Chapter 1 Right or wrong!: Introduction
Chapter 1 Right or wrong!
Introduction
Learning intentions
By the end of this lesson pupils will:
왘 have discussed their own views on some moral issues.
Key elements
Moral character
Ethical awareness
Cross-curricular skills
Communication
Thinking skills and personal capabilities
왘 Develop routines of turn-taking, sharing and cooperating.
왘 Respect the views and opinions of others and reach agreements
using negotiation and compromise.
Lesson plan
Starter
왘 As an introduction to this chapter each pupil could be given one statement on a
piece of card (some have been provided on Worksheet 1.1). The pupil should
read the statement and decide whether they agree or disagree with it. They
could then write three reasons why or why not in a notebook.
Development
왘 Working in groups of four, pupils could now discuss their different statements
and record their differing views and opinions about each on poster paper. Two
groups could then join together and use their posters to explain their statements
and the main points of their discussion.
Plenary
왘 As a class pupils could discuss some of the statements and the varying opinions
that have been given. Two of the statements could be posted up on the
whiteboard and each student could decide their view on this statement. An
explanation of what will be covered in the chapter could be given at this point.
Journeys Three: Religious Education for Key Stage 3 Northern Ireland: Teacher’s Resource © Hodder Education 2010
1
Chapter 1 Right or wrong!: Introduction
Homework suggestion
Pupils could complete Worksheet 1.2.
Extension activity
Pupils could come up with their own statements relating to issues/dilemmas about
right and wrong. These statements could then be given to other class members to
discuss.
Learning outcomes
왘 Work effectively with others.
왘 Communicate effectively in oral, visual, written and ICT formats, showing clear
awareness of audience and purpose.
2
Journeys Three: Religious Education for Key Stage 3 Northern Ireland: Teacher’s Resource © Hodder Education 2010
Chapter 1 Right or wrong!: Introduction
Worksheet 1.1
Right/wrong statements
Copy or cut out and put the following statements onto separate cards. Give one
statement to each pupil for comment and discussion.
Lying is always wrong – you
should never tell a lie.
It’s OK to steal something if it
is something you really need
– for example, food.
Violence is always wrong –
you should never use
violence.
Sometimes it is better to tell a
lie than to tell the truth.
It’s OK to cheat in an exam.
Cheating in a relationship is
wrong.
Trespassing on another
person’s property is wrong.
It’s OK to write graffiti on
someone’s property –
especially if you have an
important message to say.
Violence can sometimes solve
problems. It’s OK to use
violence in self-defence.
Children should not watch
DVDs or play games that are
for over-18s.
Speeding kills. People should
always follow the speed limits
when driving.
Parents should be able to
bring up their children and
teach them about their
religious beliefs.
Journeys Three: Religious Education for Key Stage 3 Northern Ireland: Teacher’s Resource © Hodder Education 2010
3
Chapter 1 Right or wrong!: Introduction
Worksheet 1.2
What’s important to me?
1 Read the following statements. Use the following code to colour each
statement:
쐍 Red – statement is not important to me.
쐍 Yellow – statement is important to me.
Lying is always
wrong – you should
never tell a lie.
Speeding kills.
People should
always follow the
speed limits when
driving.
It’s OK to cheat in
an exam.
Children should not
watch DVDs or play
games that are for
over-18s.
Violence is always
wrong – you should
never use violence.
It’s OK to steal
something if it is
something you
really need – for
example, food.
2 In the space provided write down three different statements that are
important to you:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
4
Journeys Three: Religious Education for Key Stage 3 Northern Ireland: Teacher’s Resource © Hodder Education 2010
Chapter 1 Right or wrong!: 1.1 Where do we get our morals from?
Chapter 1 Right or wrong!
1.1 Where do we get our morals
from?
Learning intentions
By the end of this lesson pupils will:
왘 have explored how people learn their own moral values
왘 have explored and discussed different views that people have about what
is right and wrong.
Key elements
Moral character
Ethical awareness
Cross-curricular skills
Communication
Thinking skills and personal capabilities
왘 Make ideas real by experimenting with different outcomes.
Lesson plan
Starter
왘 As an introduction to this lesson pupils could read the information from the
Pupil’s Book (pages 2–3) and complete Worksheet 1.3.
Development
왘 Pupils could discuss what or who they think influences their views most. The
discussion could include how they are influenced by their upbringing and by the
media (TV, internet, etc.).
