Lower Secondary Religious Education Student's Book 2

STUDENT’S BOOK 2

LOWER SECONDARY

Religious Education

Religious EducationLOWER SECONDARY

STUDENT’S BOOK 2

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Religious EducationLOW

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Lower Secondary Religious Education is a new three-level series covering the six major religions in the Caribbean: Christianity, Judaism, Hinduism, Islam, Rastafarianism and Revivalism.

In this book, students delve deeper in to the history, core beliefs and symbolism of each religion, and examine religious leadership and places of worship, including pilgrimage sites. It also explores how people worship and key religious festivals.

Key features:

• Covers every topic from the point of view of six major religions, enabling students to get a balanced view and range of perspectives

• ‘In the Caribbean’ sections provide real life examples within the region which students will be able to relate to

• Did you know?, What do you think? and class discussion features give students the opportunity to share their thoughts and knowledge in a structured, safe environment

• End of chapter review and assessment questions not only check understanding but also stimulate critical thinking and analysis of topics

This course has been written through a close collaboration between experienced Caribbean teachers and religious education experts:

Tessa Bernard • Liam Gearon • Jill Morris Kenneth Runcie • Colinnet Wiltshire-Brown

I S BN 978-0-230-44857-5

9 7 8 0 2 3 0 4 4 8 5 7 5www.macmillan-caribbean.com

Find us on Facebook/macmillancaribbean

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Find us on Twitter@MacCaribbean

STUDENT’S BOOK 2

LOWER SECONDARY

Religious Education


STUDENT’S BOOK 2

STUD

ENT’S B

OO

K 2


ER SECO

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STUDENT’S BOOK 2

LOWER SECONDARY

Religious Education

Lower Secondary Religious Education is a new three-level series covering the six major religions in the Caribbean; Christianity, Judaism, Hinduism, Islam, Rastafarianism and Revivalism.

This book introduces the history, core beliefs and symbolism of each religion, and examines religious leadership and places of worship, including pilgrimage sites. It also explores how people worship and key religious festivals.

Key features:

• Introduction and objectives at the start of each chapter

• Review and assessment at the end of each chapter

• Examples and case studies throughout

• Did you know? and What do you think? segments to reinforce each topic and test students’ understanding

• Class discussion tasks to give students the opportunity to share their thoughts and knowledge

• End-of-year test to help students assess progress

• Glossary of key concepts and terms


STUDENT’S BOOK 3

STUD

ENT’S B

OO

K 2




I S B N 978-0-230-42694-8

9 7 8 0 2 3 0 4 2 6 9 4 8


This book examines stewardship – personal, corporate and environmental – and how to be a good steward in these three areas. It also explores the religious response to ethical issues such as capital punishment, scientific developments and war.

Key features:


• Review and assessment at the end of each chapterExamples and case studies throughout

• Did you know? and What do you think? segments to reinforce each topic and test students understanding






STUDENT’S BOOK 3

www.macmillan-caribbean.com

Find us on Facebook/macmillancaribbean Find us on Twitter@MacCaribbean

STUDENT’S BOOK 3

LOWER SECONDARY

Religious Education

STUDENT’S BOOK 3Religious Education

LOWER SECONDARY

Tessa Bernard • Liam Gearon • Jill Morris • Kenneth Runcie • Colinnet Wiltshire-Brown

I S B N 978-0-230-44857-5






This book examines stewardship – personal, corporate and environmental – and how to be a good steward in these three areas. It also explores the religious response to ethical issues such as capital punishment, scientifi c developments and war.

