GCSE Philosophy and Ethics Religion, Poverty and Wealth

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GCSE Philosophy and EthicsReligion, Poverty
and Wealth
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Poverty and Wealth - Lesson 1

• WALTExamine religious responses to
• the issues linked to poverty and wealth
• by defining key terms used.
• Starter Watch/Listen to the video
• presentation carefully. A short history of
  poverty and wealth. It details some
• religious ideas about the responsibility
• people have to those who are less
• fortunate in the world. (10 mins)

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WALTExamine religious responses to the issues
linked to poverty and wealth by defining key
terms used.

• Tasks
• 1. Copy the date, title and WALT into your book.
  (3 mins)
• 2. Using the word list given to you, try to match
  each word with its correct meaning.
• E.g. If you think 1. Development Third pillar
• of Islam means giving a percentage of your
• wealth to charity, match the two together by
• writing the same number next to each
• of them. (15 mins)

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Keywords

• Moral responsibility
• Development
• LEDC
• Rehabilitation
• Appropriate technology
• Tithing
• Zakat
• Salvation Army
• Christian Aid
• Muslim Aid

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Definitions (meanings)
Changes which improve peoples lives Having a duty to other people which we do not have to do by law.
Less economically developed countries, the poorest countries of the world Machinery which can be used and maintained by people living in LEDCs
Bringing people like drug addicts back into a normal lifestyle A Christian organisation set up by William Booth in 1865 to assist the sections of society in need (the poor, the homeless, drug/drink addicts) in society to live a normal life.
The Third pillar of Islam means giving 2.5 of your annual wealth to charity/charitable causes A Christian tradition of giving 10 of your annual wealth to charity/charitable causes
A Christian charity set up in 1945 to provide help for poor people in less developed countries through emergency relief and long-term development programmes. A Muslim charity set up to tackle world poverty and provide relief to victims of natural disasters, wars and famine through emergency relief and long-term development programmes.
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Answers
2. Changes which improve peoples lives 1. Having a duty to other people which we do not have to do by law.
3. Less economically developed countries, the poorest countries of the world 5. Machinery which can be used and maintained by people living in LEDCs
4. Bringing people like drug addicts back into a normal lifestyle 8. A Christian organisation set up by William Booth in 1865 to assist the sections of society in need (the poor, the homeless, drug/drink addicts) in society to live a normal life.
7. The Third pillar of Islam means giving 2.5 of your annual wealth to charity/charitable causes 6. A Christian tradition of giving 10 of your annual wealth to charity/charitable causes
9. A Christian charity set up in 1945 to provide help for poor people in less developed countries through emergency relief and long-term development programmes. 10. A Muslim charity set up to tackle world poverty and provide relief to victims of natural disasters, wars and famine through emergency relief and long-term development programmes.
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WALTExamine religious responses to the issues
linked to poverty and wealth by defining key
terms used.Tasks continued

• 3. Read/Listen to information from World
  Resources (5 mins)
• 4. Use this information to answer questions 1 -4.
  (Do not write on the sheet, Write answers using
  full sentences into your book) (15 mins)

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• 1. Suggest two causes of the rapid growth in
  population.
• 2. Write a paragraph (at least 5 sentences)
  outlining a policy which you consider would help
  slow down the rate of population in the
  developing countries.
• The money required to provide adequate food,
  water, education, health and housing for everyone
  in the world has been estimated at 31 billion a
  year. World spending on military equipment is in
  excess of 987 billion.
• 3. Write a letter as a Christian explaining why
  you would like to see less money spent on
  military equipment and more on responding to the
  problems of poverty and hunger. (You may use the
  letter outline to help you if you wish.)
• 4.Suggest two arguments that might be put forward
  from a religious perspective to justify rich
  countries donating more money to help poor people
  in developing countries.

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Plenary

• Class Discussion
• Money Good or Bad
• Using the statements on the money Good or Bad
  sheet, decide which of them are good things about
  money and which of them are bad things about
  money.
• Which ones do you agree with and why?

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Lesson 2 Is money always a good thing?

