Using the methodologies – sample lesson plans on sections of the syllabus

In this section of the draft guidelines, the teaching and learning methodologies are applied to support a selection of objectives from the syllabus. In addition, assessment strategies for ordinary and higher level students are suggested for each lesson.

4.1 Concept Formation and Case Study Methodologies
sample lesson plan on section F
4.2 Problem-Solving and Decision-Making Exercises
sample lesson plan on section F
4.3 Simulation Games and Role Play
sample lesson plan on section B
4.4 Modelling
sample lesson plan on section C
4.5 Presentation and Interpretation of Data
sample lesson plan on section B
4.6 Self-Assessment Activities
sample lesson plan on section D
4.7 Discussion
sample lesson plan on section A
4.8 Group Work
sample lesson plan on section A
4.9 Activity-Based Learning
sample lesson plan on sections F,E,A and B

4.1 CONCEPT FORMATION AND CASE STUDY
SECTION F - THE MORAL CHALLENGE
PART FOUR - RELIGIOUS MORALITY IN ACTION

PROCEDURE
1. PRESENTATION OF EXAMPLES OF JUSTICE

Three examples
a) Dialogue/play about a disagreement between friends
b) Photograph of two or three people having a conversation
c) Topical story from newspaper

a) dialogue/play about a disagreement between friends

• Distribute scripts to all students.
• Designate characters and have them play the three roles.
• Focus question: Can you think of another suitable title for this play?

FRIDAY NIGHT
Tanya
I can't wait until Friday night! A night out at last. Let's all go bowling. Loads of people go on a Friday. It'll be brilliant!
Siobhán
Well....to be honest, I'd rather go somewhere else. I'm not that good at bowling - I'd feel a right fool, especially if it's crowded and everyone was looking at me! I'd be really embarrassed!
Tanya
Ah go on! Don't be such a spoilsport! It'll be a great night out.
Siobhán
Look. I don't want to ruin the night for everyone. I'm not trying to be a spoilsport but
I'd rather do something else.
Tanya
It sounds to me like you're just being selfish.
Paul
Listen, maybe we could all go somewhere else. There's no point going if Siobhán won't
enjoy herself. We don't have to go bowling. We could go to the pictures or to thearcade...
Tanya
Well.....I suppose....
Paul
You can bowl another night Tanya, but this is a night out for everyone so let's do something
that everyone will enjoy.
Siobhán
Would you mind Tanya? I mean, I know you're really good at bowling but it's just that I'm so bad!
Tanya
Well okay. But maybe I'll give you some bowling lessons before the next night out!

b) photograph of two or three people having a conversation

• Invite the students to carefully examine the photograph which can be from a text book, on an overhead or slide, copied or distributed or even a still from a video.
• Focus question: Without looking at the picture again, can you describe what was in it?

c) story from newspaper

• Ask students for background information they may have on the story.
• Read the story with the students.
• Focus question: What do you think is going to happen in this situation?

2. DIFFERENTIATION OF SPECIFIC OBJECTS/ELEMENTS OF EXAMPLES AND
IDENTIFICATION OF CRITICAL ATTRIBUTES

a) Play

• Who were the characters in the play which we re-titled?
• What was the problem faced by this group of friends?
• Who helped to solve the problem?
• How did he do that?
• What might have happened if he had not been there?
  (Answers should be recorded on blackboard or flip chart)

b) Photo

• If this photo appeared in a newspaper what caption might accompany it?
• If this photo were to be used as a billboard, what might it be used to advertise?
  (The students could do this as written work, singly or in pairs)

c) Newspaper story

• Prepare a short script for a radio news story about the incident/situation in the paper.
  or
  Questions:
• Who are the people involved in this story?
• What is happening?
• Why is it happening?
  (Answers should be recorded on board or flip chart)

Alternative strategy for this phase of procedure - use group work and assign two examples to each group along with a set of questions/tasks for each example. Each group must report its findings to the whole class.

