Keep these statements to review at the end of the unit.Use UNICEF photographs to explore the lives of children worldwide. What might the different children say were unfair? Write their ideas in speech /think bubbles. If you have a link school in another country, you could actually use these connections to talk to actual children, and find out! Enquire and Explore: What is really unfair in our world?Explore the UNICEF ‘Rights of the Child’ charter and consider how this might help make the world a better place. Why are responsibilities important too? What are our responsibilities.....in school?....at home?....in our communities?....across the world?Sorting exercise using packaged foods to find those that are traded fairly. What does it mean to trade fairly? Use the Fairtrade web site (or other charity if preferred) to find out about what can be done to make the world a fairer place, and about the difference it makes.Use the story of the Good Samaritan to talk about being ‘good neighbours’ to each other. Ask the question the young man asked Jesus: ‘Who is my neighbour?’ How canwe be ‘good neighbours’.....in school?....at home?....in our communities?....across the world? GUILDFORD DIOCESAN GUIDELINES FOR R.E. – Optional Study Unit
Read Micah 6:8 and talk together about what it means. What’s important to God? How might these words have an impact for Christians? As a class, think about some ways in which you could ‘act justly, love mercy, and walk humbly’.Find out how some famous Christians e.g. Mother Teresa, Archbishop Desmond Tutu were inspired by these words, and made a difference to others.Evaluate: Can we make the world a fairer place?Review the statements that you wrote together at the start of this unit: have your ideas changed?Class discussion: can we make the world a fairer place? Watch some video clips of the ‘Feed the world’ campaign: how did these people make a difference and why?Personal reflection: give pupils some thinking time, to decide how they might take action for a fairer world....at home, in school, or further afield. This might include pupils making secret pledges to take action in some way, based on your research. This might also help them decide which ‘express’ task to choose.
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- Winter '16
- Christianity, Fairtrade, Use UNICEF