Section 1: Beliefs and values
1
Introduction
[[Introduction to follow]]
SECTION 1: Beliefs and values
2
Section 1: The oneness of the Almighty as
seen in the Shema
Lesson plan 1
Lesson outcomes
By the end of the lesson:
AO1
•
•
•
all students will be able to understand the term Shema
•
a few students will be able to understand the significance of the prayer and what it teaches about
the Almighty.
all students will be able to understand what is in the Shema and why it is important
some students will be able to understand the concept of oneness
AO2
•
all students will be able to give their own opinion, with a supporting reason, about the Shema
prayer
•
some students will be able to give reasons for their own opinions and show that they have
considered a different opinion
•
a few students will be able to evaluate different points of view showing why they consider their
own view to be the right one with reference to the Shema.
Resources required
•
Student information sheet
•
Appropriate textbook – possibly Examining Four Religions by Michael Keene (ISBN 0–00–
322135–0) or Judaism: An Approach for GCSE by C. M. Pilkington (ISBN 0–340–519516)
•
•
Copy of the Shema prayer
A mezuzah
Recap of previous experience and prior knowledge
Students should be familiar with the following.
Key words: Shema, omnipresent, hashem, shekinah
Specialist language: mezuzah
SECTION 1: Beliefs and values
Starter
3
Time
Content
5 minutes
Mind map what the class think are the qualities of the Jewish Almighty, e.g.
creator, judge, preserver, king, oneness.
Discuss as a group and add other qualities.
Main teaching
Time
Content
10 minutes
Discuss with the class why Jewish people believe in one God and not
several, i.e. monotheism rather than polytheism.
What difference does it make?
15 minutes
Write out the main section of the Shema and ask students to explain what it
means in their own words.
10 minutes
Discuss with the class why Jewish people put the prayer on their foreheads
and arms and doors. Why do they feel they need to be reminded all the
time?
10 minutes
Why would most Jewish groups want to continue with this tradition?
Why might some non-Jews or liberal Jewish families not feel it is necessary?
Why do some want to use this prayer on a daily basis while others might
not?
Plenary
Time
Content
5 minutes
Recap on the main things they have learnt today about the Shema and what
it means in terms of oneness.
Homework
Time
Content
1 week
Exam-style questions:
1 Explain why Jewish people would want to use the Shema prayer. (8)
2 Explain what the prayer teaches about the nature of the Almighty. (8)
Remind students to use four reasons or at least two developed reasons.
Differentiation
More able students might like to investigate how the Shema is used in other Jewish worship and
rituals. Other students might like to draw up a revision sheet based on the 5 Ws idea – What is it?
When do Jewish people use it? Why is it important? Where might you find it? Which Jewish groups
might think it is less important?
SECTION 1: Beliefs and values
4
Section 1: The holiness of the Almighty
(Leviticus 19:1, 22:31–33)
Lesson plan 2
Lesson outcomes
By the end of the lesson:
AO1
•
•
•
all students will be able to understand the term holiness
•
a few students will be able to understand the meaning and importance of this idea about the
Almighty and why some might disagree.
all students will be able to understand why the Almighty is seen as holy
some students will be able to understand the importance of the Almighty as being seen as holy
AO2
•
all students will be able to give their own opinion, with a supporting reason, about whether the
Almighty is holy
•
some students will be able to give reasons for their own opinions and show that they have
considered a different opinion
•
a few students will be able to evaluate different points of view, showing why they consider their
own view to be the right one with reference to the holiness of the Almighty.
Resources required
•
Student information sheet
•
Appropriate textbook – possibly Examining Four Religions by Michael Keene (ISBN 0–00–
322135–0) or Judaism: An Approach for GCSE by C. M. Pilkington (ISBN 0–340–519516)
•
Biblical references: Leviticus 19:1 and 22:31–33
Starter
Time
Content
5 minutes
Discuss with the class the concept of holy.
Ask students what they see as holy today.
Main teaching
Time
Content
10 minutes
Read the biblical references and discuss their meaning as a group.
