Religious attitudes
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This document discusses religious views on abortion and provides homework assignments on the topic. It begins by outlining learning objectives to describe Christian and Muslim stances on abortion and consider if their viewpoints are agreed with. Key abortion topics like sanctity of life and when life begins are recapped. Students are tasked with reading about the Islamic and Christian perspectives on abortion and assessing statements on the UK's abortion laws. They are asked to complete a poster showing Christian beliefs and debate questions on differing viewpoints. The homework concludes with examining alternative religious views on abortion from a website.
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Unit- Relationships- Mock Feedback
The document provides guidance for a year 9 student to improve their exam answers in the unit "Relationships" in three sentences:
1) Fill out an assessment sheet to analyze what you did well and could improve on by highlighting scores and writing comments.
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This document discusses marriage ceremonies and divorce within two religious traditions, Christianity and Islam. It provides information on the important features of marriage ceremonies in these religions. It also examines the attitudes of Christianity and Islam toward divorce, including the different views between Roman Catholic, Anglican, and other Christian traditions. The document aims to help students answer exam-style questions on these topics and consider different perspectives on justifying divorce.
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This document discusses the difference between the denotation and connotation of words. The denotation is the literal or dictionary definition, while the connotation is the implied cultural or emotional meaning. Connotations can reveal hidden attitudes and set a tone. Words like "informed," "confident," and "conceited" were given as examples to demonstrate how connotation can have positive, negative, or neutral implications.
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This document discusses various leaders who worked for peace and human rights, including Mahatma Gandhi, Irene Sendler, Dietrich Bonhoeffer, and Martin Luther King Jr. It provides information about their campaigns and methods, such as Gandhi's emphasis on nonviolent protest. Students are asked to analyze which leaders' methods were most effective and how the leaders were influenced by their religious beliefs. A debate question is included about whether love and peace or violence and hate are more effective approaches.
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This document discusses different sources of authority and human rights. It introduces the concepts of authority coming from the state/government, religion, family, and friends/peers. It also discusses human rights and having students identify the 5 most impactful rights from the declaration of human rights and explain their choices. The document prompts discussion of whether everyone deserves the same rights regardless of their actions.
Religion and Authority- Christian Views- Capital Punishment
This document discusses Christian attitudes towards punishment. It provides learning intentions to examine Christian teachings on punishment and compare any contradictions. Students are asked to consider what constitutes justice and who should determine punishment for crimes - the government, victim, or other group. The document notes that the Bible contains both differing opinions and important themes around the treatment of others. Students complete an activity on Christian teachings about punishment and consider any problems created by differing ideas in the Bible. They are asked to sort arguments for and against capital punishment based on the activity. Finally, students consider perspectives of different groups on bringing back capital punishment.
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This document appears to be from an interactive lesson on abortion that asks students a series of multiple choice and open-ended questions about abortion. The questions cover topics like the legal limits on abortion in the UK, the gestational age when a fetus's heart begins beating and mother can feel movement, reasons why someone may seek an abortion, and whether or not abortion is morally right or wrong. Students are asked their opinions on issues like limiting abortion based on the severity of fetal abnormalities.
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The document discusses different ways that religious believers express their faith. It provides examples of six main religious expressions: missionary work, private worship, helping others, pilgrimage, religious clothes and symbols, and community worship. For each expression, it explains why religious believers engage in it and provides one or more examples. The document aims to help students understand and describe different forms of religious expression.
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The document defines and provides examples of different pairs of angles:
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2) Complementary angles sum to 90 degrees.
3) Supplementary angles sum to 180 degrees. Adjacent supplementary angles are also called a linear pair.
4) Vertical angles are non-adjacent angles formed by two intersecting lines whose sides form opposite rays. A theorem states that vertical angles are congruent.
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This document discusses the principles of a just war according to Christian theology. It outlines the 7 principles that comprise the Just War Theory: proper authority, just cause, right intention, reasonable chance of success, last resort, proportionality, and controlled violence. The document then provides examples and activities for students to learn and apply these principles, such as ranking them in order of importance and analyzing whether historical wars like the Iraq War were just according to this framework.
Holy war and jihad
War can occur for several reasons: to defend one's country or allies from attack; to protect beliefs, freedom, or impose them on others; or to gain territory, resources, or remove a government. Some argue war can be justified to stop atrocities like genocide. However, others believe war should only be an absolute last resort. There are differing views on whether religiously-motivated "holy wars" can be supported, as both sides may feel God supports their cause. The rules of "lesser jihad" in Islam only permit defensive military actions to protect Islam or bring justice; offensive wars are not allowed.
Religion and Medicine- Lesson 1- intro
This document discusses religious views on ethical issues in medicine from Christian and Muslim perspectives. It addresses the sanctity of life and the belief that life is precious as it is given by God. Specific issues covered include abortion, euthanasia, and IVF. Students are prompted to consider religious teachings on these topics and whether anyone has the right to end another's life. The document provides background and discussion questions to help students understand different viewpoints.
02. Connotation/Denotation/Genre
This document discusses denotation and connotation, and introduces the concept of genre in media. It explains that denotation refers to literal or visible meanings, while connotation refers to implied meanings. Genre is defined as a way of grouping media based on common codes, conventions, characteristics, themes and styles. The document provides examples of analyzing images and film posters to identify genres based on visual elements and gives conventions of common genres like science fiction, action, romance and horror. It prompts the reader to consider why genres exist and which they prefer or dislike.