Key features:









STUDENT’S BOOK 3

STUDENT’S BOOK 3

LOWER SECONDARY

Religious Education

STUD

ENT’S B

OO

K 3




I S B N 978-0-230-44858-2





STUDENT’S BOOK 2

LOWER SECONDARY

Religious Education



Key features:









STUDENT’S BOOK 3


LOWER SECONDARY



I S B N 978-0-230-42694-89 7 8 0 2 3 0 4 2 6 9 4 8

Lower Secondary Religious Education is a new three-level series covering the six major religions in the Caribbean; Christianity, Judaism, Hinduism, Islam, Rastafarianism and Revivalism. This book examines stewardship – personal, corporate and environmental – and how to be a good steward in these three areas. It also explores the religious response to ethical issues such as capital punishment, scientific developments and war. Key features:• Introduction and objectives at the start of each chapter• Review and assessment at the end of each chapterExamples and case studies throughout• Did you know? and What do you think? segments to reinforce each topic and test students understanding • Class discussion tasks to give students the opportunity to share their thoughts and knowledge • End-of-year test to help students assess progress • Glossary of key concepts and termsThis course has been written through a close collaboration between experienced Caribbean teachers and religious education experts:

Religious EducationLOWER SECONDARY STUDENT’S BOOK 3

www.macmillan-caribbean.comFind us on Facebook/macmillancaribbean Find us on Twitter@MacCaribbean

STUDENT’S BOOK 3

LOWER SECONDARY Religious EducationSTUDENT’S BOOK 3Religious Education

LOWER SECONDARY


I S B N 978-0-230-44857-5



I S B N 978-0-230-42694-8

9 7 8 0 2 3 0 4 2 6 9 4 8



Key features:









STUDENT’S BOOK 3



STUDENT’S BOOK 3

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Religious Education


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Key features:










I S B N 978-0-230-44857-5





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This book introduces the concept of religion and why Religious Education is important. It also explores religious rites of passage and how people express their religion through food, clothing and art.

Key features:








STUDENT’S BOOK 1

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Religious Education


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I S B N 978-0-230-40647-6






STUDENT’S BOOK 3

LOWER SECONDARY

Religious Education


STUDENT’S BOOK 3

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STUDENT’S BOOK 2

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Religious Education



Key features:









STUDENT’S BOOK 3

STUD

ENT’S B

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I S B N 978-0-230-42694-8

9 7 8 0 2 3 0 4 2 6 9 4 8



Key features:









STUDENT’S BOOK 3



STUDENT’S BOOK 3

LOWER SECONDARY

Religious Education


LOWER SECONDARY


I S B N 978-0-230-44857-5







Key features:









STUDENT’S BOOK 3

STUDENT’S BOOK 3

LOWER SECONDARY

Religious Education

STUD

ENT’S B

OO

K 3




I S B N 978-0-230-44858-2





STUDENT’S BOOK 2

LOWER SECONDARY

Religious Education



Key features:









STUDENT’S BOOK 3


LOWER SECONDARY



I S B N 978-0-230-42694-89 7 8 0 2 3 0 4 2 6 9 4 8

Lower Secondary Religious Education is a new three-level series covering the six major religions in the Caribbean; Christianity, Judaism, Hinduism, Islam, Rastafarianism and Revivalism. This book examines stewardship – personal, corporate and environmental – and how to be a good steward in these three areas. It also explores the religious response to ethical issues such as capital punishment, scientific developments and war. Key features:• Introduction and objectives at the start of each chapter• Review and assessment at the end of each chapterExamples and case studies throughout• Did you know? and What do you think? segments to reinforce each topic and test students understanding • Class discussion tasks to give students the opportunity to share their thoughts and knowledge • End-of-year test to help students assess progress • Glossary of key concepts and termsThis course has been written through a close collaboration between experienced Caribbean teachers and religious education experts:

Religious EducationLOWER SECONDARY STUDENT’S BOOK 3

www.macmillan-caribbean.comFind us on Facebook/macmillancaribbean Find us on Twitter@MacCaribbean

STUDENT’S BOOK 3

LOWER SECONDARY Religious EducationSTUDENT’S BOOK 3Religious Education

LOWER SECONDARY


I S B N 978-0-230-44857-5



I S B N 978-0-230-42694-8

9 7 8 0 2 3 0 4 2 6 9 4 8



Key features:









STUDENT’S BOOK 3



STUDENT’S BOOK 3

LOWER SECONDARY

Religious Education


LOWER SECONDARY


I S B N 978-0-230-40647-6







Key features:









9780230448575_cover.indd 1 28/10/2015 12:45

STUDENT’S BOOK 2

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Religious EducationTessa Bernard •

Liam Gearon •

Jill Morris •

Kenneth Runcie •

Colinnet Wiltshire-Brown •

Macmillan Education 4 Crinan Street, London, N1 9XW A division of Macmillan Publishers Limited

Companies and representatives throughout the world.