15 minutes
Write out each reference and explain what it means in the light of the
discussion. This could be done individually, in students’ own words, or
completed as a class.
Ask students why some people might think the Almighty is not holy.
SECTION 1: Beliefs and values
5
10 minutes
Why would the idea of the Almighty being holy be so significant for Jewish
people? Discuss with the class.
10 minutes
Teacher to discuss with students and then students to attempt the examstyle question:
Explain why Jewish people think the Almighty is holy. (8)
Remind students to use four reasons or at least two developed reasons.
Plenary
Time
Content
5 minutes
Recap what students discovered from the biblical references and why there
are differences of opinion about it.
Homework
Time
Content
1 week
Ask students to read Genesis chapters 1–3 in preparation for the next topic.
Differentiation
Higher ability students might like to investigate other terms used to describe the Almighty and other
names and their significance.
SECTION 1: Beliefs and values
6
Section 1: The creation by the Almighty
and different attitudes among Jewish
people to the accounts in Genesis 1–3
Lesson plan 3
Lesson outcomes
By the end of the lesson:
AO1
•
•
•
all students will be able to understand the term creation and what it means
•
a few students will be able to understand the meaning of these two accounts and how some
Jewish people have different ideas about them.
all students will be able to understand there are two versions of the creation account
some students will be able to understand the importance of these two accounts
AO2
•
all students will be able to give their own opinion, with a supporting reason, about the creation
accounts
•
some students will be able to give reasons for their own opinions and show that they have
considered a different opinion
•
a few students will be able to evaluate different points of view, showing why they consider their
own view to be the right one with reference to the creation accounts.
Resources required
•
•
Teacher-prepared information sheet
•
•
•
Biblical references Genesis 1–3
Appropriate textbook – possibly Examining Four Religions by Michael Keene (ISBN 0–00–
322135–0) or Judaism: An Approach for GCSE by C. M. Pilkington (ISBN 0–340–519516)
Picture of Charles Darwin and/or Richard Dawkins
Possible alternative creation story
Recap of previous experience and prior knowledge
Students will need to have read Genesis chapters 1–3 (homework from Lesson 2). They should also
be familiar with the following.
Key words: omnipresent
Specialist language: creation, Big Bang theory.
Starter
Time
Content
5 minutes
Ask students to mind map, in pairs or as a group, how they think the world
began and any creation stories they might know.
Discuss as a class.
SECTION 1: Beliefs and values
Main teaching
7
Time
Content
10 minutes
Read the two Genesis accounts.
Discuss why there are two.
15 minutes
Using a double page of exercise book, ask students to write out in bullet
points the main stages of each creation account and compare what
happened when. Why do Orthodox Jews believe in the literal interpretation
while the Reform Jews do not?
10 minutes
Discuss the following with the class.
What are the main differences between the two Genesis accounts?
Does it matter about the order of man and woman?
What does the reference to ‘Let us make man in our own image’ mean?
Could it challenge belief in one God and/or who is the ‘us’?
10 minutes
Why do some Jewish groups reject the Genesis account as being literally
true?
Discuss some scientific answers such as Darwin’s survival of the fittest or
the Big Bang theory.
Plenary
Time
Content
5 minutes
Quick ‘Please remember… Thank you’ game (each student to select one
main piece of information learnt that lesson and pass it on to their fellow
students by using the expressions ‘please remember’ and the recipient
saying ‘thank you’ and returning with their information and moving on to
another student) about the main events of the creation story, e.g. Please
remember the Almighty rested on the seventh day?/Thank you.
Recap on creation accounts.
Homework
Time
Content
1 week
Exam-style question:
Explain why Jewish people have different attitudes to the creation accounts.
(8)
Remind students to use four reasons or at least two developed reasons.
Differentiation
Higher ability students might like to investigate alternative religious views or scientific views about
creation.