• WALT Examine personal beliefs about money and
  how it should be used.
• Starter Look carefully at the pictures shown.
• 1. Decide whether or not you could live without
  each of them.
• 2. If you could have just two of them, which
  would you choose and why?
• 3. Which of the items could you most easily do
  without?
• Be prepared to share the reasons for your views
  with the group.

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3. Television
2. Car
5. Stereo
4. Telephone
1. Fridge
6. Computer
8. Radio
7. Mobile Phone
10. DVD player
9. Satellite/Cable TV
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WALT Examine personal beliefs about money and
how it should be used.

• Tasks
• 1. Copy the date, title and WALT into your book.
  (3 mins)
• 2. Read/Listen carefully to the information from
  Christianity, Islam and Poverty (5 mins)
• 3. You will now work in groups (Your teacher will
  tell you which group you are working with.)
• 4. Each group will be given a situation card
  describing who they are for the following
  activity.

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• You are starring as a guest on a famous T.V chat
  show. The host decides to discuss the question
• Is money always a good thing
• The audience on the show will ask you some
  questions. In your group you need to think of
  some relevant answers that will display the view
  of the person you are playing on the issue of
  money. Where it is relevant, you should refer to
  the teachings of a religion and what they say
  about how you should use money. (15 mins)

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The questions are

• What is your view of money?
• What is good or bad about your work/life?
• How has money affected you or changed you?
• What have you learnt in your life?
• Are you envious of other people with money?
• What do you think about other people who have
  lots/very little money?
• Be prepared to share your answers with the rest
  of the group. You may think of other questions
  that you would like asked/answered. (15 mins)

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Plenary

• My possessions
• Many people in the UK would consider themselves
  poor if they didnt have many of the items we
  reviewed in the starter activity. Yet only 30
  years ago ordinary people in Britain would have
  lived quite happily without them. This activity
  is designed to make you think about all the
  material possessions that we take for granted,
  and what we would have to do if we didnt have
  them.

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• Use the pyramid shape given to you and in it list
  5 material possessions that you own or have ready
  access to, which make your life easier or more
  interesting. E.g.

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Plenary continued

• Under each one explain how they make your life
  easier or more interesting.
• E.g. A washing machine means we dont have to
  take washing to the launderette or do at home by
  hand.
• Review your items and then decide which you
  consider to be basic necessities and which you
  consider to be luxuries. E.g.

Basics Luxuries
Washing machine (for good hygiene) MP3 Player (Can listen to music in lots of other ways)
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Lesson 3 Christian attitudes to wealth and
poverty.

• WALT Examine Christian attitudes to wealth and
  poverty, how does the Bible instruct Christians
  to use their money?
• Starter Copy the following information into your
  book
• (10 mins)
• Christians believe they should help the poor for
  many reasons. They believe
• Jesus helped poor people in stories from the
  Gospels, especially in Luke.
• Jesus taught we should love people and take care
  of them. We should not ignore people who are in
  trouble
• Jesus taught there should be justice in the
  world. There is no justice if some people are
  very poor and richer people do not help them.
• Jesus was born into a poor family. He was not
  rich. Many Christians believe this means that God
  is on the side of the poor, not the rich people
  in the world.

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WALT Examine Christian attitudes to wealth and
poverty, how does the Bible instruct Christians
to use their money?

• Tasks
• 1.Copy the date, title and WALT into your book.
  (3 mins)
• Use the information from the starter to help you
  answer the following questions
• 2. You are walking home from school and you pass
  a toddler drowning in a shallow canal. There are
  two people fishing nearby- apparently unaware of
  the toddler. You know you can save the child at
  no risk to yourself, although it would mean
  getting wet. What would you do?
• 3. You are reading a newspaper and find an
  advertisement asking you for money. It says that
  10 can save the life of a child by providing
  clean water. You have more than 10 saved up,
  which you were intending to use to buy a CD.
  What do you do?
• i) Do you think there are any similarities
  between these two situations?
• ii) What would be the appropriate Christian
  response in each case?
• .

