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.

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 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.

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).

·https://muslimhands.org.uk/latest/2021/07/animal-rights-in-islam-mentioned-in-quran-and-hadith?gclid=Cj0KCQjw99e4BhDiARIsAISE7P_JX0KrRLA2wSKZObHmH69DCQcQIrXepsrJ29RqyMOIbgZO1t_BNgYaAt5JEALw_wcB

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.

Session 5 How can people of different worldviews strive towards unity?

KEY WORD Unity

Read the Baha’i story on the fingers on one hand which can be found here. https://bahaistoriesforchildren.blogspot.com/2014/11/the-rule-of-thumb.html

Compare it to the Baha’i teaching,  “Be ye as the fingers of one hand, the members of one body. Thus counseleth you the Pen of Revelation…”—Bahá’u’lláh.

The central theme of Bahá'u'lláh's teachings is that humanity is a single race which should now be united in one global society. Baha’is believe humans were in family groups to start to tribal, city states, nations and the next evolution is a single human family worldwide. Pupils to evaluate these teachings and work with a partner to write a sentence to show Baha’i thoughts on unity.

• What do other worldviews believe about unity?

 

How do different religious and non-religious groups work together? Look at a case study of an interfaith project or find out about the interfaith forum (whose work ended in 2024).

In Cheshire West we have a group who facilitate The Harmony Project. Have a look at some of the spotlight features in this PDF document of how people have been working together locally across the UK. https://www.interfaith.org.uk/uploads/Local-inter-faith-organisations%E2%80%93A-guide.pdf

 

Explore the poem below and perform as a class choral speaking. Each group/table to read a verse each and to prepare with a few pieces of movement.

 

Unity in Diversity by Zita Starkie

Can I be with you, my friend

And will you be with me?

Can we stand together in our diversity?

If the lenses that you wear

Have a different tint

I won’t call you blind;

I care. I love diversity.

 

If you stumble as you walk

I won’t laugh at you

There’s a hand for you to hold

Just feel the unity.

 

If you sing a different song

I won’t close my ears

In harmony we’ll sing along

And love diversity.

 

I will not judge you by your clothes

Or how you act and talk

The energy between us flows

In heart-felt unity.

 

We will join our beads as one

Bright myriad-coloured necklace

That shimmers in the effulgent sun

Proud of its diversity.

 

So can I be with you, my friend

And will you be with me?

Can we stand together

In our diversity?