SECTION 1: Beliefs and values
8
Section 1: The nature of the Almighty as
shown in the Ten Commandments
Lesson plan 4
Lesson outcomes
By the end of the lesson:
AO1
•
•
all students will be able to understand that there are two types of commandments
•
some students will be able to understand the importance of the commandments to Jewish life and
beliefs about the Almighty
•
a few students will be able to understand the meaning and importance of all the commandments
with reference to the nature of the Almighty.
all students will be able to understand how central these commandments are to Jewish people’s
understanding about the nature of the Almighty
AO2
•
all students will be able to give their own opinion, with a supporting reason, about the
commandments and the nature of the Almighty
•
some students will be able to give reasons for their own opinions and show that they have
considered a different opinion
•
a few students will be able to evaluate different points of view, showing why they consider their
own view to be the right one with reference to the nature of the Almighty in the commandments.
Resources required
•
•
Student information sheet
•
Ten Commandments sheets/cards
Appropriate textbook – possibly Examining Four Religions by Michael Keene (ISBN 0–00–
322135–0) or Judaism: An Approach for GCSE by C. M. Pilkington (ISBN 0–340–519516)
Recap of previous experience and prior knowledge
Students should be familiar with the following.
Key words: Decalogue
Specialist language: Moses, Mount Sinai
Starter
Time
Content
5 minutes
In pairs, ask the class to look at the Ten Commandments and try to put them
into groups, one to do with the Almighty and the other to do with how we
should treat other people.
SECTION 1: Beliefs and values
Main teaching
9
Time
Content
10 minutes
Discuss with the class the background to the commandments and what part
Moses played.
Why were these laws important at the time?
15 minutes
Look at each of the laws. Ask the students to write the original version of
each commandment and a version in their own words.
10 minutes
Discuss with the class what each commandment teaches us about the
nature of the Almighty, and would there be any alternative points of view.
Why are there laws about the Almighty as well as about social behaviour?
10 minutes
Discuss why the first four commandments explain so well the relationship
between the Almighty and the Jewish people and what he expects from
them.
Plenary
Time
Content
5 minutes
Show cards with commandments on them and ask students to make a quick
revision drawing to help them to remember them.
Homework
Time
Content
1 week
Ask students to write a modern set of commandments for today.
Differentiation
Less able students might like to make a word search or crossword based on the meaning and
background of the commandments.
Higher abilities might like to investigate different codes of behaviour and compare what they teach
about the Almighty and how to treat other people.
Links
Citizenship: Links with laws and social behaviour
SECTION 1: Beliefs and values
10
Section 1: The meaning and importance of
the covenant with Abraham
Lesson plan 5
Lesson outcomes
By the end of the lesson:
AO1
•
•
•
all students will be able to understand what is behind the covenant with Abraham
•
a few students will be able to understand the meaning and importance of the covenant with
Abraham.
all students will be able to understand why it is important
some students will be able to understand the importance of the covenant with Abraham
AO2
•
all students will be able to give their own opinion, with a supporting reason, about the covenant
with Abraham
•
some students will be able to give reasons for their own opinions and show that they have
considered a different opinion
•
a few students will be able to evaluate different points of view, showing why they consider their
own view to be the right one with reference to the covenant with Abraham.
Resources required
•
Teacher information sheet
•
Appropriate textbook – possibly Examining Four Religions by Michael Keene (ISBN 0–00–
322135–0) or Judaism: An Approach for GCSE by C. M. Pilkington (ISBN 0–340–519516)
•
Picture of Abraham with Isaac
Recap of previous experience and prior knowledge
Students should be familiar with the following.
Key words: covenant
Specialist language: Abraham, Sarah, promised land, Hagar, Ishmael, Isaac, sacrifice, obedience,
circumcision, faith, monotheism
Starter
Time
Content
5 minutes
Mind map everything students already know about Abraham. Discuss as a
class.
SECTION 1: Beliefs and values
Main teaching
11
Time
Content
10 minutes
Using the information sheet mind map ask students to either:
Write a summary of Abraham’s life
or
Write an email/newspaper report, e.g. with a title such as ‘Covenant deal
agreed’ or ‘Boy saved from sacrifice’.