ISBN 978-0-230-48339-2 AER

Text, design and illustration © Macmillan Publishers Limited 2016 Written by Tessa Bernard, Liam Gearon, Jill Morris, Kenneth Runcie and Colinnet Wiltshire-Brown

The authors have asserted their rights to be identified as the authors of this work in accordance with the Copyright, Design and Patents Act 1988.

First published 2016

All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, transmitted in any form, or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publishers.

Designed by Jen Glover

Illustrated by Peter Bull Art Studios

Cover design by Clare Webber and Macmillan Education

Cover photographs:Alamy/Janine Wiedel Photolibrary Front & back cover (br); Corbis/Don Hammond Front & back cover (tl), Corbis/Godong/robertharding Front & back cover (tc); Getty/ Xavier Arnau Front & back cover (bc), Getty/Holger Leue Front & back cover (tr), Getty/ Kenneth C. Zirke Front & back cover (bl).

Picture research by Catherine Dunn

Typeset by Orchard Publishing, Cape Town

The publishers would like to thank Julia Sander for her valuable contribution.

The author and publishers would like to thank the following for permission to reproduce their photographs:

Alamy/Art Directors & TRIP pp41, 108, Alamy/CuboImages srl p19, Alamy/Cummins, Richard p70, Alamy/Danita Delimont p107, Alamy/funkyfood London - Paul Williams p35, Alamy/ Richard Gleed p141, Alamy/Rostislav Glinsky p127(r), Alamy/imageBROKER p97, Alamy/Images & Stories p127(l, c), Alamy/INTERFOTO p43(bl), Alamy/Jon Arnold Images Ltd p72, Alamy/LatitudeStock p170, Alamy/National Geographic Image Collection pp44, 173(tl), Alamy/Neneo p74, Alamy/Nikos Pavlakis p78: BRAND X PICTURES pp22, 102; Corbis/Tony Arruza p52, Corbis/Eye Ubiquitous p135, Corbis/Annie Griffiths Belt p90, Corbis/Pascal Deloche p33, Corbis/Julain Kumar p45, Corbis/Kazuyoshi Nomachi pp30, 32, Corbis/ANDREA DE SILVA pp133, 140, 166(br), Corbis/Ken Steinhardt p134(bl), Corbis/Alison Wright p57, Corbis/xPACIFICA p109; Getty Images p165, Getty/Gonzalo Azumendi p77, Getty/Bachrach p51, Getty/Jim Ballard p159(r), Getty/BULENT KILIC p155, Getty/Omar Chatriwala p100, Getty/chokkicx p159(l), Getty/Education Images p43(tl), Getty/ezzat p101, Getty/Muhannad Fala’ah/Stringer p31, Getty/Godong /UIG via Getty Images pp46, 169(tl), Getty/Cultura Travel/Philip Lee Harvey p113, Getty/Hindustan Times p110, Getty/Kami Kam p98, Getty/Daniel Lai p169(cr), Getty/Leemage p134(cr), Getty/Philippe Lissac p42, Getty/ Donald Nausbaum p118, Getty/Robert Nicholas p89(bl), Getty/Lynn Pelham p173(cl), Getty/Religious Images/UIG p114, Getty/Print Collectorp26, Getty/Andreas Rentz p119, Getty/Caroline Schiff p89(tl), Getty/uniquely india p168, Getty/Virgo Productions p10; The Gleaner Company (Media) Limited/Ian Allen pp53, 58, The Gleaner Company (Media) Limited/Paul Williams Photo pp123, 124, 179; Macmillan Publishers Ltd pp68, 121; National Archives of Jamaica p59; PA Images/Gregory Bull p56, PAImages/David McFadden pp13, 172, 176; Robert Harding World Imagery/Julien Garcia p106; Thinkstock/Tahsin Aydogmus p158, Thinkstock/Cyoginan p82, Thinkstock/Fuse p148, Thinkstock/Gorkemdemir p154, Thinkstock/MKucova p138, Thinkstock/poco_bw p50, Thinkstock/rglinsky p156, Thinkstock/Vingeran p166(bl), Thinkstock/ Marisa Allegra Williams p91, Thinkstock/ZvonimirAtleti p8.

