GCSE Philosophy and Ethics

Religion, Poverty and Wealth

Poverty and Wealth - Lesson 1

WALT:Examine religious responses to the issues linked to poverty and wealth by defining key terms used.Starter: Watch/Listen to the video presentation carefully. ‘A short history of poverty and wealth’. It details some religious ideas about the responsibility people have to those who are less fortunate in the world. (10 mins)

WALT:Examine religious responses to the issues linked to poverty and wealth by defining key terms used.

Tasks1. Copy the date, title and WALT into your book.

(3 mins)2. Using the word list given to you, try to match

each word with its correct meaning. E.g. If you think 1. Development = Third pillar of Islam means giving a percentage of your wealth to charity, match the two together by writing the same number next to each of them. (15 mins)

Keywords

1. Moral responsibility2. Development 3. LEDC4. Rehabilitation5. Appropriate technology6. Tithing7. Zakat8. Salvation Army9. Christian Aid10. Muslim Aid

Definitions (meanings)

Changes which improve people’s lives

Having a duty to other people which we do not have to do by law.

Less economically developed countries, the poorest countries of the world

Machinery which can be used and maintained by people living in LEDC’s

Bringing people like drug addicts back into a normal lifestyle

A Christian organisation set up by William Booth in 1865 to assist the sections of society in need (the poor, the homeless, drug/drink addicts) in society to live a normal life.

The Third pillar of Islam means giving 2.5% of your annualwealth to charity/charitable causes

A Christian tradition of giving 10% of your annual wealth to charity/charitable causes

A Christian charity set up in 1945 to provide help for poor people in less developed countries through emergency relief and long-term development programmes.

A Muslim charity set up to tackle world poverty and provide relief to victims of natural disasters, wars and famine through emergency relief and long-term development programmes.

Answers

2. Changes which improve people’s lives

1. Having a duty to other people which we do not have to do by law.

3. Less economically developed countries, the poorest countries of the world

5. Machinery which can be used and maintained by people living in LEDC’s

4. Bringing people like drug addicts back into a normal lifestyle

8. A Christian organisation set up by William Booth in 1865 to assist the sections of society in need (the poor, the homeless, drug/drink addicts) in society to live a normal life.

7. The Third pillar of Islam means giving 2.5% of your annualwealth to charity/charitable causes

6. A Christian tradition of giving 10% of your annual wealth to charity/charitable causes

9. A Christian charity set up in 1945 to provide help for poor people in less developed countries through emergency relief and long-term development programmes.

10. A Muslim charity set up to tackle world poverty and provide relief to victims of natural disasters, wars and famine through emergency relief and long-term development programmes.

WALT:Examine religious responses to the issues linked to poverty and wealth by defining key terms used.Tasks continued:

3. Read/Listen to information from ‘World Resources’ (5 mins)4. Use this information to answer questions 1 -4. (Do not write on the sheet, Write answers using full sentences into your book) (15 mins)

1. Suggest two causes of the rapid growth in population.

2. Write a paragraph (at least 5 sentences) outlining a policy which you consider would help slow down the rate of population in the developing countries.

‘The money required to provide adequate food, water, education, health and housing for everyone in the world has been estimated at $31 billion a year. World spending on military equipment is in excess of $987 billion’.

3. Write a letter as a Christian explaining why you would like to see less money spent on military equipment and more on responding to the problems of poverty and hunger. (You may use the letter outline to help you if you wish.) 4.Suggest two arguments that might be put forward from a religious perspective to justify rich countries donating more money to help poor people in developing countries.

Plenary

Class DiscussionMoney : Good or BadUsing the statements on the money Good or Bad sheet, decide which of them are good things about money and which of them are bad things about money. Which ones do you agree with and why?

Lesson 2 – Is money always a good thing?

WALT: Examine personal beliefs about money and how it should be used.Starter: Look carefully at the pictures shown. 1. Decide whether or not you could live without each of them. 2. If you could have just two of them, which would you choose and why?3. Which of the items could you most easily do without?Be prepared to share the reasons for your views with the group.

1. Fridge

2. Car3. Television

4. Telephone

7. Mobile Phone

8. Radio

5. Stereo

9. Satellite/Cable TV

6. Computer

10. DVD player

WALT: Examine personal beliefs about money and how it should be used.

Tasks1. Copy the date, title and WALT into your book. (3 mins)2. Read/Listen carefully to the information from ‘Christianity, Islam and Poverty’ (5 mins)

3. You will now work in groups (Your teacher will tell you which group you are working with.)4. Each group will be given a situation card describing who they are for the following activity.

