Monday, 10 July 2017

RELIGIOUS EQUALITY LESSON




Yeni Turan Primary School, Ankara
Turkey
Erasmus+ 


Subject: Mother Tongue-Religion Cultures and Ethics Lesson

Pupils: 10 years old

Time: 40 minutes

Author: K.Belgin Saka Üstünel –Serap Aygüneş

Topic: UNDERSTANDİNG RELİGİOUS CLOTHİNG


Objectives:

Activities meet the following objectives:
  • identify different articles of clothing associated with various religions
  • create a poster to educate others about religious clothing
  • participate in a Classroom Walk to view other groups’ posters


 Preparation for a lesson:
The teacher asks - What is religious ?
-Why should you show respect for other people’s religious beliefs?
-What are some common articles of clothing associated with different religions?
-Why is it important to understand the issues around these articles of clothing?
-How can knowledge about these articles of clothing promote acceptance and tolerance of others?

Materials and equipment needed:
- Common Religious Clothing Table
- Chart or poster paper
- Markers and crayons

Lesson plan:


Activities

1. This lesson is about different kinds of religious clothing. Some people wear special kinds of clothing because their religion requires or recommends it. Listen to a few terms and definitions of some common religious clothing pieces (Common Religious Clothing Table ).

With a partner, discuss the following questions:
·        Do you know of any other kinds of religious clothing?
·        Have you ever seen someone wearing religious clothing? Where were you?
·        If you and your partner can think of any other kinds of religious clothing, use the blank spaces in the table to record those.

2. In small groups, create a poster that shows some of the common religious clothing you learned about today. Make sure your poster clearly describes the piece of clothing and the religion with which it is associated. Also include a picture of the religious clothing.

3. For the Classroom Walk, each group should hang its poster up in a different part of the classroom and stand beside it. Each group should then move clockwise around the room visiting every other group’s poster. As you look at each group’s poster, discuss the following questions:
·        How did this group illustrate the  cross, hijab, turban and yarmulke?
·        Are the pictures and descriptions accurate? Why or why not?
·        Do the posters show each of these pieces of religious clothing in a respectful way?
·        When all groups have had a chance to view all posters, the class should provide one positive comment about each poster. Record all comments on the board.


Reflection/Self-Evaluation
 -How has what you’ve learned changed your thinking?
 -What are some ways to teach others about the different types of religious clothing you learned about today?


MATERIALS:

ATTACHEMENT NO.1

Glossary

cross | krôs |
(noun) a symbol in Christianity that some Christians wear in jewelry, such as a necklace
hijab | hiˈjäb |
(noun) a head scarf worn by some Muslim women
turban |ˈtərbən |
(noun) a long cloth wrapped around the head, used by some Sikh or Muslim men
yarmulke |ˈyämə(l)kə |
(noun) a cap worn by some Jewish boys and men, particularly in the Orthodox and Conservative branches of Judaism

ATTACHEMENT NO 2

Pictures:
       
                        
                    İslam                                  Christianity                            Judaism
                                
                          Sikhism                                                     Budism             

Y GRAVI Common Religious Clothing Table

The table below lists some common types of religious clothing. Read them then use the blank rows to list some clothing from other religions or faith traditions Finally, answer each question below the table.
clothing
description
religion
1. cross | krôs | 
a symbol that some Christians wear in jewelry,such as a necklace
Christianity
2. hijab | hi' jäb |    
a head scarf worn by some Muslim women
Islam
3.turban | ' tərbən |
a long cloth wrapped around the head, used by some Sikh or Muslim men
Sikhism, Islam
4. yarmulke | ' yämə(l)kə
a small cap worn by some Jewish boys and men,particularly in the Orthodox and Conservative branches of Judaism
Judaism
5.monastik robes
Buddhist robes also known as Kāṣāya and are simply worn by monks because Buddha himself wore robes
Budhism
6.



7.




Have you ever seen anyone wearing religious clothing? When? Where?
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….


What questions do you have about the common types of religious clothing listed above, including the ones you  added?
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
Comments

Özlem Bulut (Class teacher): „ The topic of the lesson is not easy for understanding due to the early age of pupils, but in my opinion the lesson was very interesting and motivating to children. I suppose their perception of religion and its role in society has changed. Perhaps some of them began to think about the phenomena they had previously had no idea. “

Melike Özkan (student, 4-A class): „I don´t practise religion in my life and I have never thought about this topic before. But after this lesson my attitudes to it changed quite a lot. I have learnt new facts about different religions and their impact on modern society. It was very interesting for me. “

Pictures from the lesson:






                     Video Link: https://www.youtube.com/watch?v=xNynp6Mzz0A&t=4s


REFUGEES EQUALITY LESSON



Yeni Turan Primary School, Ankara
Turkey
Erasmus+ 
Subject:  Mother Tongue  -Social Studies
Pupils: 10  years old
Time: 1 lesson (40 min.)
Autor: K.Belgin Saka Üstünel – Özlem Bulut


Topic: CHILDREN AND THE SYRIAN CRISIS

Objectives:
-To understand the terms migrant and refugee
-To begin to understand the current refugee crisis and why people are leaving their countries (in particular Syria)
-To examine how children especially are being affected