왘 Pupils could then complete Worksheet 1.4. They could share their work with a
partner – discussing what or who has had the biggest influence on their views.
왘 Pupils could complete Get Active 2 from the Pupil’s Book (page 3) and discuss
their decisions with a partner/group.
5
Journeys Three: Religious Education for Key Stage 3 Northern Ireland: Teacher’s Resource © Hodder Education 2010
Chapter 1 Right or wrong!: 1.1 Where do we get our morals from?
Plenary
왘 As a class pupils could discuss the story in Get Active 2 and think about the
different options that John has. A vote could be taken on what they think John
should do and an overall decision made by the class.
Homework suggestion
Pupils could complete Worksheet 1.5.
Extension activity
Pupils could complete a poster on ‘My Moral Values – What/Who Influences Me’.
This could be discussed and displayed in the classroom.
Learning outcomes
왘 Demonstrate creativity and initiative when developing ideas and following them
through.
6
Journeys Three: Religious Education for Key Stage 3 Northern Ireland: Teacher’s Resource © Hodder Education 2010
Chapter 1 Right or wrong!: 1.1 Where do we get our morals from?
Worksheet 1.3
Where do we learn our morals?
Think about the people or places that have influenced your views on important
issues.
1 Complete the following spider diagram to show what/who has influenced your
views. One example has been done for you.
2 Draw images beside your words to represent what you have written.
3 Individually rank your top five answers by writing the numbers 1–5 on your
spider diagram (1 = top answer).
School
Where do
we learn our
moral values?
7
Journeys Three: Religious Education for Key Stage 3 Northern Ireland: Teacher’s Resource © Hodder Education 2010
Chapter 1 Right or wrong!: 1.1 Where do we get our morals from?
Worksheet 1.4
What/who has had the most influence on our
moral viewpoints?
Look carefully at the diagram you completed on Worksheet 1.3 about where we
learn our morals. Write your top five answers below. Beside each answer explain
why you have been influenced by this person/group.
Example:
School – I have been influenced by school because in school I learn from my
teachers about what is right and wrong. I also learn about life and I am able to
develop my opinions.
My influences:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
8
Journeys Three: Religious Education for Key Stage 3 Northern Ireland: Teacher’s Resource © Hodder Education 2010
Chapter 1 Right or wrong!: 1.1 Where do we get our morals from?
Worksheet 1.5
My moral dilemma story
Having completed the work on ‘John’s dilemma’ on page 3 of the Pupil’s Book, you
will understand how it is sometimes difficult to make decisions. We often have a
number of options that we could take.
In the space below write your own moral dilemma. Give three options for how the
story could end. Share your story with your partner and get them to decide which
of the options is the ‘RIGHT’ thing to do.
My moral dilemma
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Options to end the story
1 ________________________________________________________________
________________________________________________________________
2 ________________________________________________________________
________________________________________________________________
3 ________________________________________________________________
________________________________________________________________
My partner thinks option ______ is the ‘RIGHT’ decision to make.
9
Journeys Three: Religious Education for Key Stage 3 Northern Ireland: Teacher’s Resource © Hodder Education 2010
Chapter 1 Right or wrong!: 1.2 What do religions teach us?
Chapter 1 Right or wrong!
1.2 What do religions teach us?
Learning intentions
By the end of this lesson pupils will:
왘 have considered religious views on right and wrong
왘 have explored the similarities and differences between the Ten
Commandments and the Noble Eightfold Path.
Key elements
Moral character
Cultural understanding
Cross-curricular skills
Communication
Thinking skills and personal capabilities
왘 Select, classify, compare and evaluate information.
Lesson plan
Starter
왘 As an introduction to this lesson pupils could work in pairs. Each pair could be
given a rule that relates to the Ten Commandments (see Worksheet 1.6 for
examples). In pairs pupils could discuss whether they think the rule is important
in today’s world – they could share the main points of their discussion with the
rest of the class.
Development
왘 Pupils could read the information in the Pupil’s Book (page 4) and complete Get
Active 1. Their starter discussion will help with the questions in this activity.
왘 Pupils could then complete a research activity on other world religions and their
rules. Worksheet 1.7 can be completed for this.
왘 Following this, pupils could read the information in the Pupil’s Book (page 5) and
complete Get Active 2.
Journeys Three: Religious Education for Key Stage 3 Northern Ireland: Teacher’s Resource © Hodder Education 2010
10
Chapter 1 Right or wrong!: 1.2 What do religions teach us?
