Enquiry 1 Why Should We Encourage Social Harmony
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This document provides an overview of a religious studies lesson on social harmony. It includes: - An introduction to the topic of social harmony and its aims to understand issues like prejudice, discrimination, racism and religious pluralism. - An activity where students match descriptions to people to illustrate pre-conceived ideas and stereotyping. - A discussion of the differences between prejudice and discrimination. - An activity where students imagine distributing a donated organ between patients and learn about making assumptions. - A review of key terms and why encouraging social harmony is important to avoid prejudice and discrimination.
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Application Topics
The APPLICATION PROJECT OPTIONS from which you may choose are:
1. Prenatal Development
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2. Infant Development
Observe the motor behavior of an infant (0-3 years) over three (3) periods of at least 30 minutes. You may interact with the infant during this time. Record your detailed, objective observations, then write out your evaluation of the infant's motor development based on the information presented in this course.
3. Preschool Development
Observe the language behavior of a preschool child (3-6 years) over three (3) periods of at least 30 minutes. You may interact with the child during this time. Record your detailed, objective observations, then write out your evaluation of the child's language development based on the information presented in this course.
4. Middle Childhood Development
Observe the play behavior of a middle-years child (6-12 years) over three (3) periods of at least 30 minutes. Do not interact with the child during this time. Try to make your presence as inconspicuous as possible. You may want to go to a park or playground. Record your detailed, objective observations then write out your evaluation of the child's play/social development based on the information presented in this course.
5. Adolescent Development
Make up at least ten (10) open-ended questions and ask them of a minimum of 5 adolescents. The questions could concern school, sex, food, use of time, occupation, plans for the future, etc. Record their answers as best you can and then write out your evaluation of the adolescents' identity formation based on the information presented in this course.
6. Adult Development
Write your autobiography from your earliest memories to your present stage of adult development. The focus of this paper should be on the determinants of your present personality. Using Erik Erikson's theory of psychosocial development, state how you think you resolved each of the crises of development (for early stages, you may have to ask others or draw conclusions based on your present personality). Give specific examples from your life story to support your conclusions.
7. Aging
Make up at least ten open-ended questions and ask them of a minimum of 5 individuals over the age of 65. Among the questions that you should ask them are, "What would you do differently if you had your life to live over again?" and "What advice would you give a person of my age on how to live a meaningful life?" Write your questions and the answers received in your paper and include any conclusions you would make about aging.
8. Death and Dying
Design a death education course that would help you deal with your own death or the death of a loved one. Prepare an outline of all of the topics you would cover in this cour.
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- An introduction that defines values and attitudes and how they differ between individuals and cultures
- An activity where learners rank a list of values by importance to explore their personal values
- Another activity where learners choose members for a new isolated society to gain insight into their attitudes
- A video example of how persona dolls can help children understand people with disabilities
- An end of lesson quiz to assess understanding of the topics covered
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Wellbeing Session 1 - April 2019
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This document discusses strategies for teaching higher order thinking skills in social studies classrooms. It describes several activities teachers can use, including Taboo, where students describe key terms without using common associated words, developing deeper understanding. Opinion Corners ask students to physically position themselves based on their views on different issues and explain their reasoning. Mysteries present students with clues to solve a mystery together, building evidence-based explanations. These techniques encourage skills like inquiry, reasoning, and creative thinking, benefiting both student learning and teaching.
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Enquiry 1 Why Should We Encourage Social Harmony
- 1. WELCOME BACK! Friday 5 June 2009 EDEXCEL GCSE RELIGIOUS STUDIES
- 2. How will you be taught? Take out your time table and find your Religious Studies and Citizenship slots. You should have found 1 Religious Studies lesson and 1 Citizenship lesson per week. However….
- 5. Social Harmony Over the next half-term we are going to be studying the topic – Social Harmony . This topic will be on your GCSE and is worth 20%. Everything you need to know will be covered in the lessons – so if you pay attention and complete all work to the best of your ability you will be successful .
- 7. Social Harmony Friday 5 June 2009 Enquiry: Why should we encourage ‘social harmony’? Welcome to RE . Please make sure you are ready to learn: Is your planner on your desk and open at today’s page? Do you have the necessary equipment? Is your homework ready to be checked? Please write the date and title for today’s lesson.
- 8. Lesson Objectives Friday 5 June 2009 By the end of the lesson learners: Must: know the definitions of several key words, including ‘Social Harmony’ and ‘prejudice’. Should: understand the difference between ‘prejudice’ and ‘discrimination’ Could: be able to explain some of the reasons why we should encourage social harmony.
- 9. Today’s Lesson: Learning Objectives Starter Activity – Match Up exercise (an easy task to start us off) Learning Activity 1 – St Saviours Hospital Test the Learning – Past paper questions Key Words – Paired work on key word definitions
- 10. Starter Activity Which one of the following is : a) a refugee; b) a terrorist; c) an English man; d) a powerful leader? 1. 2. 3. 4.
- 15. Prejudice & Discrimination Q. What is the difference between prejudice and discrimination? Prejudice: ‘ Believing some people are inferior or superior without even knowing them .’ Not just race! Prejudice is the thought. Discrimination: ‘ Acting on a prejudice by treating people unfairly because of their race, colour, gender, class, age, disability, etc .’ Discrimination is the act.
- 16. St Saviour's NHS Hospital Your Task
- 17. St Saviour’s NHS Hospital You are a group of senior consultants for St Saviour’s NHS Hospital. You have six patients urgently needing a heart transplant but have only one heart available. YOU must, as a group, now decide who has the operation and who does not. You will have to report your findings and decision to the Hospital Board (the class). The Board will want to know why you choice the patient and not the others.
- 18. Lesson Activity
- 20. Lesson Activity Now re-do the task take the extra notes into consideration
- 23. Lesson Objectives Friday 5 June 2009 By the end of the lesson learners: Must: know the definitions of several key words, including ‘Social Harmony’ and ‘prejudice’. Should: understand the difference between ‘prejudice’ and ‘discrimination’ Could: be able to explain some of the reasons why we should encourage social harmony.