Knowing Religion sample chapters by Collins

Key Stage 3 Knowing Religion Biblical Literacy

Key Stage 3

Biblical Literacy

Series Editor: Robert Orme This Knowing Religion Student Book helps you to:

Robert Orme

• Gain an overview of the Bible’s contents through a compelling narrative, extraordinary people and fascinating facts. • Explore some of the most famous and inﬂuential stories ever written. • Develop your knowledge with 32 lessons covering the Old Testament as well as the life and teachings of Jesus.

• Acquire the knowledge that will help you excel when studying monotheistic religions at KS3 and in GCSE RS.

Key Stage 3

Judaism

Christianity

Islam

Hinduism

Andy Lewis

Robert Orme

Tristan Elby

Knowing Religion: Student Book

Judaism Student Book 978-0-00-822771-5

Christianity Student Book 978-0-00-822770-8

Knowing Religion: Student Book

Islam Student Book 978-0-00-822772-2

Knowing Religion: Student Book

Hinduism Student Book 978-0-00-822775-3

Key Stage 3

Buddhism

Sikhism

Neil McKain

World Religions: Judaism, Christianity and Islam

World Religions: Hinduism, Buddhism and Sikhism

Robert Orme and Andy Lewis

Tristan Elby and Neil McKain

Knowing Religion: Student Book

Sikhism Student Book 978-0-00-822774-6

Knowing Religion: Student Book

World Religions: Judaism, Christianity and Islam Student Book 978-0-00-822768-5

Free Teacher materials available on www.collins.co.uk

27678_Biblical_literacy.indd 2

Knowing Religion: Student Book

World Religions: Hinduism, Buddhism and Sikhism Student Book 978-0-00-822769-2

ISBN 978-0-00-822767-8

9 780008 227678

Robert Orme

Knowing Religion: Student Book

Buddhism Student Book 978-0-00-822773-9

Biblical Literacy

• Think critically about the Bible and practise extended writing and essays with questions for each topic.

Key Stage 3

• Remember key vocabulary, people, facts and concepts using the ‘Knowledge organiser’ at the end of each unit.

Knowing Religion: Student Book 21/03/2017 14:42

Contents INTRODUCTION

UNIT 1: Old Testament: Genesis

1.1

What is the Bible?

1.2

Creation

1.3

The Fall

1.4

Cain and Abel

1.5

Noah and the ﬂood

1.6

Abraham and Isaac

1.7

Jacob and his sons

1.8

Joseph in Egypt

Knowledge organiser

UNIT 2: Old Testament: Exodus to exile 26 2.1 The early life of Moses

2.2 Moses and the burning bush

2.3 The 10 plagues and the exodus

2.4 The Ten Commandments

2.5 The Judges

2.6 David and Goliath

2.7 David and Bathsheba

2.8 Elijah and exile

Knowledge organiser

UNIT 3: New Testament: The life and teachings of Jesus

3.1

What is the New Testament?

3.2

The birth of Jesus

3.3

The baptism and temptations of Jesus

3.4

The miracles of Jesus

3.5

Who were the Pharisees?

3.6

The parable of the good Samaritan 58

3.7

The parable of the prodigal son

3.8

Outcasts, love and forgiveness

Knowledge organiser

UNIT 4: New Testament: Jesus in Jerusalem

4.1

The cleansing of the Temple

4.2

The Last Supper

4.3

The plot against Jesus

4.4

The cruciﬁxion of Jesus

4.5

The resurrection of Jesus

4.6

Why did Jesus die?

4.7

Pentecost and the conversion of Saul

4.8

The travels and letters of Paul

Knowledge organiser

INDEX

ACKNOWLEDGEMENTS

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Old Testament: Genesis In the first section of this book, you will explore some of the most famous and influential stories found in the first book of the Bible – Genesis. You will examine what it says about the creation of the world and also the first humans – Adam and Eve. You will see how they disobey God and discover why one of their sons becomes the first of many murderers in the Bible. You will also examine why God decides to flood the earth, why he tells a man called Abraham to kill his son and how he looks after a man named Joseph, who finds himself imprisoned in a foreign land as a result of jealousy and lies.

Unit 1: Old Testament: Genesis

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1 1.1

What is the Bible?

