War and Peace- AQA- GCSE RE
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This document provides an overview of key concepts and activities related to teaching a unit on war and peace. It includes: 1) A list of keywords and their definitions related to war and peace such as pacifism, just war, holy war, and weapons of mass destruction. 2) Learning objectives to explore the concepts of peace, justice, and sanctity of life in relation to war. 3) Suggested activities for students such as creating a mind map about war and peace, watching a video clip and generating discussion questions, and completing a peace and justice page in a booklet. 4) Sample exam questions, literacy tasks, and structures for peer assessment and recording learning.
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2. An activity is described where students will define key terms related to war and peace using dictionaries.
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The document provides information about the term "jihad" from an Islamic perspective. It discusses that jihad literally means "to strive" or struggle, and can refer to struggling using speech, writing, or sword. It notes Muhammad described two types of jihad: lesser jihad involving physical defense of Islam, and greater jihad referring to an internal struggle of the heart and mind to think before speaking and achieve goals respectfully. The document also provides guidelines from the Quran about warfare, prohibiting forcing conversion and including rules to not harm non-combatants. Students are asked questions to discuss these topics and how media has shaped views of Islam and jihad.
Discuss how damage assessment may change in the future. Consider t
Discuss how damage assessment may change in the future. Consider these questions in your discussion:
1. What are the existing challenges of conducting damage assessment that would evoke a change?
2. How would this change impact the procedures and activities of an assessment following a disaster?
350-450 words excluding references, APA format and a minimum of 3 references
Sociocultural Aspects
Learning Activities
Activity: Additional Questions for Self-awareness Exercise
My Life History of Death: A Timeline
This activity can be a tool for further exploration of the personal attitudes you hold toward death. It might also be useful in (a) identifying your personal issues surrounding unresolved grief, and (b) examining your own pattern of grieving. Take a moment to recall the earlier activity, My First Recollection of Death. Next, look at the timeline that appears in this activity. At either end of the timeline, fill in your date of birth and the current date. Then make a series of vertical lines across it for each death that affected you and write the name of who or what died in chronological order. Ask yourself the list of questions in turn for each death and write down your answers on a separate piece of paper.
Date of Birth: _
01/25/00 | Current Date: _
9/18/22
· How did you feel? I felt devastated and hopeless when my grandfather passed away.
· How did you act? I acted strong and supportive for my family.
· How did other people seem to feel? Other people felt sad too.
· How did others act? They acted sad and cried and hugged a lot.
· How did members of your family react to the death? My family members’ reaction to the death was full of surprise.
Look at your timeline. Think about your personal pattern of feeling and acting in response to significant deaths in your life.
Do you feel that your pattern was a healthy one?
NO
______, YES
______.
If no, explain.
Did the pattern of feeling and acting change over time?
NO
______, YES __
____. If yes, explain.
Yes, over time my family and I came to accept the death. We were still sad but found peace in reminiscing about all the good times.
Considering the deaths you identified on your timeline, do you experience any unresolved grief reactions to them at the current time? NO __
____,
YES ______.
If yes, explain.
Reprinted from: Donald P. Irish, Kathleen F. Lundquist, Vivian Jenkins Nelsen, eds.
Ethnic variations in dying, death, and grief: diversity in universality” Philadelphia: Taylor & Francis, 1993. Permission: Taylor & Francis Group.
Death Anxiety Scale (DAS)
Death, especially in our dominant culture, is frequently treated as a taboo topic in conversation. To some extent, this tendency reflects both our public and personal anxiety about it. The purpose of this activity is t ...
Just war
The document discusses the concept of just war and religious war. It provides definitions, principles, examples, and arguments related to both. For just war, it outlines criteria for assessing the justice of entering and conducting wars. For religious war, it discusses definitions and examples from Christianity like the Crusades and from Islam like Jihad. It also discusses radical Islamist groups and the concept of holy war in different religions.
Full Course Revision Exam 2 Only
The document provides information about GCSE revision topics including peace and conflict, religion and the environment, and crime and punishment. It details the exam structure, covering two 1.5 hour exams testing topics through multiple choice and short/long answer questions. It then summarizes key concepts in social responsibility, sources of moral authority in different religions, environmental issues and religious responses, views on war and peace, and perspectives on crime and punishment.
