1 ks3 sikhism divider - waltham forest home

Waltham Forest Agreed Syllabus for Religious Education

8. Sikhism

Sikhism Key Stage 3 1. Statutory content 2. Unit 5: Remembering and learning from

the past – Gurpurbs 3. Unit 6: Sikh worship and practice

SIKHISM Key Stage 3 ummary of contents for this Key Stage S

God

Sikh Teaching

The Sikh Community

Sikh belief about God

The Mool Mantar. Waheguru (wonderful Lord). Satnam (Eternal Reality).

Beliefs about life and death

The teachings of the 10 human Gurus

and their message in relation to: Peace and conflict; Social and political justice; Spiritual and earthly power.

The Guru Granth Sahib

Gurpurbs Martyrdom of Guru Arjan and Guru Tegh

Bahadur. Birthdays of Guru Ram Das & Guru

Gobind SIngh. Melas Hola Moholla. Divali. Baisakhi / Vaisakhi

Belonging to the Community - beliefs

and values in practice The Gurdwara and its significance to the

community. The Langar - sewa and equality. Attendance at the Gurdwara on the first

day of every month The concept of ‘saint-soldier’ Applying Sikh teachings to modern life –

organ donation and abortion. Charitable work – Khalsa Aid.

Places that are special to Sikhs

Amritsar and the Golden Temple /Harimandir Anandpur Sahib Hazur Sahib / Nanded Hemkund Sahib

Waltham Forest Agreed Syllabus for Religious Education Statutory Content SIKHISM Key Stage 3:1

SIKHISM KS 3 Unit 5: Remembering and learning from the past - Gurpurbs What this unit contains

The Sikh festival year contains celebrations and commemorations called Gurpurbs. The relation of these to the lives, teachings and deaths of some of the Gurus. Other annual festivals are called Melas. This unit provides an opportunity to appreciate that Sikhism is the youngest of the six faiths studied in this Key Stage. Issues of community, meaning and purpose in Sikhism. The concept of ‘Saint-Soldier’. Places that are special to Sikhs

Where the unit fits and how it builds upon previous learning

This unit provides an opportunity to develop knowledge about the Gurus from Units 1 – 4. It introduces pupils to knowledge about the martyrdom of some of the Gurus, their families and followers.

As pupils collate information about the festivals studied and sequence them, they will develop further understanding about the context in which this religion developed.

Extension activities and further thinking

Consider the relevance of the inner meaning of one Sikh festival to Sikhs today. Apply Sikh beliefs about equality and freedom of worship to a current world or national

situation. Consider what it means to believe in something and to stand up for your beliefs under extreme

persecution. Compare Sikh beliefs about the concept of a ‘saint/soldier’ and Christian beliefs about a ‘just

war’. Find out about Hemkund and why some Sikhs travel there to meditate.

Vocabulary Mela Guru Kirtan Katha Gurpurb martyr

martyrdom karah prasad diwa/diva persecute persecution

Amritsar Harimandir Hemkund Hazur Sahib Anandpur Sahib

SMSC/Citizenship How communities share times of celebration and commemoration The importance of learning from the past Fighting / standing up for your values under persecution Human rights – the rights of the individual

Waltham Forest Agreed Syllabus for Religious Education Teaching unit SIKHISM Key Stage 3 Unit 5:1

SIKHISM KS 3 Unit 5: Remembering and learning from the past - Gurpurbs Unit 5 Sessions 1- 3

Learning objectives

A T 1

A T 2

Suggested teaching activities

Sensitivities, points to

note, resources Pupils should: consider why people

believe that remembering the past can benefit the present;

know some of the

festivals that are celebrated during the year by Sikhs;

know that some festivals

recall the lives and deaths of the Gurus (Gurpurbs), whilst others, which are times of celebration, are called Melas;

know when the festivals

take place in the year; whether they are a gurpurb or a mela and how they relate to the Gurus.

√ √ √

√

As a class discuss why people like to remember things from their past and from the past of their family or country. Then, in groups, consider how things that are significant to oneself and one's beliefs might be seen from a range of celebrations or anniversaries. What might be important about marking Remembrance Day or the anniversary of someone's death e.g. a member of the family or a Saint's day? Individually record a statement of why remembering the past and people in the past is important to many individuals and communities. Using the Sikh calendar information sheet, locate festivals that students already know about. Explain the difference between a mela and a Gurpurb and record definitions. Set up a group task for the next 2 lessons: Explain that during sessions 2 and 3 pupils will work in small groups to research one or two times of celebration and / or reflection from the Sikh calendar. This will include finding out why this time is special and stories of significance around the festival. Research should also focus on places linked to the origins or practice of the festival. Organise groups and allocate Festivals. Explain that the homework attached to these lessons will be further research. Distribute recording sheets and explain the process by which the research will be recorded. If necessary exemplify how the information sheet would work using the birthday of Guru Nanak as a model. Homework Initial research on allocated festival.