3. IDENTIFICATION OF COMMON PROPERTIES

Questions:

• Summarise what we have found out about the four different things we have examined so far.
• Point out anything that the four things have in common.
  (Write common elements on board or flip chart e.g. People, Respecting, Listening, Rights)

4. LABELLING OF CONCEPT

Questions

• If all these four examples were put in a box together/filed under the same name on a computer or in a library what might the box/file be called?
• Ask students to write a sentence about each example using the word justice.

5. OBTAINING OTHER EXAMPLES OF THE CONCEPT

• Write your own play, which could be included in the justice file/box - group or individual work.
• Look through the newspapers for other stories related to the theme.
• Write a story about justice.
• Interview someone in your local community who is working for justice.

Assessment
(Ordinary Level)

• Photograph of group of people acting for justice
  Explain what is happening in this picture
  This picture is called 'acting for justice'. Is this a suitable title? Give a reason for your answer
  Imagine you are one of the people in the picture. Write a paragraph explaining why justice is important in your life.
  or
  - Complete the sentence:
  Justice is_____________________________
  Write a paragraph about a person or organisation acting for justice. Mention the work they are doing, the reasons why they do the work and the importance of this work.

Assessment
(Higher Level)

• Write a paragraph about the importance of working for justice in your local community and in communities in other countries.
  or
• Photograph of people working for justice
  Explain what is happening in this picture.
  Suggest a title for the picture and explain your choice
  What aspect of justice is being highlighted in this picture? In what way? Why might this aspect of justice be of particular significance for the people in the picture?

4.2 PROBLEM-SOLVING AND DECISIONMAKING EXERCISES
SECTION F - THE MORAL CHALLENGE
PART TWO - SOURCES OF MORALITY

PROCEDURE
1. PRESENTATION OF PROBLEM

Read "The Field Trip Dilemma"

Your class is going on an Adventure Pursuits Field Trip. With the exception of you and two friends everybody else's parents have given them money to buy new gear for the trip. You all want to look trendy but have no money. Your friends tell you that after school this evening they are going to see what they can lift at the local shopping centre. They want you to act as a decoy.

What would you do?

2. DEFINITION AND ANALYSIS OF THE PROBLEM

• Distinguish the essential features of the problem.
• Questions which allow the students to restate the problem and identify the general issues in the particular problem include:
  - How would you feel about the idea?
  - By acting as a decoy what are your friends really asking you to do?
  - Do you think it is right to steal? Why?/Why not?
  - Who or what would have had an influence on you thinking this way?
  - Do you think it is right to help someone else to steal? Why?/Why not?
  - Who or what would have had an influence on you thinking this way?
  - What are the human values at issue in this dilemma?
  - What values in life are you opting for if you say yes in this dilemma?
  - What values in life are you opting for if you say no in this dilemma?

3. FORMULATION OF HYPOTHESIS WHICH MAY BE APPLICABLE TO A SOLUTION

• Formulate, discuss and record a number of possible solutions to the problem and give consideration to religious or moral perspectives on the problem.The solutions might include:
  1. I could try to talk the friends out of stealing by explaining that everybody's clothes will be wrecked by the end of the trip so we might as well wear old ones.
  2. I could do as my friends ask and steal the clothes.
  3. I could go to the shopping centre but stay out while my friends were in the shops.
  4. I could say I wasn't going to the centre at all because to steal is to break one of the commandments and the law of the country.
  5. I could get a loan for clothes from my parents.
  6. I could get a job to earn the money I need for clothes. etc.
• For each possible solution identify who or what would have influenced a person to think in this way?
• Identify the sources of influence on each possible solution using the following headings: family, friends, state, and religion.
• Identify the short and long term consequences of each solution.

4. EXAMINATION AND SELECTION OF HYPOTHESIS

• Each possible solution is given imaginative and comprehensive consideration interms of its aims, consequences and alternatives.
• Having considered the situation from different angles - what would you do?