Our grateful thanks to John Powell for permission to reproduce his work: Adam and Eve 2014 (all rights reserved) p15

http://www.macmillan-caribbean.com

iii

Contents

Section 1 The history of religion 1

1 The history of Christianity 2 • Beginnings 2 • Jesus 3 • The Bible 10 • Christian beliefs 13

2 The history of Judaism 18 • Beginnings 18 • Abraham, Isaac and Jacob 18 • Jewish scriptures 23 • Jewish beliefs 26

The history of Islam 29 • Beginnings 29 • The Prophet Muhammad 30 • The Qur’an 33 • Islamic beliefs 35

4 The history of Hinduism 39 • Beginnings 39 • Hindu deities 40 • Hindu scriptures 43 • Hindu beliefs 45

4 The history of the Rastafari Movement and Revivalism 49 • Rastafari beginnings 49 • Rastafari leaders 51 • Rastafari holy books 52 • Rastafari beliefs 54 • Revivalist beginnings 55 • Revivalist leaders 58 • Revivalist holy books 61 • Revivalist beliefs 61Section 1 Review 64

Section 2 Religious places of worship and symbolism 67

1 Christian places of worship and symbolism 68 • The church 68 • Christian leaders 74 • Christian pilgrimage 77 • Christian symbols 79

2 Jewish places of worship and symbolism 86 • The synagogue 86 • Jewish leaders 89 • Jewish pilgrimage 90 • Jewish symbols 91

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Islamic places of worship and symbolism 95 • The mosque 95 • Islamic leaders 98 • Islamic pilgrimage 99 • Islamic symbols 102

4 Hindu places of worship and symbolism 106 • The mandir 106 • Hindu leaders 109 • Hindu pilgrimage 110 • Hindu symbols 112

4 Rastafari and Revivalist places of worship and symbolism 117 • Rastafari places of worship 117 • Rastafari leaders 118 • Rastafari pilgrimage 119 • Rastafari symbols 120 • Revivalist places of worship 121 • Revivalist leaders 122 • Revivalist pilgrimage 123 • Revivalist symbols 124Section 2 Review 127

Section 3 Religious festivals and worship 129

1 Christian festivals and worship 130 • The Christian year and festivals 130 • Christian worship and prayer 136

2 Jewish festivals and worship 144 • The Jewish year and festivals 144 • Jewish worship and prayer 149

Islamic festivals and worship 153 • The Islamic year and festivals 153 • Islamic worship and the Five Pillars of Islam 158

4 Hindu festivals and worship 164 • The Hindu year and festivals 164 • Hindu worship and prayer 167

4 Rastafari and Revivalist festivals and worship 172 • The Rastafari year and festivals 172 • Rastafari worship and prayer 174 • The Revivalist year and festivals 177 • Revivalist worship and prayer 178Section 3 Review 182

End-of-year test 184

Glossary 190

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s e C t i o n 3 : r e l i g i o u s f e s t i v a l s a n d w o r s h i p

Other Islamic festivals and celebrations

There are other Islamic festivals, but not all Muslims celebrate them.

Lailat al QadrLailat al Qadr – the Night of Power – takes place during Ramadan and marks the night when the Qur’an was first revealed to Muhammad by Allah. Some Muslims pray all night, or read and recite the Qur’an. Lailat al Qadr is a good time to ask for forgiveness.