Resources Sikh calendar information sheet. Sikh festivals worksheet. Festivals for research Guru Nanak's birthday; Vaisakhi/ Baisakhi; Diwali; Hola Maholla, Martydoms of Guru Arjan Dev and Guru Tegh Bahadur, First reading of the Guru Granth Sahib, Birthdays of Guru Ram Das and Guru Gobind Singh


SIKHISM KS 3 Unit 5: Remembering and learning from the past - Gurpurbs Unit 5 Sessions 2- 3

Learning objectives

A T 1

A T 2


Sensitivities, points to note,

resources Pupils should: as above

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Before the second lesson of this unit set out a timeline with the names of the Gurus in sequence. The outcomes of each group's research will be attached to this alongside the name of a Guru. This will give pupils a sense of historical continuity. Ensure that all pupils have access to a range of materials for research. This could include e-mailing local Sikhs about the festivals, using CD Roms, the Internet and textbooks. In session 4 groups should present their findings to the class in as imaginative and creative a way as possible. Collate all materials and attach to the timeline. Through their research pupils should: describe the story recalled at the festivals and how it is celebrated; explain at least one symbolic action or artefact; explain, in the inner-meaning box ,how the festival is important for both the

individual Sikh and the Sikh community; describe any differences in the way the festival is celebrated in India and

Britain; link the origin of the festival to world events occurring at the same time to

contextualise; explore the significance of a special place related to their focus for

research.

Resources Video : 'What's it like to be a Sikh' - Central Websites, e.g. : The Sikh Net http://www.sikhnet.com/The Sikh Home Page http://www.sikhs.org/General Sikh Information http://www.sikhpoint.comhttp://www.bbc.co.uk/religion/religions/sikhism/holydays/index.shtmlhttp://www.sikhworld.co.uk/page1.htmlBaisakhi http://www.123baisakhi.comPilgrimage sites http://www.indiantravels.com/pilgrimage-in-india/sikh-pilgrimage.htmlAspects of Religion CD Rom


http://www.sikhnet.com/

http://www.sikhs.org/

http://www.sikhpoint.com/

http://www.bbc.co.uk/religion/religions/sikhism/holydays/index.shtml

http://www.bbc.co.uk/religion/religions/sikhism/holydays/index.shtml

http://www.sikhworld.co.uk/page1.html

http://www.sikhworld.co.uk/page1.html

http://www.123baisakhi.com/

http://www.indiantravels.com/pilgrimage-in-india/sikh-pilgrimage.html

http://www.indiantravels.com/pilgrimage-in-india/sikh-pilgrimage.html

SIKHISM KS 3 Unit 5: Remembering and learning from the past - Gurpurbs Unit 5 Session 4

Learning objectives

A T 1

AT2



resources Pupils should: understand that Sikhs have

fought for religious freedom at significant times in their history;

know that in Sikhism there

is value in fighting for your beliefs;

know that in other faiths

there are diverse opinions on the justice of fighting for your faith;

consider personal views on

the right to fight for your belief.

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Identify which of the Gurpurbs studied recall a time of war. Explain that for a long period of their history Sikhs were fighting for the right for their religious freedom. Briefly revisit the story of Guru Har Gobind from Divali. Identify how this theme can or cannot be seen through the festivals that the class have studied. What do other faiths say about fighting injustice? What do we think is injustice? As a class explore relevant sections of the International Declaration of Human Rights. Take a vote as a class as to whether they believe in the right to these freedoms. Record personal responses to the issue of the individual's right to religious freedom of belief and worship. Explore teachings of other religions about engaging in war. Pupils might share and discuss information about what makes a ‘just war’, the work of pacifists in religion- e.g. the Quakers or Jehovah’s Witnesses or look at religious genocide such as the Holocaust. Homework Examine newspaper articles describing issues related to religious persecution or freedom. With reference to one, how does this contravene the rights of the individual? Would it be right for faith members to fight against injustice in this situation?