Dean r berry terrorism in our world revised 6 7-18
- The document discusses terrorism and outlines a lesson plan for students to research and discuss ways to protect the United States from terrorist attacks.
- Students are instructed to brainstorm in groups about potential terrorist threats and methods. They then conduct independent research on terrorism causes and solutions.
- The lesson concludes by having students write a proposal on how to keep Americans safe from terrorism based on their research findings. They are guided to consider different perspectives and support their recommendations with evidence.
Dean r berry terrorism in our world
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Session 2 september 30, 2012
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Just war !
Basic principles from traditional Just War Theory, posing the question "Is Just War Theory obsolete"?
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Why-Liberty.pdf
“Why Liberty showcases work by leading ! gures in Students
For Liberty, the world’s most dynamic youth movement for
liberty, along with essays by venerable freedom ! ghters such
as Tom Palmer and John Stossell. Fresh and new, tried and
true, Why Liberty gives us hope for the next generation.”
—John Tomasi,
Department of Political Science, Brown University
“This collection of essays is so informative and so well written
that it will feed your desire to read more—and to know
more—about the fundamental role of liberty in social order.”
—Lynne Kiesling,
Department of Economics, Northwestern University
“This book is easy to read, good to read, and important to
read. If more people read it, the world will be a much better
place; there would be no need for the ‘Why’ in Why Liberty.”
—Peter Kurrild-Klitgaard,
Department of Political Science, University of Copenhagen
“An inspiring guide that will bene! t both those new to libertarianism
and those well versed in the tradition. Though we
o" en don’t realise it, libertarianism is the principle by which
most people lead their daily lives. This book explains why we
should apply that principle to our politics, as well.”
—Mark Pennington,
Department of Political Economy and Public Policy,
King’s College, University of London
001 Buy Custom Essay Hassle Free Way To Complete L Th
The descriptive letter describes a day in the life of someone with diabetes and kidney failure, who is experiencing pain, hunger, and discouragement due to their limited diet and prognosis of only having one year left to live without a transplant. They receive upsetting phone calls from people crying after being told about their health condition. The letter provides context for how a life-changing letter they received that day had helped improve their difficult morning.
dr.ven uparathana thero
1) The document discusses how inner peace in individuals is significant for building world peace. It argues that detrimental factors like aggression, violence, and unwholesome cultural trends impede global peace.
2) Buddhism teaches that world peace depends on cultivating peace and non-violence within one's own mind through practices like the Four Sublime States and Noble Eightfold Path.
3) When individuals have inner peace through developing compassion for all beings, it can help create peaceful international relations and ultimately restore world peace. The path to peace begins with peace in one's own heart and mind.
Similar to War and Peace- AQA- GCSE RE (20)
Discuss how damage assessment may change in the future. Consider t
Discuss how damage assessment may change in the future. Consider t
Dean r berry terrorism in our world revised 6 7-18
Dean r berry terrorism in our world revised 6 7-18
001 Buy Custom Essay Hassle Free Way To Complete L Th
001 Buy Custom Essay Hassle Free Way To Complete L Th
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Revision language paper 1 section a
The writer structures the text to create suspense and interest the reader. It begins by focusing on the narrator's murder, shocking the reader. As it develops, details of the murderer, Mr. Harvey, are revealed through the narrator's impressions of him. These impressions develop suspense around his character. The closing lines maintain suspense by not revealing full details of the murder. Overall, the writer uses their structural choices effectively to engage the reader and build suspense throughout the extract.
Structure - By Mrs Hallahan
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AQA- Power and Conflict Revision Resource
This document provides an overview and contents of a booklet designed to support the study of poetry for English lessons. It discusses how the booklet can be used as a homework resource, revision aid, or to catch up on missed topics. However, it notes that the booklet is not intended as a "quick fix" and emphasizes the importance of carefully reading the instructions and answering questions in full sentences. The document also provides teaching suggestions for incorporating the booklet into lessons, such as exploring poems in stages from initial understanding to reinforcement of themes. It highlights assessment objectives for poetry analysis and includes a glossary of literary devices.
AQA- English Language Mock
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- A writing section with 2 potential essay prompts, testing content, organization, vocabulary, sentence structure, and technical accuracy.
