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SECTION 1: Rights and responsibilities

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Section 1: Rights and responsibilitiesScheme of work(Student Book pages XXX–XXX)

In this section, students will learn about the different ways in which Christians go about making moral decisions – including using the teachings of the Bible and the Church as well as using their consciences and moral theories such as Situation Ethics. This section also looks at how the democratic process works in the UK and how everyone has rights and responsibilities. At the end, there is a special investigation of the issue of genetic engineering and how that may change our lives in the future.

For the exam, students are required to express their own opinions and evaluate alternative points of view as well as demonstrate knowledge and understanding. It is important that from the start students know that this is what is expected of them, and it should be emphasised that their opinions in themselves are not what the examiners are interested in – it is the reasons and justifi cations that students use when giving their opinions that will gain them marks.

The topics within this section are varied and wide ranging and teachers will need to make it explicit how the theme of rights and responsibilities links them all together.

The Scheme of work and Lesson plans that follow are just one way into this course. They should be adapted to suit the needs of each class and the teaching time available. The revision lesson (see page XX) could be used at the end of the teaching of this section or, more likely, at the end of the course during revision lesson for the exam.

The accompanying Resource Browser CD-ROM features the Resource sheets that are referenced in the Lesson plans. The Scheme of work and the Lesson plans are also available on the CD-ROM. All Resource Browser fi les are provided as Word documents to give teachers the opportunity to adapt and amend them as necessary to suit their own teaching and class needs.

Please note: resources are included as suggestions only and are not a comprehensive guide to all those available. The Edexcel Student Book is assumed to be the main text (referred to here as the Student Book): Religion and society – Christianity and Islam.

Suggested teaching and homework activities

Suggested resources Points to note/possibilities for SMSC and key skills

1.0 Rights and responsibilities: introduction

An introduction to the ways in which Christians go about making moral decisions – including the teaching of the Bible, the Church and other moral sources.

See Teacher Guide for Lesson plan, suggested teaching, Resource sheet and homework tasks.

• PowerPoint presentation prepared by the teacher, showing four consecutive images of rights and responsibilities. For example: one of people voting in a general election; one of a group of protesters; one of a famous Christian (e.g., Desmond Tutu or Mother Teresa); and one of a member of the Salvation Army helping a homeless person.

• Resource sheet 1.0.

• Students to consider their understanding of the nature of rights and responsibilities.

• Working as a group, awareness of views of others.

• The example of notable Christians who have worked for equal rights and fair treatment for all.

1.1 Christians and the Bible

An examination of what Christians believe about the authority of the Bible and what infl uences their belief, and a consideration of why some Christians take a different view from others.


• PowerPoint presentation prepared by the teacher, showing for example: (a) the Bible being read; (b) someone praying, with a Bible before them; (c) a picture of God’s authority – perhaps Moses with the Ten Commandments or something from Michelangelo.


Students to think about the problems that come from having to obey biblical teachings in the modern world and how Christians appear to be contradicted in the face of secular response to authority.

Working as a group, awareness of views of others.

The importance of the Bible for Christians and society.

Section 1: Rights and responsibilitiesIntroduction


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1.2 Christians and the authority of the Church

An examination of the ways in which Christians take heed of, and give authority to, the teachings of the Christian Church and a consideration of how valuable it may be as a way of making moral decisions.


• PowerPoint presentation prepared by the teacher, showing images of, for example: (a) the Pope giving his blessing; (b) a priest preaching; (c) a Christian couple getting advice from a priest, perhaps before marriage.



• The importance of the authority of the Church for Christians and society.

1.3 Christians and conscience

An examination of the way in which Christians view and use conscience as a moral guide and the problems arising from this.


• PowerPoint presentation prepared by the teacher, showing three quotations offering moral dilemmas for the conscience, for example: (a) Should a parent report their drug-using son to the police? (b) Should you return a lost wallet full of money to the owner? (c) Should you lie about your age to get into a pub or club?



• The importance of conscience as a moral guide for Christians.

1.4 Christians and Situation Ethics

An examination of the theory of Situation Ethics, its strengths and weaknesses and why Christians may choose to use it as a way of making moral decisions.


• Resource sheet 1.4. • Working as a group, awareness of views of others.

• The importance of Situation Ethics as a moral theory for Christians and for society.



1.5 Christians and the variety of moral authorities

An examination of the way in which Christians may use different theories when making moral choices.


• PowerPoint presentation prepared by the teacher, showing an image or several images of someone homeless and begging in the UK. The second part of the presentation should show four more images from other parts of the world, for example: a starving child; refugees; terrorist victims; and political prisoners.



• The importance of moral theories for Christians and society.

1.6 1.6 Human rights in the UK

An examination of the nature of human rights and the way in which they are implemented in the UK, including a look at recent examples and controversies and an evaluation of the importance of human rights.


No special resources required. • Working as a group, awareness of views of others.

• The importance of human rights for the individual and society.

• An awareness of the controversies that have arisen in the UK over human rights issues.

1.7 Why human rights are important to Christians

An examination of reasons why Christians take human rights seriously and a comparison with biblical and Church teachings.


• Resource sheet 1.7. • Working as a group, awareness of views of others.

• An awareness of the application of human rights and their relationship to Christian principles. A comparison with the principles of the secular world.


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1.8 Why it is important to take part in democratic and electoral processes

An examination of how democracy and the electoral process operate and the importance of democratic values in the UK.


• PowerPoint presentation prepared by the teacher, showing images of, for example: people voting in a general election; a newly elected MP; the State Opening of Parliament’ and Prime Minister’s Question Time in the House of Commons



• An awareness of democratic and electoral procedures and their importance and relevance to modern society.

