What does it mean to be a Sikh?

ASU

Title:

Lesson

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2

3

4

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What does it mean to be a Sikh? Key Stage: 2 (lower)

Year Groups : 3&4

Title of lesson

INTRODUCTORY LESSON

Who was Guru Nanak ?

Length of unit: 6 lessons

Main points of content

Tell children the story of Guru Nanak and his call and outline the most important of his teachings. Consider what Sikh society should be like

Who wears this ?

What are the Five Ks ?

Starting with the school badge or logo, explore ways that different parts of the image reflect the identity of the group the wearer belongs to. Find other examples of clothes & badges and explore the symbolism behind them.

Look at the 5 Ks. Talk about what each one represents. Annotate a drawing of a

Sikh with the different items of clothing on that represent the 5 Ks and explain what each means.

What does a Sikh believe ?

Consider the responsibilities of belonging to the school community. Look at the three duties of a Sikh and consider how it might impact their lives to live this way and how it reflects their beliefs, especially the importance of equality. Find out about the Sikh holy book and why it’s called ‘Guru Granth Sahib’

What is Sikh worship like ?

Consider the many purposes of places of worship generally – and compare with

Sikh belief about the Gurdwara. Look at a video clip of Sikhs worshipping – in a

Gurdwara and at home and consider the centrality of their holy book to the faith. Is worship different in the different locations ?

EVALUATION LESSON

Are we all equal?

Compare the ideals of equality in modern British society with those of the Sikh community. Consider which would be more effective if followed. Make some karah parshad to share and think about what symbol you would choose to represent equality. Consider the verse from the Bible in Galatians 3:28. Compare this with the

Sikh ideals

Guildford Diocesan Board of Education

Notes / Background to the unit:



All skills identified in these units are highlighted within the activities section in bold


Unit title: What does it mean to be a Sikh?

Lesson: 1 of 6

Lesson title: Who was Guru Nanak?

Learning Objectives



Through the learning experiences, pupils should learn:

 that Guru Nanak was the founder of Sikhism & that he is not worshipped as a god

 that ‘guru’ means ‘teacher’ that there are ten gurus of

Sikhism

 that equality is very important in

Sikh society (ECM 3) (SMSC)

Resources / Background



This story can be found in A Tapestry of Tales published by Collins ISBN:0003120007, or you can find an extensive version of his life online at www.sikhs.org/10gurus.htm



Also try www.sikhnet.com/s/sikhstories



Information about Guru Nanak’s key teachings can be found at: http://atschool.eduweb.co.uk/carolrb/sikhism/sikhism1.ht

ml or www.bbc.co.uk/religion/religions/sikhism/intro.shtml

and at www.bbc.co.uk/religion/religions/sikhism/people/nanak



Mixed ability groups might work best for this lesson.

When looking at Guru Nanak’s teachings (the eduweb site is best for this), you could give each group a different teaching to consider

Age range: Year 3&4

Skills being developed: Reflection; Interpretation

Introduction:

 Reflection: Talk together about important people whose birthdays they remember each year – and why

 Do they know the birthdays of any other important people ? e.g. the Queen, Jesus etc.

 Set the scene for this unit of work on Sikhism – give basic information about what will be covered across the unit

Main activities (including skills-based learning):

 Write the date April 15 th on the board – Guru Nanak’s birthday. Explain that Guru means

‘teacher’

 Investigation: Tell children the story of Guru Nanak and his call, using a simple version of the story. As a class, order the main parts of the story.

 Interpretation: Then talk together (you could do this first with a partner) about the things that people noticed made him ‘different’ as he was growing up

 Reflection / Interpretation: Outline the most important of his teachings – see ‘Background’.

Allow pupils time to talk in groups about their thoughts on what he taught, then feedback to the class

 Explain the Sikh belief that the Ten Gurus of Sikhism are teachers, not gods in their own right and that there are rules about portraying them

Plenary/Extending the thinking:

 Reflection: Ask pupils to consider any beliefs they hold. Which would they consider to be the most important?