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How should Christians use their money? - Questions

• 3.Read/Listen carefully to the information from
  How should Christians use their money (5 mins)
• 4. In your book complete tasks 1 and 2 from the
  worksheet.
• 5. Complete the questions highlighting how a
  Christian should respond to people in need.

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How should Christians use their money? - Questions

• a) Why do you think the young woman in the story
  chose the ministers house?
• b) Do you think the minister was right to turn
  the young woman away? Give reasons for your
  answer.

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• Working in groups your teacher will give you a
  selection of Bible passages to work on. In the
  chart given to you fill out each column to
  reflect the teaching given in the Bible passage.
• The Bible and Money
• Luke 1619-31 Matthew 1916-22
• Matthew 619-21 Luke 211-4
• Matthew 1415-21 Matthew 1923-24
• 2 Corinthians 81 -15
• Leviticus 2514 Leviticus 2335-6
• Acts 244-47 1 Timothy 66-10

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Passage Whose teaching is this? What does it say about money? Christian responses Groups view/My view
Matthew 619-21
Luke 1619-31
Matthew 1916-22
Matthew 1415-21
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Passage Whose teaching is this? What does it say about money? Christian responses Groups view/My view
Matthew 1923-24
2 Corinthians 81 -15
Leviticus 2514
Leviticus 2335-6
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Passage Whose teaching is this? What does it say about money? Christian responses Groups view/My view
Acts 244-47
1 Timothy 66-10
Plenary Using your group work as a foundation,
fill in the rest of the table With information
gathered by other groups. At the end of the
lesson you should have 11 Bible teachings
that explain how Christians should use their
money.
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Lesson 4 Should Christians be rich?

• WALT Understand Christian perspectives on the
  uses and responsibilities of wealth.
• STARTER Read the following list of issues, do
  you think each situation is fair or not.
• Be prepared to share your view with the group.
  (10 mins)
• Is it fair that a younger sibling goes to bed at
  the same time as an older sibling? Is it fair
  that students have to wear uniform but teachers
  dont have to? Is it fair that a parent helps a
  student with coursework? Is it fair that people
  share music on the Internet without paying for
  it? Is it fair that, in certain countries,
  imitation designer clothes are available? Is it
  fair that for every pound spent on a bar of
  chocolate only 7p goes to the grower of the cocoa
  bean?

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WALT Understand Christian perspectives on the
uses and responsibilities of wealth.

• Tasks
• 1. Copy the date, title and WALT into your book.
  (3mins)
• 2. Read/Listen carefully to Should Christians be
  rich
• (5 mins)
• 3. Using the information from the worksheet to
  assist you, in your book, answer questions 1, 2
  and 3. (15 mins)
• 4. You will now be divided into 3 teams to have a
  race. Each team will be given a product to make
  and sell. The aim of the race is to make as much
  money as possible. 5. One person in each team is
  to take on the role of banker. It will be their
  job to count up the number of products made and
  calculate how much they are worth. (So pick
  someone who is good at Maths)

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• Everyone else will need to work in pairs within
  their team.
• Each pair of students will get a couple of sheets
  of plain A4 paper, a pair of scissors, a pencil
  and a stencil
• If you are in Team A, you will make Coffee
• Team B will make Cotton and Team C will make
  Medicine.
• The race will last for five minutes and each
  product made is worth 1.
• (5 mins)
• On your marks, get set, GO!!

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Signal for the race to stop (2.5 mins)

• Team A The buyer of your coffee wants to
  increase his profits so is no longer prepared to
  pay 1 for your coffee. Your coffee is now worth
  only 50p. Team B Cheap American cotton is
  being dumped near to your factory meaning you
  cannot sell your cotton for 1 any more. Your
  cotton is now only worth 50p. Team C New laws
  protecting the rights of the inventor of your
  medicine have been passed. This means people
  cannot make cheap copies of your medicine any
  more so your product is in more demand. Your
  medicine is now worth 2.