Plenary
왘 The class could discuss the similarities and differences they have found between
the Ten Commandments and the Noble Eightfold Path. They could use the
information from the research task to write down the rules that are similar in the
various religions they have studied. They could discuss the reasons as to why
these rules might be universal.
Homework suggestion
Pupils could complete Worksheet 1.8 by asking people their views about religious
rules and recording these on the worksheet.
Extension activity
Pupils could conduct a short group discussion on whether religious rules influence
the decisions that they make in their lives.
Learning outcomes
왘 Research and manage information effectively to investigate religious, moral and
ethical issues, including using mathematics and ICT where appropriate.
11
Journeys Three: Religious Education for Key Stage 3 Northern Ireland: Teacher’s Resource © Hodder Education 2010
Chapter 1 Right or wrong!: 1.2 What do religions teach us?
Worksheet 1.6
Rules
Cut out the rules below and give each pair one rule to discuss. Ask pupils to say if
they think the rule is important in today’s society and why.
Committing murder is
always wrong.
Telling lies about a
person is wrong.
People can be
prosecuted for libel.
Stealing a chocolate
bar from a shop is
wrong. Thieves will be
prosecuted.
Sunday should be
kept as a day of rest –
people should go to
church on Sunday to
worship God.
Cheating on your
husband/wife is
wrong.
People should not
make images of God.
Swearing – taking
God’s name and using
it as a swear word – is
wrong.
Being jealous of what
other people own is
wrong – be content
with what you have.
You should always do
what your parents say
and respect them.
There is only one God
– believe in him and
worship him.
12
Journeys Three: Religious Education for Key Stage 3 Northern Ireland: Teacher’s Resource © Hodder Education 2010
Chapter 1 Right or wrong!: 1.2 What do religions teach us?
Worksheet 1.7
Religious rules
Conduct some research to find out the important ethical rules that are followed in
the religions below. Complete each box by writing three rules that are important in
each religious faith.
The following website will help in finding information:
왘 www.reonline.org.uk/ks3/topiclist.php
Each time, choose the religion and the topic ‘Ethics’.
Islam
Sikhism
1
1
2
2
3
3
Judaism
Hinduism
1
1
2
2
3
3
13
Journeys Three: Religious Education for Key Stage 3 Northern Ireland: Teacher’s Resource © Hodder Education 2010
Chapter 1 Right or wrong!: 1.2 What do religions teach us?
Worksheet 1.8
Religious moral values – are they still important?
Use the following questions in interviews with three people of different ages to find
out their views about religious rules. Record their answers in the spaces provided.
Following the interviews, record your own views about the different opinions given.
1 Do you think religious rules like the Ten Commandments are still important in
society today? Explain your point of view.
Person 1: ________________________________________________________
________________________________________________________________
________________________________________________________________
Person 2: ________________________________________________________
________________________________________________________________
________________________________________________________________
Person 3: ________________________________________________________
________________________________________________________________
________________________________________________________________
2 Are you guided by any religious rules when you make decisions in your life?
If yes – give an example. If no – why not?
Person 1: ________________________________________________________
________________________________________________________________
________________________________________________________________
Person 2: ________________________________________________________
________________________________________________________________
________________________________________________________________
Person 3: ________________________________________________________
________________________________________________________________
________________________________________________________________
14
Journeys Three: Religious Education for Key Stage 3 Northern Ireland: Teacher’s Resource © Hodder Education 2010
Chapter 1 Right or wrong!: 1.2 What do religions teach us?
Worksheet 1.8 (page 2 of 3)
3 Are there any of the Ten Commandments that you feel are no longer important
in today’s society? Give some examples and say why you have chosen these.
Person 1: ________________________________________________________
________________________________________________________________
________________________________________________________________
Person 2: ________________________________________________________
________________________________________________________________
________________________________________________________________
Person 3: ________________________________________________________
________________________________________________________________
________________________________________________________________
4 If people do not follow religious rules how do they learn the difference between
right and wrong?
Person 1: ________________________________________________________
________________________________________________________________
________________________________________________________________
Person 2: ________________________________________________________
________________________________________________________________
________________________________________________________________
Person 3: ________________________________________________________
________________________________________________________________
________________________________________________________________
15
Journeys Three: Religious Education for Key Stage 3 Northern Ireland: Teacher’s Resource © Hodder Education 2010
Chapter 1 Right or wrong!: 1.2 What do religions teach us?