15 minutes
What did the Almighty promise Abraham and what was he expected to do in
return? Discuss with the class whether this was a good deal for Abraham
and his family.
10 minutes
Why is the command to sacrifice Isaac a difficult story for modern readers?
10 minutes
Discuss with the class why most Jewish groups would want to continue with
the circumcision tradition.
Plenary
Time
Content
5 minutes
Working in pairs, ask students to tell each other the main details of the story
of Abraham and its importance.
Homework
Time
Content
1 week
Exam-style question:
Explain why Jewish people feel the covenant with Abraham is important. (8)
Remind students to use four reasons or at least two developed reasons.
Differentiation
Higher ability students might like to produce a play or write a short letter about why Abraham believed
in one god.
SECTION 1: Beliefs and values
12
Section 1: The meaning and importance of
the covenant with Moses
Lesson plan 6
Lesson outcomes
By the end of the lesson:
AO1
•
•
•
all students will be able to understand the main facts about the covenant with Moses
•
a few students will be able to understand the meaning and importance of the covenant with
Moses.
all students will be able to recognise that the covenant with Moses is linked with Jewish tradition
some students will be able to understand the importance of the covenant with Moses
AO2
•
all students will be able to give their own opinion, with a supporting reason, about the covenant
with Moses
•
some students will be able to give reasons for their own opinions and show that they have
considered a different opinion.
•
a few students will be able to evaluate different points of view, showing why they consider their
own view to be the right one with reference to the covenant with Moses.
Resources required
•
Teacher information sheet
•
Appropriate textbook – possibly Examining Four Religions by Michael Keene (ISBN 0–00–
322135–0) or Judaism: An Approach for GCSE by C. M. Pilkington (ISBN 0–340–519516)
•
Bingo cards made up of key words
Recap of previous experience and prior knowledge
Students should be familiar with the following.
Key words: covenant, Decalogue, Torah
Specialist language: Mount Sinai, Revelation, 613 laws, Ten Commandments, Egypt, burning bush
Starter
Time
Content
5 minutes
Using the key word bingo cards give the students a key word class test
asking them to match the key words with the definitions. Check they are
correct.
SECTION 1: Beliefs and values
Main teaching
13
Time
Content
10 minutes
As a group, mind map what the student already know about Moses.
15 minutes
Tell the abbreviated story of Moses.
Using the information sheet and mind map, ask the students to illustrate the
story and write down the key words while they listen.
10 minutes
Discuss why escape from Egypt, the Ten Commandments, and covenant
are central to Judaism.
10 minutes
Prepare students to answer this exam-style question.
Explain why the covenant with Moses is important for Jewish people today.
(8)
Remind students to use four reasons or at least two developed reasons.
Plenary
Time
Content
5 minutes
Find out one thing each student has learnt today about the covenant with
Moses. Exchange this information by playing ‘Please remember… Thank
you’ game.
Homework
Time
Content
1 week
Ask students to write up the exam-style question prepared earlier:
Explain why the covenant with Moses is important to Jewish people. (8)
Differentiation
Able students might like to produce a play/obituary about one of the aspects of Moses’ life.
Lower ability students could produce a series of pictures explaining the life of Moses and the
covenant.
SECTION 1: Beliefs and values
14
Section 1: The nature and importance of
the Tenakh
Lesson plan 7
Lesson outcomes
By the end of the lesson:
AO1
•
•
•
•
all students will be able to understand the term Tenakh
all students will be able to understand the significance of the content of the Tenakh
some students will be able to understand the importance of the content of the Tenakh
a few students will be able to understand the meaning and importance of the Tenakh.
AO2
•
all students will be able to give their own opinion, with a supporting reason, about the Tenakh and
its contents
•
some students will be able to give reasons for their own opinions and show that they have
considered a different opinion
•
a few students will be able to evaluate different points of view, showing why they consider their
own view to be the right one with reference to the Tenakh.