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Start the race again (2.5 mins)

• Bankers in each team, you need to work out how
  much money has been made in the second part of
  the race.
• Other team members need to clear up any mess! (5
  mins)
• Totals
• Team A
• Team B
• Team C

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Plenary (15 mins)

• Christians feel everyone is part of Gods
  creation, that is why they are often motivated to
  campaign for trade justice.
• Many Christians would hope to stop certain
  countries in the world benefiting from trade
  where others suffer or redress the balance by
  giving money to support charitable causes in
  developing countries (Like Sir John Templeton)

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THINKING ON YOUR FEET!

• You will have a set time to write an answer for
  the following question.
• Students who complete their answer are to come to
  the front of the room.
• I will stand at a point in front of you,
  designated as the 5 mark milestone.
• Read out your answer, (in turn) taking one step
  for every correctly included point.
• The student to reach the 5 mark milestone (with
  all correct points highlighted to the rest of the
  group by the teacher) will receive the prize.

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• Money cannot buy happiness. Do you agree? Give
  reasons to
• support your answer and show that
• you have thought about other points
• of view. You must refer to Christianity
• in your answer. (5 marks)

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Lesson 5 How Christian Aid helps.

• WALT Examine the principle of aid giving and the
  work of the organisation Christian Aid to
  establish how it helps those in need.
• Starter Read the comments from the sheet Should
  we give Aid to other countries or not?
• Using the comments to guide you, split them into
  a table showing
• Those people who think we should give Aid
• Those people who think we shouldnt give Aid
• Pick out 3 comments that you agree with and
  explain why you agree with them.
• (15 mins)

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People who think we should give Aid People who think we shouldnt give Aid
Lee Ben








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Lesson 5 How Christian Aid helps.

• WALT Examine the principle of aid giving and the
  work of the organisation Christian Aid to
  establish how it helps those in need.
• Tasks
• Copy the date, title and WALT into your book (3
  mins)
• Read/Listen to the explanation of What is Aid
  (5 mins)
• Using the worksheet Which Aid projects are
  best? decide if those listed are good aid
  projects or not. Copy out and fill in the table.
  (15 mins)

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What is Aid?How do Governments and Charities
help people in other countries?

• Food If a country has a surplus of food (too
  much) they might give it to a poorer country.

Projects A country or charity may help pay for a
new project, e.g. dams roads, factories that
will help people.
Equipment Give countries equipment like lorries,
tractors and hospital machines.
Money Give money to buy food and other things
Skills. People with skills, such as doctors,
engineers and teachers, are sent out to teach
their skills
Disaster relief. If there is a sudden
disaster they would give food, tent and Clothes.
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Project Is it a good idea? Two reasons for your decision.
1. Building a pump in a village so they can always have clean water. Train 2 villagers to be able to repair it if it goes wrong. 2. Build a new factory in the Capital city using the latest machinery from Europe. 3. Build a new road to the Capital city, using local stone and labour. 4. Build a new school for 200 pupils. Train people to be teachers and get some local volunteers to work in it. 5. Build a new hospital with a big maternity unit, using the most modern equipment.
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Lesson 5 How Christian Aid helps.

• 4. Read/Listen to How does Christian Aid fight
  poverty?
• 5. Use the information to complete tasks 1, 2 and
  3 from page 71 of the handout. (For task 3 you
  should refer to work done in previous lessons to
  help you)
• (15 mins)

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Lesson 5 How Christian Aid helps.Plenary (5
mins)

• Complete the worksheet 4.3 How Christian Aid
  helps
• (The slogan can be found at the top of page 70 on
  the handout.)

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Lesson 6 - Which Job? Christian beliefs about
Moral and Immoral occupations.

• WALT Examine the reasons why a Christian might
  choose to work in a particular occupation.
• Starter In groups of 3 use your book to rank the
  following occupations
• 1 12 in order of how enjoyable you think they
  would be.
• 1 most enjoyable
• 12 least enjoyable.
• Be prepared to share your groups ideas with the
  class. (10 mins)

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• Professional footballer
• Street cleaner
• Doctor
• Nurse
• Teacher
• Arms dealer
• Owner of a company that manufactures guns
• Working in a factory that manufactures guns
• Con man
• Pop star
• Journalist
• Shop assistant

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Lesson 6 - Which Job? Christian beliefs about
Moral and Immoral occupations.

