Download 2007 RE- Dorset KS3 Is War Ever Just? Comparative Scheme of Work

Unit: Is War ever just?
About this unit: This unit is intended for year 8 students but could with
adaptation be used with older students. It takes an ethical issue and
seeks to look at it from Christian and other faith positions whilst leaving
scope for students to develop their own attitudes. It builds on the unit on
Christian attitudes to the environment from year 7 and lays the ground
work for short and full course GCSE. The idea is that students will
develop the skills of forming their own ideas on difficult ethical and moral
issues from informed faith stances.
The subject matter should be relevant to many students in Dorset but by
its nature may raise sensitive issues, especially for students from the
various army bases in the county.
I am grateful to Teresa Stewart-Sykes from Blandford School for some
of the ideas in this unit.
(Suggested Assessment Task: Included in teaching activities)
Prior learning
It would be helpful if
the students:
 had already
studied
aspects of
other world
religions,
including ways
in which
believers put
their beliefs
into practice.
 Have had the
experience of
listening to and
responding to
stories with
meanings
Technical
Vocabulary
In this unit children
will have an
opportunity to use
words and phrases
related to:War
Terrorism
Pacifism
Just War Theory
St Thomas Aquinas
Society of Friends
(Quakers)
Dietrich Bonheoffer
Self Immolation
Thich Quang Duc
Jihad
qital
Resources
Songs about war.
E.g. ‘Everybody’s gone to war’ by Nerina
Pallot or Mass Destruction by Faithless
John Collins PowerPoint
Should Christians fight Human Bar Chart
Worksheet
Just War Sheet (pdf)
www.request.org.uk
Dietrich Bonheoffer fact file
Burning Monk image and fact sheet
Islam War and Terrorism fact file
Teachers notes on Jihad
Expectations
At the end of this unit
Most children will:
Level 5



some children will not have made so much
progress and will:

Level 3


Some children will have progressed further
and will:

Level 6

be able to explain the impact of
beliefs on individuals and
communities.
Be able to ask and suggest answers
to questions of identity, belonging,
meaning purpose, truth, values and
commitments, relating them to their
own and others lives..
Be able to express their own views
and those of others
Be able to identify what influences
them, making links between aspects
of their own and others experiences.
Be able to show some understanding
of the links between values and
commitments and their own attitudes
and behaviour.
Be able to raise important questions
related to some aspects of their own
lives and in particular to the problem
of conflict in the world today.
Be able to express an opinion using
reasoning and examples to questions
related to some aspects of their own
lives, and in particular to the problem
of conflict in today’s world
Be able to consider the challenges of
following Christian teaching
Learning
Objectives
Students should:Reflect on musical
responses to war
Explore the continuing
nature of war and
possible reasons for war
Learn about St Thomas
Aquinas view of a Just
War and the continuing
influence of this teaching
Possible Teaching Activities
(Select from)
Learning outcomes
Contribution to
other Curriculum
Areas/ other
information
War; What is good for?
Students should be able to:
Listen to a song about war. E.G ‘Everybody’s gone to war’ by
Nerina Pallot or Mass Destruction by Faithless. (other songs could
be used depending on your taste and that of the class)
Raise and suggest
answers/express opinions on
a number of international
situations of war and conflict.
Music
Describe/explain the story of
the people involved in war.
Citizenship
Ask individuals to select one or two lines that particularly strike
them, share this with pairs then groups then whole class.
Use the PowerPoint presentation about John Collins. This
compares the experience of John Collins a soldier in WW1 with his
grandson Roy who was part of the peacekeeping force in Sarajevo
Bosnia in the 1990’s.
Both John and Roy are committed Christians. Why would they join
the army?
History
Thinking skills
Describe/explain a Christian
view of war.
Raise and suggest answers to
questions related to when it is
Mind Map as a class or in groups the reasons why people might go right to go to war
to war. Illustrate by using examples of wars either current or those
that they may have looked at in History.
Express their own views on
these issues and be able to
Many of these wars will have been fought by countries that claim
support their point of view.
to be Christian or even between two Christian Countries. How do
Christians justify going to war?
Opportunity for moral
development
Do a Human bar chart activity See resources file.
Look at St Thomas Aquinas criteria for a Just War. Make sure
students understand these.
Go back the Mind map of wars.
Use the sheet Just War (pdf on resources disc) and in groups
consider which they think is a just war.
Now repeat the Human bar chart activity. Have views changed?
Why do they think this is? Have their views changed etc.
Is there another way: Pacifism;
Students will learn
about:Christian teaching on
Pacifism
The life and beliefs of
the society of Friends or
Quakers
The life of Dietrich
Bonheoffer
Jesus said ‘Blessed are the peacemakers for they will be called Children of
God’ Matthew 5.9
Examine the case for pacifism. Explain the reasons Christian Pacifists hold
their beliefs. This can be done using textbooks or you could visit
www.request.org.uk on the front page click on issues, although this is
meant for 14+ you should be able to use it, click on issues what do
Christians think about life’s big issues then scroll down to pacifism.
This would also be a good opportunity to do some research work on the
Quakers or society of friends.
A fact file or the Suns guide to the Quakers, 20 facts you need to know
about the Society of Friends etc type activity would be suitable.
Students should be able to:
 Consider the
challenges of
following Christianity.
 Apply their own ideas
and those of others to
issues connected
with war
 Describe/Explain
Quaker belief and
practice
 Evaluate/Critically
analyse the ways in
which Christians have
put their beliefs into
ICT
Thinking skills
Spiritual development
History
How should a pacifist act in a war situation?
practice.
You may be able to find some good local examples of how local Christians
acted in world war 1 and world war 2
Or look at the case of Dietrich Bonheoffer.
A Buddhist Response
Students should learn
about
From what they have already studied what do they think is the Buddhist
teaching on War? Refer back to the 5 precepts
A Buddhist practice
connected with pacifism
Be able to consider and
reflect upon a practice
from a different culture
Self Immolation.
With a certain amount of care :Show the image of the burning monk