1.9 Christian teachings on moral duties and responsibilities

An examination of the problems arising for Christians by moral dilemmas and how their Christian faith can help them – and a consideration of the solutions that may be offered.


• PowerPoint presentation prepared by the teacher. Start with the words ‘In this world, you have to look after yourself fi rst, not other people’, and show images of people helping, for example: (a) old people; (b) the homeless; (c) the hungry; (d) refugees; and (e) enemies. The second part of the presentation should hold contrasting images of, for example, greed, excessive wealth, over-eating etc

• Resource sheet 1.9..


• The possibility of using Christian principles to determine moral dilemmas.

• Evaluation of Christian views.

1.10 The nature of genetic engineering

An examination of genetic engineering, including embryo research and a consideration of the moral issues raised.


• PowerPoint presentation prepared by the teacher, showing images of, for example: a cancer sufferer; a criminal; a classical pianist; and an athlete. The second part of the presentation should show this quotation: ‘Genetic engineering means an end to diseases such as cystic fi brosis and cancer, an end to aggression and anti-social behaviour and an increase in intelligence, musical talent and athletic ability’ (anonymous scientist).



• The advantages and disadvantages of genetic engineering and an evaluation of moral arguments.



1.11 Christian attitudes to genetic engineering

An examination of the way in which Christians respond to the problems raised by genetic engineering.


• PowerPoint presentation prepared by the teacher showing, for example: a very sick child in hospital and a child starving in the third world. Then show the quotation: ‘God said to Adam: “Be fruitful and increase in number; fi ll the earth and subdue it. Rule over the fi sh of the sea and the birds of the air and over every living creature… everything that has the breath of life in it – I give every green plant for food”’ (Genesis 1:28–30).



• The issue of whether or not genetic engineering is acceptable or is in contradiction to biblical teaching and Christian beliefs about human life.

1.12 Revision of Section 1: Rights and responsibilities

<AQ51>

See Teacher Guide for Lesson plan, suggested teaching and homework tasks.

• No special resources required.

<AQ51>


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Starter

Time Content

5 minutes Using the PowerPoint viewer, display four different consecutive images of rights and responsibilities. For example: one of people voting in a general election; one of a group of protesters; one of a famous Christian (e.g., Desmond Tutu or Mother Teresa); and one of a member of the Salvation Army helping a homeless person.

Ask the students to write down what they think each of these images has in common and something that is special to each one. You are looking for them to talk about how these people are making choices and exercising their rights and responsibilities.

Main teaching

Time Content

10 minutes As a class, ask the students to give feedback on what they have decided about the images. Try to get them to think about the different ways people can make choices about how they behave and about the need to act responsibly.

Discuss the differences and encourage the students to think of ways in which one person’s right becomes another person’s responsibility. Discuss the implications of these issues.

Lesson outcomesBy the end of the lesson:

(AO1)

• all students will be able to give a basic overview of what this section of the course is about

• some students will be able to begin thinking about some of the topics in this section

(AO2)

• all students will be able to start thinking about their own views of rights and responsibilities

• all students will be able to understand that they need to give their own opinions with reasons to support them in this section

• some students will be able to understand they will also need to evaluate their own opinions with those held by others.

Resources required• PowerPoint presentation prepared by the

teacher, showing four consecutive images of rights and responsibilities. For example: one of people voting in a general election; one of a group of protesters; one of a famous Christian (e.g., Desmond Tutu or Mother Teresa); and one of a member of the Salvation Army helping a homeless person.


Section 1: Rights and responsibilitiesIntroductory Lesson plan (Student Book pages XXX–XXX)

Time Content

15 minutes Ask the students, in pairs, to look at the images again and write down a list of the problems and issues that face these different people. Give them a starter, such as pointing out that the people we vote for have great responsibility over the lives of millions, while we ourselves can also make decisions – for example, to act charitably – that may affect only a few people.

10 minutes Ask the pairs to give feedback on the problems and issues they have identifi ed. Then ask them to identify those rights and responsibilities that are concerned with religion and morality and those that are political. Ask them to consider which are the most important and why.

15 minutes Ask the class to pick a rights and responsibilities issue – something quite major such as fi ghting a war, euthanasia or abortion. Think together of ways in which people might fi nd help to make this decision – e.g. from politicians, military commanders, doctors, relatives and religious leaders.

Plenary

Time Content

5 minutes Recap what is meant by: rights, responsibilities, choices and authority.

Homework

Time Content

2 weeks Use the Internet to fi nd good and bad examples of democracy and human responsibilities to one another.

DifferentiationLower level students may need guidance looking at the images and identifying issues of rights and responsibility that are going to be relevant to the discussion.

Resource sheet 1.1 offers an alternative activity for students to think about the outcomes for this section of the course.


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Main teaching

Time Content

10 minutes Ask the students to defi ne what they understand by (a) the Bible and (b) what it means to give someone or something authority over us. Then, using material in the Student Book entitled ‘What is the Bible?’ (page XXX) and ‘The authority of the Bible’ (page XXX), examine together the material on Christian views of the Bible and the moral teachings listed from Ten Commandments and the Sermon on the Mount.

In particular, look at the commandment to ‘Love God’ and discuss together what it means. This material may need some explanation for those with little biblical background.

Students could do the fi rst activity on Resource sheet 1.2, which gives various reasons why Christians believe that the Bible is important and asks students to consider these reasons.

15 minutes In pairs or groups, look at the list of moral teachings and ask the students to write down what they think each one means for people today. Ask them to consider if all or some of them still have meaning today and to give real-life examples.