 Talk together about what ‘equality’ means – and consider why this might be an important value of Sikh society

Learning outcomes e.g. what am I looking for / what can pupils do better now?

ALL:

 identify why remembering a birthday is important (AT2

L2)

 retell the story of Guru

Nanak and his call (AT1 L2)

MOST:

 describe key teachings of

Guru Nanak & what Sikhs might learn from them (AT1

L3)

SOME:

 consider the value of equality in Sikh society (AT2



L4) respond to questions about equality in society (AT2 L4)



Lesson: 2 of 6

Lesson title: Who wears this?


Skills being developed: Interpretation; Expression; Synthesis




Through the learning experiences, pupils should

learn: that badges and uniforms can give clues about the identity of the wearer

 that Sikhs have special symbols which reflect Sikh identity


 Examples of badges can be found at www.koolbadges.co.uk

You’ll need to select a few you like first

 An explanation of this Sikh symbol

(khanda) can be found at: http://atschool.eduweb.co.uk/carolrb/sikhis m/sikhism1.html

and www.sikhs.org/khanda.htm

Introduction:

 Show pupils your school badge or logo and talk about why it was chosen and what the different parts of it symbolise.

 Make a list of other ‘uniforms’ or badges which help identify people


 Consider other examples of clothes or badges which help identify the wearer and explore the symbolism behind them e.g. Cubs / Brownies badges & uniform, your local council crest etc.

 Explore ways that different parts of the image reflect the identity of the group the wearer belongs to

 Expression: Design a badge to wear which says something about your identity – you might like to show children some first (see Resources)

 Share your design with the class

 Interpretation / Synthesis: Give each group a copy of the Sikh symbol or emblem called the khanda. Talk them through the different elements that make up the symbol – then give them cards with the explanation of each element on and see if they can match the symbol with the explanation.

 Feedback to class and ask pupils to consider why each element is used within the symbol

Plenary / Extending the thinking:

 Consider questions of identity & clothing – what they ‘say’ about you as a person. Is this a good thing or not? Are there things that your pupils wear that ‘say’ something about them?


ALL:

 express elements of their own identity in a badge and explain the reasons for their choice(s) (AT2 L3)

MOST:

 compare aspects of their own experiences and those of others, identifying what influences their lives (AT2

L3)

 make links between religious symbols and the beliefs that underlie them

(AT1 L3)

SOME:

 ask and respond to questions about how identity can be revealed in what you wear and how these influence our ‘first impressions’ of people we meet (AT2 L4)



Lesson: 3 of 6

Lesson title: What are the Five Ks?


Skills being developed: Interpretation; Investigation; Expression



learn:

 that the Five Ks are symbols of the Sikh community

-

Kesh (uncut hair)

-

Kangha (a comb)

-

Kirpan (a sword)

-

Kara (a bracelet)

-

Kachera (short trousers)

 what each of the Five Ks represents & why each is significant


 Information about the Five Ks can be found at: http://atschool.eduweb.co.uk/carolrb/sikhi sm/sikhism1.html

and http://rexs.ucsm.ac.uk/re/places/ - go to ‘Sikhism’

& enter the gurdwara, then click on the photo of the Sikh man

 There is useful teacher information at: www.bbc.co.uk/religion/religions/sikhism/ history/index.shtml

Introduction:

 Display a range of photos of people in uniform. How do they know who is who?

 Show pupils a picture or photograph of a Sikh dressed in the Five Ks. Set the context of this lesson

– finding out how the Five K’s help define a Sikh’s identity.


 Investigation: Look at the 5 Ks and talk about what each one represents, and the symbolism associated with it. If you have real examples of these then even better!