Assessment
(Ordinary Level)
Outlined below are a number of statements people make to justify their actions in particular situations. Match each statement with a word from the list of sources of
influence on a person's idea of right and wrong.

SOURCES OF INFLUENCE: FAMILY, FRIENDS, TRADITION, CIVIL LAW, RELIGIOUS BELIEFS.
Statements: Sources of Influence:
1. We always did it this way ...
2. ... is obeying the Ten Commandments.
3. I would be breaking the law if I ...
4. My parents taught me to ...
5. Everyone thinks it is right to ...

Assessment
(Higher Level)
While out for a walk a group of students find a bag with £20,000, which has been left in a
lane after a violent robbery.

• Outline the reasons why the students would keep it and identify the factors, whichmight be influencing them to act in this way.
• Outline the reasons why the students would give it to the police and identify the
  factors, which might be influencing them to act in this way.
• Considering the moral visions of two religious traditions, how would followers of those traditions react in the situation outlined above. Would it be easy for them to do so?

4.3 SIMULATION GAMES AND ROLE - PLAY
SECTION B FOUNDATIONS OF RELIGION - CHRISTIANITY
PART ONE - THE CONTEXT

Recall the students knowledge and understanding of the religious and social groups in Jesus' time
PROCEDURE
1. INTRODUCTION

Divide students into groups representing each of the religious and social groups in Jesus' time. Each group is asked to get into their part by being able to say:

• Who am I?
• What are my concerns for our country at the moment?
• What are my hopes for the future?

From each group one student volunteers to represent their viewpoint.

2. ROLE PLAY

Introduce the simulation/role-play to the whole class and distribute role cards to the
students from each group. In a Jewish village in Jesus' time a group of people (one from each of the religious and social groups) meet at an Inn. They sit in a circle and tell each other who they are and what are their concerns. Jesus enters the group and says to each member in turn "I am Jesus of Nazareth, what can I do for you? Allow the whole group to respond to the question.

Role Cards

PRISCILLA THE PROSTITUTE

I am one of the many prostitutes in this town. There are many of us in the country and most,
like me are the youngest daughters of large families. You see by the time I came to a marrying age, my parents had died and my sisters and brothers had their own households and had moved away from the town I had no money, no home and no options. Prostitution means survival. I have many customers, Romans, traders, merchants, and farmers when they make a good deal. I know that I am a sinner and that my punishment will be great, but I don't pay that much attention to religion anyway. I am not allowed into the synagogue and with all the religious customers 1 have, I think there is a lot of hypocrisy in all religion. I have no friends. When I walk in the street, people turn their heads away and small children
call me names.

LORENZO THE LEPER

I am a leper and live on the edge of town with all the other sick and disabled people. I was a prosperous merchant and lived in a fine house until the first signs of the disease appeared. At first I denied what was happening to me. I was a good man! I had been blessed by God with good health and fortune. I prayed regularly and fulfilled all the requirements of the faith. I paid my taxes. I gave to the poor - yet here was this horrible
disease, advertising to all that I was a sinner! To this day I have no idea what I did to offend
God, that I should be punished with this disease. My family and associates no longer have anything to do with me and I depend on the charity of others who leave food at the outskirts of the town for us to collect. I find it hard to pray now. I am not allowed into the synagogue of course, but that is not the reason. I feel that God has let me down.

BARTHOLOMEW THE BEGGAR

I beg every day at the temple for a few coins or some scraps of food. My family once owned some land but they had to sell it to pay taxes so all that was left for me was the life of a beggar. It is not easy. People don't like seeing us and are always trying to move us on. They tell us that we must have sinned to be so poor but I know some sinners who are rich! It is hard to have faith in a God who seems to be so unfair.

