Year 6 Worldviews. What do religious and non – religious world views believe about equality, justice and fairness? (Autumn 2)
Session 1 - What does equality, justice and fairness mean?
What is the United Nations Declaration of Human Rights and The Equality Act?
KEY WORDS - Declaration of Human Rights; Equality Act; Justice; Fairness; Equality
Does anyone in the room feel that they could answer any of the above questions?
After todays lesson 'we' might be able to answer a few but you are going to be writing an explanation on these to help explain to someone else of a similar age, later on.
First watch a clip about the Equality Act...
Next this one is by the BBC explaining inequality...
Together look at the history of the United Nations Declaration of Human Rights for a young person’s version
but also look at the language used in the full text version. The Universal Declaration.
Finally compare this to The Equality Act considering what this says about religion and belief.
The history of the United Nations Declaration of Human Rights
UNIVERSAL DECLARATION OF HUMAN RIGHTS
Official Document
The protected characteristics
The following characteristics are protected characteristics—
age;
disability;
gender reassignment;
marriage and civil partnership;
pregnancy and maternity;
race;
religion or belief;
sex;
sexual orientation.
TASK -
Present a piece of writing, about how religion and belief are protected by legislation, try and focus on the term’s equality, justice and fairness and how you would explain these terms to someone your own age.
Session 2 What do a range of worldviews say about equality?
KEY WORD - Equality
“While we celebrate our diversity, what surprises me time and time again as I travel around the constituency is that we are far more united and have far more in common with each other than things that divide us.”
DISCUSSION 1
“While we celebrate our diversity, what surprises me time and time again as I travel around the constituency is that we are far more united and have far more in common with each other than things that divide us.”
This was the maiden speech of Jo Cox when she became an MP in parliament. She was a supporter of Humanists UK.
Discuss with a partner what this part of a speech means.
Have a look at her obituary here. https://humanists.uk/about/our-people/recent-humanist-obituaries/jo-cox-mp/
Humanist principles of justice and valuing the dignity of the individual, leads them to support equality and oppose discrimination. As such they are often support equality and oppose discrimination.
DISCUSSION 2
Look at the following quotes from a range of worldviews and discuss what they mean.
NB These quotes are only one answer to represent different worldviews, and they are not the whole picture on equality from that particular belief.
·Some Hindus believe that every soul is part of Brahma, and therefore every soul is of equal value. The Bhagavad Gita states, "I look upon creatures equally".
·The Qur’an says, “But those who do good—whether male or female—and have faith will enter Paradise and will never be wronged even as much as the speck on a date stone”.
·“So, God created man in his own image, in the image of God he created him; male and female he created them.” Bible and Torah.
·“There is neither Jew nor Gentile, neither slave nor free, nor is there male and female, for you are all one in Christ Jesus.” Bible
·“Everyone in the world is equal. All beings and creatures are His; He belongs to all.” Guru Granth Sahib.
Read the Sikh story of Malik Bhago and Lago.
What does this teach about equality?
Session 3 How can we recognise inequalities being spread on social media?
KEY WORDS Inequality; Misinformation; Fake news; Islamophobia; Antisemitism; Prejudice; Discrimination
QUESTION - What is an inequality?
What examples of inequality do we have in our own local areas?
Can you give some examples of inequality nationally and globally.
Read together a recent news article, this is an example... https://www.bigissue.com/news/social-justice/what-you-need-to-know-about-uk-inequality/
This article explains Global inequality. https://www.oxfamamerica.org/explore/stories/what-is-global-inequality/#:~:text=Distinct%20from%20inequality%20within%20a,worse%20than%20inequality%20within%20countries.
Discuss what do we mean when we are talking about social media.
How can social media be used for good and bad?
What experiences do you have of social media (remember about staying safe online and age ranges for social media).
Inequalities can be spread on social media and the need to fact check before sharing anything yourself is important.
Fake news often spreads quicker than real news.
How can you tell if something is fake or misinformation?
Sometimes people share information online which is showing prejudice towards a group of people based on their worldviews.
How does this link to the lesson on the Human Rights and The Equality Act?
ACTIVITY
How can you spot fake news?
How do journalists check before they share a story.https://www.youtube.com/watch?v=p3NaMEYs04M
It may be appropriate to add in here recent events covered on the news which have led to acts being committed due to the sharing of misinformation about groups of people and their beliefs, especially if the children have seen it. Do have a look at Newsround.
Sometimes we can use a specific term to identify racism which is focused on a particular worldview.
QUESTION Can you remember any of these terms? (Islamophobia and antisemitism).
Session 4 How do people with a religious and non-religious world view wish to care for the environment?
KEY WORD Tikkun Alam
The Jewish teaching of Tikkun Alam is about mending or repairing the world.
Discuss what do you feel needs repairing in the world you know locally, nationally and internationally?
Explore different teachings and approaches to environmentalism through a carousel
·https://www.youtube.com/watch?v=BRHLw9jr9lY
From the Jewish tradition. This clip includes the story of Honi and the Carob Tree from the Jewish tradition and the celebration of Tu B’Shvat (Birthday of trees).
Use this page to find out about why Muslims care for animals and how kindness to animals can carry rewards.
·https://www.nhsf.org.uk/2007/05/why-do-hindus-worship-the-cow/ Why do Hindus respect and honour cows. https://iscowp.org/about-us/ about a Hindu cow protection charity in USA.
·https://www.bahai.us/all-ages-explore-stewardship-of-the-earth-at-eco-camp-in-wisconsin/ How Baha’i children learn about care for the world whilst on an eco-camp.
·https://arocha.org.uk/what-we-do/target-25/ A Christian organisation with a range of environmental projects. This page is about protecting habitats and wildlife.
·https://humanists.uk/humanist-climate-action/ Humanist Climate Action.
BIG QUESTION - Why would a ______ (worldview) want to show care for the environment?
TEACHERS NOTES
Watch a clip about the Equality Act.
This one is by Pop ‘n’ Olly but there are many others available https://www.youtube.com/watch?v=T9jBRCJa_5Q
This one is by the BBC explaining inequality. https://www.youtube.com/watch?v=O5uKJVDFHFw&t=41s
The Equality Act considering what this says about religion and belief. https://www.legislation.gov.uk/ukpga/2010/15/section/4
Read the Sikh story of Malik Bhago and Lago.http://mmiweb.org.uk/microsites/religiousstories/sikh/malik_bhago_and_lalo.pdf
A Tale of Two Britains: Inequality in the UK - Oxfam Policy & Practice
(Here we are only just touching on equality in religion as it is part of RE in secondary schools in far more detail.)
Week 4 - Complete a worksheet that lists the worldview and gives an example of care for the environment. Some examples are above.