 Interpretation: Annotate a picture of a Sikh with the different items of clothing on that represent the

5 Ks, or - children to add labels where they can to explain what each part means. Expression: Ask more able pupils to make an information leaflet to explain what the Five Ks are, how they are worn and the beliefs behind them

OR:

 Interpretation: Divide the class into 5 groups. Give each a different symbol to investigate using the internet / books, then come back together as a class and annotate a picture together.


 ‘Dress up’ a child in the Five Ks (if you have real ones) or show photos of each and ask children to tell you where each would go – and what each represents. Encourage them to suggest reasons for each as a symbol



ALL:

 label a picture of a Sikh, correctly identifying the Five

K’s (AT1 L2)

MOST:

 make links between religious symbols and the beliefs that underlie them

(AT1 L3)

SOME:

 use religious vocabulary to explain the religious beliefs behind each of the Five Ks and give meaning for the symbolism (AT1 L4)


Lesson: 4 of 6

Lesson title: What does a Sikh believe?


Skills being developed: Reflection; Empathy; Interpretation; Application





learn: that the three main duties of a

Sikh are to ‘Pray, Work and

Give’ (SMSC)

 that the Sikh holy book is called ‘Guru Granth Sahib’


 More information can be found at: www.bbc.co.uk/religion/religions/sikhism/hi story/index.shtml

, using the ‘Beliefs’ section and http://atschool.eduweb.co.uk/carolrb/sikhis m/sikhism1.html

again, following the

‘Beliefs’ section

 Sikh beliefs can be found in the Mool

Mantra. Use the atschool web address above and click on the ‘Guru Granth Sahib’ section

Introduction:

 Consider the responsibilities of belonging to the school community.

 What would happen if we didn’t take our responsibilities seriously? Consider the responsibilities of belonging to the school community.

 What would happen if we didn’t take our responsibilities seriously?


 Look at the three duties of a Sikh – ‘nam japna’, ‘kirt kirna’ and ‘vand chhakna’

 Reflection / Empathy: Consider how it might impact the lives of Sikhs to live this way and how it reflects their beliefs, especially the importance of equality

 Show pupils a photo of the Sikh holy book in use and talk about the way it is treated. Explain that the book is called ‘Guru Granth Sahib’. Talk about the fact that the last guru, Guru Gobind Singh, gave the holy book the name ‘Guru Granth Sahib’ – why ?

 Interpretation: In groups, read the Sikh statements of belief (see Points to note). Talk together about what they think each means.

 Feedback to class


 Consider the Sikh saying that "Truth is the highest of all virtues, but higher still is truthful living."

 Application: How might a Sikh live ‘truthfully’? How can we ‘live truthfully’? Reflect with a partner.


ALL:

 outline key teachings of

Sikhism (AT1 L2)

 respond sensitively to other pupils’ beliefs and share their own views (AT2 L2)

MOST:

 show through the use of key

Sikh terms the importance of the Guru Granth Sahib for

Sikhs (AT1 L3)

 comment on Sikh beliefs and values and make links with their own lives (AT2 L3)

SOME:

 consider the value of truthful living in Sikh society (AT1

L4)



Lesson: 5 of 6

Lesson title: What is Sikh worship like?











learn: that Sikhs worship at home and at the Gurdwara that the Sikh holy book is called ‘Guru Granth Sahib’ that Sikhs consider the content of the Guru Granth Sahib to be holy, not just the book that the study of the Sikh scriptures is central to Sikh worship


 Information about Sikh worship can be found at: www.bbc.co.uk/religion/religions/sikhism/w orship/index.shtml

and http://atschool.eduweb.co.uk/carolrb/sikhis m/sikhism1.html

 There are also virtual tours of gurdwaras to be found on the internet. Try: http://rexs.ucsm.ac.uk/re/places/ , www.ngfl.ac.uk/re/welcometothegurdwara.

htm


Skills being developed: Investigation; Interpretation; Synthesis

Introduction:

 Consider the purposes of each different place of worship that children already know about, and what happens in them – are all the purposes the same ?