5 In the space below, write a short paragraph explaining your findings from the
interviews that you have conducted.
________________________________________________________________
________________________________________________________________
Worksheet 1.8 (page 3 of 3)
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
16
Journeys Three: Religious Education for Key Stage 3 Northern Ireland: Teacher’s Resource © Hodder Education 2010
Chapter 1 Right or wrong!: 1.3 All you need is love
Chapter 1 Right or wrong!
1.3 All you need is love
Learning intentions
By the end of this lesson pupils will:
왘 know and understand what is meant by situation ethics
왘 have evaluated the strengths and weaknesses of situation ethics.
Key elements
Moral character
Cross-curricular skills
Using ICT
Thinking skills and personal capabilities
왘 Make links between cause and effect.
왘 Use different types of questions.
Lesson plan
Starter
왘 As an introduction to this lesson, pupils could spend one minute writing down
all the words they associate with ‘LOVE’. They could then spend one to two
minutes in a class discussion focusing on the question: ‘What is love?’
Development
왘 Pupils read the information in the Pupil’s Book (page 6) and the extra
information about the Pharisees provided on Worksheet 1.9 before completing
Get Active 1 in the Pupil’s Book. Pupils could discuss their answers with a partner
and share them with the rest of the class.
왘 Pupils should then complete Get Active 2 in the Pupil’s Book (page 7). Following
the class discussion (question 3) pupils could complete Worksheet 1.10.
왘 Pupils read the information in the Pupil’s Book (page 7) and complete Get Active 3.
Journeys Three: Religious Education for Key Stage 3 Northern Ireland: Teacher’s Resource © Hodder Education 2010
17
Chapter 1 Right or wrong!: 1.3 All you need is love
Plenary
왘 At the end of the lesson, pupils could vote on whether they agree or disagree
with Joseph Fletcher’s theory. They could each try to give one reason why it is a
good theory and one reason why it may not work in some situations.
Homework suggestion
왘 Pupils could complete Worksheet 1.11.
Extension activity
왘 Pupils could complete further research on situation ethics – finding out more
about the theory behind it and the weakness in it. They could present their
findings to the class.
왘 Useful websites to use for this research task are:
쐍 www.bbc.co.uk/ethics/introduction/situation_1.shtml
쐍 www.rsrevision.com/Alevel/ethics/situation_ethics/index.htm
Learning outcomes
왘 Show deeper understanding by thinking critically and flexibly, solving problems
and making informed decisions, demonstrating using mathematics and using ICT
where appropriate.
18
Journeys Three: Religious Education for Key Stage 3 Northern Ireland: Teacher’s Resource © Hodder Education 2010
Chapter 1 Right or wrong!: 1.3 All you need is love
Worksheet 1.9
Pharisees and the religious laws
The Pharisees were a very important Jewish group at the time of Jesus. The word
Pharisee means ‘separate one’. They studied the law that God had given the Jews
very closely and they wanted to follow it in all parts of their lives. This law was
called the Torah and they believed that by sticking very closely to this law they
would be doing God’s will. They developed lots more rules to help them to follow
the Torah. It became very important to follow these rules.
They were particularly strict about the fourth commandment:
‘Remember the Sabbath day and keep it holy. You should
work for six days but rest on the seventh day.’
For Jews the Sabbath day runs from sunset on a Friday evening to sunset on a
Saturday evening. They were so strict about this commandment that they made a
list of 39 types of work that a person was not allowed to do on the Sabbath day –
including preparing food. The rules were written down and they became more
important to the Pharisees than the commandment itself. Anyone who did not
follow the rules that they had developed was seen as being wrong and a sinner.
The Pharisees tended to keep themselves separate from other Jews and Gentiles –
whom they believed were not good enough. So when Jesus challenged their rules,
he was challenging the way of life they had developed. He was also challenging
their attitude towards God and other people.
19
Journeys Three: Religious Education for Key Stage 3 Northern Ireland: Teacher’s Resource © Hodder Education 2010
Chapter 1 Right or wrong!: 1.3 All you need is love
Worksheet 1.10
Love and the law
Having completed the work on the Pharisees and Jesus, look at the following
situation and decide what you think…
왘 someone following the law very strictly
왘 Jesus
…would have done in this situation.
