K 11: History of belief in the uk (2)

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Ealing Agreed Syllabus: guidance for teachers

KS3.11: History of belief in the UK (2)

Overall aim: To look at how the landscape of belief has changed in Britain over time.

Links to the history curriculum and a project-based approach

Students should have learned something about Bronze Age religion and the conversion of Britain to Christianity in the key stage 1 and 2 history curricula. The development of Church, state and society in Britain will be covered in the ks3 history curriculum. In this RE unit we will be looking at how the past impacts on the present and the future, and the positive (e.g. broadening of perspectives) and negative ways (e.g. the decision to expulse the Jews in 1290) humans respond to different ideas.
This material could be delivered as a project-based unit, with the class divided into teams to look at the experience of the following groups in Britain: Jews, Muslims, Sikhs, Hindus, Humanists/atheists and/or any other suitable minority belief. They should be given time to do research into the history of a particular group (e.g. when/from where individuals belonging to a tradition such as Islam came to Britain), the experiences/diversity of that group in Britain, and ideas that members of that group have contributed. Time will also need to be allotted for preparing and giving a presentation. The teams should be encouraged to use their creativity: for instance one team might do a skit, another a poster, and yet another a “letter home” describing the differences they perceive or recounting their experiences of e.g. hostility and/or misunderstanding. If you have some gifted and talented students in the class you might assign to them the subject of the portrayal of Shylock in The Merchant of Venice, and how this reflects the perception of Jews in Medieval England. (See Shylock and History article by Jami Rogers: http://www.pbs.org/wgbh/masterpiece/merchant/ei_shylock.html)
The point of this unit is to place the relatively recent appearance of mosques, gurdwaras etc in an historical context: that is to say that the influx of new ideas and beliefs into Britain is nothing new. It is also meant to encourage students to look at the negative consequences of religious prejudice. In a place like Ealing this material will often be delivered to students who are part of the recent influx, in which case it is a chance to emphasise that newcomers are capable of adding something of value to the culture.
If you are not delivering the material solely via a project-based approach, the following are examples of possible lessons and activities that can supplement a shorter period (e.g. 2-3 lessons) of project work.

A question of identity

Students will

understand that ideas are not fixed and that each generation has to deal with challenges to their beliefs; explore the issue of personal, familial, cultural and national identity.

Aim: look at ways we define ourselves in the context of history.



Possible activities

Suggested resources

Starter: On the IWB write the following questions:

1) How would you define yourself? 2) How would your parents define your family’s identity? 3) To what other identity groups do you and/or your family belong? 4) How would you define Britain in terms of its identity as a country? 5) Has Britain’s identity changed over the years? 6) How has your identity changed over the years, and can you say what sort of things have caused you to change your identity (e.g. encountering new ideas)?

Discuss these questions in pairs, and then as a class.

Activity 1: On the IWB, take pupils through an interactive timeline (see link for an example). Look at the way archaeologists use the term ‘age’: e.g. Palaeolithic, Mesolithic, Neolithic, Bronze, Iron Age, Age of Reason etc. Create your own timeline in a form that can be re-used during the course of this unit. (This is something that the class will come back to in later lessons.) Be sure to emphasise that ‘ages’ overlap. Give as an example something like the use of computers, e.g. how some people in the same family could have entered ‘the age of computers,’ while others have not. (Note: the link to the BBC website “spiritual history” has a series of relevant audio sound bites.) Put arrows on the time-line to indicate some key dates with regards to the spread of Christianity to Europe and Britain.

Materials for creating a timeline


Activity 2: Cluster words around various points in the timeline that might describe the ‘identity’ of Britain in certain periods of time. Would this identity change when considered from the point of view of different segments of society? Is there a difference between a person’s public identity and their private identity? Ask class to give some examples of circumstances where this might be true, e.g. periods in history where it wasn’t safe to admit to a certain religious affiliation. (Tell class you will come back to this in the next lesson when you look at the experience of Jews in Britain.)

Activity 3: Class discussion: Is Britain a Christian country? How could it be defined as such? Look at what happened in April 2014 when Prime Minister David Cameron defined Britain as a Christian country. Look at the arguments for and against this perception (see background information). Is this a question of fact or a question of personal perception/definition? Assuming you were aware of it, how did you feel when the Prime Minister declared Britain a “Christian country”?
Present the 2011 census results, comparing them with the 2001 census results (see background information). Discuss what these results mean? Do students think that all of the people who have declared themselves as Muslim/Christian/Buddhist etc hold the same beliefs? Could some of them be ‘cultural’ identities? Discuss what this means.

Cameron’s April 2014 speech, the secularist reply, and a discussion article can all be found at the end of the background information.

Plenary: Ask the question: how has modern technology affected the dissemination of new ideas. Contrast this with the situation before the advent of the global communication grid and also historically, before the advent of literacy amongst most people.