1.2

Creation

1.3

The Fall

1.4

Cain and Abel

1.5

Noah and the flood

1.6

Abraham and Isaac

1.7

Jacob and his sons

1.8

Joseph in Egypt

Knowledge organiser

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Unit 1: Old Testament: Genesis

Knowledge organiser Key vocabulary ark The ship built by Noah to survive the ﬂood bless To award God’s protection and favour to someone circumcise To remove a male’s foreskin covenant An agreement or promise between God and people cup-bearer Someone who serves wine in a royal household descendant A future relation, for example, a child or child’s child faith Trust in God the Fall Adam and Eve’s disobedience towards God by eating the forbidden fruit, bringing sin and evil into the world Garden of Eden The garden created by God for Adam and Eve to live in Genesis The ﬁrst book in the Bible; it literally means ‘origin’ Israelites The name given to Abraham’s descendants, chosen by God to be a great nation and have their own land

myth A story that is not historically true, but that contains spiritual truth New Testament The second part of the Bible, written around CE 30–70 Old Testament The first part of the Bible, written between 800 BCE and 165 BCE original sin The Christian belief that everybody is born with a desire to do wrong Pentateuch The first five books of the Bible: Genesis, Exodus, Leviticus, Numbers and Deuteronomy sacrifice An animal or other farming product dedicated to God as a way of thanking him, saying sorry or asking for protection scriptures Religious texts sin Disobeying God Torah The name, meaning ‘law’, that Jewish people give to the first five books of the Bible, the most important Jewish scriptures Twelve Tribes of Israel The name given to the families and descendants of Jacob’s sons

Adam and Eve eating the forbidden fruit.

Unit 1: Old Testament: Genesis

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Key facts • The Bible is a collection of 66 or more separate books written by about 40 different authors over a period of several centuries. These books are organised into two sections – the Old Testament and the New Testament. • Christians believe that the Bible is inspired by God. Some interpret the Bible literally and others think that some of its stories are myths. • The first book of the Bible is called Genesis, a word that means ‘origin’. The first chapter of Genesis explains the origin of the universe. • In Genesis, God creates the first humans, Adam and Eve, and tells them they can eat the fruit from any tree in the Garden of Eden except the tree that ‘gives knowledge of good and evil’. They disobey him, and Christians believe this brought original sin into the world. • Adam and Eve had sons called Cain and Abel. Christians believe the effects of original sin can be seen in Cain’s murder of his brother Abel. • According to Genesis, as the earth’s population increased, so too did the amount of violence and evil. God decided to send a great flood to wipe out the human race, but he told a good man named Noah to build an ark to save himself and his family. • God wanted to establish a special nation of people who would follow his laws and be an example to all others. He chose a man named Abraham to be the father of this nation. He tested Abraham’s suitability by asking him to sacrifice his son, Isaac. • Isaac had twin sons, Jacob and Esau. Jacob had 12 of his own sons, including Joseph. Joseph’s brothers disliked him because he was his father’s favourite and dreamed of his brothers bowing down to him. • Joseph’s brothers sold him into slavery in Egypt, where he worked for Potiphar before being imprisoned when Potiphar’s wife accused him of trying to get into bed with her. He was released from prison after interpreting the king’s dreams. The king made him the second most powerful man in Egypt.

The snake, who tempts Eve into disobeying God, is often believed to symbolise the devil.

Key people Abel Adam and Eve’s son, who is murdered by his brother Cain Abraham A man who God promises to make the ‘father of a great nation’ Adam The first man in the Bible Cain Adam and Eve’s son, who murders his brother Abel Esau Isaac’s son, Jacob’s brother Eve The first woman in the Bible Isaac Abraham’s son, who God tells Abraham to sacrifice as a test of his faith Jacob Isaac’s son, who has 12 sons himself who create the Twelve Tribes of Israel Joseph A son of Jacob, who is sold into slavery in Egypt by his brothers because of the dreams he has about them Noah A man called by God to build an ark to save him from the flood Potiphar A man who Joseph works for in Egypt

Knowledge organiser

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Old Testament: Exodus to exile In the second section of this book you will explore what happens in the Old Testament from its second book, Exodus, through to its end. You will meet a man named Moses, who overcomes his fears to free over half a million people from slavery. You will ďŹ nd out how Samsonâ&#x20AC;&#x2122;s long hair gives him the strength to kill thousands of his enemies and discover how a young shepherd boy kills a giant and becomes a king involved in scandal and lies. Finally, you will discover what happened at the dramatic contest organised by Elijah to prove his God was real.