10 minutes Ask the groups to give feedback and briefl y consider what it means for Christians to give authority to the Bible. Use material in the Student Book under the heading ‘Christian viewpoints on the authority of the Bible’ (page XXX) to examine together the reasons why Christians differ in their views on the authority of the Bible.

10 minutes In pairs, make a list of the advantages and disadvantages of obeying the moral rules of the Bible. Consider which moral rules are the most and least relevant and why.

Alternatively students could complete the second activity on Resource sheet 1.2 which asks students to evaluate Christian views of the authority of the Bible and their own views.

Plenary

Time Content

5 minutes Ask the groups to give feedback and to give an answer to the evaluation question,<AQ4> offering a clear reason as to which rules they think are most and least relevant.

Homework

Time Content

2 weeks ‘Christians should always follow the moral teachings of the Bible.’

a) Do you agree? Give reasons for your opinion (3 marks).

b) Give reasons why some people may disagree with you (3 marks).

Starter

Time Content

10 minutes Using the PowerPoint viewer display images, for example: (a) the Bible being read; (b) someone praying, with a Bible before them; (c) a picture of God’s authority – perhaps Moses with the Ten Commandments or something from Michelangelo.

Ask the students what they think each picture represents. Try to steer their answers towards the authority of the Bible. You may fi nd it useful to give them some clues about the images for them to focus on.


(AO1)• all students will be able to describe and

explain what Christians believe about the nature and authority of the Bible

• some students will be able to understand the problems raised by these beliefs

• some students will be able to understand how the Bible helps Christians to resolve moral problems

(AO2)

• all students will be able to give their own opinion on Christian beliefs about the Bible

• some students will be able to give reasons for their own opinion and show that they have considered a different opinion

• a few students will be able to evaluate different points of view, showing why they consider their own view to be the right one.


teacher, showing for example: (a) the Bible being read; (b) someone praying, with a Bible before them; (c) a picture of God’s authority – perhaps Moses with the Ten Commandments or something from Michelangelo.


Recap of previous experience and prior knowledgeNone needed

1.1: Christians and the BibleLesson plan 1(Student Book pages XXX–XXX)

DifferentiationEncourage higher level students to explore some of the moral implications of these issues, for example, whether Christians should always follow the moral teachings of the Bible, even if to do so would cause hardship – for instance, over such matters as abortion.

LinksCitizenship: 1.3b; 2.1a; 2.1d; 2.2a, b and c; 3l

Personal Wellbeing: 1.5a; 2.1a; 3a


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Time Content

10 minutes Ask the pairs for feedback and aim to reach a class conclusion on the question of whether the authority of the Church has a positive effect on how Christians live in the present.

10 minutes Hand out Resource sheet 1.3 and ask students to complete it using page XXX of the Student Book plus their class notes.

Plenary

Time Content

5 minutes As a class, discuss what the students understand about authority. Who has authority in their lives, in what areas and why? Ask them if they think that this is a good thing. How does the class feel this might compare with the authority of the Bible? Is the Bible a greater or lesser source of authority and why?

Homework

Time Content

2 weeks Answer the exam-style questions on Resource sheet 1.2.

Starter

Time Content

10 minutes On the PowerPoint viewer, display images of, for example: (a) the Pope giving his blessing; (b) a priest preaching; (c) a Christian couple getting advice from a priest, perhaps before marriage.

Ask the students to say what they think the images represent – steer the discussion towards the authority of the Church and why it is important to Christians.

Main teaching

Time Content

10 minutes Using material under the heading ‘How the Church guides Christians’ in the Student Book (page XXX), examine together the material on how the Church helps Christians. Take time to explain the ideas as necessary.

15 minutes Using material under the heading ‘The authority of the Church’ in the Student Book (page XXX), ask the students, in pairs or groups, to discuss together whether they think that the Church should have any authority, where they think that authority comes from and whether or not Christians should always obey the Church. What are the implications of this and how does it affect how Christians lead their lives?


(AO1)

• all students will be able to describe what Christians believe about the authority of the Church

• some students will be able to explain how the Church helps Christians to resolve moral problems

• some students will be able to understand the reasons why Christians differ on their views of the authority of the Church

(AO2)

• all students will be able to give their own opinion on what Christians believe about the authority of the Church


• a few students will be able to evaluate different points of view showing why they consider their own view to be the right one.


teacher, showing images of, for example: (a) the Pope giving his blessing; (b) a priest preaching; (c) a Christian couple getting advice from a priest, perhaps before marriage.


Recap of previous experience and prior knowledgeBrief review of Christian beliefs about the authority of the Bible.

1.2: Christians and the authority of the ChurchLesson plan 2(Student Book pages XXX–XXX)

DifferentiationLower level students may need extra guidance through the differing views on authority and also the role of the clergy.

LinksCitizenship: 1.3b; 2.1a 2.2a, b and c; 3l

Personal Wellbeing: 1.5a; 2.1a; 3a


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Time Content

15 minutes Using the information in the Student Book under the heading ‘What is conscience?’ (page XXX), examine together the material concerning what conscience is. As a class, discuss if conscience really exists and, if so, whether or not it is a good guide as to how to behave.

Also consider why we don’t all have the same conscience response. Some students may have experiences of acting either with or without their conscience – encourage them to participate.

10 minutes Using the material entitled ‘Acting on conscience’ from the Student Book (page XXX), examine together the dilemmas concerned with acting on conscience.