Resources required
•
Teacher information sheet
•
Appropriate textbook – possibly Examining Four Religions by Michael Keene (ISBN 0–00–
322135–0) or Judaism: An Approach for GCSE by C. M. Pilkington (ISBN 0–340–519516)
Recap of previous experience and prior knowledge
Students should be familiar with the following.
Key words: Tenakh, Talmud, teshuva, Torah
Specialist language: Mishnah, Responsa, Nevi’im, Ketuvim
Starter
Time
Content
5 minutes
Draw up a spider diagram of how rule books are linked to: sport, law,
governments, medicine and religion.
How do they help the reader?
Discuss examples of what they offer – guidance, continuity, consistency,
education etc.
Do rule and laws change? Discuss.
SECTION 1: Beliefs and values
Main teaching
15
Time
Content
15 minutes
Using the information sheet or textbook read to the class what the Tenakh
consists of.
Students should draw out three columns in their exercise books with the
headings Torah, Nevi’im and Ketuvim. Using information sheets (or Bibles if
appropriate) ask them to create a chart showing which books are found in
which section.
10 minutes
Discuss with the class what is found where, what each section comprises of
and why each part is important.
10 minutes
Students should discuss with their teacher and then write down reasons why
each part is important.
10 minutes
Prepare students to answer exam-style question as a group:
‘The Tenakh is no longer relevant today’ Do you agree?
a) Give reasons for your opinions. (3)
b) Give reasons why some people might disagree with you. (3)
Read back to the class.
Plenary
Time
Content
5 minutes
Play a ‘stand up, sit down’ game using true or false statements about which
books can be found in which section of the Tenakh prepared by the teacher.
Students should sit down for correct statements and stand up for incorrect
statements. You could also do this as a ‘true or false’ game based on the
same idea.
Homework
Time
Content
1 week
Ask student to complete some internet research on the five books of the
Torah.
Differentiation
Lower ability students might like to produce a poster or display of the contents of the Tenakh to help
their understanding.
SECTION 1: Beliefs and values
16
Section 1: The nature and importance of
the Torah
Lesson plan 8
Lesson outcomes
By the end of the lesson:
AO1
•
•
•
all students will be able to understand the term Torah
•
a few students will be able to understand the meaning and importance of the contents of the
Torah.
all students will be able to understand what the Torah contains
some students will be able to understand the importance of the contents of the Torah
AO2
•
all students will be able to give their own opinion, with a supporting reason, about the contents of
the Torah
•
some students will be able to give reasons for their own opinions and show that they have
considered a different opinion
•
a few students will be able to evaluate different points of view, showing why they consider their
own view to be the right one with reference to the Torah and its contents.
Resources required
•
Teacher information sheet
•
Appropriate textbook – possibly Examining Four Religions by Michael Keene (ISBN 0–00–
322135–0) or Judaism: An Approach for GCSE by C. M. Pilkington (ISBN 0–340–519516)
Recap of previous experience and prior knowledge
Students should be familiar with the following.
Key words: Torah
Specialist language: Genesis, Exodus, Leviticus, Numbers, Deuteronomy
Starter
Time
Content
5 minutes
In pairs or as a group, ask students to mind map the key books of the Torah
and events and characters in these books
SECTION 1: Beliefs and values
Main teaching
17
Time
Content
15 minutes
Divide the class into small groups or pairs. Ask them to use the information
sheets to prepare a short presentation or leaflet about each of the five books
of the Torah.
15 minutes
Ask each group or pair to make their presentation or show their leaflets to
the class.
Make sure that they have covered such questions as the main events of
each book, the main content, style, why the book is important for Jewish
people.
Students to write their own examination question for section b based on the
book they have looked at, e.g. Should Jewish people take the laws in
Leviticus seriously today? Give two reasons for your point of view.
5 minutes
Individually or in pairs, ask students to answer the question above using the
information they gained earlier in the lesson.
10 minutes
Go round the class asking students to read out their answers and see if they
can try to estimate what sort of mark they would get.