Write out your thoughts in the space provided below.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Situation
You live in a country where a new law has been introduced which means that
people are no longer allowed to hold religious services. You do not attend church
regularly so the law will not really affect you but you know people that it will affect.
You do not agree with this law but you also think that it is important to obey the
laws of the country you live in.
1 What would a person following the law very strictly have done?
________________________________________________________________
________________________________________________________________
________________________________________________________________
2 What would Jesus have done?
________________________________________________________________
________________________________________________________________
________________________________________________________________
3 What would you do? Why?
________________________________________________________________
________________________________________________________________
________________________________________________________________
Journeys Three: Religious Education for Key Stage 3 Northern Ireland: Teacher’s Resource © Hodder Education 2010
20
Chapter 1 Right or wrong!: 1.3 All you need is love
Worksheet 1.11
All you need is love?
Joseph Fletcher believed that if people followed the principle of LOVE and
COMPASSION in every situation they would be doing the right thing. However, some
people have disagreed with him. Some people have said that this means that
people would not have to obey laws as they could justify their actions (claim that
their actions were right) by saying that they did something out of love. The theory
has also been criticised because we do not always know what outcome our actions
will have. We may mean for something good to happen but, because of what we do,
something bad occurs.
Look at the following actions and write beside them a time when you think it might
be the right thing to do using Joseph Fletcher’s principle of LOVE and COMPASSION.
1 Stealing
________________________________________________________________
________________________________________________________________
________________________________________________________________
2 Fighting
________________________________________________________________
________________________________________________________________
________________________________________________________________
3 Speeding
________________________________________________________________
________________________________________________________________
________________________________________________________________
4 Killing
________________________________________________________________
________________________________________________________________
________________________________________________________________
21
Journeys Three: Religious Education for Key Stage 3 Northern Ireland: Teacher’s Resource © Hodder Education 2010
Chapter 1 Right or wrong!: 1.4 Lying
Chapter 1 Right or wrong!
1.4 Lying
Learning intentions
By the end of this lesson pupils will:
왘 have knowledge and understanding of different theories about lying
왘 have evaluated modern viewpoints on lying
왘 have used questionnaires to examine differing opinions on the issue.
Key elements
Moral character
Ethical awareness
Cross-curricular skills
Communication
Using mathematics
Thinking skills and personal capabilities
왘 Seek out questions to explore and problems to solve.
왘 Experiment with ideas and questions.
왘 Learn from and value other people’s ideas.
Lesson plan
Starter
왘 As an introduction to the lesson pupils could read and complete Get Active 1 in
the Pupil’s Book (page 8). Following this, pupils could discuss their answers as a
class, focusing on the question: ‘Why do people sometimes tell lies?’
Development
왘 Pupils could complete Worksheet 1.12 by making up their own scenarios and
sharing them within groups of four. They could discuss what they would do in
each of the situations that they have developed.
Journeys Three: Religious Education for Key Stage 3 Northern Ireland: Teacher’s Resource © Hodder Education 2010
22
Chapter 1 Right or wrong!: 1.4 Lying
왘 Following this, pupils could read the information about lying in the Pupil’s Book
(pages 8–9) and complete Worksheet 1.13, which summarises each of the
philosophers. They could then complete Get Active 2 in the Pupil’s Book (page 9).
Plenary
왘 Pupils could complete a survey of the class using Worksheet 1.14. They could
then discuss the differing views that there are in the class about lying.
Homework suggestion
Pupils could complete a further survey of various members of their families and
friends, ensuring that they have surveyed people from different age groups.
Extension activity
Pupils could write up their findings in a short report – including graphs/bar charts
if appropriate. Pupils could use the template in Worksheet 1.15 as a guideline for
what should be included. Before writing the report, pupils could decide on the
success criteria. Self and peer assessment following the task could also be used with
the success criteria as a baseline for comments and future targets.
Learning outcomes
왘 Demonstrate creativity and initiative when developing ideas and following them
through.
23
Journeys Three: Religious Education for Key Stage 3 Northern Ireland: Teacher’s Resource © Hodder Education 2010
Chapter 1 Right or wrong!: 1.4 Lying
Worksheet 1.12
Is lying always wrong?
You have looked at two scenarios in the Pupil’s Book (page 8) where you have been
asked your opinion about something. You had to decide whether to tell a lie or not.
Use this worksheet to make up two scenarios of your own where someone has to
decide if they should tell a lie or not. Think about the consequences of telling the
lie – is it the best thing to do?