.
In pairs and groups decide on three questions they would want to ask
about this picture. Try to answer as many as possible. You may need to
explain a bit about the Vietnam war
Cultural development
Consider the
challenges of
History
following a faith.
Apply their own ideas
and those of others to
issues connected
with war
Describe/Explain a
Buddhist belief and
practice
Evaluate/Critically
analyse the ways in
which Buddhists have
put their beliefs into
practice.
Read the fact sheet The self immolation of Thich Quang Duc. This will be
quite heavy stuff and you will need to consider best how to handle this with
a class.
Try to bring out here that one self sacrifice succeeded in changing a
government where a war had not. (more died in the fighting)
Try to link this to Buddhist teaching. A good opportunity for assessing
understanding and some critical analysis
Try to bring out the last point in the notes about the ways this practice
continues as a way of opposing the current Communist regime in Vietnam.
You could compare and contrast this with the Dietrich Bonheoffer.
The issue of Islamic Suicide bombers may well come up. This could be an
uncomfortable issue and will need handling with care.
What do Muslims Believe about War and Terrorism?
Students should learn
about
Islamic teaching on War
and terrorism
Critically analyse media
reporting of Islamic
belief and practice
The issue of Islamic suicide bombers may well come up. This could be an
uncomfortable issue and will need handling with care.
Use the fact file ‘Islam and attitudes to war and Terrorism’. If you need
more info see the teacher’s notes on Jihad in the resources disc.
Select a newspaper or TV report about Islamic terrorism. Ask the students
to use the fact file to critique the report for accuracy. This could be in the
form of a letter to complain, or just a written or verbal critique.
Students should be able
to:Describe/explain Islamic
teaching on War and on
Terrorism
Evaluate/Critically
analyse media reporting
of Islamic teachings and
beliefs.
Cultural development
Media studies
Literacy
Suggested Assessment Task
Draw up a charter of 6 conditions you consider
necessary to make a war morally right in a multi-faith
society.
Justify each condition form your own views and those
of the various religious groups you have studied.