PHILIP THE PHARISEE

I am a Pharisee, a member of a Jewish religious group. We organise the synagogue. The most important thing in our lives is God's law. We live by the law and we want others to do the same. We spend much of our time studying the law so that we can guide others in their lives and help them to keep the law. People have a lot of respect for us because we are people of influence. We help people by pointing out how they can avoid breaking the law in all the details of their lives, by not working on the Sabbath day for example. We fast regularly and expect everyone to do the same. We also teach that people who break the law are to be avoided at all costs by good religious people. Being holy means keeping God's law and keeping away from those who are sinners. We would like the Romans to leave because they do not obey the laws of God. They are a bad influence on the people but I suppose we have to live with them for the present.

SAMUEL THE SADDUCEE

I am a priest and I work in the temple. My father was a priest and his father was before him.
We are considered to be a very powerful and blessed family because of this. We collect the temple taxes which must be paid by everyone who visits the temple in Jerusalem.
This money is used for the upkeep of the temple and for the support of our families. My family lives well, but that is as it should be. When it comes to the Pharisees...well they try
their best but they are peasants after all and in some ways are not strict enough. We try to get along with the Romans because if we didn't they might close the temple and that would be a disaster for the people and the Jewish religion. It wouldn't do us any good either.

JANE THE JEWISH WOMAN

Thank you for allowing me to speak! I am a very lucky woman - I have a husband and two fine sons. My life is spent looking after them - fetching water and keeping a fire going in our house. Some women I know from going to the well, have been divorced by their husbands because they did not please them. But my husband is very pleased with me! I am proud to walk behind him in the street to show that I am a good wife. I have given him the sons he prays for. He would have been disappointed with daughters. He thanks God every day that he wasn't born a woman. I pray to God and thank him that I am blessed, and
say the special blessing on the eve of the Sabbath. When we go to the synagogue I sit in the place reserved for the women. We are not allowed to take part in the official prayers.

ZACHARY THE ZEALOT

I try to keep a low profile. It's important that people don't find out too much about me because you never know who might betray you. We zealots have one goal in mind - to get the Romans out of our country at all costs, We will use any tactics necessary including violence. After all, the Roman army isn't interested in peaceful methods. We are often called Iscariots, a word which comes from the name given to the small daggers we sometimes use in our work. We try to be good Jews - and we want the Jewish race to be pure - no foreigners here. This is God's land and we are God's people. That is what we struggle for.

3. DE-BRIEFING

Question for the participants in the role play

• How did they feel acting in their role?
• How did others treat them in their role?
• How did they feel when Jesus appeared and asked them the question?
• How does this role-play give us an insight into the social and religious world into which Jesus was born?

4. CONCLUSION

Relate to next section of work.
This exercise is adapted from a session from the Partners in Faith Programme, and is used with permission.

Assessment
(Ordinary Level)
Sample Questions
Match the names of the following religious and social groupings in the society into which Jesus was born with the descriptions given below:

Assessment
(Higher Level)

On another Sabbath Jesus went into a synagogue and taught. A man was there whose right hand was paralysed... (Luke 6: 6) Write paragraphs describing what you imagine would have been the expectations and reaction of three of the following to this visit: a Leper, Pharisee, Sadducee, Zealot, Essene, Samaritan, and Jewish woman.

4.4 MODELLING
SECTION C - FOUNDATIONS OF RELIGION - MAJOR WORLD RELIGIONS
PART THREE - RITES OF PASSAGE AND OTHER RITUALS

PROCEDURE
1. PRESENTATION OF DATA

Shortly your class will be visiting/visited by a representative of a Major World Religion. Your task now is to prepare for that visit so that the class can ask informed questions. Students should discuss:

• What do we already know about this Major World Religion?
• What do we need to know from the visitor/interview?
• What do you expect to find out about this Major World religion from the visit?
• What do you expect the visitor will be like?

Formulate precise questions which students can put to the speaker.

2. INTERVIEW

The questions for interview are agreed. The students should, prior to the interview, agree the aims of the interview and use these for planning the questioning strategy below. Students assign questions to interviewers and put the questions in order. Topics to be covered in questions include: family life, symbols and worship, rules and ritual, scriptures, festivals, country of origin, life in Ireland.