You are starring as a guest on a famous T.V chat show. The host decides to discuss the question:‘Is money always a good thing’The audience on the show will ask you some questions. In your group you need to think of some relevant answers that will display the view of the person you are playing on the issue of money. Where it is relevant, you should refer to the teachings of a religion and what they say about how you should use money. (15 mins)

The questions are:What is your view of money?What is good or bad about your work/life?How has money affected you or changed you?What have you learnt in your life?Are you envious of other people with money?What do you think about other people who have lots/very little money?Be prepared to share your answers with the rest of the group. You may think of other questions that you would like asked/answered. (15 mins)

Plenary

My possessions:Many people in the UK would consider themselves poor if they didn’t have many of the items we reviewed in the starter activity. Yet only 30 years ago ordinary people in Britain would have lived quite happily without them. This activity is designed to make you think about all the material possessions that we take for granted, and what we would have to do if we didn’t have them.

Use the pyramid shape given to you and in it list 5 material possessions that you own or have ready access to, which make your life easier or more interesting. E.g.

Car

PC with Internet access

MP3 player

Mobile Phone

Washing Machine

Plenary continued:Under each one explain how they make your life easier or more interesting. E.g. – A washing machine means we don’t have to take washing to the launderette or do at home by hand.Review your items and then decide which you consider to be basic necessities and which you consider to be luxuries. E.g.

Basics LuxuriesWashing machine (for good hygiene)

MP3 Player (Can listen to music in lots of other ways)

Lesson 3 – Christian attitudes to wealth and poverty.WALT: Examine Christian attitudes to wealth and poverty, how does the Bible instruct Christians to use their money?Starter: Copy the following information into your book (10 mins)Christians believe they should help the poor for many reasons. They believe:Jesus helped poor people in stories from the Gospels, especially in Luke.Jesus taught we should love people and take care of them. We should not ignore people who are in troubleJesus taught there should be justice in the world. There is no justice if some people are very poor and richer people do not help them.Jesus was born into a poor family. He was not rich. Many Christians believe this means that God is on the side of the poor, not the rich people in the world.

WALT: Examine Christian attitudes to wealth and poverty, how does the Bible instruct Christians to use their money?

Tasks1.Copy the date, title and WALT into your book. (3 mins)Use the information from the starter to help you answer the following questions:2. You are walking home from school and you pass a toddler drowning in a shallow canal. There are two people fishing nearby- apparently unaware of the toddler. You know you can save the child at no risk to yourself, although it would mean getting wet. What would you do?3. You are reading a newspaper and find an advertisement asking you for money. It says that £10 can save the life of a child by providing clean water. You have more than £10 saved up, which you were intending to use to buy a CD. What do you do?i) Do you think there are any similarities between these two situations?ii) What would be the appropriate Christian response in each case?.

How should Christians use their money? - Questions

3.Read/Listen carefully to the information from ‘How should Christians use their money’ (5 mins)4. In your book complete tasks 1 and 2 from the worksheet. 5. Complete the questions highlighting how a Christian should respond to people in need.

How should Christians use their money? - Questions

a) Why do you think the young woman in the story chose the minister’s house?b) Do you think the minister was right to turn the young woman away? Give reasons for your answer.

Working in groups your teacher will give you a selection of Bible passages to work on. In the chart given to you fill out each column to reflect the teaching given in the Bible passage.

The Bible and Money:Luke 16:19-31 Matthew 19:16-22Matthew 6:19-21 Luke 21:1-4Matthew 14:15-21 Matthew 19:23-242 Corinthians 8:1 -15Leviticus 25:14 Leviticus 23:35-6Acts 2:44-47 1 Timothy 6:6-10

Passage Whose teaching is this?

What does it say about money?

Christian responses

Groups view/My view

Matthew 6:19-21

Luke 16:19-31

Matthew 19:16-22

Matthew 14:15-21

Passage Whose teaching is this?

What does it say about money?

Christian responses

Groups view/My view

Matthew 19:23-24

2 Corinthians 8:1 -15

Leviticus 25:14

Leviticus 23:35-6

Passage Whose teaching is this?

What does it say about money?

Christian responses

Groups view/My view

Acts 2:44-47

1 Timothy 6:6-10

PlenaryUsing your group work as a foundation, fill in the rest of the table With information gathered by other groups.At the end of the lesson you should have 11 Bible teachings thatexplain how Christians should use their money.

