YEAR 7 SYLLABUS
7. ABRAHAM AND MOSES (Part 2)
JOURNEY INTO FREEDOM - MOSES (MUSA in Islam)
Aims:
To understand some problems and responsibilities of freedom. To grasp the implications of independence and the need for rules. To provide further background in traditions that have been influential in three major world religions - Christianity, Judaism and Islam.
'Implicit' Ideas:
The desire to find out about origins and purpose for existence. Why things are as they are. Life as a personal quest or spiritual journey; idea of slavery and freedom; the need for rules - rewards and punishment; authority; spiritual experiences - revelation and faith. Compare with our lives.
Concepts:
Implicit: suffering; freedom, independence and rules; hope; festival.
Explicit: evil; faith; God; holiness; ritual; slavery; sacrifice; miracle; Passover; Ten Commandments/ Decalogue.
Content and Suggestions:
- Family tree to show how Abraham's descendants came to be in Egypt. Slavery could be considered for comparison... e.g. Negro slaves, spirituals etc. See task on p.59 of "Founders"
- Discuss pupils' own experience of loss of freedom, for instance, as a result of sickness, injury or punishment. Write about one incident, describing it and own feelings when freedom was lost and then regained. Is freedom good? Discuss paradox of need for rules to ensure freedom. Relate to modern situations e.g. gangs of yobs on Southend sea-front, activities of violent pickets and how we would manage if everyone were free to do as they pleased on the roads.
- Story of Moses from birth to "burning bush". Cartoon story of Moses story (20 mins) is useful, but possibly a little too childish. Could tell the story thus far in cartoon form in books (full colour with captions). Plagues, Passover - devise dramatic presentation, pupils working in groups to produce their own script, or newspaper.
- Rules project: divide class into groups of four to discuss following problem:
A small group survives an atomic war. No adult survivors. What rules would you make and why? 50 of the 250 survivors decide to leave and make their own survival plans. They steal from the original camp. You catch twenty of them. What do you do?" Feed instructions to groups in two stages. Useful books for this idea are "Lord of the Flies" by Wm. Golding and "The Chrysalids" by John Wyndham. Discuss the rules and punishments decided upon. Consider rules at home and at school. In the context of freedom, are they reasonable?
- Sinai and the Law. Discuss the 10 commandments and their relevance for today. Assignment to find events reported in newspapers involving breaking 10 commandments. Mount and add own comments, either in books or as a wall display.
Time:
4 weeks.
Resources:
Moses Books
Rules and Individuals Books
Moses (SEN) 12 Ladybird books
Moses Cassette tape
Egyptian history and religion 59 slides
Egyptian history and religion 5 OHP slides
Prince of Egypt Video
Superbook (Moses) Video
Animated Bible Stories Video
Life in Ancient Egypt (Background) Video
National Geographic - Ancient Egypt Video
Moses (on loan GMJ) Video
Assessment:
- Knowledge of outline of life of Moses
- Knowledge of background Egyptian myths, beliefs and practices
- Understanding nature of freedom (problems, responsibilities) and need for rules
- Ability to relate to own experiences
- Ability to evaluate the need for rules
- Ability to relate to modern situations.
Research tasks ... written and artwork
Rules project involving groupwork skills
Rules assignment using news media
Tasks involving comparisons with own experiences and other situations... written and oral work.
|