<p>Whole lesson (100 minutes) on Marxist views on religion. Lesson is fully supported by the PPT and includes a starter, student led investigation of key Marxist ideas, diamond 9 activity on the critique of the Marxist view, exam question and comparison activity across Functionalism, Marxism and Feminism. Follows on from my lesson on Functionalism. Text referenced is Webb, Westegaard, Trobe and Townend book 2.</p>

<p>Whole lesson (100 minutes) on Functionalist view of religion. Follows on from my previous lesson on Durkheim. Lesson includes a starter, information slides, an activity to evaluate the different functionalist views and a practise 20 mark question at the end. Where a textbook is referenced this in the new Webb, Westegaard, Trobe and Townend book 2.</p>

<p>Whole lesson (100 minutes) on Feminist views of religion. Includes a starter, student led investigation into feminist views and a negotiated assessment activity for students to apply their knowledge. Follows on from my Marxism lesson. Text referred to is Haralambous.</p>

<p>Full lesson (lasts 100 minutes) to discover Durkheim’s theory of religion. Students create their own totem poles to investigate the extent to which religion is the worship of society. Text referenced is Webb, Westergaard, Trobe and Townend for the new A Level.</p>

<p>This lesson looks at The Civil Rights Movement and The New Christian Right. It considers why one was more successful in bringing about social change than the other, whilst leaning on the work of Steve Bruce to attempt to explain this disparity. The lesson starts by asking students to consider key extracts from the Declaration of Independence to get them thinking about the nature of American Society and then sets students off on an investigation into the 2 movements. After students have presented their findings there is an evaluation and discussion task to consider why one was more successful than the other - using Bruce. The final 2 slides are repeats from the first lesson in the series (Weber) to add to notes around religion as a force for change and to re-iterate the homework/prep/independent learning tasks which students should carry out throught the unit (typically each unit lasts a fortnight). This lesson is planned for 100 minutes and uses Webb, Westergaard, Trobe and Townend Book 2.</p>

<p>This lesson looks at Weber’s work on the Protestant Work Ethic as well as giving an introduction to the Religion and Social Change topic of AQA Beliefs in Society. There is a starter looking at Martin Luther King’s “I have a Dream” speech which is based on the activity in Webb, Westergaard, Trobe and Townend (there are resources for this that you can get from the book website - obviously I couldn’t upload them here but you can get them for napier for free). The lesson includes a think, pair, share activity, an information gathering exercise, discussion and an evaluation taks on Weber. The final slide gives ideas for homework/prep for the unit. Information for the gathering exercise is included in “4 Features of Calvinism” document.</p>

<p>Information slide show presentation on the issues surrounding secularisation. Opportunities for discussion throughout, there are questions posed on the PPT. Helpful for revision of content.</p>

An assembly to look at why human relationships are so important. This links into work that has been done through tutor time on positive relationships. Students are now looking at how relationships can benefit us as individuals and also reflecting on the importance of commitment in relationships. I really struggled to find any resources on here on this topic - hence I had to do it myself. Hopefully it will help someone else out.

Lesson plan and resources to introduce the 3 Ways of Thomas Aquinas (Cosmological)

Students select the 9 most valid critique of the cosmological argument and put into a diamond nine formation.