Write your TWO scenarios below – you can illustrate them with a picture in the
space provided.
Scenario 1
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
Scenario 2
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
Journeys Three: Religious Education for Key Stage 3 Northern Ireland: Teacher’s Resource © Hodder Education 2010
24
Chapter 1 Right or wrong!: 1.4 Lying
Worksheet 1.12 (page 2 of 2)
Now work in groups of four. Read out your scenarios to the group and ask them
what they would do. Discuss why they would make that decision. Write down the
final decision of the group below.
Scenario 1
My group decided to:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Scenario 2
My group decided to:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Finally, write two sentences about what you think of the group’s decisions.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
25
Journeys Three: Religious Education for Key Stage 3 Northern Ireland: Teacher’s Resource © Hodder Education 2010
Chapter 1 Right or wrong!: 1.4 Lying
Worksheet 1.13
Lying
Read the information on pages 8 and 9 of the Pupil’s Book. In the space below,
summarise the three philosophers’ views about lying. Each summary should be no
more than twenty words.
Immanuel Kant
St. Augustine
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
John Stuart Mill
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
26
Journeys Three: Religious Education for Key Stage 3 Northern Ireland: Teacher’s Resource © Hodder Education 2010
Chapter 1 Right or wrong!: 1.4 Lying
Worksheet 1.14
Lying survey
Individually think of FIVE questions you could ask members of your class so that
you can find out their views about lying. Make the answers to the questions ‘YES’
or ‘NO’.
Place a mark beside each answer people give you, then collate the information that
you have found out using a bar graph.
Question 1
___________________________________________________________________
___________________________________________________________________
Male
Female
YES:
NO:
Question 2
___________________________________________________________________
___________________________________________________________________
Male
Female
YES:
NO:
Question 3
___________________________________________________________________
___________________________________________________________________
Male
Female
YES:
NO:
Question 4
___________________________________________________________________
___________________________________________________________________
Male
Female
YES:
NO:
Question 5
___________________________________________________________________
___________________________________________________________________
Male
Female
YES:
NO:
Journeys Three: Religious Education for Key Stage 3 Northern Ireland: Teacher’s Resource © Hodder Education 2010
27
Chapter 1 Right or wrong!: 1.4 Lying
Worksheet 1.15
Lying report
Following your class survey and the survey of family and friends, write a short
report on your findings. Your report should include all of the following. Use the
space below to plan and draft your report.
Introduction: This should give an outline of why you completed this survey, the
questions that you asked and the different age groups you asked.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Results: This should include a graph (or a number of graphs, depending on the
questions asked) and a brief analysis of each question and what you found out
about people’s view on lying.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Conclusions: From your survey, give a short paragraph highlighting what you have
found out. For example, was there anything that surprised you about the results?
Do people think differently depending on their age?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Now write your report – you could use Microsoft Excel to complete your graphs.
28
Journeys Three: Religious Education for Key Stage 3 Northern Ireland: Teacher’s Resource © Hodder Education 2010
Chapter 1 Right or wrong!: 1.5 Just war
Chapter 1 Right or wrong!
1.5 Just war
Learning intentions
By the end of this lesson pupils will:
왘 have discussed their views about war
왘 have knowledge and understanding of the ‘just war’ theory and the
arguments against the theory
왘 have evaluated the ‘just war’ theory and given their own views about war.
Key elements
Ethical awareness
Economic awareness
Cross-curricular skills
Communication
Using ICT
Thinking skills and personal capabilities
왘 Use their own and others’ ideas to locate sources of information.
왘 Select, classify, compare and evaluate information.
Lesson plan
Starter
왘 As an introduction to this lesson pupils could discuss words that they associate
with war. They could create their own collage about war using images from
internet searches and newspaper photographs, or words.
Development
왘 Pupils could read the information in the Pupil’s Book (page 10) and complete
Worksheet 1.16. They could discuss the ‘just war’ theory as a group and come up
with a set of five questions that they have about the theory – these could be
placed on poster paper and displayed in the classroom for discussion.
29
Journeys Three: Religious Education for Key Stage 3 Northern Ireland: Teacher’s Resource © Hodder Education 2010
Chapter 1 Right or wrong!: 1.5 Just war
왘 Pupils could then complete Get Active 1 in the Pupil’s Book (page 11) –
Worksheet 1.17 could be used to carry out this activity.