3. CONCLUSION

• Students recall their expectations of the interview/demonstration.
• Students identify what the interview confirmed for them about a topic or issue.
• Students identify the ways in which the interview gave them a new insight into a Major World Religion.

Assessment
(Ordinary Level)

Sample Questions
Identify 3 of the items below associated with a Major World Religion and write a paragraph about each item or religion

Assessment
(Higher Level)

Based on your interview with a person from a Major World Religion write three paragraphs
outlining:

• your expectations of the visit
• what you found to be the key beliefs and practices of the Major World Religion
• what you learned as a result of the visit.

4.5 PRESENTATION AND INTERPRETATION OF DATA
SECTION B - FOUNDATIONS OF RELIGION - CHRISTIANITY
PART TWO - EVIDENCE ABOUT JESUS

Introduction:
PROCEDURE
1. PRESENTATION OF DATA

We are going to compare the way the Gospel writers Matthew, Mark and Luke told the miracle story of Jesus calming the storm
Using three different voices read the Gospel accounts of "Jesus Calms a Storm" in Matthew 8:18-27; Mark 4:35-41; Luke 8:22-25.

MATTHEW 8:18-27
When Jesus noticed the crowd round him, he ordered his disciples to go to the other side of the lake.
A teacher of the Law came to him. "Teacher," he said, "I am ready to go with you wherever you go." Jesus answered him, "Foxes have holes, and birds have nests, but the Son of Man has nowhere to lie down and rest."
Another man, who was a disciple, said, "Sir, first let me go back and bury my father."
"Follow me," Jesus answered, "and let the dead bury their own dead."
Jesus got into a boat, and his disciples went with him. Suddenly a fierce storm hit the lake, and the boat was in danger of sinking.
But Jesus was asleep.
The disciples went to him and woke him up. "Save us, Lord!" they said. "We are about to die!"
"Why are you so frightened?" Jesus answered. "How little faith you have!"
Then he got up and ordered the winds and the waves to stop, and there was a great calm.
Everyone was amazed. "What kind of man is this?" they said. "Even the winds and the waves obey him!"

MARK 4:35-41
On the evening of that same day Jesus said to his disciples, "Let us go across to the other side of the lake."
So they left the crowd; the disciples got into the boat in which Jesus was already sitting, and they took him with them.
Other boats were there too. Suddenly a strong wind blew up and the waves began to spill over the boat, so that it was about to fill with water.
Jesus was in the back of the boat, sleeping with his head on a pillow.
The disciples woke him up and said, "Teacher, don't you care that we are about to die?" Jesus stood up and commanded the wind, "Be quiet!" and he said to the waves, "Be still!" The wind died down, and there was a great calm.
Then Jesus said to his disciples, "Why are you frightened? Have you still no faith?"
But they were terribly afraid and said to one another," Who is this man? Even the wind and the waves obey him!"

LUKE 8:22-25
One day Jesus got into a boat with his disciples and said to them, "Let us go across to the other side of the lake."
So they started out. As they were sailing, Jesus fell asleep. Suddenly a strong wind blew down on the lake and the boat began to fill with water, so that they were all in great danger.
The disciples went to Jesus and woke him up, saying "Master, Master! We are about to die!"
Jesus got up and gave an order to the wind and the stormy water; they died down and there was a great calm. Then he said to the disciples, "Where is your faith?"
But they were amazed and afraid and said to one another, "Who is this man?
He gives orders to the winds and waves and they obey him!"

2. IDENTIFICATION OF SPECIFIC POINTS IN THE DATA

Discuss How are the accounts similar?
How are the accounts different?
Student Assignment Each student silently rereads the accounts underlining words that are in common with one colour and words that are particular to a gospel with a different colour.
This can be done in pairs.

3. IDENTIFYING RELATIONSHIPS

Take feedback from the student assignment on the chalkboard as outlined below:
"JESUS CALMS A STORM"

Note the points that are in common with one colour and those that are particular to a gospel with a different colour.
Discuss
At what points in the story does one gospel have more or less to say about the miracle than another?

