Year 4 Miss Bingham Autumn Term 2 Why are some journeys and places special?

Transcription

1 Key Question: Why are some journeys and places special? Supplementary Question (b): Why do people go on (pilgrimage and) special journeys? Learning objectives Suggested activities for teaching and learning Outcomes References and notes Lesson 1 Pupils will: learn that there are different types of journey; learn that there are different reasons for journeys compare their own ideas about journeys with those of others; KEY QUESTION TO ASK: What is a journey and why might it be special? Ask the children to talk in pairs about different types of special places and special journeys and the REASONS they are made. Pleasure holiday; Moral duty police station, recycling depot; Respect funeral, graduation ceremony; Belief church to pray, holy land, evangelism etc. Show my example of life journey so far, inc. my achievements and things to look forwards to e.g. graduation, first job, my wedding Ask the children to identify which reasons are more or less selfish, and which might benefit other people as well as the person making the journey. Use my example to discuss benefits. Read a traditional folk tale to the children, such as Long, Broad and Sharpsight. This tale describes a journey that is undertaken for the reasons of duty, love and respect. Ask the children what they find interesting or puzzling in this story, what questions they might like to ask the characters and to compare their ideas on what they think the most important parts are. Ask the children to think about a journey they have made, or might like to make one day, that has a special MEANING for them, e.g. something that involves their family or friends, or is fun or reminds them of a special time. Encourage the children to explain: a) Why the journey was made;who did I go to see? b) How they prepared for it;travelling to a location? c) What they gained from it;new memories? Pupils: talk about what they find interesting or puzzling ask important questions about life and compare my ideas with those of other people. Key vocabulary: journey, pleasure, respect, love, moral duty, belief, evangelism Somerset & North Somerset Councils 1

2 d) How it may have affected them.upsetting or a happy occasion? Ask the children to write / draw a comic strip of their journey. This should include: Expectations, Feelings, Disappointments, Hopes for the future. Some ch. created a timeline instead of a comic strip to represent their journey. Partner talk with key words they discussed on whiteboard. With difficult subjects, such as funerals or hospital visits, also discuss with children hopes for the future from this and how it made them stronger etc Somerset & North Somerset Councils 2

3 Year 4 Miss Bingham Autumn Term 2 Why are some journeys and places special? 2014 Somerset & North Somerset Councils 3

4 Key Question: Why are some journeys and places special? Supplementary Question (b): Why do people go on pilgrimage and special journeys? Learning objectives Suggested activities for teaching and learning Outcomes References and notes Lesson 3 Pupils will: consider why certain people make special journeys due to their faith; learn about the motivation felt by Jonah to make a journey he didn t want to make. KEY QUESTIONS: Can I discuss pilgrimages and special journeys? Why are some journeys special? Ask the children about what they have learnt so far about why people make journeys. Can they think of any stories that involve a journey? Can they think of any religious stories that involve special journeys, e.g. Moses and the People of Israel, Mary and Joseph, The Good Samaritan, Paul, etc. Tell the children the story of Jonah and ask them to listen carefully as there will be some questions to ask and to answer afterwards. Use comic of Jonah story. Ask ch. to participate in role-play after reading story through once. At the end, ask children to work in pairs to write down six questions about the story to ask another pair. Give a couple of examples, such as: Why did Jonah make this journey? Why was Jonah reluctant to make the journey? Encourage them to ask some simple questions about the facts of the story and some deeper questions about the meaning of the story for people today, such as, In what ways are people today like the people of Nineveh? Draw picture of a boat/stick picture in, write questions around the boat related to story above. Role-play with ch. in partners. Hot-seating with Jonah and a reporter and writing questions to ask Jonah. Explain that the story tells the listener that some tasks in life cannot or should not be resisted. Jonah didn t want to go to Nineveh but he ended up there. For many people, God was directing the events that led to the people Pupils: ask important questions about life and compare their ideas with those of other people (E3). Key Vocabulary: Jonah, Nineveh Somerset & North Somerset Councils 4

5 Year 4 Miss Bingham Autumn Term 2 Why are some journeys and places special? of Nineveh trying to do good instead of evil. Ask children for their views about when it is the right thing to do even when it is a hard thing to do Somerset & North Somerset Councils 5