Lesson 4 – Should Christians be rich?WALT: Understand Christian perspectives on the uses and responsibilities of wealth.

STARTER: Read the following list of issues, do you think each situation is fair or not. Be prepared to share your view with the group. (10 mins)Is it fair that a younger sibling goes to bed at the same time as an older sibling? Is it fair that students have to wear uniform but teachers don’t have to? Is it fair that a parent helps a student with coursework? Is it fair that people share music on the Internet without paying for it? Is it fair that, in certain countries, imitation designer clothes are available? Is it fair that for every pound spent on a bar of chocolate only 7p goes to the grower of the cocoa bean?

WALT: Understand Christian perspectives on the uses and responsibilities of wealth.

Tasks1. Copy the date, title and WALT into your book. (3mins)2. Read/Listen carefully to ‘Should Christians be rich’ (5 mins)3. Using the information from the worksheet to assist you, in your book, answer questions 1, 2 and 3. (15 mins)4. You will now be divided into 3 teams to have a race. Each team will be given a product to make and sell. The aim of the race is to make as much money as possible. 5. One person in each team is to take on the role of banker. It will be their job to count up the number of products made and calculate how much they are worth. (So pick someone who is good at Maths)

Everyone else will need to work in pairs within their team. Each pair of students will get a couple of sheets of plain A4 paper, a pair of scissors, a pencil and a stencil If you are in Team A, you will make ‘Coffee’ Team B will make ‘Cotton’ and Team C will make ‘Medicine’. The race will last for five minutes and each product made is worth £1. (5 mins)On your marks, get set, GO!!

Signal for the race to stop – (2.5 mins)

Team A: The buyer of your coffee wants to increase his profits so is no longer prepared to pay £1 for your coffee. Your coffee is now worth only 50p.

Team B: Cheap American cotton is being dumped near to your factory meaning you cannot sell your cotton for £1 any more. Your cotton is now only worth 50p.

Team C: New laws protecting the rights of the inventor of your medicine have been passed. This means people cannot make cheap copies of your medicine any more so your product is in more demand. Your medicine is now worth £2.

Start the race again (2.5 mins)

Bankers in each team, you need to work out how much money has been made in the second part of the race.Other team members need to clear up any mess! (5 mins)Totals:Team A = Team B =Team C =

Plenary (15 mins)

Christians feel everyone is part of God’s creation, that is why they are often motivated to campaign for trade justice. Many Christians would hope to stop certain countries in the world benefiting from trade where others suffer or redress the balance by giving money to support charitable causes in developing countries (Like Sir John Templeton)

THINKING ON YOUR FEET!

You will have a set time to write an answer for the following question.

Students who complete their answer are to come to the front of the room.

I will stand at a point in front of you, designated as the 5 mark milestone.

Read out your answer, (in turn) taking one step for every correctly included point.

The student to reach the 5 mark milestone (with all correct points highlighted to the rest of the group by the teacher) will receive the prize.

‘Money cannot buy happiness.’ Do you agree? Give reasons to support your answer and show that you have thought about other points of view. You must refer to Christianity in your answer. (5 marks)

Lesson 5 – How Christian Aid helps.

WALT: Examine the principle of aid giving and the work of the organisation Christian Aid to establish how it helps those in need.Starter: Read the comments from the sheet ‘Should we give Aid to other countries or not?’Using the comments to guide you, split them into a table showing: Those people who think we should give AidThose people who think we shouldn’t give AidPick out 3 comments that you agree with and explain why you agree with them.(15 mins)

People who think we should give Aid

People who think we shouldn’t give Aid

Lee Ben

Lesson 5 – How Christian Aid helps.

WALT: Examine the principle of aid giving and the work of the organisation Christian Aid to establish how it helps those in need.

Tasks1.Copy the date, title and WALT into your book (3 mins)2. Read/Listen to the explanation of ‘What is Aid’ (5 mins)3.Using the worksheet ‘Which Aid projects are best?’ decide if those listed are good aid projects or not. Copy out and fill in the table. (15 mins)

What is Aid?How do Governments and Charities help

people in other countries?

Food: If a country has a surplus of food (too much) they might give it to a poorer country.

Equipment: Give countries equipment like lorries, tractors and hospital machines.Money: Give money to

buy food and other things

Skills. People with skills, such as doctors, engineers and teachers, are sent out to teach their skills

Disaster relief.If there is a sudden disasterthey would give food, tent andClothes.