4. FORMULATION OF GENERALIZATIONS OR INFERENCES

Discuss:
What points in the story do they all have in common?
Why are there differences in the versions of this story?
Which of the gospel accounts appears to have most points in common with the others?
In taking feedback on these questions refer students to the ways in which the gospel writers were
- writing at different times
- for different people
- presenting a particular view of Jesus.
Matthew, Mark and Luke are called synoptic because they share many similarities. The
word synoptic literally means "seen together".

Assessment
(Ordinary Level)
Sample Questions
Fill in the missing words in the following paragraph:
The Gospels, which share many similarities, are called _________________. This word means _______ __________. These are the Gospels of _________, _________ and _________. These Gospels were written at ________ times for _________ people but in for example the story of _________ _________ _ __________ they have many ____________ points.

Assessment
(Higher Level)
Write a paragraph explaining in your own words why certain Gospels are called synoptic and give an example of a story from the Gospels to illustrate your answer.
or
Compare three daily newspapers' version of the same story and decide which might be called synoptic?

4.6 SELF-ASSESSMENT ACTIVITIES
SECTION D - THE QUESTION OF FAITH
PART ONE - THE SITUATION OF FAITH TODAY

PROCEDURE
1. INTRODUCE EXERCISE/ACTIVITY EXPLAINING RULES

By way of introduction to The Question of Faith we are going to survey your knowledge of religious belief and practice in Ireland and elsewhere using the following questionnaire. Responses will then be compared. Beside the sentences below circle the answer that is nearest to your own opinion. If you agree with the sentence, circle the "Yes". If you disagree with the sentence, circle the "No". If you are unsure, circle the "?" Answer as honestly as you can, remembering that no one can identify your name from this questionnaire.

RELIGIOUS BELIEF AND PRACTICE TODAY

1. Most young people are very committed to their religion. Yes No ?
2. Old people are very religious. Yes No ?
3. Most young people never attend religious services. Yes No ?
4. There are lots of religious groups in Ireland today. Yes No ?
5. Attitudes to religion have changed in my community. Yes No ?
6. People only turn to religion when they need something. Yes No ?
7. Belief in God is important to most young people today. Yes No ?
8. Religious practice is only important to children and old people. Yes No ?
9. Most people spend time in prayer each day. Yes No ?
10. Religion is a great comfort to many people. Yes No ?
11. Most people attend a religious service at least once a week. Yes No ?

2. RECORD RESPONSES WITHOUT COMMENT OR DISCUSSION

All contributions are accepted uncritically and recorded.

3. COLLECT DATA/COMPILE SUMMARY

RELIGIOUS BELIEFS AND PRACTICE YES NO ?
1. Most young people are very committed to their religion.
2. Old people are very religious.
3. Most young people never attend religious services.
4. There are lots of religious groups in Ireland today.
5. Attitudes to religion have changed in my community.
6. People only turn to religion when they need something.
7. Belief in God is important to most young people today.
8. Religious practice is only important to children and old people.
9. Most people spend time in prayer each day.
10 Religion is a great comfort to many people.
11 Most people attend a religious service at least once a week.

Summary of Responses Number of Responses

• Eliminating duplications or errors may refine the data.
• The group may put their responses in order by grouping ideas into categories.

4. DRAW CONCLUSIONS

• Identify and discuss the issues raised by the students' responses.
• Research other sources of information on patterns of religious belief and practice today.
• Identify similarities and differences between the students responses and the patterns of religious belief and practice evident in other sources of information.

Assessment
(Ordinary Level)
Sample Questions
Mark each of the statements listed below as True or False

Most people attend a religious service at least once a week.
Old people are very religious.
Most young people never attend religious services.
There are lots of religious groups in Ireland today.
Attitudes to religion have changed in my community.
Most people spend time in prayer each day.
Belief in God is important to most young people today.
Religious practice is only important to children and old people.