Ask the class to consider (a) if conscience comes from God and (b) how conscience helped in the cases of Stephen Funk and Dietrich Bonhoeffer. Ask the students if they would have acted as the two examples did.

10 minutes In pairs or groups, briefl y think about the statement ‘You should always let your conscience be your guide.’ Do you agree?

Plenary

Time Content

5 minutes Ask the groups for feedback to establish a class conclusion to the question whether or not you should always let your conscience be your guide.

Homework

Time Content

2 weeks Complete Resource sheet 1.3, which contains some moral dilemmas and asks students how Christians would act depending on which authority they follow and how the students themselves would act.

Starter

Time Content

10 minutes Using the PowerPoint viewer, display three questions offering moral dilemmas for the conscience, for example: (a) Should a parent report their drug-using son to the police? (b) Should you return a lost wallet full of money to the owner? (c) Should you lie about your age to get into a pub or club?

Ask the students how they would resolve these dilemmas, using their conscience as a guide.

Main teaching

Time Content

10 minutes Ask for feedback from the class and check that everyone understands the dilemmas and the role of conscience. Ask the students if they feel that it is ever right to act against your conscience. If so, when and why?


(AO1)

• all students will be able to describe what conscience is

• some students will be able to understand and explain how conscience helps Christians to resolve moral problems

(AO2)

• all students will be able to give their own opinion on the role of conscience




teacher, showing three questions offering moral dilemmas for the conscience, for example: (a) Should a parent report their drug-using son to the police? (b) Should you return a lost wallet full of money to the owner? (c) Should you lie about your age to get into a pub or club?


Recap of previous experience and prior knowledgeBrief review of key features of Christian views on the authority of the Bible and the Church.

1.3: Christians and conscienceLesson plan 3(Student Book pages XXX–XXX)

DifferentiationHigher level students may fi nd these ideas less stimulating and so may need some encouragement to be stretched on it. Give them more complex dilemmas to look at – for example, was it right to drop the atomic bomb on Hiroshima? Is stealing ever justifi ed?

LinksCitizenship: 1.1b, c; 1.2a, b, c; 2.1a, d; 3h, l

Personal Wellbeing: 1.5a, 2.1a, 3a, g, j


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Time Content

10 minutes Ask the groups for feedback, then examine together the New Testament material on page XXX of the Student Book. Ask the students to consider what each biblical quotation means and to think of examples of when and how the words could be applied today.

15 minutes Students should look at the two dilemmas on Resource sheet 1.4 and work out how a Christian using Situation Ethics would resolve them. Ask the groups for feedback and consider whether they feel that agapé love is the best way to make moral choices and if not, what is?

Plenary

Time Content

5 minutes Ask the class to consider the following view: ‘All you need is love.’ Try to reach a class consensus on what it means and whether or not it is true.

Homework

Time Content

2 weeks

a)

b)

‘Situation Ethics is a nice idea, but simply does not work in today’s world.’

a) Do you agree? Give reasons for your opinion. (3 marks)

b) Give reasons why some people may disagree with you. (3 marks)Starter

Time Content

10 minutes On the board display the following claim:

‘All we need to do is act towards each other in the most loving way.’

Ask the students to write down three reasons in support of this claim and three reasons against it.

Main teaching

Time Content

15 minutes Ask the class for feedback. Then examine together the material entitled ‘What is Situation Ethics?’ on page XXX of the Student Book. Consider what Situation Ethics is and why many Christians might choose to follow it.

In small groups, ask the students to apply Situation Ethics to the dilemmas indicated in the activity on page XXX of the Student Book. Ask them what result would be produced in each case and whether, in their view, it is the right result.

15 minutes Give feedback to the class and, still in small groups, ask the students to consider whether or not Situation Ethics works. They should use the material entitled ‘Does it work?’ on page XXX of the Student Book as a guide.

They should write down the good and bad points and decide, on the weight of evidence, whether Situation Ethics is an effective and useful theory or not.

Resource sheet 1.4 provides some statements about Situation Ethics that could be used if you feel they are appropriate.


(AO1)

• all students will be able to understand and explain what Situation Ethics is

• some students will be able to explain the strengths and weaknesses of the theory

• some students will be able to explain the principle of agapé love

(AO2)

• all students will be able to give their own opinion on Situation Ethics as a good or bad way of making moral decisions



Resources required• Resource sheet 1.4.

Recap of previous experience and prior knowledgeBrief review of Christians and authority.

1.4: Christians and Situation EthicsLesson plan 4(Student Book pages XXX–XXX)

DifferentiationLower level students may need help with the distinguishing between Situation Ethics, agapé and the meaning of ethical theories generally. Concentrate on the fact that it is about doing the loving thing.


Personal Wellbeing: 1.5a; 2.1a; 3a, g, j


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Time Content

15 minutes Ask for feedback. Then, using the information on page XXX of the Student Book, examine together the material under the heading ‘Spirit or society’, explaining concepts as necessary.

Get the students to answer the following questions: a) Do Christians have a duty to do good works?

b) Should Christians protest against unfair laws?

c) How much of their own money and time should Christians give to helping the needy?

15 minutes Ask the students, in pairs or groups, to consider the reports from the Churches on our cities on page XXX of the Student Book and consider whether or not the Christian Church really understands the problems of the inner cities.

10 minutes Ask the groups for feedback, and examine together the material on page XXX of the Student Book on the views of some Christians that they should be concerned with spiritual, rather than social issues. Ask the students if they agree or disagree.

Plenary

Time Content

5 minutes As a class, discuss the statement: ‘Christians can help the world most by praying for it, rather than by doing good deeds.’