Projects: A countryor charity may help payfor a new project, e.g. damsroads, factories that willhelp people.

Project Is it a good idea?

Two reasonsfor your decision.

1. Building a pump in a village so they can always have clean water. Train 2 villagers to be able to repair it if it goes wrong.

2. Build a new factory in the Capital city using the latest machinery from Europe.

3. Build a new road to the Capital city, using local stone and labour.

4. Build a new school for 200 pupils. Train people to be teachers and get some local volunteers to work in it.

5. Build a new hospital with a big maternity unit, using the most modern equipment.

Lesson 5 – How Christian Aid helps.

4. Read/Listen to ‘How does Christian Aid fight poverty?5. Use the information to complete tasks 1, 2 and 3 from page 71 of the handout. (For task 3 you should refer to work done in previous lessons to help you)(15 mins)

Lesson 5 – How Christian Aid helps.Plenary (5 mins)

Complete the worksheet 4.3 ‘How Christian Aid helps’(The slogan can be found at the top of page 70 on the handout.)

Lesson 6 - Which Job? – Christian beliefs about Moral and Immoral occupations.

WALT: Examine the reasons why a Christian might choose to work in a particular occupation.Starter: In groups of 3 use your book to rank the following occupations 1 – 12 in order of how enjoyable you think they would be. 1 = most enjoyable 12 = least enjoyable.Be prepared to share your groups ideas with the class. (10 mins)

Professional footballer Street cleaner Doctor Nurse Teacher Arms dealer Owner of a company that manufactures guns Working in a factory that manufactures guns Con man Pop star Journalist Shop assistant

Lesson 6 - Which Job? – Christian beliefs about Moral and Immoral occupations.

WALT: Examine the reasons why a Christian might choose to work in a particular occupation.Tasks1.Copy the date, title and WALT into your book. (3 mins)2. In the same the groups repeat the exercise, this time ranking the jobs according to how morally good or bad you think each job is. Be prepared to feed your ideas back to the class( 5 mins) 3. Read/Listen carefully to pages 258-259 in Philosophy and Ethics. (5 mins)

4. Using the Bible provided look at the following Bible passages, make notes on what the passages suggest about Christian attitudes to work. Record your results in a table like:(20mins)

Passage What does it say about work?

Christian responses

Groups view/My view

Ecclesiastes 5:18-20

Ephesians 4:25-28

Ephesians 6:5-8

Colossians 3:23-25

Titus 3:14.

5. Class discussion. Which of the occupations from the list in the starter would you say are productive and to contribute usefully to society. Why? Be prepared to justify any statement made. (10 mins)6.Read/Listen carefully to Leviticus 19:9-18, and make a note of what the passage suggests about responsibilities to other people, particularly the powerless and oppressed. (you may add this to your table if you wish to ) (5 mins)

PlenaryOne of the jobs in the starter was Arms dealer (selling guns/weapons to others for profit)Imagine you are in conversation with an Arms dealer who’s defence of his work is summarised below:

• We can’t control what people do with the guns we sell • It’s none of our business if people use the guns to kill people • There’s nothing anyone can do to stop evil, so we might as well profit from it

How do the you think a Christian might answer these arguments, based on the Bible passages already looked at in this lesson? write a conversation between the Arms dealer and a Christian working for the United Nations or for a Peace Keeping initiative in one of the countries where they supply arms. The Christian should try to persuade the dealer to stop selling weapons. You are free to let them be persuaded, or to reject the arguments put forward by the Christian. Write an answer in your book referring to relevant passages where necessary. (10 mins)

Lesson 7 – How should Muslims use their money?

WALT: Examine the teachings of Islam on the different forms charitable giving.Starter: Watch/listen carefully to the video presentation. (10 mins)Copy the following Surah teaching into your book, underneath it explain what it means:‘You will not attain piety until you give what is dear to you’ Surah 3.92 (5 mins)Tasks1.Copy the date, title and WALT into your book. (3 mins)

Lesson 7 – How should Muslims use their money?WALT: Examine the teachings of Islam on the different forms charitable giving.Tasks continued:Working in pairs, use the laminate cards given to you. There are different ones for each pair ‘How to give and why to give’, ‘Sadaqah’, ’Zakah’ and ‘Zakat – ul – Fitr’. Discuss whether poverty in society is only a matter for the individual person or society as a whole. Use this information to answer the questions from the worksheet. Each pair will need to feed back to the class so that every student has a full answer sheet by the end of the lesson.

