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



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Re-use of sacred places

Students will

understand that the re-use of sacred sites and buildings is one demonstration of the “layers” of history; consider their own emotional reaction to this phenomena.

Aim: to consider the phenomena of the re-use of sacred sites.

SEN

Gifted


Possible activities

Suggested resources

Starter: Ask students if any of them have ever been to Bath and visited the Roman Baths. Point out that the Romans established a temple precinct on the site of a spring dedicated to the Celtic goddess Sulis, which the Romans knew from inscriptions found there. Look at images of Hagia Sophia in Turkey, which for centuries was an Orthodox Cathedral, then a Mosque, and now is a museum. Consider that one reason for the re-use of sacred places is that this is a way to preserve some truly beautiful buildings and sites. What are some others?


Activity 1: If your family had been going to a certain place of worship for several generations, how might they feel if it was adapted for use by another religion? In Britain today, some places of worship share space with other religions or organisations: for example the Alternatives programme based at St James Church, Piccadilly, which showcases talks and workshops on a wide variety of ‘alternative’ beliefs and practices. St Anselm’s Catholic Church in Southall holds Mass in the Tamil, Konkani and Malayam languages. In addition they ‘dress’ statues of the Virgin and Child in the manner of devotion paid to Hindu deities (see background information).



Activity 2: Look at the history of the Brick Lane Mosque, which started out at a Protestant Chapel in 1743, became a synagogue in 1897, and in 1976 became a mosque (see background information). These changes mirrored changes in the area’s demographics, but how might some of the older residents reacted to these changes in use?




Activity 3: Show some images of St Stephen’s Church, West Ealing, which has been turned into flats. Note that the Church of England describes ‘closed churches’ as those no longer required for public worship and formally closed under the Pastoral Measure of 1983. This church legislation was designed to find alternative uses for these churches in order to avoid their demolition and preserve this national heritage. In the last 75 years ~100 Methodist Chapels have been closed in the UK. Many of these were constructed in the 19th century; as these are smaller than CofE churches they are more suitable to conversion to single homes. What might it be like to live in such a converted building?




Plenary: Have an open discussion about the re-use of a sacred place.



Key words


Identity, diversity, prejudice, anti-Semitism




Points to note

As an incredibly diverse borough, with many layers of history, students will have first-hand experience of some of the issues discussed.




Sample assessment activity





Ask students to write a few paragraphs on the Jewish experience in Britain and how this relates to the experience of minorities today.

If you make your assessments based on level of thinking skills, they are working at the following levels if they can (for example):


1) Make a simple statement about what life as a Jew/minority in Britain might be like.

2) Recall two historical events affecting Jews in Britain.

3) Describe an incident where they (i.e. the student) experienced prejudice.

4) Explain how their personal experience relates to the experience of the Jews and/or other minority.

5) Compare experiences of present day minority groups to the experience of Jews living in medieval Britain.

6) Evaluate reasons for the historical persecution of Jews in Britain.



7) Reflect on how modern media has affected the experience of—and dissemination of—prejudice.







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