Milad al NabiMilad al Nabi celebrates Muhammad’s birthday, the 12th of the Islamic month of Rabi al Awwal. However, many Muslims do not celebrate this day as they do not think that Muslims should have a festival that is not about Allah. In some countries, streets and mosques are decorated and illuminated at night and the day has a carnival atmosphere. However, this date also marks Muhammad’s death, in 632 CE, so this festival is not all about celebration of his birth.

Muslims who do mark this day may go to gatherings where there are speeches about the life of the Prophet. As well as recounting the Prophet’s life, salutations and songs in his praise are recited.

Some Muslims donate to charity. Families gather together, feasts are arranged and food is served to guests and the poor.

Lailat al MirajLailat al Miraj recalls Muhammad’s night journey and the time he spent in Heaven. According to the Qur’an and Islamic tradition, Muhammad was taken on a long journey during a single night in the year 621 CE. Muhammad is believed to have ridden a white horse-like animal called Buraq from Mecca to the ‘farthest mosque’ in Jerusalem, where he was taken up into Heaven and given instructions about how Muslims were to pray (Figure 13.3).

In some countries, people celebrate Lailat al Miraj by lighting candles and electric lights and illuminating whole cities for the evening.

figure 13.3 The Al Aqsa Mosque in Jerusalem is believed

by Muslims to be the spot from which Muhammad went

into Heaven.

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AshuraAshura, the tenth day of the Islamic month of Muharram is important to Muslims for different reasons. Shi’a Muslims remember the death in battle of Hussein, a grandson of Muhammad. For other Muslims, Ashura marks the day that Noah was able to leave the ark after the flood and also the day that Moses led the children of Israel out of Egypt.

In some Shi’a communities, there is mourning, and processions and plays about the martyrdom of Hussein. Some people also choose to whip themselves to show how upset they are. Other Muslims fast for two days, as they believe that Muhammad did this in honour of Moses.

Al HijraAl Hijra is the Muslim New Year. It marks the Hijra (or Hegira), in 622 CE, which is when Muhammad went from Mecca to Medina and founded the Islamic community there. Although not all Muslims celebrate this festival, it is a very important date in Islam because it marks the beginning of the Islamic calendar and the beginning of the Ummah.

Lailat al Bara’hLailat al Bara’h, which means Night of Forgiveness, takes place two weeks before Ramadan. Muslims ask for forgiveness for their sins. They believe that their destiny for the next year is written on this night. Some Muslims pray in the mosque and some at home. Muslims also remember loved ones who have died on this night.

I N T H E C A R I B B E A N

hosayIn Trinidad and Tobago there is a celebration called Hosay, which occurs at the same time as Ashura. The main festival takes place in Port of Spain. Hosay is a Shi’a Muslim festival, as it remembers the martyrdom of Hussein and the death of his brother, Hassan, but it is open to people from all religions or none. The festival has Indian origins, so it is also celebrated by people with Indian heritage.

Hosay lasts for four days. On the first night, Flag Night, people walk the streets with flags, which remember the battle of Karbala, at which Hussein died. On the second and third nights, tadjahs (models of mosques) are carried through the streets. There is also drumming. On the fourth day, there is a daytime procession. Those taking part used to throw the tajdahs into the sea on this day, but they can be offered to any body of water.

Tadjahs are accompanied by drums.

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Islamic worship and the Five Pillars of Islam

1 What do these words mean?a) Ummah b) Eid c) Sunnah

2 Which Muslim festival remembers or celebrates:a) Muhammad’s night journey?b) the giving of the first verses of the Qur’an?c) the end of Ramadan?d) Muhammad’s birthday?e) the death of Hussein?

3 a) What is Hosay, and where is it celebrated?b) How is Hosay celebrated?

C H E C K YO U R L E A R N I N G

Sufism and dervishesSufism is Islamic mysticism. In the Muslim world, it is called tasawwuf.

Sufi orders or groups – called tariqas – stress the importance of their teachers, who believe they can trace their lines back to Muhammad. Their most important aim is to be very knowledgeable about Islam and be close to Allah.