Plenary
Time
Content
5 minutes
Recap on the main information about the contents of the Torah and why it is
important.
Homework
Time
Content
1 week
Ask students to look up the key words Talmud and Mishnah in preparation
for the next lesson.
Differentiation
More able students might like to investigate books of the Torah in more depth.
Lower ability students might like to make a poster of the books of the Torah and draw a range of
pictures on the Torah’s contents.
SECTION 1: Beliefs and values
18
Section 1: The importance and use of the
Mishnah, Talmud and Responsa
Lesson plan 9
Lesson outcomes
By the end of the lesson:
AO1
•
•
•
all students will be able to understand the terms Mishnah, Talmud and Responsa
•
a few students will be able to understand the importance and use of the Mishnah, Talmud and
Responsa.
all students will be able to understand the significance of the Mishnah, Talmud and Responsa
some students will be able to understand the importance of the Mishnah, Talmud and Responsa
AO2
•
all students will be able to give their own opinion, with a supporting reason, about the importance
and use of the Mishnah, Talmud and Responsa
•
some students will be able to give reasons for their own opinions and show that they have
considered a different opinion
•
a few students will be able to evaluate different points of view, showing why they consider their
own view to be the right one with reference to the Mishnah, Talmud and Responsa.
Resources required
•
Information sheet
•
Appropriate textbook – possibly Examining Four Religions by Michael Keene (ISBN 0–00–
322135–0) or Judaism: An Approach for GCSE by C. M. Pilkington (ISBN 0–340–519516)
Recap of previous experience and prior knowledge
Students should be familiar with the following.
Key words: Talmud, Mishnah
Specialist language: halakhah, Tamar, Gemara
Starter
Time
Content
5 minutes
Play the Chinese whispers game. Tell the first student something from the
syllabus that they will have to learn later on or something topical which they
then pass to the next student and the final one in the chain reports back to
the class.
Afterwards discuss the following questions as a class, linking the discussion
with oral traditions and the passing on of faith.
Did the message change? Did the group take it seriously? What would have
happened if the message had been very serious?
SECTION 1: Beliefs and values
Main teaching
19
Time
Content
10 minutes
Discuss the following questions as a class.
Who writes down religious ideas? How can they be relied on? How were the
Jewish traditions written down and how have they changed or been adapted
for the changing world?
15 minutes
With the students, read through the information sheet or textbook about the
Mishnah, Talmud and Responsa.
10 minutes
Ask the students to write a paragraph explaining what they are, why they are
important and what part they play in Jewish literature.
10 minutes
As a group, discuss what problems could arise from differing explanations.
Plenary
Time
Content
5 minutes
Use the ‘Please remember… Thank you’ game for students to exchange
information that they have learnt in the lesson. Ask the students to take it in
turns to recall the information to the class or explain the five main things they
have learnt today about this topic.
Homework
Time
Content
1 week
Exam-style question:
‘All holy books need to be interpreted for today’s world.’ Do you agree? Give
reasons for your opinions. Give reasons why some people might disagree
with you. (6)
Differentiation
More able students might like to research one of the above topics in more detail.
SECTION 1: Beliefs and values
20
Section 1: The nature and importance of
the halakhah
Lesson plan 10
Lesson outcomes
By the end of the lesson:
AO1
•
•
•
•
all students will be able to understand the term halakhah
all students will be able to understand the nature of the halakhah
some students will be able to understand the importance and nature of the halakhah
a few students will be able to understand the significance, nature and importance of the halakhah.
AO2
•
all students will be able to give their own opinion, with a supporting reason, about the nature of the
halakhah
•
some students will be able to give reasons for their own opinions and show that they have
considered a different opinion
•
a few students will be able to evaluate different points of view, showing why they consider their
own view to be the right one with reference to the nature and importance of the halakhah.
Resources required
•
Teacher information sheet
•
Appropriate textbook – possibly Examining Four Religions by Michael Keene (ISBN 0–00–
322135–0) or Judaism: An Approach for GCSE by C. M. Pilkington (ISBN 0–340–519516)
Recap of previous experience and prior knowledge
Students should be familiar with the following.