Resources Story of Guru Har Gobind from Divali. International Declaration of Human Rights – extract. Contemporary newspaper articles related to religious freedom. Information about engaging in war in other faiths. http://www.un.org/Overview/rights.htmlhttp://web.amnesty.org/pages/aboutai-udhr-enghttp://www.un.org/cyberschoolbus/humanrights/declaration/index.asphttp://www.bbc.co.uk/religion/ethics/war/christianity.shtmlhttp://www.bbc.co.uk/religion/remembrance/faith/pacifism.shtml http://www.bbc.co.uk/ethics/war/just/what.shtml /


http://www.un.org/Overview/rights.html

http://www.un.org/Overview/rights.html

http://web.amnesty.org/pages/aboutai-udhr-eng

http://web.amnesty.org/pages/aboutai-udhr-eng

http://www.un.org/cyberschoolbus/humanrights/declaration/index.asp

http://www.un.org/cyberschoolbus/humanrights/declaration/index.asp

http://www.bbc.co.uk/religion/ethics/war/christianity.shtml

http://www.bbc.co.uk/religion/ethics/war/christianity.shtml

http://www.bbc.co.uk/religion/remembrance/faith/pacifism.shtml

http://www.bbc.co.uk/religion/remembrance/faith/pacifism.shtml

http://www.bbc.co.uk/religion/religions/witnesses/history/

http://www.bbc.co.uk/ethics/war/just/what.shtml


Learning objectives

A T 1

AT2



resources Pupils should: explore the concept of a

‘saint soldier’

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Recall work from previous lesson on fighting for religious freedom. Focus pupils on the symbolism of the Sikh Khanda symbol. Ask them to suggest why there are 3 swords (kirpans) in this. (Those who have studied Baisakhi should have this knowledge from their research). Explain that Sikhs believe that there is respect for the 'saint / soldier' and that this role was particularly exemplified by Guru Gobind Singh. When all means of negotiation fail, taking up arms in defence of the right is acceptable in Sikhism. Assessment Task 1. Explore whether the concept of ‘saint-soldier’ is a contradiction in

terms and record whether there can be such a thing as a 'saint soldier' and fighting for what you consider to be right.

2. Explain how this concept arose in Sikhism and how it is upheld today.

Resources Story of Guru Har Gobind from Divali. Khanda symbol. http://www.searchsikhism.com/symbols.html


http://www.searchsikhism.com/symbols.html

http://www.searchsikhism.com/symbols.html


Learning objectives

AT1

AT2



resources Pupils should: consider the courage and conviction

needed in order to suffer and / or die for your beliefs;

understand that people from many

faiths have been prepared to stand up for their beliefs until death.

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√ √

Compare the Martyrdom of a Guru to the death of someone from another faith, for example Martin Luther King or Oscar Romero. Discuss the qualities and convictions required to face death by standing up for your beliefs or values. Written tasks 1. Write a reflective personal response to the topic of

martyrdom.

2. Explain why celebrating Gurpurbs annually supports Sikhs in retaining their core beliefs.

Resources Video or information about either Martin Luther King or Oscar Romero.



Magh

Phagan

Chait

Vasakh

Jaith

Har

Sawan Bhadro Asun Katik Magar

Poh

Hola Mohalla (Mela with sporting events coinciding with a Hindu festival)

Baisakhi / Vaisakhi (Mela - new year festival, celebration of initiation of the Khalsa)

Martyrdom of Guru Arjan Dev (Gurpurb)

Birthday of Guru Har Krishan (Gurpurb)

First reading of the Guru Granth Sahib Sep 1st (Gurpurb)

Bandi Chood Diwas (Diwali) (Mela)

Birthday of Guru Ram Das (Gurpurb)

Birthday of Guru Nanak (Gurpurb)

Martydom of Guru Tegh Bahadur (Gurpurb)

Birthday of Guru Gobind Singh (Gurpurb) Martyrdom of the sons of Guru Gobind Singh (Gurpurb)

January

February

March

April

May

June

July

August

September

October

November

December

January

Western Calendar

Lunar Calendar

Sikh Festivals

The Sikh calendar with festivals

Waltham Forest Agreed Syllabus for Religious Education Information sheet SIKHISM Key Stage 3 Unit 5:7

SIKHISM KS 3 Unit 5: Remembering and learning from the past - Gurpurbs

Unit 5 Sessions 1 – 3

Sikh Festivals

Story What story is retold at the festival?