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The document compares Christian and Muslim viewpoints on abortion. It provides information on the sanctity of life in most religions and then discusses specific Christian and Muslim perspectives. For Christianity, it outlines that the Bible suggests life begins at conception and notes stances of the Roman Catholic Church, which strongly opposes abortion, and the Church of England, which allows for abortion in some situations. For Islam, it mentions the Quran is against killing born and unborn children and most Muslim scholars believe the fetus becomes human at 120 days, allowing abortion before then for valid reasons. The document aims to help students understand and compare different religious attitudes toward abortion.
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This document discusses Muslim attitudes toward war and the concept of jihad. It explains:
- Greater jihad refers to the struggle within oneself to be a good person and follow Islamic principles. Lesser jihad involves using military force to defend Islam.
- There are important rules for lesser jihad, including only fighting to restore peace, freedom and harmony, not to convert people or gain territory. The aim should not be winning but establishing what is right and removing evil.
- The ideas of greater and lesser jihad indicate that while Islam permits defensive war, the inner struggle to follow religious teachings is viewed as more important and difficult than outer military conflicts. Peace and harmony between all people is the ultimate goal.
Denotation and_connotation[1]
The document discusses the terms denotation and connotation as they relate to interpreting media texts. Denotation refers to the literal or straightforward meaning of an image or sign. Connotation refers to any additional meanings or interpretations associated with an image beyond its denotation, which can vary between individuals and cultures. The document provides examples of how images of a rose, apple, and lamb can have different connotations relating to themes like love, politics, health, religion, and place.
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This document discusses beliefs about life after death from both religious and non-religious perspectives. It aims to explain why some non-religious people believe in an afterlife while others do not, and why some religious people reject the idea of life after death. As an example of how this theme is portrayed in media, the document analyzes the 1990 film Ghost and whether it represents religious beliefs fairly. It concludes with discussion questions about the representation of the afterlife in Ghost and other media.
Connotation and Denotation
This document discusses the difference between the denotation and connotation of words. Denotation refers to the literal or dictionary definition of a word, while connotation refers to the feelings or emotions that a word evokes. It provides examples of words that have different connotations, such as "stingy" versus "frugal," and "cozy" versus "small and cramped."
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The dome atop the prayer hall symbolizes heaven and provides practical benefits like carrying the imam's voice and keeping the hall cool. The minaret allows the call to prayer to be heard from afar and helps people locate the mosque. The prayer hall contains no chairs as worshippers kneel and prostrate on carpets, with men and women separated. The mihrab indicates the qibla direction of Makkah. Prayer mats contain symbols like the mihrab arch to guide correct worship orientation. Calligraphy from the Qur'an decorates walls in place of images.
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Religious attitudes
- 1. DNA Make a sentence out of each word you find. It must earn you 1 mark in the exam!
- 2. Religious views on abortion Learning objectives: • To describe/explain what Christians and Muslims state about abortion. • To consider/debate if we agree with their viewpoints.
- 3. Recap... • Sanctity of Life • When does Life begin • Miracle of Life • Gift of Life • Abortion
- 5. Homework... Statement Law? Actual Law Fair/ Unfair Reasons 24 Weeks is the maximum age for abortion, in most cases Anyone can have an abortion, just like that Abortions will only be offered if there is a risk to the health of mother or child If a child risks being born with severe disabilities, an abortion can be suggested – including beyond 24 weeks Only one doctor needs to recommend an abortion Abortions can be given in emergency situations to save mother’s life Aside from doctors, a woman has to tell at least a relative that she wants/needs an abortion Under 16’s are forbidden from having abortions Abortion is immoral Doctors have to administer abortions Two doctors have to be in agreement to recommend an abortion
- 7. Islam and Abortion 1. Complete the cloze activity. 2. Read ‘Islam’ on p86-7 (to HELP) • Extension: ‘Muslims should always think that abortion is wrong.’ What do you think? Explain your opinion. (3 marks)
- 9. Task Read ‘Christianity’ on p86 & p90. (TO HELP) • Create a poster showing what Christians believe about abortion (skilled). (NO MORE THAN 25 WORDS) • For excellent, include how Christian views can be different.
- 10. Example: Joanna Jepson • What does Joanna Jepson believe about abortion? • Why does she believe this? Extension: ‘Should have Joanna taken the doctor’s decision to court, when it wasn’t her body? Why?’
- 12. 6 mark question • Do you agree? • Give reasons for your answer, showing that you have thought about more than one point of view. • Refer to religious arguments in your answer.
- 13. 6-mark question “It is nonsense to speak of a moment when life begins.” • Do you agree? • Give reasons for your answer, showing that you have thought about more than one point of view. • Refer to religious arguments in your answer. For Against Religious view My view Evaluate the Religious view
- 14. Peer Assess • Using the mark scheme on P7 and the Onion peer assess your partner’s answer: • What mark would you give them and why? • What did they do well? • What could they do to improve? • Remember be KIND/SPECIFIC/HELPFUL
- 16. Homework Check the BLOG... Due in next lesson. • It is very easy to think that a religious person would automatically view abortion as wrong. Read and make notes on the website below for alternatives to religious views: • www.rcrc.org (go to ‘Issues’ then ‘Abortion’)
- 17. Plenary “Abortion is always wrong” Tell your partner: • If you agree/disagree • What a Christian or Muslim would say
- 18. TARGETS •I need to punctuate longer sentences. •I’m going to stay in the same tense. •I should try to not start every sentence with ‘I’ •I need to pay attention to my use of capital letters. •I need to PEE throughout my writing. •I must write in sentences. •I need to include more detail in my writing. •I need to use speech marks at the beginning and end of speech. I must also, take a new line for each new speaker. •I have to reference my work using a bibliography and footnotes. •I need to choose more interesting words. •I’m going to use PERSUADE. •I should make use of imagery (simile, metaphor, personification) in my writing. •I must write in paragraphs. •I should use sensory language in my writing. I will try to use linking words and phrases