Community and Health - MINISTER OF RELIGION/CHAPLAIN/RELIGIOUS LEADER
Prayer
Time
Primary
Middle 
Secondary
Australian
Curriculum General Capability:
Critical and creative thinking
Australian
Curriculum General Capability:
Literacy
1. Make up a prayer about an event, person, landscape or situation that is important to you.
2. These following Australian pictures might inspire you:
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What
makes someone an hypocrite?
Secondary
Australian
Curriculum General Capability:
Critical and creative thinking
Australian
Curriculum General Capability:
Literacy
Australian
Curriculum General Capability: Ethical Understanding
Philosophy
Cooperative
Learning Activity
1. In groups of 4 - 5 students, you
are to read the following article from
The Conversation 1 October 2018
In your group, list the beliefs
of Pentecostals from the article.
2. From the article, list the discrepancies between beliefs and
political actions.
3.
Reflection.
Discuss the following questions as a group and then as a class conduct a Community of Inquiry:
Do the discrepancies of belief and action make someone an hypocrite? When does a person become an hypocrite? Or are they just sinners needing forgiveness? Or weak people who don't stand up for their acknowledged beliefs?
"Should there be a separation of Religion and State? Why? Why not?" Give reasons.
Should
Charities accept donations from .... everyone?
Secondary
Australian
Curriculum General Capability: Ethical Understanding
Philosophy
Cooperative
Learning Activity
1. In groups of 4 - 5 students, read
the following article from
The Conversation 27 July 2015 as it discusses the dilemna of using
donations ethically but knowing the donations themselves have
been raised from profits that have physically hurt people.
2. You are going to conduct a Community of Inquiry using this article as your stimulus material.
3. Each group of students is to create 5 questions for each of the Question Quadrants.
You can use either the simple Question Quadrant (A) or more detailed one (B)
A.
OR
B.
4. Conduct a Community of Inquiry by listing all the Philosophy or Thinking questions on a whiteboard. Collect together those questions that are similar.
5. Discuss the question that has occurred numerous times from each group.
6. This discussion can kept on happening using the next set of questions that are the most numerous.
Studies
of Sacred Texts - Connect Three
(created
by Kenneth Beaton, ACU Education student)
Australian
Curriculum General Capability:
Critical and creative thinking
Australian
Curriculum General Capability:
Personal and social capability
Australian
Curriculum General Capability:
Literacy
Secondary
Cooperative
Learning Activity
1. This is a revision exercise for those students who
have been studying "Sacred Texts" in Years 11 - 12. Word doc
here.
Local Copy
You can decide whether to complete the task as a group of 3 students or
individually. You or your group is to select one row (horizontal, vertical
or diagonal) and complete the activities.
|
Plan an essay discussing a definition of "what is
a sacred text?". Identify what makes them sacred, with particular
reference to the Torah, the Qur'an, and the Gospels. Give a couple
of dot points for each section. |
Create a short game or activity to explain the synoptic problem. Include instructions and an explanation. | Prepare a slideshow illustrating how the Hebrew Scriptures are read or understood by Judaism, Christianity and Islam. What are their differences and similarities? |
| Draw a short comic that illustrates the similarities in interpretation between Islam, Christianity and Judaism. Make sure to also include two differences, and a short explanation of the comic. |
Compile a list of at least four rules for
interpreting Sacred Texts within Judaism, Christianity and Islam.
What differences and similarities are there between these
traditions? If you could create an extra rule for each of these,
what would it be? Why? |
Create a mindmap for "Sacred Texts". Identify and explain links between the three Sacred Texts studied over the semester (The Torah, the Gospels, and the Qur'an). What differences or unique qualities or aspects does each text have? |
| Create a diagram to illustrate the differences between Luke's Gospel and the other synoptic gospels. Note which differences affect Luke's Christology, and whether it reflects a low or high Christology. |
"Sacred Texts are those written by the
founder of a religion." List strengths and weaknesses of this
definition when discussing the Torah, the Gospels, and the Qur'an.
Afterwards, create your own definition and explain why it is better
than this definition. |
Prepare a short - 2 min - talk on the differences in interpreting Sacred Texts between Judaism and Christianity. Include authorities, decisions on canon, and one similarity. |
2. Share with another group of 3 - 4 students and provide them with feedback about what you have learnt. Which activity helped you most to revise Sacred Texts? Why?