Homework

Time Content

2 weeks Write as detailed an answer as possible on this problem:

You are a Christian and you have an aged relative who is slowly dying and in great pain. She begs you to get her some pills from her medicine cupboard so that she can take an overdose and die peacefully in her sleep. What would you do and how would you come to that decision?

Alternatively, complete Resource sheet 1.5, which requires students to evaluate their own opinions on different moral authorities.

Starter

Time Content

5 minutes Using the PowerPoint viewer, show an image (or several images) of someone homeless and begging in the UK.

Ask the students to decide how a Christian should respond if they met this person in the street. Give reasons why.

Main teaching

Time Content

15 minutes Ask for feedback, writing up on the board the different responses – look particularly for answers that talk about God, Church or Bible.

Now show four more images from other parts of the world, for example: a starving child; refugees; terrorist victims; and political prisoners.

As before, ask the students, in pairs, how they think a Christian should respond and why. Then, referring to the Student Book section entitled ‘Different moral viewpoints’, ask the students to consider what the most important infl uences on the Christian are – Bible, conscience and so on.


(AO1)

• all students will be able to describe what Christians believe about the authority of God

• most students will be able to explain about different moral viewpoints and resolving moral problems

• some students will be able to understand why Christian views on authority may differ

(AO2)

• all students will be able to give their own opinion on certain types of authority




teacher, showing an image or several images of someone homeless and begging in the UK. The second part of the presentation should show four more images from other parts of the world, for example: a starving child; refugees; terrorist victims; and political prisoners.


Recap of previous experience and prior knowledgeRecall briefl y previous lessons on the authority of the Bible, the Church, conscience and Situation Ethics.

1.5: Christians and the variety of moral authoritiesLesson plan 5(Student Book pages XXX–XXX)

DifferentiationKeep the material at the level of understanding of the lower level students.

Higher level students may fi nd it helpful to consider the following quotations: <AQ52>

• ‘Christianity is about worshipping God, not doing good deeds.’

• ‘Jesus did good works – and so should all Christians.’

• ‘Christians should always ‘love their neighbour.’


Personal Wellbeing: 1.5a; 2.1a; 3a, g, j


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Time Content

15 minutes Ask the groups for feedback, then read together the material on page XXX of the Student Book entitled ‘Is the law correct?’. Ask the students to consider what they think about the Student Book examples of Learco Chindamo and the Afghan hijackers. Do they agree or disagree with the outcome? Why?

Plenary

Time Content

5 minutes Discuss as a class whether human rights laws are effective and whether or not there is still more that could be done.

Homework

Time Content

2 weeks Do an Internet search of websites dealing with human rights issues. Be critically evaluative of the methods they use to convey their message. Do you think they are effective? Write a detailed report on at least one of them.

Starter

Time Content

5 minutes Ask the students to write down what they think human rights are and to give three examples. They should not spend time thinking about this, but write down the thoughts that fi rst come to mind.

Main teaching

Time Content

10 minutes Ask the class for feedback, making an ideas map on the board of their answers. Identify those answers that are common to most and those that are unique to individuals. Are the students surprised that there might not be just one prevailing view?

15 minutes Using the information on page XXX of the Student Book, under the heading ‘What are human rights’, examine together the nature of human rights and the most basic ones in particular.

Ask the class why they think these rights are so important and whether there are others they would like to see included in this list. Say why. Try to establish a clear and common defi nition of human rights that all the class can understand.

10 minutes Ask the students, in pairs or groups, to refer to the section in the Student Book entitled ‘Are human rights always right?’ and consider whether or not they agree or disagree with what is written, particularly about the Terrorism Acts. If they disagree, what would they do instead? Ask them to write down their reasons.


(AO1)

• all students will be able to describe the nature of human rights

• some students will be able to explain the importance of maintaining human rights

• some students will be able to understand some of the problems raised by human rights

AO2)

• all students will be able to give their own opinion on human rights



Resources requiredNo special resources required.

Recap of previous experience and prior knowledgeBrief review of the nature of authority and moral choice.

1.6: Human rights in the UKLesson plan 6(Student Book pages XXX–XXX)

DifferentiationHigher level students could be encouraged to think about the reasons why some human rights cases end up causing controversy.

Resource sheet 1.6 can be used as an alternative to some of the activities if you feel it to be appropriate.

LinksCitizenship: 1.1a, b, c, d; 1.2a, b, c; 1.3b, c; 3a, b, c, d, e, f

Personal Wellbeing: 1.1a, c; 1.2a, 2.1a; 3j


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Time Content

15 minutes In pairs or groups, and referring to the text in the Student Book entitled ‘Christians in a secular world’, make a list of all the arguments concerning the reasons why Christians think that it is important for the government to put human rights fi rst. Ask them to consider whether or not Christians should campaign about particular rights issues and if so what. This may lead into a discussion of what they think are the most important human rights issues today.

5 minutes Ask for feedback, then briefl y look at the teachings of St Paul and consider whether or not it is right for Christians to disobey political leaders. They might consider examples of when this has been done – for instance, the Poll Tax riots of the early 1990s.

Plenary

Time Content

5 minutes As a class, consider the following question: ‘Should Christians put human rights before everything else? Why/why not?‘

Homework

Time Content

2 weeks Attempt Resource sheet 1.7 as a summary on this topic. Alternatively, answer the following exam-style question.

‘This is a secular, not a religious country and Christian values should not be imposed on people.’

a) Do you agree? Give reason for your opinion. (3 marks)


Time Content

5 minutes Ask the students to write down what they think is likely to be the Christian view on human rights and why. Get them to think back to previous topics.