왘 Following this, pupils could read and complete Get Active 2 in the Pupil’s Book
(page 11). Worksheet 1.18 gives some information about modern wars which may
be useful in this exercise.
Plenary
왘 At the end of the lesson, pupils could conduct a discussion using statements
relating to the ‘just war’ theory (Worksheet 1.19). They could discuss the following
question: ‘Can there ever be a just war?’
Homework suggestion
Pupils could complete Worksheet 1.19.
Extension activity
Instead of the plenary discussion pupils could organise a debate on the question:
‘Can there ever be a just war?’
Learning outcomes
왘 Research and manage information effectively to investigate religious, moral and
ethical issues, including using mathematics and ICT where appropriate.
30
Journeys Three: Religious Education for Key Stage 3 Northern Ireland: Teacher’s Resource © Hodder Education 2010
Chapter 1 Right or wrong!: 1.5 Just war
Worksheet 1.16
The ‘just war’ theory
Read the information on page 10 of the Pupil’s Book. Discuss the theory with your
partner. Take each part of the theory and decide if you agree or disagree with it.
Write your viewpoint in the space provided.
1 Jus ad bellum – the right to go to war (going to war for the right reasons and as
the last resort).
I agree/disagree with this part of the theory because:
________________________________________________________________
________________________________________________________________
________________________________________________________________
2 Jus in bello – the right conduct while fighting war (not targeting civilian
residential areas).
I agree/disagree with this part of the theory because:
________________________________________________________________
________________________________________________________________
________________________________________________________________
3 Jus post bellum – reconstructing a country following war.
I agree/disagree with this part of the theory because:
________________________________________________________________
________________________________________________________________
________________________________________________________________
4 Overall I think the ‘just war’ theory is:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
31
Journeys Three: Religious Education for Key Stage 3 Northern Ireland: Teacher’s Resource © Hodder Education 2010
Chapter 1 Right or wrong!: 1.5 Just war
Worksheet 1.17
Arguments against the ‘just war’ theory
The ‘just war’ theory sets down guidelines that can be followed in war to make sure
that the war is fair. However, many people think that you cannot make war fair
because it is violent conduct between countries. There are a number of arguments
against the ‘just war’ theory.
Read and complete Get Active 1 on page 11 of the Pupil’s Book using the website
below:
www.bbc.co.uk/ethics/war/just/against.shtml
Choose three of the strongest arguments against the ‘just war’ theory and write
them in your own words in the space provided below.
1 ________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
2 ________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
3 ________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
32
Journeys Three: Religious Education for Key Stage 3 Northern Ireland: Teacher’s Resource © Hodder Education 2010
Chapter 1 Right or wrong!: 1.5 Just war
Worksheet 1.18
War
Use the following information about three wars to help you to complete Get Active
2 on page 11 of the Pupil’s Book. You will need to find out about two more wars to
complete the activity.
The Second World War
The Second World War was fought in many different countries. However, it began
when Nazi Germany, governed by Hitler, invaded Poland and took over the country.
USA and Japan became involved in the war in the 1940s. The war finally ended
when the USA dropped two atomic bombs on two Japanese cities. Thousands of
civilians were killed.
The first Gulf War
In the early 1990s, Saddam Hussein (the ruler of Iraq) invaded Kuwait. A number of
countries joined forces to free Kuwait.
The second Gulf War
In the early 2000s, the USA and UK invaded Iraq to depose Saddam Hussein. They
did so because they believed that Iraq had weapons of mass destruction that they
believed would be used in the future. However, these weapons were never found.
Many other countries within the United Nations disagreed with the war.
33
Journeys Three: Religious Education for Key Stage 3 Northern Ireland: Teacher’s Resource © Hodder Education 2010
Chapter 1 Right or wrong!: 1.5 Just war
Worksheet 1.19
Statements about war
Read the following statements about war and decide if the statement agrees or
disagrees with the use of war to solve issues. Colour the statements using the
following colour code:
왘 Blue – agree with war
왘 Green – disagree with war
War may sometimes be a
necessary evil. But no matter how
necessary, it is always an evil,
never a good. We will not learn
how to live together in peace by
killing each other’s children.
Jimmy Carter, former US President
One is left with the horrible
feeling now that war settles
nothing; that to win a war is as
disastrous as to lose one.
Agatha Christie, novelist
We make war that we may
live in peace.
Aristotle, philosopher
It is an unfortunate fact that we
can secure peace only by
preparing for war.