Name

Ways of celebrating What do people do?

Symbolism Are any actions / artefacts symbolic?

Community and historical or cultural context

Inner Meaning What does this mean to: a) individuals? b) the community?

When in the year

Type of festival

Waltham Forest Agreed Syllabus for Religious Education Activity sheet SIKHISM Key Stage 3 Unit 5:8

SIKHISM KS 3 Unit 6: Sikh worship & practice What this unit contains

In this unit pupils find out about the Gurdwara and the role it plays in Sikh communities. Pupils develop their understanding of how religious beliefs are expressed in practice through studying the features of the Gurdwara and the activities, including worship, that take place inside it. Pupils re-visit key beliefs in Sikhism. Using a variety of written and visual sources they learn about and understand some ways in which Sikh belief informs Sikh practice today. The unit offers opportunities for pupils to examine and reflect on issues of faith. Pupils encounter Sikh teachings and develop their understanding of Sikh sacred texts.

Where the unit fits and how it builds upon previous learning

This unit builds on work in the previous 5 units and enables pupils to appreciate how modern Sikhs interpret religious teachings when approaching dilemmas today and also how they put their beliefs into practice in the modern world.

Extension activities and further thinking

Photograph, or collect from the internet, images of a range of different Sikh places of worship and show how these have common features.

Develop understanding of the nature of God in Sikhism through a study of hymns, writing and other devotional material from the Guru Granth Sahib, e.g. think about the traditional proofs for the existence of God and relate them to a Sikh perspective.

Explore moral issues raised in Sikhism in greater depth, e.g. how does Sikhism promote the equality of women and men? Does society discriminate against Sikhs?

Undertake a research project based on the life of a particular Sikh community or one of its individual members.

Investigate the local Sikh community and how beliefs are put into practice by its members.

Vocabulary Gurdwara prayer hall Guru Granth Sahib Waheguru canopy Kirpan coin box

raggees Langar Mool mantar sewa kacchera Khalsa Aid

Khanda Khalsa karah parshad kangha kara kesh

SMSC/Citizenship Community responsibilities in and outside the faith community. World community of a faith. Equality. Applying religious teachings to life dilemmas


SIKHISM KS 3 Unit 6: Sikh worship & practice Unit 5 Sessions 1& 2

Learning objectives

A T 1

A T 2



note, resources Pupils should:

know and understand Guru Nanak’s teaching about where God may be found;

know and understand the significance of the particular features of the Gurdwara;

know accurate vocabulary relating to parts of a Gurdwara;

know the behaviour expected from people in a Gurdwara;

understand how the Gurdwara as the Guru’s door, is seen by Sikhs as a place which leads people towards truth or enlightenment.

√ √ √

For these first 2 sessions pupils will need access to the internet.

Recall what pupils already know about Guru Nanak as a wandering teacher. Read the story of his visit to Arabia and discuss the need for places of worship, given the commonly held belief that God is everywhere. Read Guru Nanak’s teaching about God. The extended task that follows is an assessment task. It will take the remainder of session 1, all of session 2 and the homework attached to this first session. It should be given in at the end of session 2 so that it can be marked before session 3. Task Pupils should research significant features of a Gurdwara using a range of resources including pictures and diagrams of Gurdwaras across the world, information packs or indicated website pages. Local Gurdwaras may be contacted for information. Research should include essential features: prayer hall, langar, library, Guru Granth Sahib and where this may be found during daytime and at night, entrance hall, shoe storage, flag, coin box, canopy, musical instruments, pictures, use of the building and the significance of the Mool Mantar. Pupils will need to collate and use the information to produce a plan for a new Gurdwara, with labels and explanations for the design of each significant feature. They should also explain how the name Gurdwara symbolises how the place of worship leads people to truth & enlightenment. Homework Continue and complete individual Gurdwara design.