Minority Report

Students will

learn about the long history of Jews in the UK, including the edict of expulsion; consider what it is like to hold minority opinions or beliefs.

Aim: To consider what it means to belong to a religious minority.



Look at the portrayal of Shylock in the Merchant of Venice.

Possible activities

Suggested resources

Starter: Create a timeline of important dates/periods in the history of Jews in Britain. (See, e.g. the timeline on the British Board of Deputies website: http://www.bod.org.uk/jewish-facts-info/jews-in-britain-timeline/ and The Jewish Historical Society in Britain website: http://www.jhse.org/rsrch-chrono. Information regarding interactive workshops held at the Jewish Museum of London: http://www.jewishmuseum.org.uk/Teachers-resources-Exploring-History might also give some ideas.)

Activity 1: Look at the events surrounding the massacre of Jews at York in 1190. Have a discussion about scapegoating and mob violence. What does the term ‘blood libel’ refer to (see background information)? Do the class know of other groups in Britain who have been targeted for abuse because of fear and ignorance?

http://www.bbc.co.uk/religion/religions/judaism/history/pogromyork_1.shtml; http://www.historyofyork.org.uk/themes/norman/the-1190-massacre

Activity 2: Discuss the economic reasons that led Edward I to expel the Jews from Britain in 1290. (See David Ross’s article, reproduced in the background information.)

Activity 3: General discussion around the origins of anti-Semitism. How much of this prejudice is down to actual religious belief? Compare the resentment that the wealthy classes felt towards the Jewish money-lenders to whom they owed money to the resentment that some modern Britons display towards ‘immigrants’ who have ‘stolen our jobs’ (show class controversial 2014 UKIP poster).

2014 UKIP poster: http://blogs.telegraph.co.uk/finance/files/2014/04/Ukip-poster-26-million-pe-009.jpg

Activity 4: Ask class if any of their parents or grandparents were forced out of Uganda in 1972 by Idi Amin? What does the class know about this? Note that the Ugandan government at the time claimed that Asians were hoarding wealth and goods to the detriment of indigenous Ugandans and ‘sabotaging’ the Ugandan economy.

Activity 5: Ask class if anyone feels comfortable talking about incidents of prejudice that they themselves have experienced or witnessed. When a terrorist group like Islamic State commits an act of violence, do Muslim students in the class worry about reprisals? Have an open discussion around the factors that create an “us vs them” mentality. Can education—for example, study of other religions/cultures in RE—combat this? Play video of President Obama saying that the US is not at war with Islam (see links).


Plenary: To end on a slightly more positive note, discuss the rescue efforts known as the “Kindertransport” which brought thousands of refugee Jewish children to Great Britain from Nazi Germany between 1938 and 1940.

See background information.

The threat of new ideas

Students will

consider some historical examples of the way new ideas are often perceived as a threat; explore their own reactions to challenges to their way of thinking.

Aim: to look at some historical reactions to the introduction of new ideas.



Possible activities

Suggested resources

Starter: Write the saying “I can’t get my head round that!” on the IWB. Ask class to think of one idea to which that was their immediate reaction. Did they eventually change their mind? Discuss examples.

Activity 1: Show class a painting of Galileo facing the Roman inquisition. Point out that not only did Galileo face opposition from the Church, he also collided with the scientific establishment of his time. Explain that the generally accepted cosmology of the time was that all heavenly bodies revolved round the earth; that everything on Earth and the moon (the sub-lunary sphere) was considered to be changeable and mortal, whereas everything beyond this sphere was considered to be immutable and immortal. Galileo threatened this idea when he wrote about the sunspots he observed through his telescope.

Activity 2: Why are new ideas so threatening? In the case of Galileo, his scientific observations contradicted prevailing Church doctrine, which in effect could have undermined the authority of the Church. Ask class how easy they find it to change. If any members of the class are immigrants, ask them how hard or easy getting used to new ways of doing things has been for them.

Activity 3: In 2014 the government made teaching evolution in year six mandatory. A few years before that, the teaching of creationism as science was banned in Academies and Free Schools. Who is the British scientist who is most associated with the theory of evolution? If time allows, show YT clip of Huxley vs Wilberforce debate (see background information).

Huxley vs Wilberforce: https://www.youtube.com/watch?v=cXq8LZ3b2YQ

Activity 4: In the 21st century one well-known clash of ideas might be between evolution and creationism. However in the 19th century the publication of On the Origin of Species created less of a stir than the publication of a collection of essays by theologians called “Essays and Reviews.” These essays introduced certain ideas about the nature of the Bible (for example that it was historically inaccurate, and that it should be subject to the same critical examination as other texts) that many Christians— theologians and lay people alike— rejected.

Plenary: Class to discuss what modern ideas might be having the same kind of impact today. Why is it so hard for people to “get their head round” new ideas?

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