Main teaching

Time Content

10 minutes Ask the class for feedback, making an ideas map of their answers on the board. Look for answers that include a biblical or Church element.

Using the information on page XXX of the Student Book, entitled ‘The Bible and hu-man rights’, ask the students to identify where there are similarities and differences with secular human rights. They could do this as a spider diagram or an ideas map.

15 minutes Using the information in the Student Book entitled ‘Christians and human rights’, examine together the material on famous Christians associated with human rights, such as Shaftesbury, Wilberforce and Tutu. Look at what they did and what motivated them to do it. Explain concepts as necessary.


(AO1)

• all students will be able to describe some of the similarities and differences between the Bible and human rights

• some students will be able to explain how the Bible offers rights to all people

• some students will be able to understand the involvement of Christians in establishing human rights

(AO2)

• all students will be able to give their own opinion on Christian attitudes to human rights



Resources required• Resource sheet 1.7.

Recap of previous experience and prior knowledgeBrief review of Christians and the following: (a) the authority of the Bible; (b) the Ten Commandments and Sermon on the Mount; and (c) the nature of human rights.

1.7: Why human rights are important to ChristiansLesson plan 7(Student Book pages XXX–XXX)

DifferentiationEncourage higher level students to think clearly about differences and similarities between Christian and secular views on human rights.

LinksCitizenship: 1.1a, b, c, d; 1.2a, b, c; 1.3b, c; 3a, b, c, d, e, f

Personal Wellbeing: 1.1a, c; 1.2a; 2.1a; 3j


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Time Content

10 minutes Explain the concept of local and regional government and the work that they do. Ask them, in pairs, to imagine that they are running the local government for the area – what would they do and what would they try to improve and why?

Plenary

Time Content

5 minutes Ask each class member to write down their view on democracy – is it the best way to run a country? Give reasons.

Homework

Time Content

2 weeks Answer the questions on Resource sheet 1.8.

Starter

Time Content

10 minutes Using the PowerPoint viewer, display images of, for example: people voting in a general election; a newly elected MP; the State Opening of Parliament’ and Prime Minister’s Question Time in the House of Commons. Ask the students to write down what they think the pictures represent.

Main teaching

Time Content

10 minutes Ask the students for feedback. Then examine together the material on page XXX of the Student Book entitled ‘Democracy in the UK’. Carefully explain the system of voting. Ask the students whether they think they should be allowed to vote at 16. Why/why not?

15 minutes Ask the students, in pairs or groups, to identify from the Student Book the different views of the political parties. Then ask them to decide which party they would vote for and why.

10 minutes Ask for feedback, and see which party is the most popular among the class. Then examine together the material on page XXX of the Student Book entitled ‘The electoral process’.

Get the students to consider whether or not the UK has a good or bad system and why.


(AO1)

• all students will be able to understand the way democracy works in the UK.

• some students will be able to explain the basic views of the different political parties.

• some students will understand how government works in the UK.

(AO2)

• all students will be able to give their own opinion on the importance of elections.

• some students will be able to give reasons for their own opinion and show that they have considered a different opinion.



teacher, showing images of, for example: people voting in a general election; a newly elected MP; the State Opening of Parliament’ and Prime Minister’s Question Time in the House of Commons.


1.8: Why it is important to take part in democratic and electoral processesLesson plan 8(Student Book pages XXX–XXX)

DifferentiationEncourage higher level pupils to think about the alternatives to democracy – for instance, theocracy, dictatorship and so on. Are these systems better or worse? Why?

Lower level students will require help in differentiating between different systems and procedures.

LinksCitizenship: 1.1a, b, c, d; 1.2a, b, c; 2.1a; 3a, b, c, d, e, f, m

Personal Wellbeing: 3a, j


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Time Content

10 minutes As a class, discuss the responses. You may fi nd it helpful to write down the answers on the board, perhaps as a spider diagram. See if there are any common answers or not – why?

10 minutes Ask the students, in pairs, to read the paragraph in the Student Book on the ‘Golden Rule’. Each pair should then think of two examples of where this rule can apply today – for instance, they might consider how it might apply to one of the current crisis stories in Eastenders or Coronation Street.

Then ask them to consider how the rule might apply in real-life situations they have seen on the news, such as the fi ghting in the Middle East. Ask the class to give feedback, writing down their answers on the board.

10 minutes Ask the students, in pairs or groups, to write down what they think the meaning of the Parable of the Sheep and the Goats is and what it would mean to a Christian today.

Plenary

Time Content

5 minutes Ask for feedback on the parable, aiming to reach a class conclusion on the ways in which a Christian should exercise their moral duties and responsibilities.

Homework

Time Content

2 weeks How might a Christian respond to the following events:

a) witnessing a crime being committed

b) being invited to a civil partnership ceremony

c) seeing a drug-dealer selling drugs to pupils outside a school?

Explain why you think they would act as you have suggested.

Starter

Time Content

5 minutes On the PowerPoint viewer, display the words ‘In this world, you have to look after yourself fi rst, not other people’, and show images of people helping, for example: (a) old people; (b) the homeless; (c) the hungry; (d) refugees; (e) enemies. Contrast this with images of, for example, greed, excessive wealth, over-eating etc.

Ask the students to write down two arguments in support of this view and two ar-guments against it.

Main teaching

Time Content

15 minutes Show the slide show images again, quite slowly. Ask the students what they think each one represents.

Then, using the Student Book page XXX under the heading ‘Christian moral duties and responsibilities’, ask the students to write down which of the duties each image represents and what the response of a Christian should be in each case.