 Talk about Sikh beliefs about the Gurdwara (i.e. that any place containing the Sikh scriptures can be called a Gurdwara)

 Look at a video clip of Sikhs worshipping – in a Gurdwara and at home and consider the centrality of their holy book to the faith. Is worship any different in private or in public ?

 Investigation / Interpretation: In groups, find out about other physical features of a gurdwara – e.g. the doors, the flag, the seating etc. – and the significance of each. In groups, label a diagram of a gurdwara with as much information as possible. Encourage more able pupils to reflect on why each feature is as it is – and how it reinforces Sikh belief

 Feedback to class

Plenary / Extending the thinking :

 Interpretation: Consider why a ‘langar’ or kitchen is attached to most gurdwaras. What does this show about Sikh belief & society ?


ALL:

 outline the key beliefs and teachings of Sikhism (AT1

L2)

MOST:

 show through the use of key

Sikh terms the importance of the Guru Granth Sahib for

Sikhs (AT1 L3)

 make links between the symbols found at the

Gurdwara and the beliefs that underlie them (AT1 L3)

SOME:

 explain how the different features of a gurdwara reinforce Sikh values & beliefs (AT1 L4)



Lesson: 6 of 6

Evaluation lesson: Are we all equal?


Skills being developed: Synthesis; Expression; Reflection; (Analysis)







learn: describe the key beliefs of

Sikhism that equality is very important in Sikh society (ECM 3)

(SMSC)


 Karah parshad is a sweetmeat made from equal quantities of wheat flour, sugar and clarified butter

 Information about how to make it can be found at http://punjabirecipes.gurudwara.net/recipe detail.aspx?id=20

 Symbolic meals in other religions – Holy

Communion; Shabbat & Passover meals,

Rosh Hashanah

 You could use more able pupils to lead the discussion in the plenary

Introduction:

 Reflection: Give children some ‘thinking time’ before starting the main activity – to reflect on what they have learned about Sikhism during this unit


 Reflection: In groups, brainstorm the key beliefs of Sikhism. Which do children think is the most important to a Sikh and why ?Feedback to class, then use children’s ideas to make a list of Sikh belief

 Make some karah parshad to share and ask children to think about any possible symbolism connected with it – and the belief that underlies it. Can they think of any symbolism involving food in other religions?

 Expression: Get pupils to consider and draw a symbol they would choose to represent equality.

Write an explanation of the symbol(s) they have used.

 Analysis: More able pupils should also be asked to consider similarities / differences between karah parshad and another symbolic meal of their choice (see Background)

 Share ideas and display children’s symbols with the list of Sikh belief


 Synthesis: Recap on the many different ways in which equality is demonstrated in the lives and worship practices of Sikhs

 Consider the verse from the Bible in Galatians 3:28 – is this the same as equality? Compare this with the Sikh ideals of equality.

 Do pupils think equality is possible?



ALL

 identify key teachings / beliefs of Sikhism (AT1 L2)

 explain the symbolism they have chosen to represent

‘equality’ (AT2 L2)

MOST

 describe the key beliefs and teachings of Sikhism and their importance to a Sikh (AT1 L3)

 make links between religious symbols and the beliefs or ideas that underlie them (AT1

L3)

 compare aspects of their own experiences and those of others, identifying what influences their lives (AT2 L3)

SOME

 make comparisons between two symbolic meals (AT1 L4)

 consider the value of equality in society (AT2 L4)

What does it mean to be a Sikh?

INTRODUCTORY LESSON

Who was Guru Nanak ?

Who wears this ?

What are the Five Ks ?

What does a Sikh believe ?

What is Sikh worship like ?

EVALUATION LESSON

Are we all equal?

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What does it mean to be a Sikh?

INTRODUCTORY LESSON

Who was Guru Nanak ?

Who wears this ?

What are the Five Ks ?

What does a Sikh believe ?

What is Sikh worship like ?

EVALUATION LESSON

Are we all equal?

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