(20 mins)

Religion, Poverty and wealth – How should Muslims use their money?Use your information sheets to help you answer the questions on the sheet.The ones that you can’t answer will be given to you by other groups later in the lesson.1. List 3 reasons why Muslims give money to charity?i)ii)iii)2. Explain what Sadaqah is and give an example of how a Muslim might perform an act of Sadaqah.………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………3. Which pillar of Islam refers to giving to charity?………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

4. What percentage of a Muslims savings constitutes their Zakah payment?…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….5. Is this all a Muslim should give?, What else is taken into consideration when calculating a Zakah payment?………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………6. When is the Zakat – ul – fitr payment made?…………………………………………………………………………………………………………………………………………………………………………………………………………………..7. What cost is represented by the payment of Zakat – ul – fitr……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..

Sadaqah can be used to help anyone in need. In pairs, brainstorm as many kinds of need as you can think of. For each one decide what form of sadaqah would be the most appropriate and give an example of how it would help.

(15 mins)

Sadaqah is giving…..

Time Prayer

Talents

Money

To support

conve

rts to

Islam

To pay for community workersWho collect zakah

To educate people about Islam

To ra

nso

m h

osta

ges

or p

risoners o

f war.

To help poor members ofYour own community

To look after refugees

Or stranded travellers

To relie

ve people fr

om debt

Using the diagram above as a guide, list all the different types of people Allah wants Muslims to help. What reasons might there be for helping? (The Surahs fromPgs 265-269 in Philosophy and Ethics will help you decide) (15 mins)

Plenary

In your book, briefly explain what Muslims mean when they say:i)Zakah is a form of Ibadah (worship)ii) Zakah is purificationiii) Zakah is a testBe prepared to share your views with the group. (10 mins)

Lesson 8 - What occupation should a Muslim have?

WALT: Examine the reasons why a Muslim might choose to work in a particular occupation.Starter: Read carefully the case study outlining views about Islam and the National Lottery. ( 5 mins)

On Saturday 10th December 1994, the National lottery jackpot won was 18 million pounds. 61 million tickets were bought by people wanting a chance to win the money.The winner turned out to be a Muslim father of three from Blackburn Lancashire.The newspapers were quick to condemn him, quoting how the Qur’an declares gamblers as long term losers. The Islamic position on the lottery is quite clear.The lottery is a form of gambling which is prohibited by the Qur’an. Therefore every Muslim who buys lottery tickets commits an unlawful act. Any money won is viewed as tainted. The Muslim should seek forgiveness from Allah and then dispose of the money in the relief of the destitute, the poverty stricken or homeless etc. If this is done, he may truly be a winner on the Day it matters.

Lesson 8 - What occupation should a Muslim have?

WALT: Examine the reasons why a Muslim might choose to

work in a particular occupation.Tasks1.Copy the date, title and WALT into your book. (3 mins)2. The starter case study states the lottery winner has a chance to be a winner on ‘the Day it matters’. What does this statement mean? Write an answer in your book giving full reasons for your view. (10 mins)

Lesson 8 - What occupation should a Muslim have?

Tasks continued:3. Read/listen carefully to pages 132/133 Chapter 64 in Moral Issues in 6 religions. (5 mins)4.Using this information to assist you, explain the meanings of the terms:Speculation commodity exploitation riba (10 mins)5. Copy the following table into your book, in it give examples of Halal (permitted) and haram (forbidden) occupations for Muslims.(10 mins)

Muslim Occupations

Halal (permitted)

Haram (forbidden)

TeacherLap dancerLandlordSoldier LawyerSocial - workerArchitectBrewery worker

BookieBouncerVideo shop ownerDoctorAstronautAccountantPoliticianFarmerClothes designerBank clerkProfessional poker player

6. Which of the occupations might be permitted but with conditions?(5 mins)

Plenary (10 mins)Match the Hadith sayings to the correct themes and then explain how they might illustrate how a Muslim’s feelings are affected by each situation:a)Unemployment b) begging

c) dishonest marketing

1. ‘On the Day of Resurrection Allah will not look at….the person who swears the truth while lying about his merchandise’ (Hadith)

2. ‘For a person who suffers calamity and loses his property, it is permissible for him to ask until he is able to stand on his own two feet’(Hadith)

3. It is not poverty which I fear for you, but that you might begin to desire the world as others before you desired it, and it might destroy you as it destroyed them.’ (Hadith)

Lesson 9 - How Muslim Aid helps.