Unit 2: Old Testament: Exodus to exile

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2 2.1 The early life of Moses

2.2 Moses and the burning bush

2.3 The ten plagues and the exodus

2.4 The Ten Commandments

2.5 The Judges

2.6 David and Goliath

2.7 David and Bathsheba

2.8 Elijah and exile

Knowledge organiser

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Unit 2: Old Testament: Exodus to exile

The 10 plagues and the exodus At ﬁrst, the king of Egypt was unwilling to free the Israelites from slavery. What did God do to change the king’s mind?

Moses returns to Egypt Moses followed God’s instructions and returned to Egypt. He told the Israelite leaders everything that God had said to him and he showed them the two miraculous signs that God had given him. The Israelites believed that God had sent Moses and they bowed down and worshipped God. Moses went to the king of Egypt and asked him to give the Israelites three days off so they could worship God in the desert. The king refused. He thought the Israelites were just being lazy, so he ordered the slave masters to make life even more difﬁcult for them. So they could not make bricks, they were given no straw, which made building work impossible. When they failed to build, the slave masters beat them. The Israelites soon turned against Moses. All he had done was make their lives even harder. When Moses complained to God, God assured him that he had not forgotten his covenant. Moses told the Israelites what God had said, but they would no longer listen to him. Moses tried once more to persuade the king to let the Israelites go, by performing the miracle of turning his staff into a snake. Still the king refused.

Make a grid of 10 boxes. In each box, draw and label an image of the 10 plagues.

Passover

God sent 10 plagues to Egypt because the king refused to free the Israelites from slavery.

As God had warned, he sent 10 plagues to Egypt. When his son died in the 10th plague, the king gave in. He told Moses to gather the Israelites and their animals and take them out of Egypt.

The exodus The Israelites had lived in Egypt for 430 years, but now they were ﬁnally free to leave. The Bible states that Moses led 600,000 men out of Egypt as part of the exodus (it does not say how many women or children there were). They set off for the land that God had promised them. During the day, God showed them the way them with a pillar of cloud. At night, he directed them with a pillar of ﬁre. After letting the Israelites go, the king changed his mind. He sent soldiers into the desert to force the Israelites to return. As the soldiers caught up with them, the Israelites began to panic. They were on the shores of the Red Sea and there was no way for them to escape.

Activity

Jews remember their ancestors being freed from slavery during the festival of Passover. A special meal is eaten in which each item of food represents a part of the story. For example, a mixture of nuts, wine and apples called charoset is eaten to symbolise the cement that the slaves had to make for the Egyptians. This story is important to Jews because they believe it shows that God did not forget his covenant with Abraham that his descendants would be a strong nation with their own land.

Unit 2: Old Testament: Exodus to exile

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The Israelites turned on Moses, telling him it was better to be a slave than to die.

2.3.1

However, God had a plan. He told Moses to lift his staff and raise his hand over the sea. As Moses did so, the waves parted, so the Israelites could cross safely. When the Egyptians followed the Israelites into the sea, Moses lifted his staff again, and the water ﬂowed back, covering the Egyptian army. When the Israelites saw this, they put their trust in God and in their leader, Moses. Moses parting the Red Sea.

The 10 plagues 1. A river of blood. The Nile turned to blood. The ﬁsh died, the river stank and the Egyptians could not drink its water. 2. A plague of frogs. They got into everyone’s homes and even the king’s palace. 3. All the dust in Egypt turned into ﬂeas.

Key vocabulary

4. Swarms of ﬂies.

exodus The Israelites’ journey out of Egypt Passover A Jewish festival remembering the Israelites’ freedom from slavery in Egypt Red Sea A narrow sea that lies between Africa and Asia; in Exodus, the sea is parted so the Israelites can cross it safely and escape from the Egyptians The 10 plagues The 10 disasters that God inﬂicted on the people of Egypt to convince the king to free the Israelites

5. A plague on livestock, which killed all the horses, donkeys, camels, cattle, sheep and goats. 6. A plague of boils on all the men and animals in the land. 7. A plague of hail that killed all people and animals caught outside in the storm. 8. A plague of locusts, which covered the ground, filled houses and ate the trees. 9. A plague of darkness across the whole of Egypt for three days. 10. A plague on the firstborn. God told Moses that he was going to kill the firstborn son of every Egyptian, including the king’s son. He told Moses to tell the Israelites to put the blood of a lamb on the top and both sides of their doors, so that the destroyer would pass over those houses and cause no harm. At midnight, all the firstborn sons were killed.