Key words: halakhah
Specialist language: Rabbis, oral laws
Starter
Time
Content
5 minutes
In pairs or as a group, ask the class to write down or discuss laws that apply
to students of their age, e.g. it is illegal to buy cigarettes under 18, may not
drive until they are 17.
SECTION 1: Beliefs and values
Main teaching
21
Time
Content
10 minutes
Discuss with the class why laws have changed. Link into changes in
women’s rights leading to equality.
Lead back to Jewish laws. Do religious laws need to be changed? Should
they be changed?
15 minutes
Use information sheet. Read and discuss with the class how the halakhah
came about, what it contains, its nature and why it is important today.
10 minutes
In pairs student should try to prepare an answer to the following exam-style
question:
Explain why the halakhah needs to change to suit modern life. (8)
Remind students to use four reasons or at least two developed reasons.
10 minutes
Share student responses and ask them to award a mark for their peers
based on mark scheme format.
Plenary
Time
Content
5 minutes
Go round the class asking students to tell you five main things they have
learnt today about the halakhah.
Homework
Time
Content
1 week
Ask students to write out five Jewish laws or customs which they think could
be updated or changed, e.g. Jewish boys should be able to decide if they
want to be circumcised when they are older.
Differentiation
More able students might like to research the way laws applying to women have changed in the last
100 years.
SECTION 1: Beliefs and values
22
Section 1: Why there are different beliefs
about the Messiah among Jewish people
Lesson plan 11
Lesson outcomes
By the end of the lesson:
AO1
•
•
•
•
all students will be able to understand the term Messiah
all students will be able to understand some background to the Messiah
some students will be able to understand the importance of the Messiah
a few students will be able to understand the different beliefs about the Messiah.
AO2
•
all students will be able to give their own opinion, with a supporting reason, about the beliefs about
the Messiah
•
some students will be able to give reasons for their own opinions and show that they have
considered a different opinion
•
a few students will be able to evaluate different points of view, showing why they consider their
own view to be the right one with reference to beliefs about the Messiah.
Resources required
•
Teacher information sheet
•
Appropriate textbook – possibly Examining Four Religions by Michael Keene (ISBN 0–00–
322135–0) or Judaism: An Approach for GCSE by C. M. Pilkington (ISBN 0–340–519516)
•
•
Teacher-prepared quotes from Isaiah 11:1–10 and 2:1–5
Matching Messiah ideas and beliefs quick reminder worksheet (prepare a set of three cards/or
worksheet with the main ideas about Messiahship held by the three main Jewish groups so that
students can match up the correct group with the correct idea).
Recap of previous experience and prior knowledge
Students should be familiar with the following.
Specialist language: Messiah, anointed one, Isaiah
Starter
Time
Content
5 minutes
Mind map the term Messiah to find out what students know already.
SECTION 1: Beliefs and values
Main teaching
23
Time
Content
10 minutes
Give out quotes from Isaiah prepared earlier or display on PowerPoint. Ask
students to read these and to add to their mind map any new ideas they find
out.
15 minutes
Using the information sheet and/or a textbook, read and write down in two
columns what the Orthodox and Reform beliefs about the Messiah are.
10 minutes
Teacher to prepare students to complete the following exam-style question:
Should all Jewish people expect the Messiah soon? Give two reasons for
your point of view. (4)
10 minutes
Share answers with the class and peer and teacher mark according to the
levels of mark scheme.
Plenary
Time
Content
5 minutes
Revisit different ideas by either using the ‘stand up, sit down’ game for
correct ideas or by providing the matching Messiah ideas worksheet.
Homework
Time
Content
1 week
Ask students to complete an exam question from specimen papers using
their notes from the lesson.
Differentiation
All students should use their notes to revise this whole section for an additional specimen exam
question.
Less able students might like to select two or three topics and put the main ideas into words and
picture memory cards.