Assessment
(Higher Level)
Write a paragraph describing the changing patterns of religious belief and practice over the past twenty years in Ireland.
Reference should be made to changes in relation to the following points:

• The number of religious groups in Ireland today
• How often people are involved in religious practice
• Frequency of religious practice within different age groups
• What religious beliefs are important to people today.

4.7 DISCUSSION
SECTION A - COMMUNITIES OF FAITH
PART FOUR - RELATIONSHIPS BETWEEN COMMUNITIES OF FAITH

PROCEDURE
1. PRESENTATION OF MATERIAL FOR DISCUSSION

A variety of material/activities might be used in order to stimulate the discussion. For effective use of discussion as a teaching methodology, the material should be to the point
and relatively uncomplicated. Too many sub-concepts can make the discussion unmanageable. A number of options might be used for this lesson.

OPTION ONE
A simple work sheet is given to the students which asks them to list the religious groups found in Ireland, and the ones which they themselves have encountered. The sheet includes a definition of sectarianism and asks them to rate Ireland and their neighbourhood on the degree of sectarianism there, in the students' own opinion. In the sample presented below, the focus is on the local and the national. Teachers may wish to
include aspects of the global, especially if this topic were being covered in year three.

Sectarianism is hatred of another person because of their religious belief.
Circle a number, which best expresses, your opinion.

There is no sectarianism in Ireland 1 2 3 4 5
There is no sectarianism in my neighbourhood 1 2 3 4 5
The only sectarianism in Ireland is in Northern Ireland 1 2 3 4 5
There is a lot of sectarianism in Ireland 1 2 3 4 5
People have died because of sectarianism 1 2 3 4 5
People have killed because of sectarianism 1 2 3 4 5
1=I agree totally with this statement
2=I agree with this statement
3=I am undecided about this statement
4=I disagree with this statement
5=I disagree totally with this statement

OPTION TWO
Extract from "The Twelfth Day of July", by Joan Lingard
Any one of a number of passages could be chosen which illustrate sectarianism among young people in Belfast in the seventies.

2. QUESTIONING (OPTION ONE)

Fact Questions
a) Display a list of all the religious groupings named on the worksheet. The Christian religions can be listed together.
b) Find out the average score for each of the questions on the worksheet.
Meaning Questions
a) What evidence do you have that there is/is not sectarianism in your local area?
b) What about in the rest of the country?
c) Do you think that some parts of the country are more likely than others? Can you give reasons?
d) How can we be sure that an action is sectarian - might it be racist for example?
e) Why are people sectarian?
f ) What makes a person attack another person because of sectarianism? What might make them turn their attitude into an action?
Concretising questions
a) Has anyone in the class ever come up against sectarianism themselves?
b) How did you react/feel?
c) Has anyone been suspicious of another person because they came from a different religious tradition?
d) Why?
Balance questions
a) If you were to design a campaign to end sectarianism in Ireland what might be the key words or images?
b) Would your campaign be different in different parts of the country?
Open questions
a) We live in an age when communications are bringing people closer together all the time. Do you think that this will mean an end to sectarianism in the future?

3. CONCLUSION

Ask the students to look again at their worksheet.
Would they change any of their answers as a result of the discussion?
Assessment
(Ordinary Level)
Using a copy/photograph of anti -Protestant or anti- Catholic graffiti
1. Where in Ireland might you be most likely to see graffiti like this?
2. Why?
3. In what way is this graffiti an example of sectarianism?
Assessment
(Higher Level)
1. What is sectarianism?
2. Why does it occur?
3. Where in Ireland might you find sectarianism?
4. Why?