Check your understanding 1 2 3 4 5

Why did the king not want to let the Israelites go? Which three plagues do you think would have been the worst? Why do you think this? Explain why the king eventually freed the Israelites. What happened at the Red Sea? Discuss how the Israelites responded to Moses trying to free them.

Topic 2.3: The 10 plagues and the exodus

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Unit 2: Old Testament: Exodus to exile

David and Goliath The Israelites were at war with the Philistines. They were especially afraid of a Philistine named Goliath. What happened when a young Israelite boy named David took on this giant of a man?

Goliath’s challenge Goliath was over 2.8 metres (9 feet) tall, wore heavy armour and he carried an enormous spear. Every morning for 40 days, he challenged the Israelites to send their best ﬁghter against him. If an Israelite won, Goliath said that he and the Philistines would become the Israelites’ slaves. If he won, then the Israelites would have to become the Philistines’ slaves. One day, a young Israelite shepherd boy called David heard Goliath bellowing his morning challenge. David watched as the fearful Israelites ran away and then he asked them: ‘Why are you so frightened of Goliath, when God is on your side?’ The Israelites told David to go back to his sheep, but news of what he had said reached Saul, the king of Israel. He sent for David. David told Saul that when lions and bears had tried to steal his father’s lambs and attack him, he grabbed them by the throat and beat them to death. He told Saul that he would do the same to Goliath. Saul was concerned because David was just a boy, whereas Goliath had been a soldier all his life, but he agreed to give David his armour, helmet and sword. David tried these on, but he was unused to heavy armour and could not walk in it. He decided to battle Goliath with just his shepherd’s stick, ﬁve stones and a sling.

Fact After many years of having Judges as leaders, the Israelites decided they wanted a king instead, like other nations. God gave them a king called Saul, which in Hebrew means ‘the one asked for’ or ‘requested’.

David defeats Goliath 41

The Philistine started walking toward David, with his shield-bearer walking in front of him. He kept coming closer, 42 and when he got a good look at David, he was ﬁlled with scorn for him because he was just a nice, goodlooking boy. 43 He said to David, ‘What’s that stick for? Do you think I’m a dog?’ And he called down curses from his god on David. 44 ’Come on,’ he challenged David, ‘and I will give your body to the birds and animals to eat.’ 45

David answered, ‘You are coming against me with sword, spear, and javelin, but I come against you in the name of the Lord Almighty, the God of the Israelite armies, which you have deﬁed. 46 This very day the Lord will put you in my power; I will defeat you and cut off your head. And I will give the bodies of the Philistine soldiers to the birds and animals to eat. Then the whole world will know that Israel has a God, 47 and everyone here will see that the Lord does not need swords or spears to save his people. He is victorious in battle, and he will put all of you in our power.’

Unit 2: Old Testament: Exodus to exile

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Goliath started walking toward David again, and David ran quickly toward the Philistine battle line to ﬁght him. 49 He reached into his bag and took out a stone, which he slung at Goliath. It hit him on the forehead and broke his skull, and Goliath fell face downwards on the ground. 50 And so, without a sword, David defeated and killed Goliath with a sling and a stone! 51 He ran to him, stood over him, took Goliath’s sword out of its sheath, and cut off his head and killed him. When the Philistines saw that their hero was dead, they ran away.

2.6

1 Samuel 17.41–51

David the king David married Saul’s daughter and became close friends with the king’s son, Jonathan. However, Saul became jealous of David’s popularity. One night, Saul threw a spear at David in an attempt to kill him. David escaped and hid in caves. Later, David found himself living among the Philistines. Worried that they would take revenge for the death of Goliath, he pretended to be mad so that they would leave him alone. Eventually, Saul and Jonathan were killed in battle by the Philistines, and this allowed David to return home. There he was chosen as the second king of Israel.

David ﬁghts Goliath.

During his time as king, David defeated the Philistines and other tribes. He turned Jerusalem into a wonderful capital city. Things seemed to be going well for the Israelites. God had not forgotten his covenant with Abraham and now he made a new covenant with David, promising that his ‘throne would last forever’. This meant that David’s descendants would always be the kings of God’s people.

The statue of David This famous sculpture called David was created by Italian artist Michelangelo in 1501–04. This was the ﬁrst time an artist had depicted David before, rather than after, the battle with Goliath. David looks tense and is concentrating hard, but he is also standing in a conﬁdent, relaxed and alert position. The sling he is carrying over his shoulder is almost invisible. This was to show that he did not win because of his strength or power, but because of his belief. Michelangelo’s statue of David.

Activity Imagine you were a spectator as David fought Goliath. Write a battleﬁeld report of David’s victory.

Check your understanding 1 2 3 4 5

Why were the Israelites afraid of Goliath? Why was David conﬁdent that he would defeat Goliath? Why did David run away after his victory? What covenant did God made with David? Do you think that Michelangelo shows David’s character in his statue?

Topic 2.6: David and Goliath

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New Testament: The life and teachings of Jesus In the third section of this book you will examine how the New Testament records the miraculous birth of a Jew called Jesus who lived nearly 2000 years ago. You will explore his dramatic baptism and examine his encounters with the devil while living in the wilderness. You will discover the many miracles he is claimed to have performed and consider the things he taught about how people should live.

Unit 3: New Testament: The life and teachings of Jesus

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3 3.1

What is the New Testament?

3.2

The birth of Jesus

3.3

The baptism and temptations of Jesus

3.4

The miracles of Jesus

3.5

Who were the Pharisees?

3.6

The parable of the good Samaritan

3.7

The parable of the prodigal son

3.8

Outcasts, love and forgiveness

Knowledge organiser

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Unit 3: New Testament: The life and teachings of Jesus

What is the New Testament? Who wrote the New Testament and what happens in it?

The Gospels The Old Testament ends with the Israelites waiting for a Messiah to make them a great, strong nation, as they had been in the time of David. Four hundred years pass between events at the end of the Old Testament and the beginning of the New Testament. During this time, the Israelites became known as Jews, and their land was conquered by the Romans, who made it part of their empire. The New Testament begins with Jews living under Roman rule. The first four books in the New Testament are named after the people who may have written them: Matthew, Mark, Luke and John. Together, they are known as the Gospels. Each of these books is about a man called Jesus, who lived about 2000 years ago. Matthew’s Gospel tries to show how Jesus fits the Old Testament prophets’ descriptions of what the Messiah would be like. For example, he writes that Jesus was a descendant of King David and was born in Bethlehem. Both of these fit the prophets’ words. Jews who believed that Jesus was the Messiah became known as Christians. Jews who did not believe that Jesus was the Messiah remained followers of Judaism.

The word ‘gospel’ means ‘good news’.

Who was Jesus? Jesus was born into an ordinary Jewish family. He was given an ordinary Jewish name, and when he grew up he worked in an ordinary job, as a carpenter. At this time, there were many Jewish teachers who would travel around teaching about God, and Jesus became one of them. He chose 12 disciples, who travelled with him around the region of Galilee. Christians believe that Jesus was human, but they also believe he was God living on earth. The name given to God coming to earth as a human is the incarnation. Every year at Christmas, Christians celebrate Jesus coming into the world as a baby. When Jesus was about 33, he was killed by the Romans. Christians believe that Jesus’s death was part of God’s plan. Jesus sacriﬁced his life to save humans from sin and death and restore the relationship between humans and God. Three days after Jesus’s death, he was resurrected and ascended to heaven. Christians celebrate Jesus’s death and resurrection at Easter.

Jesus was born in Bethlehem and died in Jerusalem. He grew up in Nazareth, and between the ages of about 30 to 33 he travelled around the region of Galilee, preaching and performing miracles.

Unit 3: New Testament: The life and teachings of Jesus

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Are the Gospels true?

3.1

Most historians agree that a man called Jesus lived 2000 years ago and that he was executed by crucifixion. However, people disagree about whether other events described in the New Testament really happened. When considering events from hundreds or even thousands of years ago, it can be difficult to separate fact and legend. Sometimes writers want to influence the way people are remembered, so they may change or exaggerate events. For example, the Gospel writers claim that Jesus performed many miracles. Some non-religious people might say that miracles do not happen and so these parts of the Gospels cannot be true. Some Christians might respond by saying that these parts of the Gospels are myths expressing spiritual, rather than historical, truth.

The Q Source Many biblical scholars think that both Matthew and Luke might have based some of their Gospels on an undiscovered collection of Jesus’s sayings known as the Q Source. This would explain the many similarities between them. Matthew and Luke may also have based their writings on the Gospel of Mark, which most scholars think was the ﬁrst Gospel to be written. This would explain the similarities between Mark’s Gospel and those of Matthew and Luke.

The New Testament letters The ﬁfth book of the New Testament is the Acts of the Apostles. This explains how Christianity began after Jesus died. The rest of the New Testament is made up of letters written to different groups of Christians, advising them what they should believe and offering guidance on how they should live their lives. Biblical scholars think that most of the books in the New Testament were written within 70 years of Jesus’s death, and some within 20 years.

Fact Although our calendar suggests that Jesus was born in CE 1, most historians think he was born closer to 4 BCE.

Key vocabulary disciples Jesus’s 12 main followers Gospels The ﬁrst four books of the New Testament; the word ‘gospel’ means ‘good news’ incarnation God coming to earth as a human resurrection Coming back to life after dying

Check your understanding 1 2 3 4 5

Who were the Jews waiting for at the end of the Old Testament? What are the Gospels? How does the Gospel of Matthew try to show that Jesus is the Messiah? What do Christians believe about Jesus? Why might people debate whether the Gospels are historically accurate?

Topic 3.1: What is the New Testament?

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New Testament: Jesus in Jerusalem The Gospels tell how Jesus was killed using the most brutal method of Roman execution – crucifixion. In the final section of this book you will explore the events in the week leading up to Jesus’s death and consider its significance to Christians. You will also examine the miraculous event described by the Gospel writers three days after Jesus’s death and discover how his first followers spread news of this miracle across the Roman Empire. Finally, you will find out about the dramatic conversion of a man named Paul who abandoned his attempt to kill Christians in order to spread Christianity across the Roman Empire and write many books found in the New Testament.

Unit 4: New Testament: Jesus in Jerusalem

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about to happen. While in the garden, he told his disciples to keep watch while he prayed. According to the ﬁrst three Gospels, Jesus prayed that, if possible, he would be spared from the suffering he was soon to go through. However, he also prayed to God: ‘Not what I want, but what you want.’ When Jesus went back to his disciples, he found them asleep. As he spoke to them, a crowd of men appeared, armed with weapons.

4.2

The arrest of Jesus 43

Jesus was still speaking when Judas, one of the twelve disciples, arrived. With him was a crowd armed with swords and clubs and sent by the chief priests, the teachers of the Law, and the elders. 44 The traitor had given the crowd a signal: ‘The man I kiss is the one you want. Arrest him and take him away under guard.’ 45

As soon as Judas arrived, he went up to Jesus and said, ‘Teacher!’ and kissed him. 46 So they arrested Jesus and held him tight. 47 But one of those standing there drew his sword and struck at the High Priest’s slave, cutting off his ear. 48 Then Jesus spoke up and said to them, ‘Did you have to come with swords and clubs to capture me, as though I were an outlaw? 49 Day after day I was with you teaching in the Temple, and you did not arrest me. But the Scriptures must come true.’ 50

Then all the disciples left him and ran away.

A certain young man, dressed only in a linen cloth, was following Jesus. They tried to arrest him, 52 but he ran away naked, leaving the cloth behind. Mark 14.43–52

Betrayed with a kiss The crowd of men were led by Jesus’s disciple Judas Iscariot. He had gone in secret to the Jewish priests and offered to help them arrest Jesus in exchange for 30 pieces of silver. Judas kissed Jesus so that the men would know which one of them he was. Jesus did not resist them when they arrested him. He said that this was what the scriptures had predicted would happen. When they saw what was happening, the disciples were afraid that they would be attacked or arrested along with Jesus. As Jesus had predicted at the Last Supper, they ﬂed, leaving Jesus alone. Later on, a girl recognised Peter as one of Jesus’s followers, but Peter denied knowing him three times, just as Jesus had predicted.

Fact According to Matthew, Judas felt guilty at betraying an innocent man, and so he threw the silver coins into the Temple and hanged himself. The author of Acts describes events differently, saying that Judas spent the money on a ﬁeld, where he fell to his death. He burst open, causing all his insides to spill out.

Key vocabulary Garden of Gethsemane The garden where Jesus was arrested Last Supper Jesus’s ﬁnal meal with the disciples, where he predicts Peter’s denial and Judas’ betrayal

Check your understanding 1 2 3 4 5

Why did the Jewish authorities want to kill Jesus? What was unusual about the way Jesus broke bread and shared wine? What did Jesus correctly predict would happen? What happened to Judas after he betrayed Jesus? Why did Jesus not ﬁght back when he was arrested?