 Preparation for a lesson:
1) If there is an asylum seeker or refugee in the class, it is recommended to speak with the child and parent.
2) Teacher copies Information sheet for every pupil (See ATACHEMENT NO. 1)
3) Teacher copies Think-Pair-Share template for every pair of pupils (See ATTACHEMENT NO 4)

Materials and equipment needed:
 Information sheet for every pupil
Videos (See ATTACHEMENT NO. 2)
Syrian Journey’s map (See ATTACHEMENT NO. 3)
Think-Pair-Share Template for every pair of pupils (See ATTACHEMENT NO 4)
TV set or computer to play videos

Lesson plan


1)    Explain to the class that migrants and refugees are different:

                  Migrants are usually described as people who want to come to another country for a better life and standard of living
                  Refugees are fleeing wars and persecution and want to come to countries like Turkey so they and their families are safe

2)    Ask the class if they can think of any countries where migrants and refugees are coming from? Note these on the board.

3)    Explain to the class that they are going to focus on Syria and Syrian refugees. Talk about  the information sheet. Teacher gives Information sheet to pupils. Some pupils read aloud .

4)    Show the class some of the videos and images. These represent how children in particular have been affected by the current crisis.



5) Ask pupils to think about the following questions:

·     What it might have been like to live in Syria before the war
·     How it would feel to live in a country where there is a war
·     What it would be like to leave your home because of a war
·     If a refugee student came to your school, how would you treat them?      What kind of questions (if any) would you want to ask them?
·     If you meet a child refugee who doesn’t speak your language, how will   you communicate with them?

6) Pupils answer questions.

7) Group Activity. Teacher explains pupils that now they will work in pairs using a sheet. Every pair has only one question. At the end of the lesson pupils share their answers with the rest of the class on the posters.
Using ‘‘thinkžpairžshare’’, each pair answers one of the following questions:


1.   How do you think the children felt living in Syria during the war? How do you think they feel now they have left their homes?
2.   What do you think the children miss the most now that they have had to leave Syria? Why?

3.   What would you miss the most if you had to leave the place where you live because of war? Why?

How to ‘thinkžpairžshare’:

1.   Think: ask pupils to think about their question on their own for two minutes

2.   Pair: give pupils five minutes to discuss their answers in pairs before writing down their combined answer. If there is an odd number of pupils, one group can work in a group of three

3.   Share: pupils share their answers with the rest of the class on the posters.
Pupils just write their answers on big posters.





MATERIALS:
ATTACHEMENT NO.1

INFORMATION SHEET
Syrian Refugee Crisis


http://www.mugwumpreflections.com.au/wp-content/uploads/2015/09/syrian-refugee-crisis.jpg
Photograph by Associated Press.


      Syria is in the Middle East and has a population of almost 23 million

      It is bordered by Turkey, Iraq, Jordan, Israel and Lebanon

      The Syrian conflict began in March 2011 when citizens took to the streets to protest the undemocratic nature of their government. The authorities used brutal methods to try to stop the demonstrations, and this led to civil war breaking out across the country

      Many ordinary Syrian people have been caught up in the violence during the war and have been forced to leave their homes. Many have fled to other parts of Syria while more than four million have fled to other countries. Over half of those who fled are children

      The violence in Syria began in March 2011, and since then, it is estimated that more than 250,000 people have died in the conflict

      Refugee camps have been built in Turkey, Jordan, Iraq, Lebanon and the

Republic of Macedonia

   There are approximately two million Syrian refugees living in Turkey. It is estimated that 217,000 live in government-run camps

   A further eight million people, 50% of them children, have had to leave their homes and move to other parts of Syria

   Now, some of the refugees are making the dangerous journey to Europe

   Some countries in Europe have said they will accept refugees –Turkey has pledged to take about 4 million refugees


ATTACHEMENT NO 2



ATTACHEMENT NO 3
Syrian Refugee Crisis in Maps

ATTACHEMENT NO 3

Name:…………………………………                                    Date:………………………………

Think-Pair-Share  Template
Question/Topic: ………………………………………………………………………………………

Bulut Belirtme Çizgisi: My Ideas
 





Bulut Belirtme Çizgisi: My Partner’s Ideas
Bulut Belirtme Çizgisi: What We Are Sharing?

I think………………………………
…………………………………………
…………………………………………


My parner thinks…………………
…………………………………………..
…………………………………………..


We both think………………………
……………………………………………
……………………………………………


Comments

Mgr. Ivana Fecenková (English teacher): „I was really surprised with pupils´ reactions about the topic. They were very active during the discussions and worked on tasks very creatively. The topic about refugees is very actual nowadays. During the lesson, I saw children´s interest and enthusiasm, their sincere effort to understand the problem and try to find a solution. “
Michal Szabó (student, VII.B class): „I didn´t get in touch with refugees before and I wasn´t interested in their problems. This lesson made me more sensitive to people in need.  I finally realised, that several pupils from my class have some relatives abroad who are immigrants. So, we are also a part of this problem. I liked the lesson very much! “
Pictures from the lesson:




Search This Blog