Key stage: 3
Key Question: How can humans seek the truth and find meaning in life?
Religion[s]/belief[s]: Christianity/Islam
Focus Question: How does media impact on religion?
About this investigation: This unit explores the power of the media. I have chosen these two religions as are they are arguably the
most high profile religions in the media. This unit relies heavily on media clips (which can be found in the media library in the RE
area of the NGFL MOODLE - http://moodle.lancsngfl.ac.uk/course/category.php?id=709 ) and the use of appropriate media clips will
enhance the unit. It is vital that the religious concepts form the central part of the enquiry. Students will be asked to investigate the
impact of media on their lives, the lives of others in society, and on religious believers. There is also the opportunity to extend the
enquiry for more able students to ask how religions can use the media for their own benefit, and then compare the advantages &
disadvantages of the media.
Prior Learning: Basic understanding of Christian and Muslim moral codes.
Investigation
Questions
What is
media?
How does
media affect
us?
Learning Objectives/intentions
Possible activities
[linked to the Field of Enquiry]
Shared Human Experience
List as many types of media as you can.
•
Define the term media.
•
To be able to give examples of
media.
To understand how media
impacts on us.
Music clips – how do they make you feel? What was the writer/composer trying to
tell us, make us feel, etc.?
Adverts – What tricks are being used to try and convince us to buy the product?
•
L. Heaton (2011)
Possible resources
To be able to make links
between the power and the
responsibility of the media.
Discussions on the power and responsibility of the media (giving examples); good
and bad aspects of media.
Music : You tube /
Itunes
Adverts:
http://www.tellyads.c
om/recent_additions.p
hp
Can religion
and comedy
mix?
Shared Human Experience / Living
Religious Traditions/Beliefs &
Values
“I could never believe in a God who did not know how to laugh” Nietsche - What
does the following quote tell us about the views that some people may have about
religion and comedy?
•
To reflect on what makes us
laugh.
Students discuss what makes them laugh; why it makes them laugh; if anything is
ok to be made fun out of; is there any topic which should not touched by
comedians?
•
To know that Christians follow
a moral code.
•
To understand that this moral
code will impact upon their
opinions on how their religion
is presented in the comedy.
Bibles
Paired activity – comedy continuum
Study the Ten Commandments and Jesus’ Greatest Commandments – ‘Love the
Lord your God with all your heart and with all your soul and with all your mind and with all
your strength.' The second is this: 'Love your neighbour as yourself.' (Mark 12:28-31).
“Therefore, go and make disciples of all the nations...” (Matt 28:19)
Students can highlight the key teachings and possibly write a modern day moral
code based on these teachings.
Students study a range of evidence which shows Christianity within comedy –
examples – Vicar of Dibley, Father Ted, Life of Brian, Bruce Almighty, etc. Students
then bring in their knowledge of the Ten Commandments, etc. to make
judgements about why some Christians may be happy/may not be happy with
their religions being portrayed in this way.
This could used for display work:
L. Heaton (2011)
You Tube for media
clips. Some of the clips
can be found in the
Media Library on the
NGFL MOODLE.
Comedy continuum
sheets
What
examples of
media are
there that
some
Christians &
Muslims have
considered
blasphemous?
Living Religious Tradition & Beliefs
& Values
•
•
To be able to define the term
‘blasphemy’.
To be able to give examples of
media which some Christians
and Muslims may consider
blasphemous.
Look at the Jerry Springer article and write down in the front of your exercise
book, reasons why the Merseyside Christians are against the opera.
http://www.thefreelibrary.com/Hundreds+protest+against+'disgusting'+Springer+
show.-a0143445147 YouTube also have clips from the Opera but choose them
carefully!
Discuss the term blasphemy and key Christian teaching about it – First of the Ten
Commandments, But now ye also put off all these; anger, wrath, malice, blasphemy,
filthy communication out of your mouth.(Colossians 3:8)
Watch a clip from the Da Vinci Code – summarise what the film says about Jesus
and the Roman Catholic Church. Again link back with key Christians teachings.
Discuss why some Christians may find this offensive.
Re:Quest website –
information for
teachers
Jerry Springer the
Opera – article from
BBC online.
Bibles
Da Vinci Code DVD or
clips from You Tube
Danish cartoons
Study the Danish cartoon of Muhammad PBUH. Show photographs, articles, clips of
some of the Muslim response to these cartoons. Discuss why some Muslims may
find this offensive, was the reaction appropriate?
How did the
media
coverage after
9/11 affect
Muslims?
Shared Human Experience/Living
Religious Tradtions/Beliefs and
Values
STARTER - Study the photograph ‘Islamophobia?’ (can be found in the Media
Library – NGFL MOODLE). Students should discuss the image and try and write the
learning objective for the lesson.
• Explain what Islamophobia
means.
What words/images come to mind when you hear the words ISLAM/MUSLIMS.
• Explain how Muslims are
portrayed in the Media and the
impact it has on Society
PowerPoint (attached) – work through the PowerPoint, watching the media clips
(Media Library – NGFL MOODLE), studying the photographs/newspaper headlines,
and discussing the issues.
Useful quotes from the Qur’an:
• Analyse why Muslims may have
different views about the media “Those...who restrain anger, and pardon (all) men;- for Allah loves those who do
good...” Qur’an, 003.134
“ The recompense for an injury is an injury equal thereto (in degree): but if a
person forgives and makes reconciliation, his reward is due from Allah: for (Allah)
L. Heaton (2011)
PowerPoint (attached)
Video clips – NGFL
MOODLE
loveth not those who do wrong.” Qur’an 042.040.
Can religions
benefit from
the media?
How do media
affect me?
Living Religious Traditions/Beliefs
and Values
•
To understand religions have
used the media for their own
advantage.
•
To be able to give examples of
how religions have used the
media.
Search for Personal Meaning
•
Do I have a
responsibility
when it comes
to the media?
•
•
L. Heaton (2011)
To reflect on the media I use in
my life.
To consider the power of
media on my life.
To consider my responsibilities
in using the media.
Discuss – what are the benefits of media?
Group work – How could religions use the media to their advantage?
Media clips – ‘Songs of Praise’, ‘Heaven & Earth’ show, God channel,
documentaries, etc.
Students should discuss why some people would like these programmes and how
religions/society benefit from these types of programmes.
Keep a log of all media used over the space of a week, to include as much detail as
possible – i.e. which programmes/films/websites/etc.
Discussions on the outcomes of their logs – Is the media they are using/watching
appropriate?
What are the possible problems of media for us? Who is responsible for ensuring
our safety when it comes to using media? How can we ensure our safety?
Media clips – You Tube