjean were reported and brought before the judge, should the judge send him back to jail or
let him go free?
4a. Why?
5. Thinking in terms of society, should people who break the law be punished?
5a. Why or why not?
5b. How does this apply to what the judge should do?
6. Valjean was doing what his conscience told him to do when he stole the food and medicine.
Should a lawbreaker be punished if he is acting out of conscience?
6a. Why or why not?
Resources Required:
Moral Dilemmas 2 sheet
W/RME/Lesson Plan The Moral Maze
15 mins
RME Lesson Plan – The Moral Maze – 2nd Year
Topic:
Objectives (2/3):
The Problem of Evil – ‘Why does God allow bad things to happen to good
people?’
Lesson
No.
7
To explore how events such as the Holocaust can be reconciled with the idea of a God of
love
To understand a variety of possible explanations for the Problem of Evil
Activities (3/4):
Time:
See The Problem of Evil Teacher’s Notes and Worksheet
45 mins
Resources Required:
Teachers Notes
Powerpoint
Problem of Evil Worksheet
W/RME/Lesson Plan The Moral Maze
RME Lesson Plan – The Moral Maze – 2nd Year
Topic:
The Strength to be Good
Objectives (2/3):
To explore where conscience comes from and what it means to have a conscience
Activities (3/4):
1. Brainstorm what images/words are associated with Heaven and Hell – put key points
suggested by students on board. Present images.
2. Introduce question – does conscience come from external or internal motivation?
3. Conscience powerpoint – use for discussion and brainstorm
4. Closing prayer
Resources Required:
The powerpoints on Wdrive
W/RME/Lesson Plan The Moral Maze
Lesson
No.
7
Time:
RME Lesson Plan – The Moral Maze – 2nd Year
Topic:
Issues of Life: Animal Rights in relation to medical trials
Lesson
No.
8
Objectives (2/3): Explore the moral issue of animal rights
Outline the arguments if favour and against of using animals in medical trials
Reach a reasoned judgement on the issue of animal rights
Activities (3/4):
Time:

Introduction of topic and reasons for studying it. Students to share any view they may
currently have.
5 mins

Fact or Fiction? Students to complete a true or false worksheet on the statistics, legalities
and purposes of animal testing. Feedback and brief discussion on answers.
10 mins

In groups, students to come up with the arguments in favour and those against animal
testing.
15 mins
5 mins

Feedback to the board and teacher to develop with prepared OHT/Power-point.

Time permitting, a brief synopsis of current developments.

Plenary – What have you learnt and have you changed you view – why?
5 mins
5 mins
Resources Required: Fact or Fiction sheets, board, board pens, A3 Paper, Felt tip pens, computer and
projector
W/RME/Lesson Plan The Moral Maze
RME Lesson Plan – The Moral Maze – 2nd Year
Topic:
Why Do People Do Bad Things/Commit Crime? Do Bad People Go To Hell, Lesson
and Good People To Heaven?
No.
9
Objectives (2/3):
Explore reasons why crimes are committed.
Consider and evaluate doctrinal and personal responses to perpetrators of crime
Activities (3/4):
Time:
1. Presentation and discussion of case studies including Bowling for Columbine and John Pridmore
(Fiona’s handout). Focus on the reasons behind the crime.
20 mins
2. Examine views of Heaven and Hell from powerpoint – include different religions’ views, literary
presentations. Class discussion looking at responses to these. Include questions such as:
15 mins
What are Heaven and Hell like? Is there anybody in Hell? What do you have to do to get there?
Discuss concept of an all-loving, forgiving God and the idea of eternal damnation. Is there Hell
on earth? (Satre said ‘Hell is other people!’). Could explore idea of free will – to what extent
can people be held personally responsible for the sin/crime they commit. How far is society to
blame? If time explore the idea of re-incarnation.
3. Pairs to compose a prayer, focussing on forgiveness and understanding – perhaps based on the
case studies
Resources Required:
Video of Bowling for Columbine
John Pridmore handout
Heaven & Hell powerpoint presentation
W/RME/Lesson Plan The Moral Maze
10 mins
RME Lesson Plan – The Moral Maze – 2nd Year
Topic:
Living in a Community – Our Responsibilities to Others
Lesson
No.
Objectives (2/3):
10
To explore the meaning of ‘community’ for each individual student
To have three new ways that students could positively contribute to community
Activities (3 / 4):
Time:
1. Starter – students to brainstorm what communities they belong to – family, friends, College,
religion etc. – underline what benefits we gain from community (support, advice etc.)
10 mins
2. Use Harrow Gazette – student select an article which they feel best represents ‘a good sense of
community’. Students feedback examples
15 mins
3. Draw table on board:
What do you get
from College
community?
What can/do you
contribute to
College
community/
Students use this to set themselves targets as to why they currently do, and how they could
contribute more
4. Finish with ethical handout – sheet summarising how they feel they should lead a more ethical
life (taken from lessons 4 and 5)
10 mins
5. End of lesson
10 mins
Reissue the RME ILP sheet. Give students a list of the ten lessons on the course. You could either
put on board or screen or have a paper list which you could pass around. You could use the RME
Scheme of Work in the RME Learning Strategies Handbook (W/RME/Learning Strategies
Handbook).
Once you have analysed the results and made any suggested changes to the lessons, pass completed
feedback sheets to PWK (and pass lesson plan changes to PH)
Resources Required:
Copies of Harrow Gazette
Ethical handout from lessons 4 and 5
ILP sheets
W/RME/Lesson Plan The Moral Maze
RME Lesson Plan – The Moral Maze – 2nd Year
Topic:
Lesson
No.
Objectives (2/3):
Activities (3/4):
Resources Required:
W/RME/Lesson Plan The Moral Maze
Time: