Saint Patrick and People of Faith Thematic Unit · Section 01 Patrick Ask the children to research...

Saint Patrick and People of FaithThematic Unit

A CCEA Publication © 2010

Year 5

Contents

Activity One Patrick’s Life 5 Activity Two The Places in Northern Ireland that Patrick May Have Visited 7 Optional Activity: Location Mapper 9 Activity Three Patrick’s Legacy 10

Activity Four Churches and Other Faith Buildings in Your Area 15 Optional Activity: Building Mapper 17 Activity Five Saints’ Names 18 Activity Six Class Visits: Churches and Other Faith Buildings 19 Activity Seven Classroom Visitors of Faith 21

Activity Eight Saintly Qualities 25 Activity Nine People of Faith Who Have Lived Their Faith’s Values 27 Activity Ten Moses 28 Activity Eleven Gandhi 29 Activity Twelve Dalai Lama 30

Section 01Patrick

Section 02Other Saints, Churches and Other Faith Buildings, and Church Visits

Section 03People of Faith

About this Thematic Unit 1

Resources 33

Acknowledgements

CCEA wishes to acknowledge Yvonne Naylor, who developed this Thematic Unit. Thanks go to Norman Richardson for information on Gandhi and to the staff and pupils at Mill Quarter Primary School for permission to use photographs of pupils. Grateful thanks also go to the Religious Education Advisory Group for their assistance in the development of this unit.

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This thematic unit is linked to the Years 4/5 ICL Journeys. In this thematic unit, children develop an awareness of the life and impact of St. Patrick, and explore religious buildings and people who have lived according to their faith. They become aware of the contribution that religious people have had on society in Northern Ireland. They learn that they can make either a positive or negative contribution towards others, and they explore ways in which their own contribution can be positive.

About this Thematic Unit

Children explore: • the life and legacy of St. Patrick;• the location, design and type of religious buildings in their locality;• the names of saints found in their area;• the values and qualities of people who are called saints;• how they may show these qualities in their lives; and• how people of faith have impacted on those around them.

This thematic unit presents children with opportunities to develop some of the skills that meet the statutory requirements of the Northern Ireland Curriculum at Key Stage 2. The focus within this unit is outlined below:

Northern Ireland Curriculum Objective

To develop the young person as an individual.

Key Element Spiritual Awareness

Thinking Skills and Personal Capabilities (TSPC)

This thematic unit focuses on Working with Others.Children will have opportunities to:

• listen actively and share opinions;• give and respond to feedback; • respect the views and opinions of others; and• develop the skills of thinking, problem-solving, decision-making and managing

information.

Cross-Curricular Skills Where appropriate, learning intentions that relate to the cross-curricular skills are signposted. These cross-curricular skills are:

• Communication (Comm)• Using Mathematics (UMaths)• Using ICT (UICT).

Connecting the Learning This thematic unit provides teachers with opportunities to connect learning across the following Areas of Learning:

• Religious Education;• Personal Development and Mutual Understanding; and• The World Around Us.

Aim The aim of this thematic unit is to encourage children to:

• be aware of and appreciate the religious buildings in their area;• understand how one person motivated by faith can impact on others; and• build understanding of the faiths around them.

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SECTION

Patrick

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Section 01 Patrick

Ask the children to research the meaning of the word myth and discuss their answers.

Patrick’s BiographyCreate groups and using appropriate resources, including websites, books, etc., have the children find out as much information as possible about Saint Patrick. Then using ICT and/or art and design materials, have each child create a leaflet about Saint Patrick based on their group’s research. Their leaflets should include the following, plus any additional information they find interesting:

• when he was alive;• where he lived;• where he went/stayed during his life; and• why he is well known.

Encourage them to imagine what Patrick looked like and illustrate pictures to use with their leaflet. Alternatively, they could source illustrations from the web or books.

Children will:• learn more about the real life of Saint Patrick;• research, select, edit and use information from

digital sources (UICT);• generate ideas and possibilities (TSPC); and• structure and sequence their writing (Comm).

What Do We Know?Ask the children if they know any stories or information about Saint Patrick. Use the Think, Pair and Share* or Post-It® Collection* method to generate information. Then, have the children report back to the class what they know about Patrick by using a KWL* grid to note down some of the class’ ideas. These might include some of the following:

• He was from Wales.• He spent his early years in Ireland on the slopes of

Slemish Mountain in County Antrim.• He built his first church near Saul in County Down.• He built his headquarters in Armagh.• He drove all the snakes out of Ireland.• He used a shamrock to tell people about the

Trinity.• He climbed to the top of Croagh Patrick to talk to

God.

Explain to the class that a lot of what we think we know about Patrick is myth, folklore and legend because there is not very much recorded information about Patrick. Instead, people often used stories to retell his deeds.

Activity OnePatrick’s Life

Suggested Learning Intentions

Suggested Learning andTeaching Activities

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St. Patrick and People of Faith

Patrick the AuthorRemind your class about the leaflet(s) they produced and explain that Patrick himself produced two writings – the Confession or testimony and a Letter to the soldiers of a ruler called Coroticus. Remind them that because he lived such a very long time ago, unfortunately there isn’t very much information available about the places he lived in, his work or the life and times in which he lived. Explain that for this reason, many people use the things he wrote himself in order to learn about him.

Next, to help them better understand what life would have been like for Patrick, challenge the children to investigate life in Ireland and Great Britain in the fourth and fifth centuries. Working in groups, ask them to compile five facts about life then. They could use appropriate websites, books, etc. for this. When all groups have gathered their information, have each share their findings with the class.

Next, use Resource A with its accompanying picture set to tell the story of St. Patrick. Then pair the children and have them compare the story to what they found out in their research. What was the same? What was different? Can they list three new, interesting facts that they learned? These might be about where he came from and how he spent his time in Ireland. Bring the class together and ask each pair to share the new facts they have learned. List these on the KWL* grid.

Next, create two headings on the board or flipchart paper, etc. labelled ‘Myth’ and ‘Reality’. Ask the class to differentiate between myth and reality and to place the information they’ve learned about St. Patrick in one of the lists. Ask the class whether they prefer the myth or the reality about St. Patrick and then together discuss their reasons.

Finally, use circle time to find out what more the children would like to learn about St. Patrick.

Go around the circle and have each child complete the phrase: “If I met Patrick, I would like to ask him…” Allow them to note some of the questions, and have them fill the W section of their KWL grid.

* See CCEA’s Active Learning and Teaching Methods for Key Stage 1&2.

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Section 01 Patrick

Children will:• learn more about the places associated with Saint

Patrick in Northern Ireland;• select the information needed for a task (TSPC);

and• locate relevant information and use it

appropriately (Comm).

Travelling in the PastBegin by gathering the class in a circle and passing around a map of Great Britain and Ireland. Ask everyone to:

• find a place on the map that they have visited; • name the place;• say how they travelled there and if they made any

friends there; and• if appropriate, tell the class how long they stayed. Next, ask everyone in the circle to suggest all the different ways we travel today and list these on the board. Then place the class in groups of four to research how people travelled during St. Patrick’s lifetime in the fifth century.

When complete, discuss together what they discovered and list their suggestions on the board. Consider the following questions to prompt discussion:

Activity TwoThe Places in Northern Ireland That Patrick May Have Visited



• How did people travel back then? • In what ways was travel during Patrick’s time

different than the way we travel today? • Are there any similarities?• How much longer would journeys have taken? For

example, the story in Activity One said that Patrick walked 200 miles from the west of Ireland to the east of Ireland and it took him 28 days. Have any of you travelled to the west of Ireland? How long did your journey take? Did you walk like Patrick or travel a different way?

Next, role-play what life might be like travelling in a sail boat. (You could use Bible stories, like Luke 8: 22–25, to describe life on a boat.) Use a parachute to represent the waves, with one child standing on the chute at the centre and the rest of the class around the outside of it holding its edges. Together, make small, gentle waves by gently moving the parachute up and down. Simulate a storm by moving the parachute quickly up and down, as high and as low as they are able. Ask the child in the middle how it feels to be in a gentle breeze and in a storm.

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Next, create groups and provide each with a copy of the map in Resource B. Ask if any of the children have visited any of the places marked on the map themselves. Allow them to use the leaflets they created in Activity One, books and/or newspapers to find out about the places on the map associated with St. Patrick. Each group should also use ICT to write a paragraph about one of these places and share this information with the class. Resource C includes Teachers Notes on each location for your reference.

After researching the places and discussing whether St. Patrick was ever at any of them, ask the class if they feel it’s essential to know that Patrick definitely visited these places. Ask them to explain their opinions.

Conclude the activity by playing ‘All Change’. Organise the class in a circle sitting in chairs. One child stands in the middle of the circle and instructs people to change seats if, for example, they like the colour red. The last person to change seats goes to the middle and the person who was in the middle takes the empty chair. The new person in the middle then give the next instruction to change seats. Instructions might include: “Change seats if you:

• have sent a postcard to someone;• have taken a photograph when on holiday;• would like to sail on a boat;• would like to visit Downpatrick; and• would like to visit Slemish.

Finally, place the class into groups again and ask them to think of all they ways that we record trips away, the places we visit, the places we sleep at, the activities we do and the people we meet so that they can be remembered in the future. Ask them to list as many ways as possible. These might include buying postcards, keeping a travel journal, taking photographs or buying souvenirs. Have each group share their ideas with the class and then pose the following question: If you didn’t keep a journal or it was lost, or if you chose not to write about the places you visited or the people you met, how would people know where you went or the people you met a thousand years from now?

St. Patrick’s JourneyAsk the groups to review the work they did on St. Patrick in Activity One. Ask each group to share one interesting fact about St. Patrick. Discuss if any of the groups noted how he might have travelled or the records he kept.

Remind the class of the story read to them from Resource A: He was taken to Ireland by boat when he was 16 from somewhere on the west coast of Britain; he was enslaved there for six years; he also returned and spent the rest of his life travelling around Ireland sharing the Christian faith and caring for people. Explain that there are many places in Ireland that are associated with St. Patrick, but that in his own writings, he only talks about his time in two of them – his home village of Bannavem Taburniae and the Wood of Voclut (which is thought to have been on the west coast of Ireland in County Mayo). Then explain that because he travelled around Ireland for 30 years, it’s possible that he did visit some of these other places, and that today the class is going to explore some of them.

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Section 01 Patrick

Children will:• Communicate and develop ideas by creating text

onscreen and combining with an appropriate selection of images (UICT).

A visit to the sites associated with St. Patrick may be useful for this activity in order to gather information and take photographs. Use software such as Maps

NI (Infomapper) or Mediascapes to look at a map of the Downpatrick area, where many places have an association with St. Patrick. Maps NI also offers aerial photographs of the locations.

Have the children use the map to locate the exact location of the places listed in Resource B. Then for each site affiliated with St. Patrick, have them attach/upload an appropriate photo and the paragraph they wrote in Activity Two: St. Patrick’s Journeys for others to see.

Optional ActivityLocation Mapper

Suggested Learning Intention


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One legacy we have is St. Patrick’s Day on 17th March. This is the day that Patrick is reputed to have died in around 461 AD. Ask the class what they think of the day and how they spend the day. For example, activities may include some of the following:

• visiting a church;• going to school;• going on a holiday;• attending a service of worship; • celebrating with family and friends;• going on a pilgrimage, for example to Saul,

St. Patrick’s Grave, Slemish, etc.;• attending a parade;• going away to a caravan; and• going for a walk or hike.

After the discussion, challenge the groups to research the different ways St. Patrick’s Day is celebrated. Give each group 15 minutes to gather as much information as they can and then share the information with the rest of the class. Ask the children if they think all children in Northern Ireland celebrate the day in the same way. Discuss how some other countries host St. Patrick’s Day celebrations.

Children will:• learn more about what Saint Patrick has given to

Ireland and how he is remembered today;• learn more about identity, belonging and diversity;

and• listen to and value the contributions made by their

peers (TSPC).

Remembering PatrickUsing the circle time approach, ask the children to think of a special object they own. Try to steer them towards objects of personal value rather than merely expensive ones, for example a treasured soft toy, a special present from a grandparent or a toy their parents used to play with. Ask each to tell the class about their object.

Next, together discuss if they (or maybe someone they live with) own an item that has been passed on to them by someone older, for example an ornament, a piece of jewellery or an old picture. Ask these children to tell the class about this object. Explain that a person who lived long ago can be remembered in different ways – sometimes by objects they left behind, sometimes by their ideas or sometimes by what they have done for others.

Next, arrange the class into groups and ask each group to discuss how St. Patrick is remembered. Examples might include Christianity, St. Patrick’s Day or by symbols such as the shamrock or flags. Have each group share their ideas and as a class discuss their merits.

Activity ThreePatrick’s Legacy



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Section 01 Patrick

Patrick’s SymbolsProvide the groups with Resource D and ask them to talk about the symbols that some people associate with St. Patrick’s Day. They should share with one another what they know about the different symbols. Then, have each group choose one symbol that they don’t know about and are curious about. In turns, allow each group to share this symbol with the class, and invite the other groups to share any knowledge they have about the symbol. Try to ensure that the class discusses every symbol and its possible meanings.

Finish by gathering the children around in a circle. Go around the circle, perhaps passing a shamrock, and finish the sentence “Next St. Patrick’s Day I would like to…”

Patrick’s CrossShow the class the image of St. Patrick’s flag in Resource D. Ask them if they have ever seen this flag flown. Where have they seen it? Ask them if it reminds them of any other flags they have seen and why? Then, show them the image of the Union Jack flag and read the information in Resource E aloud to the class.

After completing this, ask the class to research how the Union Jack came to be formed. Note the flag’s blue background with a white diagonal cross and its red cross to prompt research into patron saints from other regions. Bring the groups together to discuss the findings from the research.

SECTION

02Other Saints, Churches and Other Faith Buildings,

and Church Visits

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Section 02 Other Saints, Churches and Other Faith Buildings, and Church Visits

Where We WorshipPlace the class into small groups of four to six children, give each group a detailed local street map (large scale of approx 1:10,000) and ask them to look for churches. These are indicated on the map by a or a (church with a spire) or a (church with a tower). As a class, discuss if the map provides any other additional information about the churches, for example the shape of the churches, types or denominations of the churches, etc.

Ask the groups to list the different denominations of churches marked. Catholic churches may have ‘RC’ beside the , ‘Presb’ indicates a Presbyterian church, ‘Meth’ a Methodist church, ‘Bapt’ a Baptist church and ‘C of I’ a Church of Ireland church. These details are sometimes only evident on town or street maps. If the maps that you provide do not mark

Children will:• research, select and use information from digital

sources;• develop awareness of and attitudes of respect

towards people from similar and different cultural and religious backgrounds;

• be aware of the changes in their local environment over time;

• interpret information from a range of sources (TSPC); and

• locate and obtain information from suitable sources (Comm).



Activity FourChurches and Other Faith Buildings in Your Area

mosques, temples and synagogues, you may need to obtain photographs of them and indicate their positions for the children.

Next, using the traditional maps and online ones, have each group make a list of the different churches in the area by name and feed these back to the class, then write these on the board. Allow them to use the internet to see if any of your area’s churches have websites and download pictures of the outside of the buildings.

Bring the class together to look at the photographs of the outside of the buildings. Discuss in groups the similarities and differences between the buildings. Have them discuss the names of the churches and why they are so named. Ask the class if they can think of any churches in their area that are named after a saint. Discuss how other churches may have got their names, for example from the street or townland they are located in. Some churches may be named after a person, for example McQuiston Memorial, and you could challenge the groups to research the person who the church was named after.

After comparing the Christian churches, ask the class to look at photographs of the outside of places of worship of other faiths in your area. If there are none, go further afield and try to find ones nearest to you. Discuss whether the place of worship was purpose built, like the Belfast Synagogue, or if the outside looks like a house, for example:

• the Northern Ireland Muslim Family Association (NIMFA) building and prayer rooms in Belfast;

• the Sikh Gurdwara in Derry;• a church such as the Indian Community Centre

and Temple in Clifton Street, Belfast; or • the Quiet Room in Belfast International Airport.

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Symbol SearchPlace your class in small groups, provide each group with the religious symbols in Resource F and encourage them to discuss the symbols associated with churches and non-Christian places of worship. They could also discuss any artefacts, photographs or drawings they saw on the websites of local faith buildings during the previous activity. These will vary according to the particular faiths. They could discuss the colours, materials, similarities and differences between what is on the card and what could be seen on the websites.

Next, assign each group some of the artefacts, photographs or drawings from the churches and

faith places of worship. Encourage the children to share with their group members what they know about the different symbols. Then ask each group to choose one symbol that they know about and can talk about or one that they don’t know and are curious about. Have each group share their knowledge about their chosen symbol with the whole class, or have them explain why they want to know more about the symbol. Ask why they are curious about the symbol they chose?

Close the activity by asking each child to name one new fact that they learned about a local place of worship.

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Suggested Learning Intention

Optional ActivityBuilding Mapper

Children will:• research, select, edit and use information from

given digital sources (UICT).

Explain to the children that they are going to work in groups to research the religious buildings in their area. They could use appropriate websites or books. As well as buildings, you could include religious sites of note, for example Nendrum, Devenish, the Ardboe Cross, the Antrim Round Tower or a graveyard. As a class, negotiate some generic success criteria that could apply to all the religious sites you assign. This could include:

• when the site was built/created/established;• where it is located (its address, town/city);• who worships/worshipped there;• what the spiritual leader is/was called.

Encourage the groups to add additional success criteria that are unique to their site and oversee this, for example important events that happened there, what its function was/is, famous people buried there, etc. When they’ve gathered their information, have them record this in a document using ICT and include a photograph of the site if possible.

Next, allow the groups to share their findings with the class, discuss these together and evaluate each other’s work. Ensure that evaluations are based on the success criteria negotiated earlier in the lesson, and have them use the Two Stars and a Wish* technique to express what they liked and how to enhance the group’s work.

Afterwards, use software such as Maps NI (available on Learning Northern Ireland (LNI)) or Mediascapes to show the children a map of the local area. Explain that this gives a view from above. Then use the software to show them an aerial photo of an area.

Finally, have the groups use the map and aerial photo to work out the location of their building or site and have them attach/upload their photo and research document they created for others to see. They could also use the map software to look at older maps (for example Victorian maps) to see if they can find their building or location marked.

* See CCEA’s Active Learning and Teaching Methods for Key Stages 1&2.


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Children will:• learn more about Irish Saints and their

movements, contacts and work;• research, select, edit and use information from

digital sources (UICT);• find, select and use information from a range of

sources (Comm); and• record and present their findings using

mathematical formats (UMaths).

Name that SaintDiscuss with the class which saints they have heard of and why. What do they know about them? You could gather this information using the Think, Pair and Share* or Post-It® Collection* approaches. If they are struggling, suggest that they think about names that friends in class have and ask if any of these are also saints’ names. Create a class list. (Consider linking to Mathematics and Numeracy by conducting a school-wide survey to find out how many children have names based on saints. Then have the children present the results in a graphical format.)

Next, divide the class into small groups of between four and six. Assign each group saints from the saints cards in Resource G. To start, have each group complete the K and W sections of a KWL* grid. Then, ask each group to write a short report on their assigned saint using ICT. They could use websites or books to conduct their research. Their report should include a map that traces:

• the origins of the saint;• the places he/she travelled to; and• the places he/she worked.

Allow the groups to share the information gathered with the whole class and evaluate each other’s reports. Teachers’ notes on each saint are located in Resource H.

Together as a class, use a map of Great Britain and Ireland to mark the places in Ireland where each group’s saints lived and worked. Then allow each group to take turns and indicate with arrows the places they journeyed to. Ask the class if they are learning anything new about Patrick, or the saints who came after him and their mission and influence in Ireland. (After Patrick, many came from all over Europe to study at the Irish monasteries and Ireland was becoming known as a ‘land of saints and scholars’.) Have the groups complete the L section of their KWL* grid with this information.

To finish the activity, play the alphabet game. Print out each letter of the alphabet on individual pages. Spread the pages over the floor. Ask the children to stand near the letter that is the first letter of the name of the saint (including Patrick) they would most like to meet and what question they would ask. If they are standing at the same letter, ask them to check say which saint they chose, for example Columba or Colman. Discuss which saints are most popular in the class and the possible reasons why, for example the saint the school or local church is named after. Everyone should take turns to share the name of the saint they chose and the question they would ask.




Activity FiveSaints’ Names

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Children will:• explore links between places of worship and the

communities they serve;• understand that places of worship have some

common/similar and some different features;• identify similarities and differences between a

range of buildings (TSPC); and• ask questions about what they see and hear

(Comm).

Suggested Learning Intentions Suggested Learning andTeaching Activities

Activity SixClass Visits: Churches and Other Faith Buildings

Before the VisitComplete Activity Four before beginning this activity. Organise the class in groups for a Carousel* activity. Provide each group with a different coloured marker. Place large sheets of paper around the room. Each sheet of paper should have titles similar to the examples below:

• Exterior of the building;• Musical instruments and how music is used;• Books used during worship;• Seating and how it might be laid out; and• Furnishings and objects inside the building.

Invite each group to record on each flipchart page what they already know about that heading. When each group has completed all the sheets:

• collate the information that the children already have; and

• take note of any misconceptions they recorded or knowledge they don’t appear to have.

Use this insight to shape and direct their visit on the day.

Finally, ask each group to think of questions to ask or discover the answers to when they are at the building, for example:

• Do they sing hymns or songs?• Does the minister, sheikh, rabbi or priest wear any

special clothing for worship services?• Do they sit, stand or kneel during worship?

Note to TeachersIf your school does not have easy access to a place of worship other than Christian churches, consider using online resources like virtual tours, etc.(for example http://pow.reonline.org.uk).

Before any visits, send parents/carers a letter to explain the purpose of the visit and to invite them to attend. Emphasise to parents/carers and the children the importance of showing respect for people who may worship in ways that seem unfamiliar, for example removing shoes or covering hair before entering the prayer room.

Finally, make a preliminary visit on your own to plan the class’ visit carefully in consultation with members of the faith community.

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During the VisitTogether, explore the outside of the building and ask the children to describe what they see. For example, is there a noticeboard? What writing and information is on it? Can they spot symbols of faith? What are the colours of the building? How big is it? What is it made of? What shape is its roof? Are there gardens by the building?

Once inside the building the children should note in a journal, for example, its shape, size, seating, large features such as a pulpit or platform, communion table or podium, reading desks, a baptismal font or ‘pool’ and prayer mats. Resource I also lists a variety of items found in buildings of faith. You may find it useful to provide the appropriate list to the children and have them search for these items during their visit. Consider allowing the children to record the information using a video or still camera, though check with the leaders of the building beforehand for permission. Photos could be used to create a factfile using ICT on return to the classroom.

Look at the windows and any wall paintings, plaques, banners, photographs, calligraphy or statues. Note what they show or tell. In the classroom, discuss the stories or characters who are shown or named and try to work as a class to understand why they may have been shown in that particular building. Look for and note or photograph any musical instruments that are used in the building, for example organ, piano, band instruments and investigate if there is a space for a choir. Allow the class to try to work out where the person leading worship might stand. Explore the building to identify the books people use when worshipping there, for example pew Bibles, Guru Granth Sahib, hymnals, prayer books, the Qu’ran or the Bhagavad Gita. Some buildings may not yield clues to the books they use if they use data projectors during worship.

With help from a minister, priest or other leader, allow the children to pose the questions they prepared earlier. If no one is available during the visit, then arrange a visit to the classroom.

After the VisitBack at the classroom, conduct a circle time and ask the children to complete the following sentences:

• Something that I have seen before is…• Something that I had never seen before today

was… • Something I would like to ask someone who goes

to that place of worship is…


An example of a church visit is available on www.nicurriculum.org.uk in the Key Stages 1 & 2 section of Personal Development and Mutual Understanding.

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Children will:• listen for specific information and ask questions

about what they hear (Comm);• understand common or similar and different

features of our own and other faith communities;• understand better how another faith community

forms part of our larger community; and• identify and use appropriate sources to gain

information/data (TSPC).



Activity SevenClassroom Visitors of Faith

Before the visitInvite a visitor from one of your area’s places of worship. Inform the class who will be visiting and explain that they will be producing a presentation or newspaper about the activities of that faith/denomination. Explain that the visitor will be a good source of information for their project.

Next, ask one or more of the children to prepare a short welcome saying why the visitor has been invited. Place the class into groups, and, having visited a place of worship or researched using the internet and books, ask them to prepare questions that they want to ask in order to gather information for their presentation/newspaper.

Note to TeacherYou may wish to inform parents/carers about the classroom visitor before the visit and invite them to attend, if interested.

Have all the groups feedback their questions to the class. If more than one group has a similar question, together negotiate who might ask that question.

List the questions that have been suggested, and provide these to the visitor in advance to allow them to prepare. Also, inform the visitor of any additional themes that you would like them to cover. During the VisitAsk the visitor how they’d like to be addressed by the class (for example, some Muslim Imams take the title ‘sheikh’). Introduce the visitor to the class and allow the children to present the short welcome they prepared. Invite the class to share what they have been learning about the visitor’s faith and place of worship. Invite the visitor to talk about their faith and to say something about himself/herself and their community, for example where they meet, how many members they have and what kinds of activities they have. Allow the class to ask the questions they prepared earlier.

Next, after the visitor has spoken, arrange the class into groups of three or four and give them a few minutes to discuss further possible questions. Remind them of some of the things they have already learned about the visitor’s faith and place of worship.

In a brief circle time session, invite the children to share their thoughts and experiences of the visit and what they learned.

For related activities, see Living.Learning.Together. Year 6 (CCEA, 2008), Unit 6: Check It Out First! Learning Activity 3: Diversity in My Area.

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SECTION

03People of Faith

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Section 03 People of Faith

Children will:• learn more about values and qualities

demonstrated by Patrick and some of the Irish saints we have learnt about;

• learn about other people who have lived according to their faiths’ values;

• share out activities and roles (TSPC); and• explain their views and thinking (Comm).

What Makes a Saint?Having learned about Patrick and some of the Irish saints, Think, Pair and Share* the children to discuss what they think it means to be a saint. Ask them if anyone has ever said to them “You’re a saint” or if they have heard people they know referred to as saints. What does the saying mean? Allow the class to share their ideas and opinions and list these on the board. Afterwards, explain that it’s not easy to be named a saint. There are lots of requirements, but how the person behaved during their life is extremely important. To be named a saint, a person has to:

• have been an excellent role model in life;• have lived a holy life; and • have behaved excellently throughout their life,

demonstrating: faith, hope, charity, prudence, justice, fortitude and temperance.

As a class, discuss the meaning of some of the words, for example charitable. Explore what charitable people are like and the things that they do. Discuss what being prudent means and how people



Activity EightSaintly Qualities

show this in life. Together discuss what qualities are required to behave justly, etc. Add all the key words and qualities the class comes up with to the list on the board. Then, ask the children to look at the list of saintly qualities and identify one that they would like to have and show to others and explain why.

The Saints’ QualitiesUse an Ideas Funnel* to gather from the class the qualities and values demonstrated by Patrick and some of the Irish saints that are also important to the children personally. Organise the class into groups of four to six children. Provide each group with a sheet of A3 paper and A4 paper, and ask them to decide on each of their roles in the group, such as scribe, timekeeper, facilitator and presenter. In some cases, they may need to share roles. Ask the groups to list on their A3 paper as many qualities and values as possible that are important to them. Next, they must work together to select the three they feel are the most important to them and write these on their A4 sheet. The presenter in each group shares their group’s top three qualities and values with the rest of the class and hangs their A4 sheet on the wall or board to show the rest of the class. In groups, the children look at the qualities and values on A4 sheets and together decide on the one value that they believe is the most important – reaching agreement

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by negotiation and justification. The class should then use the Dot Voting* method to decide on the most important values, explaining why they think it’s the most important quality.

Next, talk about some of the challenges of aspiring to the saintly qualities on the board, for example loving, sharing, and trusting. Ask the class to ponder whether Patrick’s relationship to God was significant. Saints are remembered for living their lives and standing up for their faith in difficult and challenging circumstances. Explore with the class what being a martyr means and discuss how saints were often martyrs.

In small groups, read the story of a more modern person of faith, such as Father Damien of Molokai, Doctor Barnardo, Mother Teresa or someone in their own community. The children should look for some of the qualities and values that could be described as saintly. The group should then present their findings to the rest of the class.

Use circle time to finish the activity. Go around the circle asking the children to share what they have found out about saintly qualities that inspire them.

This activity may be useful with Living.Learning.Together Year 6 (CCEA, 2008), Unit 6: Check It Out First! Learning Activity 3: Diversity in My Area.


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Children will:• learn more about people from a wider range of

faiths; and• locate, sort and present information in a variety of

ways including spoken and written forms (TSPC).

World ReligionsBegin by asking the class about faiths that they know of other than Christianity. They may have discovered some of these in Activity Four as they looked for religious buildings in the local area. Use Think, Pair and Share* to report what the class knows about religious communities. Use a KWL* grid to note down some of these ideas. These might include any of the following and more:



Activity NinePeople of Faith Who Have Lived Their Faith’s Values

faith to find out as much additional information about its traditions and some of its well known followers or famous leaders. Some of the children may belong to different faith communities and may be a useful source of information, too. Ensure that some of the children gather information on Judaism, Hinduism and Buddhism, as they will be looking more closely at three famous leaders from these faiths in the next three learning activities:

• Moses, a well-known leader of the Jewish people;• Gandhi, a well-known and widely admired Hindu

leader; and• The Dalai Lama, a well-known and widely admired

Buddhist leader.

As a class, negotiate how they will present the information they’ve gathered. For example, it could be in the form of a podcast, presentation, leaflet, or website. Alternatively, they could engage in online collaboration and work in groups to create a Wiki** about the faith communities they researched. They could post responses to one another’s work to evaluate it and make suggestions for improvement.

Use circle time to finish the activity. Go around the circle asking the children to share something new that they have learned during this activity. Then ask them to use one of the following phrases:

• “Something I would like to ask a Jewish person is…”;

• “Something I would like to ask a Hindu is…”;• “Something I would like to ask a Buddhist is…”;• “If I met Gandhi, I would like to ask him…”; and/or • “If I met the Dalai Lama, I would like to ask him…”


**A website that allows visitors to the site to easily add, removeand otherwise edit and change some or all of the website content.

Name of Religion Term for FollowerJudaism Jewish/JewsIslam MuslimsHinduism HindusSikhism SikhsBuddhism BuddhistsThe Bahá’í faith Bahá’ísZoroastrianism Zoroastrians

Ask for ideas about ways the class could gather information about each faith community. Introduce a discussion about what the class wants to learn about each community. Using appropriate sites on the internet, or books, ask each group to choose a

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Leader of the JewsAsk if any of the class has heard of Moses. Ask if anyone knows what religion he was. (Note that some children may not understand why he is not Christian if he appears in the Bible, so you may need to explain that Moses lived long ago before Christianity began and that he followed the Jewish faith). Explain that he was a very important leader of the Jews. Then, read the Biblical passages found in Exodus 3: 1–10 and Exodus 17: 1–16 to give the class background information about Moses.

Inform the class that they will be working in groups to learn more about the life of Moses and will be using the information they find to write a short biography about him. Their biography should include the following:

• when he lived;• what age some people believe he lived to be; and• descriptions of the important events in his life.

Allow them to carry out their research using the internet or books.

Next, give each child a card from Resource J. Each contains information about Moses. Using the Clustering* approach, ask the class to group themselves into the following clusters:

Children will:• learn more about the life of Moses and his

qualities as a leader; and• work with others to reach an agreement (TSPC).



Activity TenMoses

• things that might be useful as a leader;• information about his family; and• things that might hinder him being a leader.

If you think of other clusters that suit the cards, add them to the list.

Next, discuss as a class why they joined their cluster. What information appears on their card? Once everyone has shared their card’s information on Moses, challenge each cluster to find one more piece of information about Moses that would fit their cluster category.

When finished, use Think, Pair and Share* to talk about Moses. If necessary, read some of the Biblical passages aloud and have pairs answer the following questions to prompt discussion:

• Do you think Moses was a good leader? • What were the qualities of leadership that he had? • In what ways would he not have seemed a good

choice as leader? • Would you have picked him to be your leader?

In a plenary session, create groups and ask the children to share with their group members the story about Moses that most inspires them.


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A Hindu LeaderInform the class that they will be working in groups to learn more about the life of Gandhi, a man who lived by his Hindu beliefs. Explain that they will be using the information they find to write a short biography about him. Their biography should include the following:

• when he was born and died; and• descriptions of the important events in his life.When the groups have completed their biographies, distribute copies of Resource K to each group and read his story together. Compare what the children found out during their research with the facts presented in the story and discuss if they learned anything new about Gandhi from the story.

Next, discuss Gandhi as a man who tried to create change through non-violence. Consider using the following questions to help prompt discussion:

• What do you think of Gandhi’s idea about not using violence?

• Do you think non-violence works? • Can you give an example of when it has worked or

might work?

Children will:• learn more about the life of Gandhi and his belief

in non-violence;• participate in a role-play simulation (TPSC); and• be able to use a biography format to develop and

present information (Comm).



Activity ElevenGandhi

• Gandhi once said, “An eye for an eye makes the whole world blind.” What do you think he meant by this and do you agree?

Allow the children to use a map or websites, such as Google Earth, to locate the countries of India, Pakistan and Bangladesh. Explain to the class that India, Pakistan and Bangladesh (formerly East Pakistan) were one country prior to independence in 1947. Explain that they were separated into three countries due to pressure from the Muslims for a country of their own.

Non-Violent SolutionsAs a class, think about conflict at home or in the classroom. There are useful Scenario Cards in Living.Learning.Together. Year 5, Unit 2, pp 22–23. Choose a number of these cards or think of/add your own and write them on the board.

Create groups and give each group one of the scenario cards. Ask them to think about and discuss how to resolve the conflict in a non-violent way. The groups should use a drama technique such as Freeze Frame* or a mime to present the different scenarios.

Observe the groups and select one to perform their scenario. Use the ‘Forum Theatre’ technique, where the actors or observers can stop the action at any time in order to discuss or refine the conflict resolution non-violently. New roles may be added or onlookers may take over existing roles.

To conclude, ask each group to discuss and share with the class one thing that Gandhi did that they admire.


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A Story of BuddhismAsk the class to list what they think they know about Buddhism. After discussion, explain that the class will be gathering information on this religion. Together, agree which topics they are to gather information on, for example celebrations, important symbols or countries with large numbers of Buddhists, etc. Place the class into groups and ask them to research using appropriate sites on the internet and books.

Next, gather the class and tell the story of the Buddha (Prince Siddhartha) by using the pictures

Children will:• learn more about the life of the Dalai Lama;• weigh up the pros and cons in a decision and

choose the best solution (TSPC); and• structure and sequence their writing (Comm).



Activity TwelveDalai Lama

and short story in Resource L. Afterwards, ask the children to write down one thing that they admired about the Buddha, giving their thoughts and opinions.

Pair the children and have them compare their opinions about the Buddha. With this strategy, each pair reaches an agreed position and then records their answer. They then join another pair to form a group of four and undertake a similar process – merging again to form a group. As the groups get bigger they can appoint a spokesperson/scribe. At the end, the two large groups merge to discuss and determine a whole-class position on the issue.

Talk about Buddhism as a class. What information did they learn during their research? Then, arrange the class into groups to discuss what they think are four or five of the key features of Buddhism. Each group should then state their opinion and the class should discuss the four or five key features.

Finally, look at the Buddhist Robes in Resource M. What more can we learn about Buddhism from the symbolism of the robes?

The Ocean TeacherInform the class that they will be working in groups to learn more about the life of the Dalai Lama, the leader of the Buddhist faith. Explain that they will be using the information they find to write a short biography about him. Their biography should include:

• what each group thinks the six main points about his life are; and

• any other information about him that they think is important for a biography.

Allow the groups to use websites or books to carry out their research. When they have completed their biographies, allow them to evaluate one another’s.

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Next, share with the class that the Dalai Lama is a follower of the ‘middle way’, which is described in the story of the Buddha and other Buddhist teachings. Remind them of the previous activity where they discussed and decided on the key features and essence of Buddhism. Together, discuss how close the life of the Dalai Lama comes to their decision about the essence of Buddhism.

Finally, explain that the Dalai Lama has visited Northern Ireland more than once and spoken to religious and political leaders and heads of state in his quest to reconcile unionists and nationalists; British and Irish; Catholics and Protestants. As a closing activity, ask the class to imagine that His Holiness, the Dalai Lama, has come to visit their class.

If possible, display a photo on the board of the Dalai Lama and talk about his Buddhist robes. See what they can remember about the symbolism of the robes. Let them take turns to tell him what they will do for peace in Northern Ireland.

Resources

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Resources

Resource AThe Story of Saint Patrick

In this story, Patrick’s own words from his own writings appear in quote marks.

Patrick was born somewhere in Roman Britain near the end of the fourth century – 390AD. His father, Calpurnius, was a deacon (which means he was almost as important as the priest in the church). His grandfather, Potitus, was a priest in the Christian church and he owned a large house and lots of land near a village, probably near the west coast of Britain. Patrick would have grown up speaking an old Celtic language but he also spoke Latin. When he was 16, he was kidnapped by a band of Irish raiders who shipped him to Ireland as a slave.

He was sold and set to work to look after sheep. This was a hard time for Patrick – being a slave in a strange land without the security of family life. In his Confession, he wrote about this time and how he converted to God after praying many prayers each day and remembering the words from the Gospels that his family had taught him. His faith continued to grow in spite of all the hardship he experienced.

He had been a slave for six years when he had a dream. He described his dream in his Confession. In the dream, he heard a voice urging him to leave for home and saying that his ship was ready. When the dream was over, he did as the voice had told him. He explained that he travelled a distance of perhaps 200 miles to reach that ship, and three days later he arrived in a land he describes as “a deserted country”. He travelled through this country for 28 days. Although danger and hardship continued, he journeyed without fear because he trusted God to protect him.

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“After a few years”, he eventually made it home to Britain to his people and became a deacon like his father. Then one night came the call to return to Ireland. Patrick had a vision of a man called Victoricus from Ireland, who was holding countless letters in his hand that were “the voice of the Irish” from “beside the wood of Voclut1, which is near the western sea”. In the vision, the Irish voices were calling out to him, “We beseech you, come and walk among us once more.”

1The wood of Voclut is the only Irish place name mentioned in any of Patrick’s writings. This area is said to be in the north of County Mayo near the present day town of Killala. This suggests that the place where Patrick spent time looking after sheep was in the west coast of Ireland rather than Slemish. It also explains why he travelled 200 miles to get to a ship travelling east or south east.

Patrick came back to Ireland as a bishop or “overseer” somewhere around the year 430AD. He had come back to the land of his captivity, the place where he had found his faith in God, “to preach the Gospel, and to suffer insult from unbelievers…and many persecutions even unto bonds and …to give even my life without hesitation…and it is there I wish to spend it until I die.” He had with him his Latin Bible (or part of it), some financial support and the help of a few Christians. He remained in Ireland, his “adopted” country, for some 30 years spreading a simple Gospel.

Patrick travelled all around Ireland, “baptised many thousands of people”, “ordained” leaders (which means he created church leaders) and started communities and churches. He never claimed to be the first Christian to come to Ireland, and some communities may have already existed but would have been hard to find. There is plenty of evidence that Patrick taught people about the Trinity – the three in one – Father, Son and Holy Spirit. But there is little to show that he used a shamrock to help teach this.

Patrick died some time around 461AD and not long before this, he wrote his Confession – a record of his journey with God and a statement of faith.

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Resources

Resource BPlaces Associated with Patrick

1. St. Patrick’s Cathedral Armagh2. Down Cathedral and St. Patrick’s Grave3. Saul Church4. Struell Wells5. St. Patrick’s Stone Coney Island6. Nendrum7. Slemish Mountain

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1. St. Patrick’s Cathedral ArmaghIt is said that Saint Patrick built a stone church here on the hill known as Drum Saleach (Sallow Ridge) in the year 455AD, the beginning of Armagh Cathedral. Armagh Abbey was one of the most famous of the great Irish monastic schools and had students from all over Europe. While there is no evidence that Patrick established his headquarters here, this very old site is still an important place to many people, and many travel to it on St. Patrick’s Day every year. 2. Down Cathedral and St. Patrick’s GraveDown Cathedral has been a place of pilgrimage for 1500 years. The massive granite stone in the graveyard marks the possible site of Saint Patrick’s grave. Many Christian people leave wreaths here every 17th March to remember his life and good deeds.

3. Saul ChurchSome of the stories told about Saint Patrick say that when he returned to Ireland to share his faith, Christianity, with the people here, he landed at the mouth of the Slaney river. Here he preached to the locals, including the chieftain, Dichu, who let him use his barn to shelter in. Sabhal is the Irish word for stable and now the name of Saul is known for being the first ecclesiastical site of Patrick’s mission in Ireland. The whole region is full of stories about Patrick. A church was built on the site and close by on the side of a mountain a huge statue was erected in his memory. The mountain was also renamed Slieve Patrick.

4. Struell WellsStruell Wells are situated about a mile from Saul. There are four wells. It is thought that the wells have healing powers. Holy wells like these can be found throughout Ireland. Many believe that Patrick blessed the wells, and there is still a tradition of pilgrimage and bathing at Struell Wells.

5. St. Patrick’s Stone Coney IslandThis is said to be a spot where Patrick rested when he visited the island in the 5th century.

6. NendrumNendrum is where St. Machaoi’s monastery once was. Nendrum is located on Mahee Island and today only the remains of the monastery can be seen. St Machaoi was a contemporary of St. Patrick. Machaoi converted to Christianity after meeting Patrick and his monastery helped Ireland to become known as ‘the land of saints and scholars’ in the 6th century.

7. Slemish MountainSlemish Mountain in County Antrim is believed to be the place where Patrick spent six years as a slave when he was 16, after he was captured at his home in the west of Britain and brought to Ireland by raiders. Slemish is still a place of pilgrimage for many remembering Patrick on St. Patrick’s Day, 17th March.

Resource CDescriptions of Patrick’s Places

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Resources

Resource DSymbols Associated with St. Patrick’s Day

For you onSt. Patrick’s

Day

Hail, Glorious St. PatrickHail, glorious Saint Patrick! We honor thy name,tho’ Erin may claim thee, the world knows thy fame.The faith of our fathers is our treasure, too.How holy the thought, that they learned it from you.Thru crosses and trials its fire burn bright,they show us the way, and the truth, and the light.Great Saint! intercede, that we always may be,devoted and loyal, true children of thee.Our love and devotion be ever like thine,our thought be of Jesus, our heart be His shrine.And when to the end of life’s path we have trod,be near us great bishop, anointed of God.

All images © iStockphoto.com

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Resource ESt. Patrick’s Flag

The Union Flag and the Saint Patrick’s Cross

There are three parts of the UK’s Union Flag. These are the English red cross of Saint George, the diagonal Scottish Saint Andrew’s cross (blue on white background) and the diagonal Irish Saint Patrick’s cross (red on white background). The Saint Patrick’s cross was added to the original version of the Union Flag in 1801 when the United Kingdom of Great Britain and Ireland was formed.

The Saint Patrick’s cross is also used as a symbol by the Church of Ireland (Anglican) and some churches fly it on Saint Patrick’s Day, other Holy Days and special occasions. It is the only flag (apart from the compass-rose symbol of the Anglican Communion) that is officially permitted to be flown on Church of Ireland buildings or church grounds.

Some people feel that Saint Patrick should not have a cross because unlike other saints who have crosses named after them, he was not martyred. Martyred means the person suffered and was killed for sticking to their religious beliefs. Both Saint George and Saint Andrew were martyred. However, others believe he does deserve to have his own cross and flag and be included in the UK flag because he is the only one of the three saints who almost certainly was involved with the country he represents: Ireland. There is less evidence that Saint George was involved in England and that Saint Andrew was involved in Scotland.

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Resources

Resource FReligious Symbols

Nine pointed starBaháí symbol

The KhandaSikh symbol

Celtic CrossChristian symbol

CrucifixChristian symbol

Chi-RhoChristian symbol

Star of DavidJewish symbol

MenorahJewish symbol

OmHindu symbol

Stained Glass (telling biblical story)Christian symbol

Dharmacakra(The Eight Spoked Wheel of Dharma)

Buddhist symbol

Crescent Moon and StarMuslim symbol

The Jain HandJain symbol

All images © iStockphoto.com

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BuddhaBuddhist symbol

DreidelJewish symbol

Allah (God) written in ArabicMuslim symbol

Communion Cup or ChaliceChristian symbol

LecternChristian symbol

Fish with alpha and omega symbolsChristian symbol

AltarChristian symbol

Denominational Logo Denominational Logo

A Hindu DeityHindu symbol

Baptismal FontChristian symbol

PulpitChristian symbol

Methodist Logo © of Trustees for Methodist Church PurposesPresbyterian Logo © Presbyterian Church in Ireland

All other images © iStockphoto.com

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Resources

Resource GSaints Cards

Saint Brendan(Clonfert)

Saint Brigid(Kildare)

Saint Colman(Dromore)

Saint Columba(Donegal and Iona)

Saint Columbanus(Bangor)

Saint Comgall (Bangor)

Saint Finnian(Nendrum, Movilla)

Saint Gall(Bangor)

Saint Kevin(Glendalough)

Saint Malachy(Down, Armagh)

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Resource HTeacher’s Notes for Saints CardsSaint BrendanSaint Brendan was born in Tralee and founded a monastic school in Clonfert. He travelled to many of the islands around the coasts of Ireland and Scotland and is believed to have travelled to Iceland.

Saint BrigidBrigid lived about the same time as Patrick and founded a religious community at Kildare. She is said to have made a cross out of rushes to comfort a dying man – this cross is known as a St Brigid’s cross.

Saint ColmanColman lived in the sixth century. He may have studied at Nendrum and became bishop of Dromore. One of his pupils is thought to have been Saint Finian.

Saint ColumbaColumba was born at Gartan in Donegal. Colum means dove and cille means church. He left Ireland in 563AD and set up a community on the island of Iona off the west coast of Scotland.

Saint ColumbanusColumbanus came from Leinster, went to Bangor and spent many years in the monastery there with St Comgall. In about the year 590AD, he set off with twelve companions for France. Travelling through France and Switzerland, he eventually settled in Bobbio in North Italy.

Saint ComgallComgall was the founder and first abbot of Bangor abbey. It is said to have been the largest monastery in Ireland at that time, with as many as 3,000 in the community at one time. Comgall visited Columba in Iona and worked closely with him.

Saint FinnianFinnian was educated at the abbey of Nendrum on Mahee Island on Strangford Lough. After many years in Scotland, he came to Movilla, outside Bangor, to start his monastery. He is well known for the many books and manuscripts that he copied.

Saint GallSaint Gall came from Leinster to Bangor and was trained in the monastery there by Comgall. He set off as a missionary to Europe with Columbanus and others in 589AD.

Saint KevinSaint Kevin is associated with Glendalough in County Wicklow. Here, Kevin lived a quiet life as both a poet and a musician, and his influence was strong for many centuries.

Saint MalachyMalachy was responsible for a lot of the rebuilding and restoration of the church and various Christian communities in Ireland after the Vikings. One of these was the Abbey of Down, which belonged to the Benedictines. He also undertook the rebuilding of the cathedral at Armagh.

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Resources

Resource IItems in Buildings of Faith

Synagogue

• Mezuzah• Scarves/kippahs• Torah scrolls • Holy Ark • Star of David• Rails• Books• Menorah• Hebrew writing

Temple

• Om lettering• Shoe rack• A bell• Statues• A pot of water• An arti lamp• A small pot for coloured paste• Food• Incense holder

Mosque/Prayer Room

• Qur’an • Prayer mat• Shoe-rack • Wudu (washing facilities)• Mihrab (an alcove in the wall showing the

direction of Mecca)• Minbar (platform )• Zakat box (charity box)• Arabic writing

Church

• Seats/pews• Colourful stained glass windows• A pulpit • A platform• A baptismal font or pool• A reading desk/lectern • Hymn books• Musical instruments • Paintings/banners/statues• A communion table or altar

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Resource JMoses Cards

His name means ‘drawn out of the water’ because Pharaoh’s daughter found him, floating on the Nile in a basket and removed him from the water.

He had a sister called Miriam.(Exodus 15; 20)

He killed an Egyptian. (Exodus 2:12)

He was a refugee, which means he left quickly where he used to live because of danger.(Exodus 2:15)

He married Jethro’s daughter, Zipporah. (Exodus 2:21)

He was a shepherd.(Exodus 3:1)

He met God in a burning bush. (Exodus 3; 1-10)

He had difficulty when speaking.(Exodus 4:10)

He led the people of Israel out of Egypt. (Exodus 13:19)

He had a brother called Aaron.(Exodus 4:14)

He wasn’t always very obedient. (Exodus:4:13)

He sometimes had to use his staff to demonstrate how God supported and provided what his people needed.(Exodus 17:1-16)

He wrote down the Ten Commandments. (Exodus 20)

He wasn’t allowed to lead the people into the Promised Land because he lacked faith. (Deuteronomy 1:37)

He died in Moab. (Deuteronomy 34:5)

Historically, Jews and Christians have believed that Moses was the author of the first five books of the Bible (the Law of Moses).

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Resources

Resource KGandhi Story Gandhi (1869–1948)

Mohandas Karamchand Gandhi was a famous Indian leader during the first half of the 1900s. India is a very big country in southern Asia, but for many years it was ruled by Britain as part of the British Empire. In the early 1900s many people in India wanted independence (their country to be free to rule itself), and Gandhi became one of its leaders.

India is home to the followers of several different religions, especially Hinduism and Islam. Gandhi was brought up in the Hindu religion, but he learned a great deal from other religions and believed that people of all religions could work together for peace and freedom.

Gandhi was born into a wealthy Indian family and as a young man he travelled to England to study and become a lawyer. After this, he moved to South Africa. There, ‘non-white people’ (such as black people, Asian people and people of mixed race) were treated unequally and unfairly by the country’s white rulers. Indians like himself were also treated unfairly. So he worked as a lawyer there for over 20 years to help improve things for Indians. While in South Africa, he learned a great deal about how to work to change things peacefully, without using violence.

When he returned to India in 1915, the people there were still trying to make their country independent from Great Britain and rule itself. He quickly became one of the main leaders in this struggle, but he remained determined to make this happen without using physical force or even violent language. Instead, Gandhi’s weapons were love, refusal to hurt another human being, and respect for all people as children of God.

Gandhi and many others wanted Britain to give India complete freedom, or independence, and they made many protests against the British laws they had to follow. One of the most famous of these was the Salt March in 1930. This march was to complain about the unfair taxation of salt. Taxation is when extra money

has to be paid for a product, and that money goes to the government. It makes products more expensive. Salt was very important for Indian workers, and the tax on salt was making it very expensive to buy. The law also said that Indians could only buy salt from the British government. The people of India did not think this was fair.

Gandhi started with 78 men and planned to march for 24 days to the sea, but as they went along they were joined by thousands of villagers who also thought the salt tax was unfair. Gandhi picked up some salt from the beach as a sign that he was deliberately breaking an unjust law by possessing salt that was not bought from the British government. Around the same time, protestors, who believed in not using weapons to fight with, raided the salt factories near Bombay. As they advanced, the police struck them on their heads with steel sticks. The courage of the protestors, who did not fight back against the police hitting them, made such an impression on others in the world that people began to be more sympathetic to India’s desire for independence – far more than if the demonstrators had used violence and hit back.

Although he was imprisoned several times, Gandhi continued working for Indian freedom, even travelling to England at one stage to argue his case. Although he was not successful during this visit, many ordinary people in England liked him and were sympathetic. Children called him Uncle Gandhi and ran to hold his hand. He made friends with his security guards and later sent each of them a gold watch engraved “With love from M.K. Gandhi”.

Gandhi was particularly concerned about the poor living conditions of many people in India. He, himself, lived a very simple life and encouraged others to do the same.

In India, people are divided into four castes* or groups. Some people in India who did not belong to a caste were known as ‘untouchables’. These people were left only the very worst jobs, such as sweeping the streets. Gandhi gave these people a special name – Harijans – which means ‘Children of God’. His work

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gradually helped to improve life for the untouchables and to change people’s attitudes towards them. Over the years, people grew to respect Gandhi so much that they gave him a special title; they called him Mahatma, which means ‘Great Soul’.

After many years of struggle, India was given her independence in 1947 and was a free country allowed to make its own laws. But Gandhi was very disappointed that it was split into two separate countries: India, where it was expected that most of the Hindu people would want to live, and Pakistan, where it was expected that most of the Muslim people would want to live. There was terrible fighting between some Hindus and Muslims as different groups moved from one place to another. Half a million people were killed. Gandhi felt that his life’s work had been useless, but he fasted (decided to stop eating) to try to encourage Hindus and Muslims to work together. After five days, a group of Muslims, Hindus, Christians and Jews came to Gandhi and signed a promise to respect each other, and so he started eating again.

Less than a year later, on 30th January 1948, Gandhi went to lead one of his regular open-air meetings for prayers. There he was shot dead by a young man who believed that Gandhi had let down the Hindus in India.

Today, Gandhi is remembered by people in India as one of their greatest ever leaders. But many other people around the world also look up to Gandhi as someone who taught people that they should work for peaceful, non-violent ways of resolving their differences.

*The different social and religious groups to which Indians traditionally belong. There are four main ones.

Adapted from People Who Need People by Norman Richardson (Churches’ Peace Education Programme and Stranmillis University College, 2005)

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Resources

Resource LThe Story of Prince Siddhartha

1. Two thousand five hundred years ago, in the city of Kapilavastu, in India, Queen Maya had a dream that filled her with joy. It was about a big white elephant. Her husband, Suddhodhana interpreted the dream – soon they would have a son – a prince. Sure enough, Prince Siddhartha was born soon after in the Lumbini wood not far from the city. Asita, a local hermit, predicted that Prince Siddhartha would be a wise teacher and show the world how to escape pain and death.

2. Although Siddhartha lived in luxury, he would often put his toys aside to sit quietly and meditate*. The Prince loved animals and also became a great athlete and horseman. Through meditation, he stayed calm and alert in everything he did. His father was pleased with him, but he worried about Asita’s prediction. He decided to protect Siddhartha from knowing about pain and death by keeping him in the palace and allowing him to see only joy, youth and beauty.

3. Deciding it was time for his son to marry, the king invited princesses to come to the palace. Siddhartha fell in love with Yashodara at first sight. He chose her as his bride by offering her a garland of fragrant flowers. The newlyweds were very happy amusing themselves in the palace gardens, and the following spring they had a son, Rahula. Suddhodhana was no longer worried about Asita’s prophecy.

4. One day Siddhartha asked his father if he could visit the city, “How can I be king of a people I have never seen and who haven’t seen me?” Suddhodhana agreed, but ordered that the old, the poor, the sick and the dying be kept away from the streets and squares. Channa, his charioteer, drove Siddhartha through the streets of Kapilavastu. The prince became troubled and full of questions when he saw an old man. On a second visit to the city, he saw a sick woman. The king tried to distract Siddhartha from his sad thoughts, but Siddhartha wanted to return to the city, and this time he saw a funeral. Learning of the existence of death, Siddhartha wondered how he could meet and defeat it. On the way back to the palace, they saw a beggar under a tree who told them he was seeking enlightenment*.

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5. Siddhartha escaped from the palace on Kanthaka, king of the horses, and took Channa with him. They went to Bhargava, where Siddhartha asked Channa to return to the palace with the horse and messages for his family. He was 29. He swapped his grand clothes with those of a beggar, dressed in a dark brown robe and met Arada, a master of wisdom, who told him about enlightenment.

6. He chose hunger as his enemy and for six years he meditated under a banyan tree in the forest, surviving on less and less food every day. Then seeing that fasting* didn’t work, he began to take food again until he regained his strength. He continued to meditate until he learned about the cycle of birth and rebirth. Then he became the Buddha or ‘awakened one’.

7. After two months, the Buddha decided to share his teachings about ‘the middle way’ between having too much and too little because he found having too much and too little unsatisfying. His Four Noble Truths and the foundation of all Buddhist beliefs are:

1. All human life is suffering.2. All suffering is caused by human desire.3. An end of human desire is the end of human sufferings.4. An end to all the desire can be achieved by following

the Eightfold Noble Path of:• Right Understanding• Right Thought• Right Speech• Right Action• Right Livelihood• Right Effort• Right Mindfulness• Right Concentration.

For the next 45 years, the Buddha founded an order of monks and at the age of 80, attained Parinirvana (freedom from the cycle of birth and death).

* You may want to explain/discuss this vocabulary with your class before reading the story to them.

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Resources

Resource MBuddhist Robes

Shaved HeadTo overcome vanity and attain happiness.

Donka - Upper GarmentV-neck collar representing jaws of death. Make every moment of life meaningful. Thin blue thread on sleeves represents Buddha’s teachings - remember to practise them.

ChogyuYellow robe for wisdom.Many different pieces are stitched together representing Buddha’s teaching on interdependence.

Mald108 beads for prayer and mantras.

BagFor special books.

ZenRed robe under the yellow is for concentration.

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Useful Websites:

Saint Patrick’s Journeyhttp://www.bbc.co.uk/saintpatrickActivities about Saint Patrick, monastic life and Saint Patrick celebrations

Saint Patrick Centrehttp://www.saintpatrickcentre.comIncludes text of St. Patrick’s Confession

Downpatrick Cathedralhttp://www.downcathedral.orgHas information about St. Patrick and virtual tours around the cathedral and grounds

Northern Ireland Environment Agencywww.ni-environment.gov.ukProvides information about ecclesiastical sites in County Down, Nendrum and Struell Wells as well as ‘Saint Patrick in County Down Guide Card’

The Four Largest Christian denominations (in NI) http://www.irishmethodist.orghttp://www.presbyterianireland.orghttp://www.catholicireland.nethttp://www.ireland.anglican.orgFor information about churches in their area or diocese. Many churches have produced a history of their ‘congregation’, which may be useful.

Virtual Tours of Religious Buildings:

Jewish Synagoguehttp://scheinerman.net/judaism/SynagogueAn American website – the Jewish tradition is not exactly the same as the Belfast Synagogue

http://atschool.eduweb.co.uk/sirrobhitch.suffolk/synagogue Background information and a photographic virtual visit

Muslim Mosquehttp://atschool.eduweb.co.uk/sirrobhitch.suffolk/mosqueA photographic virtual visit, with notes, prepared by a primary school in England

Sikh Gurdwarahttp://magazines.scholastic.co.uk/content/2751 A useful article from Junior Education

Hindu Temple (Mandir)http://www.cleo.net.uk/resources/displayframe.php?src=200/consultants_resources/re/templel/index.htmFor a 360 degree visit

Northern Ireland Interfaith Forumwww.niinterfaithforum.orgContains contact details for many faith communities in Northern Ireland

Mediascapeshttp://www.createascape.org.uk

Television:

See You See MeBuildings of Faith (SELB A/V catalogue numbers are shown)

TQ 0178 The Christian Church TQ 0227 The Jewish Synagogue TQ 0273 The Muslim Mosque TQ 0319 The Sikh Gurdwara

Testament: The Bible in AnimationTP 0286 Moses

Quest: Animated World Faiths

Film/DVD:

Molokai: The Forbidden Island (PG)Explores the life of Father Damien

Radio:

Together: Four SaintsRL 0594 St. Patrick

Together: An Assembly for SchoolsThey Made the DifferenceRH 0261 Peace: Mahatma Ghandi

List of Suggested Resources

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Resources

Books:

Barney’s BairnsNorthern Ireland Joint Board Religious Education Advisory GroupISBN: 1 90048530 3

Comparing Protestant and Roman Catholic Churches NICLR [1992]

People Who Need PeopleRichardson, Norman. The Churches’ Peace Education Programme [2005]ISBN: 0 9521636 3 2

The Pilgrim The Island and the Dove, A Story of Saint ColumbaRichardson, Norman and Naylor, Yvonne. The Corrymeela Press (1997)ISBN: 978-1873739129

Looking at Churches & Worship in IrelandRichardson, Norman. The Churches Peace Education Programme (1992 Revised Edition)

A Tapestry of Beliefs: Christian Traditions in Northern IrelandRichardson, Norman. Blackstaff Press [1998]ISBN: 978-0856406331

Saint Patrick and the Early Christian ChurchBelfast Education and Library Board

From Past to PresentRE P7 Module 8North East Eastern Education Library BoardContains information about St. Patrick and St. Brigid

CCEA accepts no responsibility or liability for any material supplied by or contained in anyof the linked websites and does not necessarily endorse the views expressed within them.We cannot guarantee that these links will work all of the time and we have no control overaccountability of the linked pages.

Saint Patrick and People of Faith Thematic Unit · Section 01 Patrick Ask the children to research...

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