Alternatively, use the situations on Resource sheet 1.9.


(AO1)

• all students will be able to understand different Christian moral duties and responsibilities

• some students will be able to explain how the teachings of the Bible help Christians to carry out these duties and responsibilities

(AO2)

• all students will be able to give their own opinion on Christian moral duties and responsibilities




teacher. Start with the words ‘In this world, you have to look after yourself fi rst, not other people’, and show images of people helping, for example: (a) old people; (b) the homeless; (c) the hungry; (d) refugees; and (e) enemies. The second part of the presentation should hold contrasting images of, for example, greed, excessive wealth, over-eating etc.


Recap of previous experience and prior knowledgeBrief review of Christian teachings on authority.

1.9: Christian teachings on moral duties and responsibilities Lesson plan 9(Student Book pages XXX–XXX)

DifferentiationHigher level students could con sider the question ‘Is the Bible really the best guide to moral behaviour?’

LinksCitizenship: 1.1b, c; 1.2a, b, c; 1.3b; 2.1a, c, d; 2.2a, c; 3lPersonal Wellbeing: 1.5a; 2.1a; 2.3d; 3a,j


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Time Content

10 minutes Ask for feedback, and identify which seem, to the class, to be the strongest arguments in favour and against genetic engineering in humans and the reasons why. Try to get them to understand the difference between positive and negative eugenics.

10 minutes Using the material on page XXX of the Student Book entitled ‘Who decides?’, ask the students whether or not they support the use of genetic engineering to alter defective genes in humans. Get them to consider whether they would like their own children in the future to be genetically manipulated – why/why not?

Plenary

Time Content

5 minutes Quickly around the class, ask students to imagine that they are doctors able to screen embryos for defective genes. What defects would they look for and why? For instance, would they screen for criminal tendencies?

Homework

Time Content

2 weeks Complete Resource sheet 1.10 on genetic engineering, which checks students’ understanding, and then answer the following exam-style question.

‘Genetic engineering is wrong.’


b) Give reasons why some people may disagree with you. (3 marks)

Starter

Time Content

10 minutes On the PowerPoint viewer, display pictures of, for example: a cancer sufferer; a criminal; a classical pianist; and an athlete. Then, show a quotation: ‘Genetic engineering means an end to diseases such as cystic fi brosis and cancer, an end to aggression and anti-social behaviour and an increase in intelligence, musical talent and athletic ability’ (anonymous scientist).

Ask the students to write down what they think this means and what it means for humanity.

Main teaching

Time Content

10 minutes Show the PowerPoint images more slowly and ask the students to say what they think each represents and their possible relevance for genetic engineering.

15 minutes Ask the students, in pairs or groups and with the aid of the information in the Student Book on pages XX–XXX entitled ‘What is genetic engineering?’ and ‘Embryo and stem cell research’, to consider the advantages and disadvantages of genetic engineering for human beings.

Ask them to list three ways in which it would improve human life and three ways in which it might not. Why?


(AO1)

• all students will be able to understand and explain the nature of genetic engineering

• some students will be able to explain the advantages and disadvantages of genetic engineering

(AO2)

• all students will be able to give their own opinion on generic engineering




teacher, showing images of, for example: a cancer sufferer; a criminal; a classical pianist; and an athlete. The second part of the presentation should show this quotation: ‘Genetic engineering means an end to diseases such as cystic fi brosis and cancer, an end to aggression and anti-social behaviour and an increase in intelligence, musical talent and athletic ability’ (anonymous scientist).


1.10: The nature of genetic engineeringLesson plan 10(Student Book pages XXX–XXX)

DifferentiationHigher level students may attempt the further question:

With reference to each of the following statements, state whether you agree, giving your reasons and showing that you have considered other points of view. In your answers you should always refer to religion.

• ‘Genetic engineering is very dangerous.’

• ‘Genetic engineering is immoral.’

• ‘Genetic engineering will improve humanity.’

• ‘The advantages of genetic engineering outweigh the disadvantages.’

Links Citizenship: 1.2a, b, c; 2.1a, b, d; 2.2a, c; 2.3c; 3a, f

Personal Wellbeing: 1.3b


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15 minutes In pairs or groups and with the aid of the information in the Student Book on page XXX entitled ‘Trying to be God?’, work through the issues that worry Christians about genetic engineering.

In particular, ask the students if they agree or disagree with the Pope who, on 11 March 2008, declared that genetic engineering was a ‘grave sin’ because it was a ‘violation of the fundamental rights of human nature’.

Then look at the section entitled ‘Different Christian views’ and ask the students to look at and compare the differing views of conservative and liberal Christians. Which do they agree with most and why?

10 minutes Ask for feedback and identify which seem, to the class, to be the strongest Christian arguments in favour and against genetic engineering and the reasons why.

10 minutes Using the material on page XXX of the Student Book alongside a photo from the fi lm Gattaca, ask the students whether or not they believe that genetic engineering will, ultimately, be a good or bad thing for humanity. Get them to consider whether they would increase or decrease research into genetic engineering and why.

Plenary

Time Content

5 minutes Quickly around the class, ask students whether or not, if they had been given the choice, they would have chosen to be genetically engineered. What would they like to have changed? For example, would they like to be more musical or athletic? Or would they rather be simply natural?

Homework

Time Content

2 weeks ‘Genetic engineering will make the world a better place.’



Time Content

10 minutes On the PowerPoint viewer, display the following pictures, for example: a very sick child in hospital and a child starving in the third world. Then show the quotation: ‘God said to Adam: “Be fruitful and increase in number; fi ll the earth and subdue it. Rule over the fi sh of the sea and the birds of the air and over every living creature… everything that has the breath of life in it – I give every green plant for food”’ (Genesis 1:28–30).