4.8 GROUP WORK
SECTION A - COMMUNITIES OF FAITH
PART THREE - COMMUNITIES OF FAITH

PROCEDURE
1. PRESENTATION OF DATA FOR GROUP WORK

- Clarify the nature and objectives of the Group Work.
- Provide relevant material/resources.
Each group is given either a Bible Reference or Bible Stories retold in word or pictures
containing an account of the life of a person from the Hebrew Testament as outlined below.
Each group of students reads the life story of a person from the Hebrew Testament and
produces a Story Board with an account of their story in words or pictures.
Person Scripture Reference
Abraham Genesis 12:1-18;15:1-8
Isaac Genesis 22:1-18
Jacob Genesis28:1-22
Joseph Genesis 37: 1-36
Moses Exodus 3:1-12
Joshua Joshua 1:1-9
Ruth Ruth 1:1-22; 4:9-22
David 1 Samuel 16:17-23
Solomon 2 Chronicles 7:11-22
Isaiah Isaiah 35:1-10
Jeremiah Jeremiah 1:1-10
Ezekiel Ezekiel 11:14-25
Daniel Daniel 3: 1-97

2. PREPARATION FOR GROUP WORK

• Divide the class into small groups of 4-6 students.
• Organise leadership, record keeping etc.
• Set time limits and make arrangements for clearing up afterwards.
• Ensure that the allocation of work space/accommodation is satisfactory.

3. GROUP WORK

• The teachers should co-ordinate the activity of the whole class and maintain contact with groups.

4. FEEDBACK FROM THE GROUP WORK AND CONCLUDING ACTIVITY

• Presentation of group reports.
  Students present their storyboard to the rest of the class, describing in words or pictures the life story of a person from the Hebrew Testament. The life stories of people from the Hebrew Testament are presented in the following order:
  Abraham, Isaac, Jacob, Joseph, Moses, Joshua, Ruth, David, Solomon, Isaiah, Jeremiah, Ezekiel, and Daniel.
  As each life story is presented the storyboard is mounted on a wall of the class.
• Questioning of students regarding similarities/differences between group reports.
  Gradually the story of the Hebrew people unfolds as each student presents the life story they have been studying.
• Relate the activity of individual groups to the overall content of the section.
  The storyboard display can be used as a reference point for future lessons.

Assessment
(Ordinary Level)
Students are presented with a number of drawings depicting scenes from the lives of Hebrew people and asked to match the correct name from the following list with each scene: Abraham, Isaac, Jacob, Joseph, Moses, Joshua, Ruth, David, Solomon, Isaiah, Jeremiah, Ezekiel, Daniel.
or
Students are asked to prepare questions for a radio interview with one or more of the
characters studied.
Assessment
(Higher Level)
Students are asked to write an account retelling the main events in the lives of four of the earliest followers of Judaism (Abraham, Isaac, Jacob, Joseph, Moses, Joshua, Ruth, David, Solomon, Isaiah, Jeremiah, Ezekiel, Daniel.)

4.9 ACTIVITY BASED LEARNING

A number of syllabus sections are covered in the activity grid set out below

PROCEDURE
1. PREPARATION

• Clarify the aim of the activity.
• Set up core team.
• Conduct brainstorming session as regards expectations/design of the activity.
• Design timetable for the activity and make practical arrangements.
• Conduct training sessions.

2. EXPERIENCE

• The students have to be participants rather than observers in the experience in order to generate the reactions needed to resource the next phase of the process.

3. REFLECTION

• Sharing, analysis and evaluation of reactions to the experience.

4. CONCLUSION

• Generalisations are extracted from the sharing and discussion, and principles developed.
• Consideration is given as to how these might influence attitudes and behaviours in the context of moral, religious and cultural values.

Assessment
(Ordinary Level)
Sample Questions

• Draw a series of pictures and write a sentence under each describing the activity in which you were involved and what was learned at each stage.
• Describe three things, which you learned about yourself and others from being involved in this activity.

Assessment
(Higher Level)
Write an account of the activity in which you were involved addressing the following questions:

• How did you prepare for the activity?
• What were your expectations before you engaged in the activity?
• What did you learned about yourself and others from being involved in this activity?
• How was your experience similar or different to your expectations?
• If you were to engage in this activity again what would you do differently?