J.F. Kennedy, former US President
34
Journeys Three: Religious Education for Key Stage 3 Northern Ireland: Teacher’s Resource © Hodder Education 2010
Chapter 1 Right or wrong!: 1.6 Saviour siblings
Chapter 1 Right or wrong!
1.6 Saviour siblings
Learning intentions
By the end of this lesson pupils will:
왘 have developed knowledge and understanding of the medical technology
behind ‘saviour siblings’
왘 have evaluated the Christian response to ‘saviour siblings’
왘 have assessed their own viewpoints on the issue.
Key elements
Moral character
Ethical awareness
Cross-curricular skills
Communication
Thinking skills and personal capabilities
왘 Sequence, order, classify, and make comparisons.
왘 Make links between cause and effect.
왘 Examine options and weigh up pros and cons.
Lesson plan
Starter
왘 As a starter to this lesson pupils could work in groups. They could be given
Worksheet 1.20 to discuss. Pupils could discuss the situation presented and think
about the options that the couple have. They could then discuss the issue with
the rest of the class.
Development
왘 Pupils could read the information in the Pupil’s Book (pages 12–13) and
complete Get Active 1 on page 13. They could use Worksheet 1.21 to help them
complete this activity.
35
Journeys Three: Religious Education for Key Stage 3 Northern Ireland: Teacher’s Resource © Hodder Education 2010
Chapter 1 Right or wrong!: 1.6 Saviour siblings
왘 Following this, pupils could discuss the issue of saviour siblings and the different
views that people have on using modern technology in this way. Read and
discuss the information about Christian views in the Pupil’s Book (page 13) and
then ask pupils to complete Get Active 2.
Plenary
왘 Pupils could complete a peer assessment activity on their diaries from Get
Active 2. They could work in pairs and read each other’s diaries. They could
comment on the diaries, giving two good points about the diary and one point
for improvement.
Homework suggestion
Pupils could complete Worksheet 1.22.
Extension activity
Pupils could spend some time thinking about arguments for and against the
creation of saviour siblings. These arguments could be collated in the class on
poster paper and discussed.
Learning outcomes
왘 Show deeper understanding by thinking critically and flexibly, solving problems
and making informed decisions, demonstrating using mathematics and using ICT
where appropriate.
36
Journeys Three: Religious Education for Key Stage 3 Northern Ireland: Teacher’s Resource © Hodder Education 2010
Chapter 1 Right or wrong!: 1.6 Saviour siblings
Worksheet 1.20
Moral dilemma
Working in groups, read the following dilemma and write down what options
you think the couple have in order to save their child’s life.
A couple have just discovered that their small child has a rare blood disorder that
will eventually mean that their child will die unless a suitable donor can be found.
1 As a group, think about the different options that the couple have in order to
find a suitable donor. Use the spider diagram below to complete the possible
options.
Couple’s
options
2 Choose what you think to be the best option and explain why in the space
provided.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Journeys Three: Religious Education for Key Stage 3 Northern Ireland: Teacher’s Resource © Hodder Education 2010
37
Chapter 1 Right or wrong!: 1.6 Saviour siblings
Worksheet 1.21
Saviour siblings
Read and discuss the situation below. In the space provided underneath, describe
the issues that you need to think about before committing to having another baby
with a similar genetic code with the purpose of saving the life of your child.
Situation
You are the parent of a baby who has the form of anaemia that needs a bone
marrow transplant or stem cell infusion in order to live. No one in the family has
suitable bone marrow and when you enquire about a donor on the bone marrow
register there is no one compatible. In order to try and save the life of your child
you decide to have a saviour sibling.
Issues to think about
(For example, the treatment may not work.)
1 ________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
2 ________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
3 ________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
38
Journeys Three: Religious Education for Key Stage 3 Northern Ireland: Teacher’s Resource © Hodder Education 2010
Chapter 1 Right or wrong!: 1.6 Saviour siblings
Worksheet 1.22
Are we doing the right thing?
Read the article at the website below about saviour siblings:
www.telegraph.co.uk/health/children_shealth/5998991/Britains-only-saviour-siblingtwins.html
Having read the article, write a short paragraph on your own view of the process of
creating saviour siblings. Do you agree with this use of modern medical technology?
If so, why? If not, why not?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
39
Journeys Three: Religious Education for Key Stage 3 Northern Ireland: Teacher’s Resource © Hodder Education 2010