6 Key Question: Why are some journeys and places special? Supplementary Question (c): What practices and events are associated with pilgrimage and special journeys? Learning objectives Suggested activities for teaching and learning Outcomes References and notes Lesson 4 Pupils will: express their ideas and feelings about the Muslim Hajj; learn that each day of the Hajj is special and symbolic to Muslims. Pictures of Makkah (Mecca). What can they tell from the picture about Saudi Arabia? Do they know where it is in the world? Explain that the city of Makkah is very special to Muslims. Pictures of Saudi Arabia, videos to set the scene. Atlas to locate on world map-geography. Ask the children if any cities or places are special to them for any reason and how they feel about visiting them. List on board with small symbols that ch. choose. Remind children about the terms PILGRIM and PILGRIMAGE. This describes what Muhammad preached to the people of Makkah and why the Makkans did not want to follow Muhammad. Explain that Muslims say peace be upon him after the name of Muhammad to show their respect for him as the Messenger of Allah. Explain that Allah is the Arabic name for God [Arabicspeaking Christians also call God Allah ]. After some discussion explain that Muslims worship only God so do not show Muhammad in case people try to worship him instead. Muhammad was a messenger of God. Remind the children that the Arabic word for pilgrimage is Hajj and that someone who has completed the Hajj is a Hajji (male) or Hajjah (female). Give the children some background information by playing a video clip on the Hajj (see Resources). Explain the following: Pupils: use religious words to describe some of the different ways in which people show their beliefs (C3); identify aspects of a pilgrimage which may cause people to wonder/ question (E2). Key vocabulary: pilgrim, pilgrimage, Muhammad, prophet, Hajji, Hajjah, Allah, Makkah, Ka bah, Arabic, tawaf, sa'y, Al-Safa, Al- Marwah, Ismail, Ibrahim, Hagar, ritual, Mina, Hajj, Akhirah, hell, punishment, judgement, Paradise, forgiveness, prayer, worship, Arafat, wuquf, Muzdalifah, Jannah Hajj videos: Espresso or Channel 4. Or BBC learning Zone clips (see Resources and links above). The destination of the Hajj is the city of Makkah - the birthplace 2014 Somerset & North Somerset Councils 6

7 of the prophet Muhammad; Muslims hope to make a pilgrimage at least once in their lives; The purpose of the pilgrimage is to: o strengthen their faith by meeting with other Muslims; o to ask Allah s forgiveness; Pilgrims dress in plain white clothes to show that everyone is equal in Allah s eyes; The pilgrims walk 7 times around the Ka bah a cube shaped building; The Ka bah is the building that Muslims face 5 times a day in prayer; Ka bah in Arabic means a high place with respect ; In groups, children to discuss: (a) what they notice about the picture; (b) what they find interesting about the picture; (c) how do they think they would feel if they were there; (d) how Muslims show their beliefs in different ways when they go on Hajj. Share findings with the class. In groups, one scribe to write down key facts linked to the Ka bah Children interested in the building itself, understanding feelings within this journey. Discussed feelings on the build up to the event, when people arrive and after the journey. Compared to own personal journey and a Christian journey to notice similarities or differences Somerset & North Somerset Councils 7

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9 Key Question: Why are some journeys and places special? Supplementary Question (c): what practices and events are associated with pilgrimage and special journeys? Learning objectives Suggested activities for teaching and learning Outcomes References and notes Lesson 5 Pupils will: have the opportunity to wonder/ question about the Hajj; understand more about the Hajj through role play and using their imagination. KEY QUESTION: Can I explore the events and emotions linked to a pilgrimage? Cardboard box used within the classroom to represent the Ka bah. Scrunched up newspaper to represents stones thrown at pillars. Discuss again the importance of pilgrimage for a Muslim. Encourage the children in the class to interject with their own questions, such as: -How does it feel to be on a pilgrimage? It feels exciting/nervous.. -What can you see? I see a lot of people, people dressed in white... -Why are you on this pilgrimage? I want to strengthen my faith -How will this pilgrimage strengthen your faith? Meeting other Muslims, remaining equal in Allah s eyes Ask the children doing the role play to answer the questions with help from other children and the teacher. Discuss why the pilgrimage is important to make in a Muslim s life. Discuss the importance of saving for this event and sending perhaps just one family member at a time. After the role play, ask them to imagine that they are on a pilgrimage themselves. Children to write a diary entry describing their feelings, experiences, thoughts and questions, and what they saw other pilgrims doing were it was different form what they had expected or hoped for. They should use religious words to describe different ways of showing belief. Key words on display for children to use. Pupils: talk about what they find interesting, strange, puzzling use religious words to describe some of the different ways in which people show their beliefs ask important questions about life and compare my ideas with those of other people Key vocabulary: Makkah, Hajj, Hajji, Hajjah, pillars of faith, Allah, Zam Zam, Mount Ararat, Abraham, mosque, Islam, Id-ul-Adha, stoning, devil, Ibrahim, Ismail, temptation, sacrifice, commitment Somerset & North Somerset Councils 9

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