• WALT Examine the reasons why a Christian might
  choose to work in a particular occupation.
• Tasks
• 1.Copy the date, title and WALT into your book.
• (3 mins)
• 2. In the same the groups repeat the exercise,
  this time ranking the jobs according to how
  morally good or bad you think each job is. Be
  prepared to feed your ideas back to the class( 5
  mins)
• 3. Read/Listen carefully to pages 258-259 in
  Philosophy and Ethics. (5 mins)

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• 4. Using the Bible provided look at the following
  Bible passages, make notes on what the passages
  suggest about Christian attitudes to work. Record
  your results in a table like
• (20mins)

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Passage What does it say about work? Christian responses Groups view/My view
Ecclesiastes 518-20
Ephesians 425-28
Ephesians 65-8
Colossians 323-25
Titus 314.
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• 5. Class discussion.
• Which of the occupations from the list in the
  starter would you say are productive and to
  contribute usefully to society. Why? Be prepared
  to justify any statement made.
• (10 mins)
• 6.Read/Listen carefully to Leviticus 199-18, and
  make a note of what the passage suggests about
  responsibilities to other people, particularly
  the powerless and oppressed. (you may add this to
  your table if you wish to ) (5 mins)

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Plenary

• One of the jobs in the starter was Arms dealer
  (selling guns/weapons to others for profit)
• Imagine you are in conversation with an Arms
  dealer whos defence of his work is summarised
  below
• We cant control what people do with the guns
  we sell Its none of our business if people
  use the guns to kill people Theres nothing
  anyone can do to stop evil, so we might as well
  profit from it How do the you think a Christian
  might answer these arguments, based on the Bible
  passages already looked at in this lesson? write
  a conversation between the Arms dealer and a
  Christian working for the United Nations or for a
  Peace Keeping initiative in one of the countries
  where they supply arms. The Christian should try
  to persuade the dealer to stop selling weapons.
  You are free to let them be persuaded, or to
  reject the arguments put forward by the
  Christian.
• Write an answer in your book referring to
  relevant passages where necessary. (10 mins)

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Lesson 7 How should Muslims use their money?

• WALT Examine the teachings of Islam on the
  different forms charitable giving.
• Starter Watch/listen carefully to the video
  presentation. (10 mins)
• Copy the following Surah teaching into your book,
  underneath it explain what it means
• You will not attain piety until you give what is
  dear to you Surah 3.92 (5 mins)
• Tasks
• 1.Copy the date, title and WALT into your book.
• (3 mins)

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Lesson 7 How should Muslims use their money?

• WALT Examine the teachings of Islam on the
  different forms charitable giving.
• Tasks continued
• Working in pairs, use the laminate cards given to
  you. There are different ones for each pair How
  to give and why to give, Sadaqah, Zakah and
  Zakat ul Fitr. Discuss whether poverty in
  society is only a matter for the individual
  person or society as a whole. Use this
  information to answer the questions from the
  worksheet. Each pair will need to feed back to
  the class so that every student has a full answer
  sheet by the end of the lesson.
• (20 mins)

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Religion, Poverty and wealth How should Muslims
use their money? Use your information sheets to
help you answer the questions on the sheet. The
ones that you cant answer will be given to you
by other groups later in the lesson. 1. List 3
reasons why Muslims give money to
charity? i) ii) iii) 2. Explain what Sadaqah is
and give an example of how a Muslim might perform
an act of Sadaqah.



3. Which pillar of Islam refers to giving to
charity?

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4. What percentage of a Muslims savings
constitutes their Zakah payment?


. 5. Is this all a Muslim should give?, What
else is taken into consideration when calculating
a Zakah payment?