Resources Story of Guru Nanak’s visit to Arabia. Guru Nanak’s teaching about God. Information about Gurdwaras, http://www.sikhs.org/gurdwara.htmhttp://www.sikhs.org/hgurd.htmlhttp://www.geocities.com/gurdwaraworld/gurd1.htmlhttp://www.sikh.net/Gurdwara/ http://members.tripod.com/sikhunity/mm.htmlhttp://www.sgsss.org/


http://www.sikhs.org/gurdwara.htm

http://www.sikhs.org/gurdwara.htm

http://www.sikhs.org/hgurd.html

http://www.sikhs.org/hgurd.html

http://www.geocities.com/gurdwaraworld/gurd1.html

http://www.geocities.com/gurdwaraworld/gurd1.html

http://www.sikh.net/Gurdwara/

http://www.sikh.net/Gurdwara/

http://members.tripod.com/sikhunity/mm.html

http://members.tripod.com/sikhunity/mm.html

http://www.sgsss.org/

SIKHISM KS 3 Unit 6: Sikh worship & practice Unit 6 Session 3

Learning objectives

A T 1

A T 2



note, resources Pupils should: reflect on how the

Gurdwara as the Guru’s door, is seen by Sikhs as a place which leads people towards truth or enlightenment;

understand that

worship in Sikhism consists of a number of different actions / experiences;

know and understand

the significance of karah parshad.

√ √ √

√

√ √

Feed back from the design task and share outcomes. Ensure that pupils are all clear about what should be essential features of their Gurdwaras and affirm new and imaginative designs. Discuss pupils’ experiences of being inside a special, holy place, in order to understand why Sikhs would expect particular behaviour in a Gurdwara. Agree a class list what behaviour would be expected.

Return to previous discussions about the particular need for places of worship and consider why, in Sikhism, the Gurdwara is seen as ‘the Guru’s door’. What might that signify? Does it matter if it isn’t that for you? Record personal responses to this question (10 minutes).

Recall from research what takes place in the Gurdwara, both socially and devotionally. Then watch a video of Sikh worship and identify key constituent parts; relate these to key Sikh beliefs. Note how there are a variety of forms that Sikh worship takes. In particular discuss the way Sikhs give money/ donations at the beginning of worship and share karah parshad at the end. Also note the respect shown to the Guru Granth Sahib.

Discuss any parallel, if any, pupils can think of in other communities with which they are familiar. Consider specifically the treatment of the Guru Granth Sahib and how it relates to its status. Record individual viewpoints.

Homework – Select one of the following 1. describe the nature of Sikh devotional music; 2. explain some of the symbolism and theology associated with karah parshad. 3. Find out about Sangrand – the special reading of the Guru Granth Sahib on the

first day of every month.

Resources Video of Sikh Worship. LgFL & Espresso ‘Faiths’ online or on CD Rom – Sikhism Worship 1 & 2



Learning objectives

A T 1

A T 2



note, resources Pupils should: know and understand

what Sikhs mean by the term ‘God’ or ‘Waheguru’;

know how Sikhism is

distinct from Hinduism.

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Look again at the Mool Mantar and ask pupils to make a list of the concepts contained in it about God, e.g. creator, eternal reality and immanent. Having checked the lists, go on to look at each concept in more detail. Divide the class into groups and give each group a concept to discuss and explain. As the groups report back, display the most important points from their research. Give groups of pupils quotations from Sikhs and Sikh websites to read and the Mool Mantar. Ask pupils to write a small summary explaining one of the main concepts that Sikhs believe about God, backing up each paragraph with a quotation. Discuss group responses and agree / interpret. As a class consider how Sikh concepts of God differ from Hindu concepts, noting that Guru Nanak was brought up as a Hindu. Homework Compare your understanding of how Sikhs understand God with that of how you perceive God to be understood in one other religion.

Resources The Mool Mantar Websites, e.g. : http://atschool.eduweb.co.uk/carolrb/sikhism/beliefs.html http://www.bbc.co.uk/religion/religions/sikhism/ http://www.sikhiwiki.org/index.php?title=Sikh_Beliefs http://www.sikhism.com/


http://atschool.eduweb.co.uk/carolrb/sikhism/beliefs.html

http://atschool.eduweb.co.uk/carolrb/sikhism/beliefs.html

http://www.bbc.co.uk/religion/religions/sikhism/

http://www.bbc.co.uk/religion/religions/sikhism/

http://www.sikhiwiki.org/index.php?title=Sikh_Beliefs

http://www.sikhiwiki.org/index.php?title=Sikh_Beliefs

http://www.sikhism.com/


Learning objectives

A T 1

AT 2



resources Pupils should: understand that Sikhs apply

their beliefs and the teachings of the Guru Granth Sahib to issues in the present;

understand ways in which

Sikhs seek to serve God in their lives;

know how Sikhs apply their

beliefs to organ donation.