Topic 4.2: The Last Supper

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Unit 4: New Testament: Jesus in Jerusalem

The Last Supper What predictions did Jesus make during his ﬁnal meal with his disciples?

What happened at the Last Supper? Jesus attracted enormous crowds everywhere he went and Jewish leaders began to be afraid of the inﬂuence he had over people. They disliked how popular he was and felt that by comparing himself to God he was committing blasphemy. They wanted to be rid of him. According to the ﬁrst three Gospels, on the Thursday evening after Palm Sunday, Jesus and his disciples met at a friend’s house in Jerusalem to share the Passover meal. This meal is now known as the Last Supper. At the meal, Jesus broke some bread and shared it with the disciples, telling them that it was his body. He then gave them some wine and said it was his blood, poured out for many people. He told them to eat bread and drink wine in the future to remember him. The disciples had seen Jesus share bread and wine, but they had never heard him speak in this way before.

Fact John records the meal of Jesus and his disciples happening earlier in the week. Unlike the other Gospel writers, he claims that during the meal Jesus got up and washed his disciples’ feet. It was usual at this time for servants to wash the feet of guests, because the roads were dirty and dusty. Christians believe that by washing their feet Jesus was setting the disciples an example of how they should serve others.

Leonardo da Vinci painted one of the most famous depictions of the Last Supper.

Jesus’s predictions After eating, Jesus told his disciples that one of them would betray him to the authorities and that they would all abandon him. The disciples had given up everything to follow Jesus and were shocked that he would doubt their loyalty now. Peter told Jesus he would never abandon him, even if it meant dying with him. Jesus replied that before the cockerel crowed that night, Peter would deny knowing him three times. After ﬁnishing their supper, the disciples and Jesus went to the Garden of Gethsemane to pray. Jesus was in great anguish – he knew what was

Unit 4: New Testament: Jesus in Jerusalem

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John the Baptist baptises Jesus.

Key people Herod The king who wanted Jesus to be killed as a baby John the Baptist The man who baptised Jesus; sometimes said to be his cousin Joseph The man engaged to Mary Levi A tax collector who became a disciple of Jesus (also known as Matthew) Mary The mother of Jesus Peter Jesusâ&#x20AC;&#x2122;s disciple who walked on water and denied knowing Jesus three times before the cockerel crowed Simon the Pharisee A Pharisee who invited Jesus to dinner

The Sermon on the Mount.

Knowledge organiser

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Key Stage 3 Knowing Religion Buddhism

Key Stage 3

Buddhism

Series Editor: Robert Orme This Knowing Religion Student Book helps you to: • Develop an understanding of the origins, development and diversity of beliefs and practices within Buddhism.

Neil McKain

• Discover the debates among followers within Buddhism and examine the challenges the religion faces in the modern world. • Learn through compelling narrative, fascinating facts and extraordinary people. • Gain a broad understanding of Buddhism with 16 lessons. • Remember key vocabulary, people and facts using the ‘Knowledge organiser’ at the end of each unit. • Think critically about religion and practise extended writing and essays with questions for each topic. • Gain a ﬁrm grounding in the knowledge and skills needed to excel at GCSE RS.

Key Stage 3

Judaism

Christianity

Islam

Hinduism

Andy Lewis

Robert Orme

Tristan Elby

Knowing Religion: Student Book

Judaism Student Book 978-0-00-822771-5

Knowing Religion: Student Book

Christianity Student Book 978-0-00-822770-8

Knowing Religion: Student Book

Islam Student Book 978-0-00-822772-2

Knowing Religion: Student Book

Hinduism Student Book 978-0-00-822775-3

Key Stage 3

Sikhism

Biblical Literacy

Neil McKain

Robert Orme

World Religions: Judaism, Christianity and Islam

World Religions: Hinduism, Buddhism and Sikhism

Robert Orme and Andy Lewis

Tristan Elby and Neil McKain

Knowing Religion: Student Book

Sikhism Student Book 978-0-00-822774-6

Knowing Religion: Student Book

Biblical Literacy Student Book 978-0-00-822767-8

Knowing Religion: Student Book

World Religions: Judaism, Christianity and Islam Student Book 978-0-00-822768-5

Free Teacher materials available on www.collins.co.uk

27739_Buddhism.indd 8

Knowing Religion: Student Book

World Religions: Hinduism, Buddhism and Sikhism Student Book 978-0-00-822769-2

ISBN 978-0-00-822773-9

9 780008 227739

Knowing Religion: Student Book 20/03/2017 11:32

Contents INTRODUCTION

UNIT 1: History and belief

1.1

What is Buddhism?