6. When is
the Zakat ul fitr payment made?

.. 7. What cost is represented by
the payment of Zakat ul fitr


..
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• Sadaqah can be used to help anyone in need. In
  pairs, brainstorm as many kinds of need as you
  can think of. For each one decide what form of
  sadaqah would be the most appropriate and give an
  example of how it would help.
• (15 mins)

Time
Prayer
Sadaqah is giving..
Talents
Money
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To ransom hostages or prisoners of war.
To support converts to Islam
To look after refugees Or stranded travellers
To pay for community workers Who collect zakah
To help poor members of Your own community
To educate people about Islam
To relieve people from debt
Using the diagram above as a guide, list all the
different types of people Allah wants Muslims to
help. What reasons might there be for helping?
(The Surahs from Pgs 265-269 in Philosophy and
Ethics will help you decide) (15 mins)
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Plenary

• In your book, briefly explain what Muslims mean
  when they say
• Zakah is a form of Ibadah (worship)
• Zakah is purification
• Zakah is a test
• Be prepared to share your views with the group.
  (10 mins)

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Lesson 8 - What occupation should a Muslim have?

• WALT Examine the reasons why a Muslim might
  choose to work in a particular occupation.
• Starter Read carefully the case study outlining
  views about Islam and the National Lottery. ( 5
  mins)

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• On Saturday 10th December 1994, the National
  lottery jackpot won was 18 million pounds. 61
  million tickets were bought by people wanting a
  chance to win the money.
• The winner turned out to be a Muslim father of
  three from Blackburn Lancashire.
• The newspapers were quick to condemn him, quoting
  how the Quran declares gamblers as long term
  losers. The Islamic position on the lottery is
  quite clear.
• The lottery is a form of gambling which is
  prohibited by the Quran. Therefore every Muslim
  who buys lottery tickets commits an unlawful act.
  Any money won is viewed as tainted. The Muslim
  should seek forgiveness from Allah and then
  dispose of the money in the relief of the
  destitute, the poverty stricken or homeless etc.
  If this is done, he may truly be a winner on the
  Day it matters.

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Lesson 8 - What occupation should a Muslim have?

• WALT Examine the reasons why a Muslim might
  choose to work in a particular occupation.
• Tasks
• 1.Copy the date, title and WALT into your book.
  (3 mins)
• 2. The starter case study states the lottery
  winner has a chance to be a winner on the Day it
  matters. What does this statement mean? Write an
  answer in your book giving full reasons for your
  view. (10 mins)

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Lesson 8 - What occupation should a Muslim have?

• Tasks continued
• 3. Read/listen carefully to pages 132/133 Chapter
  64 in Moral Issues in 6 religions.
• (5 mins)
• 4.Using this information to assist you, explain
  the meanings of the terms
• Speculation commodity exploitation
  riba (10 mins)
• 5. Copy the following table into your book, in it
  give examples of Halal (permitted) and haram
  (forbidden) occupations for Muslims.
• (10 mins)

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Muslim Occupations Muslim Occupations
Halal (permitted) Haram (forbidden)

Bookie Bouncer Video shop owner Doctor Astronaut A
ccountant Politician Farmer Clothes designer Bank
clerk Professional poker player
Teacher Lap dancer Landlord Soldier
Lawyer Social - worker Architect Brewery worker
6. Which of the occupations might be permitted
but with conditions? (5 mins)
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Plenary (10 mins)

• Match the Hadith sayings to the correct themes
  and then explain how they might illustrate how a
  Muslims feelings are affected by each situation
• Unemployment b) begging
• c) dishonest marketing

1. On the Day of Resurrection Allah will not look at.the person who swears the truth while lying about his merchandise (Hadith) 2. For a person who suffers calamity and loses his property, it is permissible for him to ask until he is able to stand on his own two feet (Hadith) 3. It is not poverty which I fear for you, but that you might begin to desire the world as others before you desired it, and it might destroy you as it destroyed them. (Hadith)
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Lesson 9 - How Muslim Aid helps.