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√ √ √

With the class recall what is already known about Sikh beliefs about sewa – service to the community and to God. List ways in which this happens in the Gurdwara. How else might this happen in everyday life? (e.g. thoughtful acts for neighbours, charitable works etc.) Explain that the last 2 lessons of the unit will explore how this is put into practice today. Make a class list of what is already known about Sikh beliefs about life and death. How do you think Sikh beliefs would influence their views on organ donation? Suggest views and reasons. Hand out the quotations about organ donation and read around the class. How do these illuminate how the teachings of the Guru Granth Sahib have been interpreted for modern life? Homework: Either: 1. explain how your beliefs influence your views on organ donation; or 2. using the information sheet on Sikh views on abortion, explain

how these demonstrate Sikh beliefs about God, life and death.

Resources Quotations about Sikh beliefs about organ donation. Sikh views on abortion



Learning objectives

AT1

AT2



resources Pupils should: know how for Sikhs charitable work

is a means to put their faith into action;

know how charity towards others

outside Sikhism was exemplified through the story of Bhai Ghanaya;

know about the work of Khalsa Aid,

a modern Sikh charitable trust based in London.

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√

Introduce the story of Guru Gobind Singh and Bhai Ghanaya and read around the class. How was the water-carrier putting Sikh beliefs about sewa and equality into action? As a class investigate the work of the Sikh Charity, Khalsa Aid. Either through web-based materials or by watching the Belief File programme, find out about the work of this Sikh Charity and relate to Sikh beliefs about equality and service for others. Plenary Discuss why pupils think it is important for Sikhs to serve God. What ultimate beliefs about life and death does this reveal? What have you found interesting about the way in which Sikhs live their lives? Homework Explain the Sikh concept of sewa and assess the view that the practice of sewa is the most important aspect of Sikh life.

Resources Story of Bhai Ghanaya Video: Belief File –Sikhism programme 1 (BBC) http://www.khalsaaid.org/ http://www.afghanhindu.info/khalsaaid.htm Khalsa Aid is a British Sikh relief organisation working in a number of areas where there have been natural disasters. They can be contacted at Khalsa Aid, PO Box 1545, Slough, Berkshire. A similar organisation is Nishkam Sewak Jatha , Soho Road Gurdwara, SohoRoad, Birmingham, which will provide materials and support to schools. Contact Mohinder Singh.


http://www.afghanhindu.info/khalsaaid.htm

http://www.afghanhindu.info/khalsaaid.htm

SIKHISM KS 3 Unit 6: Sikh worship & practice Unit 6 Session 1 Information Sheet 1

Guru Nanak visits Arabia

During the time of his life when he was devoted to teaching, Guru Nanak set out with his companion, Mardana, to visit Makkah in Arabia, the most holy city of Islam. There a remarkable incident occurred. There is a very important Mosque in Makkah that surrounds the Ka’aba, the place that Muslims believe was built by Prophet Ibrahim (pbuh) for the worship of Allah as the first mosque. Guru Nanak and Mardana were very tired after long travels so they went to the mosque and lay down to rest. While he slept, Guru Nanak’s feet pointed towards the Ka’aba. Rukan-ud-din , an important man in the mosque, saw this, and was very angry at what he considered an insult to Allah. He shouted: "Infidel! Don't you know this is the house of Allah? Why are you lying with your feet towards the Ka’aba? How dare you dishonour Allah’s house by turning your feet towards Him?" He also kicked Nanak. Guru Nanak woke up. He said, "0 sir, I'm sorry I didn't know it. I was tired so I just lay down and fell asleep. Could you turn my legs to the side in which there is no God?" Rukan-ud-din took hold of Nanak’s feet angrily and moved them towards the opposite direction. The Ka’aba also began to move. Then he gave another pull but to his great surprise, he saw the Ka’aba again towards the Guru's feet. He realised that the person to whom he was so insolent was no ordinary man and apologised for his rude behaviour. Guru Nanak said, “Rukan-ud-din, God does not live in one place. He lives everywhere." Saying this, Guru Nanak and Mardana started singing hymns. A crowd of people gathered around them. They called Guru Nanak, 'Baba Nanak'. 'Baba' means an old and wise man.