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Christian pilgrimage
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Hajj
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Symbolism in mosques
This document provides information about mosques and how Muslims prepare their place of worship for prayer. It includes:
- Learning objectives about describing what a mosque looks like, explaining why there are no images in mosques, and comparing how Christianity and Islam prepare for prayer.
- Details about the parts of a mosque like the dome, minaret, prayer hall, and mihrab, as well as activities like watching a video, discussing mosque features, and adding information to a mosque floorplan.
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Information on symbolism
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Year 9 Units- Checklists
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- 1. EEvviiddeennccee?? • What quotes have you looked at over the cover lessons? • Create a mind map about all you know about War and Peace! DNA activity
- 2. Stick in your Big Picture. Make a sentence up using each word! War and Peace •Why do people go to war? ·Consequences of war ·What is peace and justice? ·Pacifism ·‘Just war’ and ‘holy war’ ·Victims of war ·Religious believers who have worked for peace ·United Nations ·Terrorism and nuclear weapons Keywords: Quakers Salaam Peace Justice Sanctity of life Pacifism Forgiveness Just war Holy war Red Cross Red Crescent Dalai Lama UN Terrorism Weapons of mass destruction
- 3. Quakers Salaam Peace Justice ‘Sanctity of life’ Pacifism Forgiveness ‘Weapons of mass destruction’ Forgiveness ‘Just war’ ‘Holy war’ ‘Red Cross’ ‘Red Crescent’ ‘Dalai Lama’ UN Terrorism ‘Weapons of mass destruction’ MAKE A WORDLE/TAG CLOUD USING THESE WORDS!
- 5. IInnttrroodduuccttiioonn ttoo WWaarr aanndd PPeeaaccee Learning objectives: • To explore the concepts of peace, justice and sanctity of life in relation to war and peace
- 6. Watch the clip and make a list of questions you want to aannsswweerr dduurriinngg tthhiiss ttooppiicc..
- 7. WWaattcchh tthhee cclliipp • Make a list of questions you want to answer during this topic. Such as: • Why do we go to war? • Doesn’t religion promote war?
- 8. TTyyppiiccaall eexxaamm qquueessttiioonnss • ‘Countries which have nuclear weapons should get rid of them.’ • 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. • 6 marks!
- 9. LLiitteerraaccyy ttaasskk Read through the text. You need to: • Divide the text into paragraphs/sections. • Give a main title. • Give sub-headings for each section. • Highlight the key words and write down their meanings. Extension: Someone once said, “There is no way to peace; peace is the way.” Explain what you think they may have meant.
- 11. “Religious people should be pacifists.” Arguments for Arguments against
- 12. DDEEBBAATTEE…… ‘All religious believers should campaign for peace.’ What do you think? Explain your opinion. (3 marks)
- 13. PPeeeerr AAsssseessssmmeenntt…… Using the mark scheme, peer assess each others answers: • What would you give them out of 3? • What have they done well? • What could they do to improve? • 3 simple points. Or 1 PEA paragraph.
- 14. • Wrong just to sit back and allow situations of conflict to arise without taking action to prevent it / ‘blessed are the peacemakers’ / those in authority should be encouraged to look for peaceful solutions to problems / innocent people get killed or injured because of war / killing goes against teachings in sacred writings / first precept / ahimsa / Christians and Muslims should not seek revenge as it is wrong to return evil with evil / overcome evil with good / religious believers might make a difference / follow the example of believers e.g. Martin Luther King, Dalai Lama etc. • Not practical for all religious believers to campaign for peace – some might / would governments take any notice / believers have other important things to do e.g. worship God / may support a Holy War / Just war / sometimes war in extreme cases might be the only way to stop the cruelty and injustice of a nation or leader e.g. Hitler and the holocaust / some Muslims believe in the lesser jihad to defend Islam and promote justice, etc. • Two sided arguments are creditable but not required.
- 15. HHoommeewwoorrkk…… • Complete the Peace and Justice page of your booklet. • www.request.com
- 16. PPlleennaarryy Copy the triangle of learning into your book and fill it in! 1 thing you want to learn more about 2 key words you have learnt about, and their meaning 3 things you have learnt this lesson