WALT: Examine the work of the organisation Muslim Aid to establish how it helps those in need.Starter: Look carefully at the pictures showing work done by the organisation Muslim aid. Which of the means by which they help could be defined as disaster relief and which could be defined as development work? (10 mins)

1. Helping the victims of natural disaster

Muslim Aid has allocated an initial £100,000 towards emergency relief for the survivors of a powerful earthquake of magnitude 6.7 on the Richter scale that struck Yogyakarta, on the island of Java, Indonesia on May 27. Nearly 6,200 people have been killed, and as much as 650,000 made homeless.

2. Education and skills training

Education holds the key to breaking the cycle of poverty by providing a firm foundation on which an individual can build a secure future. Muslim Aid’s education projects cover a wide variety of approaches to education, including traditional schooling methods as well as specialised Islamic education. By providing people with the skills to help them help themselves, Muslim Aid is working to create self-sufficiency amongst the poorer members of the Muslim community.

3. Orphan Welfare 4. Primary Healthcare

It is the responsibility of every individual within the Muslim Ummah, particularly those of us who live in more affluent countries, to ensure that orphans in all parts of the world are taken care of. Muslim Aid is striving to provide relief and support to orphans in the most needy communities of the world. Muslim Aid currently supports orphans in a variety of countries, providing them with food, clothing and a quality education.

Muslim Aid has always had provision of free health care as one of its highest priorities, with a focus on prevention through education and immunisation, and provision of free treatments to the poor.Muslim Aid works to provide hospitals with much needed medicines and medical equipment such as ambulances, x-ray machines and heart monitors for medical care and also focuses - true to the saying that ‘prevention is better than cure’ - on immunisation programmes and mother & child healthcare.

Tasks

1.Copy the date, title and WALT into your book (3 mins)2. Donors to Muslim Aid can choose to sponsor specific projects they carry out. Which of the projects outlined in the starter would you choose to sponsor? Explain your choice. (5 mins)

Tasks continued:

Using the web address http://www.muslimaid.org/Find out more about the work done by Muslim Aid. To begin with,Scroll down to Islamic Knowledge, Click on the left-hand side and choose from the drop down menu the are you wish to research first. E.g. Charity in Islam gives you Surahs that relate to Allah’s teachings on why Muslims must give to charity.Use this researched information to imagine:You work in the publicity department at Muslim Aid. You need to produce a leaflet or new website to encourage people to give to Muslim Aid. It should include – An outline of the origin, aims and aspects of work of Muslim Aid – think about what people might want to knowA reminder of why it is important for Muslims to care for the poor and needy ( supported by quotations form the Qur’an and the Hadith)Ways in which Muslims might help.(30 mins)

Plenary (15 mins)Swap your work with a partner and see if they can Swap your work with a partner and see if they can add any more bits of information to your work to add any more bits of information to your work to help improve it.help improve it.Get them to answer the following questions based Get them to answer the following questions based on your work:on your work:i)i)Does the piece of work clearly outline the origin, Does the piece of work clearly outline the origin, aims and objectives of Muslim aid?aims and objectives of Muslim aid?ii)ii) Does the piece of work give examples of teachings Does the piece of work give examples of teachings from the Qur’an or Hadith and state why they are from the Qur’an or Hadith and state why they are relevant?relevant?iii)iii) Does the piece of work explain how Muslims can Does the piece of work explain how Muslims can give practical help to those in need?give practical help to those in need?

Lesson 10 - Module Assessment

Using pages 252 –259 in Christian beliefs about religion, poverty and wealth .

Pages 264 – 266 –Islamic (Muslim) beliefs about religion, poverty and wealth.

Students should revise for the module assessment, Using this information as the foundation for your answers to one of the given examination questions.

They may take notes, whilst revising if they wish to, but these are not to be used once the question is issued

(20 mins)

ChristianityDescribe the major causes of hunger in the world (8 marks)

Explain why a Christian might regularly give to charity

(7 marks)

‘It doesn’t matter how you earn your money as long as you make enough to live on.’Do you agree? Give reasons to support your answer and show that you have thought about other points of view. You must refer to Christianity in your answer. (5 marks)

IslamDescribe the major causes of hunger in the world (8 marks)

Explain why a Christian might regularly give to charity

(7 marks)

‘It doesn’t matter how you earn your money as long as you make enough to live on.’Do you agree? Give reasons to support your answer and show that you have thought about other points of view. You must refer to Islam in your answer. (5 marks)