SIKHISM KS 3 Unit 6: Sikh worship & practice Unit 6 Sessions 1 & 2 Information Sheet 2 The Mool Mantar in Gurmurkhi script & translated – (i)


SIKHISM KS 3 Unit 6: Sikh worship & practice Unit 6 Sessions 1 & 2 Information Sheet 2 Continued The Mool Mantar in Gurmurkhi script & translated – (ii)

IK ONKAAR SAT NAAM KARTA PURKH

There is only One God Truth is His Name He is the Creator

NIRBHAU NIRVAIR AKAAL MOORAT

He is without fear He is without hate He is timeless and without form

AJOONI SABHANG GUR PARSAAD He is beyond birth and death,

The enlightened one He can be known

by The Guru’s Grace Mool Mantar — a basic prayer, composed by Guru Nanak is the key prayer of Sikhs

which also sums up the basic concepts of The Sikh Religion.


SIKHISM KS 3 Unit

nit 6 Session 4 Information Sheet 1

6: Sikh worship & practice U Sandeep Singh Brar - Philosophy and Beliefs

“There is only One God. He is the same God for all people of all religions.

goes through cycles of births and deaths before it reaches the human form. The goal The soulof our life is to lead an exemplary existence so that one may merge with God. Sikhs should remember God at all times and practice living a virtuous and truthful life while maintaining a balance between their spiritual obligations and temporal obligations.

he true path to achieving salvation and merging with God does not require renunciation of g

Tthe world or celibacy, but living the life of a householder, earning a honest living and avoidinworldly temptations and sins.

ikhism condemns blind rituals such as fasting, visiting places of pilgrimage, superstitions,

Sworship of the dead, idol worship etc.

Sikhism preaches that people of different races, religions, or sex are all equal in the eyes of

God. It teaches the full equality of men and women. Women can participate in any religious function or perform any Sikh ceremony or lead the congregation in prayer”.


SIKHISM KS 3 Unit 6: Sikh worship & practice


God Almighty is impersonal, formless ultimate reality and He is the Creator, personal saviour, inner teacher, omniscient, omnipotent -

God reveals and manifests Himself through all in the universe, but no finite form can be worshipped as God, who is infinite.

existed in deep meditation of the void for countless ages until deciding to create the universe and life. Only

which time the soul merges with God (Guru). to

resulting in liberation from cycles of rebirth and the soul’s merger with

but one is not destined to suffer under the law of karma. Suffering is not inflicted directly by God,

sin. Gender equality is a stated position and is emphasized in practice. Remarriage of widows is permitted.

U Sikh Beliefs

incorporeal. Incarnations: God chose to embody Divine Light in the Guru Nanak and in 9 Gurus successively and finally to the scriptures themselves, but none are to be worshipped as God(s). Origin of the universe/life: GodGod knows how and when the universe and life and the first karma were created. After death: One’s soul is continually reborn until liberated by the Grace of God, at

Why evil? No original sin, no Satan. We are currently in the age of sin when evil is likely to flourish. Humans are inherently prone succumb to temptations. God created all, and gave people free will. Evil is permitted as a test of the character of humanity and the faithfulness of evil’s victims. Godless evildoers are to be avoided. Salvation: Salvation is enlightenment, granted by God’s grace only,God (the Supreme Soul or Guru) after death. Frequent prayer, meditation, and song in praise of God, adult baptism into the Khalsa brotherhood, good works (alms and free food kitchen), morality, and obeying God’s laws (divine words conveyed through 10 human Gurus) demonstrate devotion and purify the soul of impurities accumulated over many prior lifetimes and of human vices: lust, anger,greed, attachment and pride (or ego). Undeserved suffering: Rebirth occurs, but is permitted by God as a test of courage and faith. Suffering is appreciated for the good that it often brings out in humanity, e.g. compassion. The faithful are most vulnerable to suffering at the hand of evildoers who challenge their faith. Suffering is seen as the remedy and pleasure the disease. Contemporary Issues: Abortion is a




bsit

iverse depends on God's will for its continued existence God has always existed and always will exist

n and will never take human form on earth.

gh the word, which is conveyed by the Gurus, or teachers, and which is laid down in he form of shabads, or hymns, which form the backbone of Sikh worship.

U Sikh Beliefs from the BBC We eSikhs and God

t there is only one God. Sikhs believe tha God created the universe, and the un

God needs nothing else in order to continue to exist God has no shape

God has no gender God has never take The essence of God is truth. God is without hatred or fear.

God reaches out to humanity throut




e great emphasis on the importance of giving and putting others before oneself.