• WALT Examine the work of the organisation Muslim
  Aid to establish how it helps those in need.
• Starter Look carefully at the pictures showing
  work done by the organisation Muslim aid. Which
  of the means by which they help could be defined
  as disaster relief and which could be defined as
  development work? (10 mins)

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2. Education and skills training
1. Helping the victims of natural disaster
Education holds the key to breaking the cycle of
poverty by providing a firm foundation on which
an individual can build a secure future. Muslim
Aids education projects cover a wide variety of
approaches to education, including traditional
schooling methods as well as specialised Islamic
education. By providing people with the skills to
help them help themselves, Muslim Aid is working
to create self-sufficiency amongst the poorer
members of the Muslim community.
Muslim Aid has allocated an initial 100,000
towards emergency relief for the survivors of a
powerful earthquake of magnitude 6.7 on the
Richter scale that struck Yogyakarta, on the
island of Java, Indonesia on May 27. Nearly
6,200 people have been killed, and as much as
650,000 made homeless.
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3. Orphan Welfare
4. Primary Healthcare
It is the responsibility of every individual
within the Muslim Ummah, particularly those of us
who live in more affluent countries, to ensure
that orphans in all parts of the world are taken
care of. Muslim Aid is striving to provide relief
and support to orphans in the most needy
communities of the world. Muslim Aid currently
supports orphans in a variety of countries,
providing them with food, clothing and a quality
education.
Muslim Aid has always had provision of free
health care as one of its highest priorities,
with a focus on prevention through education and
immunisation, and provision of free treatments to
the poor.Muslim Aid works to provide hospitals
with much needed medicines and medical equipment
such as ambulances, x-ray machines and heart
monitors for medical care and also focuses - true
to the saying that prevention is better than
cure - on immunisation programmes and mother
child healthcare.
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• Tasks
• Copy the date, title and WALT into your book (3
  mins)
• 2. Donors to Muslim Aid can choose to sponsor
  specific projects they carry out. Which of the
  projects outlined in the starter would you choose
  to sponsor? Explain your choice.
• (5 mins)

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Tasks continued

• Using the web address http//www.muslimaid.org/
• Find out more about the work done by Muslim Aid.
  To begin with,
• Scroll down to Islamic Knowledge, Click on the
  left-hand side and choose from the drop down menu
  the are you wish to research first. E.g. Charity
  in Islam gives you Surahs that relate to Allahs
  teachings on why Muslims must give to charity.
• Use this researched information to imagine
• You work in the publicity department at Muslim
  Aid. You need to produce a leaflet or new website
  to encourage people to give to Muslim Aid. It
  should include
• An outline of the origin, aims and aspects of
  work of Muslim Aid think about what people
  might want to know
• A reminder of why it is important for Muslims to
  care for the poor and needy ( supported by
  quotations form the Quran and the Hadith)
• Ways in which Muslims might help.
• (30 mins)

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Plenary (15 mins)

• Swap your work with a partner and see if they can
  add any more bits of information to your work to
  help improve it.
• Get them to answer the following questions based
  on your work
• Does the piece of work clearly outline the
  origin, aims and objectives of Muslim aid?
• Does the piece of work give examples of
  teachings from the Quran or Hadith and state why
  they are relevant?
• Does the piece of work explain how Muslims can
  give practical help to those in need?

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Lesson 10 - Module Assessment

• Using pages 252 259 in Christian beliefs about
  religion, poverty and wealth .
• Pages 264 266 Islamic (Muslim) beliefs about
  religion, poverty and wealth.
• Students should revise for the module assessment,
  Using this information as the foundation for your
  answers to one of the given examination
  questions.
• They may take notes, whilst revising if they wish
  to, but these are not to be used once the
  question is issued
• (20 mins)

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• Islam
• Describe the major causes of hunger in the world
• (8 marks)
• Explain why a Christian might regularly give to
  charity
• (7 marks)
• It doesnt matter how you earn your money as
  long as you make enough to live on.
• Do you agree? Give reasons to
• support your answer and show that you have
  thought about other points of view. You must
  refer to Islam in your answer.
  
  
  (5 marks)

• Christianity
• Describe the major causes of hunger in the world
  
• (8 marks)
• Explain why a Christian might regularly give to
  charity
• (7 marks)
• It doesnt matter how you earn your money as
  long as you make enough to live on.
• Do you agree? Give reasons to
• support your answer and show that you have
  thought about other points of view. You must
  refer to Christianity in your answer.
  
  
• (5 marks)