Sufis’ place great emphasis on spirituality. In order to remember Allah, Sufis repeat the 99 names of Allah, or sometimes verses of the Qur’an. They believe that by doing this, they can know Allah better and experience him and his love in this world.

Some Sufis are known as whirling dervishes, because as they practise dhikr Allah (remembrance of Allah), they work themselves into a trance-like state by turning round and round very fast, as a kind of physical meditation. Not all Sufis do this. One order that does is called the Mevelvi, from Turkey. Your teacher may be able to help you to find videos of them.

Whirling dervishes are most common in Turkey.

Muslims believe that everything they do should be to worship Allah. The main way in which they do this is by making sure their lives are guided by the Five Pillars of Islam. Following the Five Pillars gives every day of a Muslim’s life a framework and ensures that Muslims put their faith first. The Pillars also help Muslims to put their faith into practice and to do good things for other people.

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The Five Pillars of Islam

The Five Pillars are as listed below. Shahadah – a declaration of faith that sums up Muslim beliefs Salah – prayer Zakat – giving to others Sawm – fasting Hajj – making a pilgrimage to Mecca

ShahadahThe Shahadah is the First Pillar of Islam. It is a short creed, stating the most important Muslim beliefs. The word Shahadah comes from Arabic and means to witness, or to testify. The words of the Shahadah (translated) are:

There is no god but Allah, and Muhammad is the messenger of God.

The Shahadah can also be seen as a gateway into Islam and an invitation to explore the faith further. The Shahadah is found on national flags of Saudi Arabia and Afghanistan (Figure 13.4).

figure 13.4 The flags of Saudi Arabia (on the left) and Afghanistan (on the right). Both are

Muslim countries, and both flags include the Shahadah.

A person converting to Islam must say the Shahadah three times.

DID YOU KNOW?

SalahMuslims pray (or perform salah) five times a day: before sunrise – Fajr noon – Zuhr afternoon – Asr after sunset – Maghrib evening – Isha.

Many Muslim men go to a mosque to pray, but prayers can be said in any clean place. Women often pray at home. In Muslim schools and businesses, lessons and work stop to allow people to pray.

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Muslims are traditionally called to prayer by the adhan sounding from the minaret of a mosque (Figure 13.5). In Islamic countries, the adhan is a very familiar sound. Traditionally, it is performed by a muezzin, but nowadays it is sometimes a recording. In some countries, the adhan may be heard only within the mosque.

Muslims try to pray with other Muslims. All Muslims wash before they pray. There is a set pattern for this ritual washing, called wudu in Arabic (page 96). When praying, Muslims face towards Mecca.

Many Muslims go to the mosque to pray, especially on a Friday afternoon because Friday is the Islamic holy day. However, salah can be performed anywhere that is clean. Many Muslims carry a prayer mat with them, especially if they are travelling around. They may also carry a compass so that they can work out the direction of Mecca. When they perform salah, Muslims can also add their own, personal, prayers, called du’a.

Performing salahWhen Muslims pray in a mosque, they perform a series of set movements. A single set of movements and words is called a rak’ah (Figure 13.6). During prayer, Muslims must focus and concentrate as though in the presence of Allah.

If Muslims are travelling, or not able to get to a mosque, they can say prayers in any place that is clean. However, Friday afternoon prayers are fard – obligatory.

DID YOU KNOW?

1 A Muslim man about to pray stands facing in the direction of Mecca and expresses his intention – niyyah – to pray.

2 He then says ‘Allahu Akbar’, which means ‘God is great’ in Arabic and raises his hands to his ears (Figure 13.6a).

3 He then stands with hands folded across his chest to recite to himself the first chapter in the order of the Qur’an (Figure 13.6b).

4 He then bows with his hands on his knees and says ‘Glory be to God, the Most Great’ three times (Figure 13.6c).

figure 13.5 The call to prayer.

Some Muslim women go to the mosque to pray, but women pray separately. Why do you think this is? Many Muslim women pray at home.

CLASS DISCUSSION

a b c d e

figure 13.6 Performing salah.

Lower Secondary Religious Education Student's Book 2

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