The Sikh faith stresses the importance of ny examples of selfless giving and sacrifice in Sikh teachings by the ten G ve life after death is a continuous cycle of rebirth

"Th

" Dr Indarjit Singh OBE, Director of the Network of Sikh Organisations UK

‘The Sikh religion last act of giving and helpi it of Sikh teachings.’

U Sikhism and organ donation The Sikh philosophy and teachings plac

"Where self exists, there is no God Where God exists, there is no self."

Guru Granth Sahib

erforming noble deeds. There are maurus and other Sikhs. Sikhs belie

p

but the physical body is not needed in this cycle - a person's soul is their real essence.

"The dead sustain their bond with the living through virtuous deeds." Guru Granth Sahib

e true servants of God are those who serve Him through helping others."Guru Granth Sahib

In my family we alI carry donor cards and would encourage all Sikhs to do so"

teaches that life continues after death in the soul, and not the physical body. Theng others through organ donation is both consistent with and in the spir

Dr Indarjit Singh OBE, Director of the Network of Sikh Organisations UK



What is the Sikh attitude to mercy-killing? some countries, mercy killing patients suffering

ted by law. It is left either to the discretion of the physician or which supports the right of the individual to die with dignity and

suicide. The tendency towards the death-d

ut

no place for mercy-killing in Sikhism.

of his son. Suffering prompts man to turn his thoughts to God; "Suffering

of

Unit 6 Session 5 Information Sheet 2

Today there is a lot of pressure on politicians to legalize mercy-killing. Infrom incurable diseases or terminal illness has been regulathe patient. A society named "EXIT" exists in Great Britain, its literature even contains some instructions for those who desire a painless wish is fostered by present-day tensions and the conflicts of our competitive society. Mental illness is on the increase, ansome people, in a fit of depression, may welcome death as a relief from the torture of living. What is the Sikh view on this important subject of Euthanasia or mercy-killing? Is it right to end a life on account of the pain and agony faced by the patient? Is the doctor under a duty to end life, when a terminally ill patient asks for relief in death? The Gurus regarded suffering as a result of man's Karma. Man must have the moral courage to bear his suffering witholament. He should pray for the grace of God to enable him to put up with pain in a spirit of resignation and surrender. There is The Gurus tackled the problem of sickness and suffering by providing medical relief and alleviation of pain. Guru Arjan built a leprosarium at Tarn-Taran. Guru Har Rai established a hospital at Kiratpur. It is reported that he supplied a rare herb to emperor Jehangir for the serious illnessis a medicine; happiness is a disease." The Gurus rejected suicide, as an interference in God's plan. Many Sikhs faced torture and ultimate death at the hands oppressive rulers and fanatic leaders, although they could have found relief through suicide. Sikhs believe that birth and death are by God’s will and under His command, and it is no business of man to oppose the Divine Will.


SIKHISM KS 3

nit 6 Session 6 Information Sheet

Bhai Ganahya: Living Sikh Spirit of Service ib at the time of Guru Tegh Bahadur and later served Guru Gobind Singh, the tenth s a healer, and always carried with him medicines needed for emergencies.

ed in the ongoing war. Ganahya carried a leather bag full of he would bandage their wounds.

didn’t you distinguish between friend and enemy?” Bhai Ganahya lifted his eyes

were rue Sikh.

of

Unit 6: Sikh worship & practice U

Bhai Ganahya came to Anandpur Sah

n; he waGuru. Serving was his passioGuru Gobind Singh deputed Ganahya to take care of the injurwater on his shoulder and after giving water to injured warriors, One day, some Sikhs complained to Guru Gobind Singh that Bhai Ganahya was giving water to an injured Muslim warrior and serving the enemy. The Guru called Bhai Ganahya to his presence and asked, was this story true? With lowered eyes, Bhai Ganahya admitted with a nod, without saying a word. The Guru asked again, “Why have you behaved like this?” In a humble tone, Bhai Ganahya answered, “I did what I learned from you.” The Guru asked him to explain and his water carrier said that he had been asked to serve the injured and this he did, because sewa is serving the needy without prejudice. An injured Sikh questioned him, “Whyand observed in a polite, yet firm tone, “I see the spirit of the Guru in all. How can I overlook it?” All present were waiting for the Guru’s response. Guru Gobind Singh smiled and said that he approved of the actions of Bhai Ganahya whichthose of a tThis all happened at Anandpur Sahib (in Punjab in Northern India) at the dawn of the 18th century, before the founding the Red Cross. Bhai Ganahya became a role model for sewa (selfless service) in the Sikh spirit.


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