Ask the students to write down what they think this means and what it means for humanity. In particular, does it mean that we can do what we like with the world?

Main teaching

Time Content

10 minutes Show the PowerPoint images again more slowly and ask the students to say what they think each represents and their possible relevance for genetic engineering. Try to get them to see how genetic engineering could help both children.


(AO1)

• all students will be able to understand different Christian views on genetic engineering

• some students will be able to explain why Christians hold these different views

(AO2)

• all students will be able to give their own opinion on Christian views on generic engineering




teacher showing, for example: a very sick child in hospital and a child starving in the third world. Then show the quotation: ‘God said to Adam: “Be fruitful and increase in number; fi ll the earth and subdue it. Rule over the fi sh of the sea and the birds of the air and over every living creature… everything that has the breath of life in it – I give every green plant for food”’ (Genesis 1:28–30).


Recap of previous experience and prior knowledgeRecap the previous lesson on the nature of genetic engineering.

1.11: Christian attitudes to genetic engineeringLesson plan 11(Student Book pages XXX–XXX)

DifferentiationHigher level students may attempt the further question:

With reference to each of the following statements, state whether you agree, giving your reasons and showing that you have considered other points of view. In your answers you should always refer to religion.

• ‘Genetic engineering is a grave sin.’

• ‘We should do whatever we can to help those who are suffering.’

• ‘Now we have genetic engineering, we don’t need God.’

• ‘Genetic engineering is the lesser of two evils.’

Resource sheet 1.11 offers alternatives questions if the teacher feels they are appropriate.

Links Citizenship: 1.2a, b, c; 2.1a, b, d; 2.2a, c; 2.3c; 3a, f

Personal Wellbeing: 1.3b


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Time Content

10 minutes Ask the pairs to give feedback on their answers, then read together the sample answers on page XXX and see how they compare. <AQ10>

Plenary

Time Content

5 minutes Around the class, ask for suggestions for (d) type questions, for example, ‘Christians should always follow the teachings of the Bible.’

Homework

Time Content

Ongoing Complete the Mini exam paper on page XXX of the Student Book. You will need to substitute the questions you have just covered in class with different ones from the SAMS or of your own devising.

Starter

Time Content

10 minutes At the start of the lesson, show the students an ideas map with ‘RIGHTS AND RESPONSIBILITIES’ in the centre of the board (you could use PowerPoint if you prefer) and ask the students to give you a range of words and ideas associated with these notions. Add them to the ideas map as they offer them to you.

Draw attention to how much easier and quicker this task was than when they started their studies.

Main teaching

Time Content

15 minutes Ask students, either individually or in pairs, to note down short responses to the Quick quiz questions in the KnowZone for this section (page XXX). Bear in mind that some questions demand longer answers than others so allow time accordingly.

10 minutes Discuss the answers around the class. You could ask the student who initially answers a question to ask another member of the class to answer it to see if they arrive at the same/a similar answer.

10 minutes Direct the students, in pairs, to the sample exam questions and answers on page XXX of the KnowZone. Ask them not to look at the answers at fi rst, but to plan their own response to them. <AQ10>


(AO1)

• all students will be able to understand and explain the material contained within Section 1: Rights and responsibilities

• some students will be able to consider the implications of this material

(AO2)

• all students will be able to give their own opinion on the material contained within Section 1: Rights and responsibilities



Resources requiredNo special resources required.

Recap of previous experience and prior knowledgeThe material contained within Section 1: Rights and responsibilities.

Revision of Section 1:Rights and responsibilities Lesson plan 12(Student Book pages XXX–XXX)

DifferentiationLower ability students will need more time in class working on answers to these questions, but make sure that they still have an opportunity to cover examples of all the question types.

Higher ability students should look at the nature of authority – its purpose, different types and how effective they are.


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Skills checklist

RED AMBER GREEN

Giving my own opinions on these issues using reasons and evidence

Evaluating other people’s opinions about these issues

Verbal communication

Written communication

ICT<AQ26>

Problem solving

Working with others

Section 1: Rights and responsibilitiesSelf-assessmentNow that you have fi nished your lessons for this section of the course, it’s time to think about how well you know these topics. Go through each of the points in the checklist below and think carefully before you tick the traffi c light colour that best describes you.

Knowledge and understanding traffi c light chart

Red Amber Green

Topics I found this topic really diffi cult and need some more help!

I found this topic OK but will need to revise carefully.

I feel really confi dent about this topic.

Skills I feel that I am struggling to grasp this skill and need some more help!

I fi nd this diffi cult but with more practice I think that I will be OK.

I feel that I have mastered this skill well.

Topic checklist

RED AMBER GREEN

Why some Christians use only the Bible as a basis for making moral decisions

The authority of the Church for Christians and why some Christians use only the Church’s teachings as a basis for making moral decisions

The role of conscience and why some Christians believe conscience is the most important guide when making moral decisions

Situation ethics and why some Christians use only Situation Ethics as a guide when making moral decisions

Why some Christians use a variety of authorities when making moral decisions

Human rights in the UK

Why human rights are important for Christians

Why it is important to take part in democratic and electoral processes

Christian teachings on moral duties and responsibilities: the Golden Rule; the Parable of the Sheep and the Goats; Am I my brother’s keeper?

The nature of genetic engineering, including cloning

Different attitudes to genetic engineering

section 1: rights and responsibilities introduction scheme of ......ethics as a moral theory for...

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