1.2

The early life of Siddhartha Gautama

1.3

The Four Sights and the Great Departure

1.4

The path to enlightenment

1.5

The Four Noble Truths

1.6

The Eightfold Path

1.7

What is the Sangha?

1.8

The spread of Buddhism

Knowledge organiser

UNIT 2: Buddhism in the modern world

2.1

What are the schools of Buddhism?

2.2

What is Tibetan Buddhism?

2.3

Buddhist meditation

2.4

Buddhist art

2.5

Buddhist festivals

2.6

Places of pilgrimage

2.7

Inspirational leaders

2.8

Buddhism in the UK

Knowledge organiser

INDEX

ACKNOWLEDGEMENTS

KS3 Religion_Knowing_Buddhism.indd 3

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History and belief In this book, you will find out about one of the most-followed religions in the world today â&#x20AC;&#x201C; Buddhism. In the first half of this book you will discover how Buddhism started and spread. You will see how Buddhism grew from the experiences of an Indian prince called Siddhartha Gautama, who lived 2500 years ago, to a global religion followed by over 500 million people. You will also examine some of the central ideas in the religion which shape the lives of millions of people around the world who call themselves Buddhist.

Unit 1: History and belief

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1 1.1

What is Buddhism?

1.2

The early life of Siddhartha Gautama

1.3

The Four Sights and the Great Departure

1.4

The path to enlightenment

1.5

The Four Noble Truths

1.6

The Eightfold Path

1.7

What is the Sangha?

1.8

The spread of Buddhism

Knowledge organiser

KS3 Religion_Knowing_Buddhism.indd 7

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Unit 1: History and belief

The early life of Siddhartha Gautama Siddhartha Gautama was born a prince. What happened in his childhood to suggest that he was destined for a very different life? Siddhartha’s mother, Queen Maya, ruled over one of the sixteen kingdoms in ancient India. According to Buddhist legend, she had a vivid dream while she was pregnant with Siddhartha. In the dream, a white elephant gave her a beautiful lotus flower before entering into her side. The king realised that this dream was important, so he called the Brahmins to interpret it. The Brahmins told the king that his son would become either a great and powerful ruler who would conquer the world or a holy teacher and an enlightened being.

Siddhartha’s upbringing Soon after Siddhartha’s birth, his mother died. He was raised by his aunt, who treated him as if he were her own son. Siddhartha’s early life as a prince was one of luxury and indulgence. His father ensured that his son wanted for nothing, and Siddhartha grew up a healthy, intelligent and contented child.

Siddhartha and the swan The stories of Siddhartha’s early life demonstrate his wisdom and compassion. On one occasion, mentioned in an early biography of the Buddha called the Abhiniskramana Sutra, Siddhartha was playing with some friends in the palace garden. One of the boys was his cousin, Prince Devadatta. Preparing to fight in defence of the kingdom was an essential part of a prince’s education, so both boys were skilled archers. While they were playing, Devadatta shot down a swan with his bow and arrow, badly wounding the bird. Devadatta wanted to keep the swan, but Siddhartha refused to give it to his cousin. Instead, he took care of it, and when it had recovered he set it free. In his later teachings, the Buddha emphasised the importance of showing compassion and loving kindness to all living things.

Legends say that right after birth, Siddhartha walked seven steps forward and at each step a lotus flower appeared on the ground.

Siddhartha at the ploughing ceremony In another story from the same book, Siddhartha attended the annual ploughing ceremony. This ceremony marked the time when new crops would be sown. Following tradition, Siddhartha’s father opened the ceremony by driving the first pair of prize cows across the field. The young prince Siddhartha sat down in the shade of a tree and watched everyone. The crowds were cheering and happy, but Siddhartha noticed that while people were having fun the animals were straining under

The ploughing festival, known as Raek Na, still takes place in Thailand each May and marks the start of rice-growing season.

Unit 1: History and belief

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the weight of the plough. The ploughing also brought worms to the surface, which were then eaten by birds. It struck Siddhartha that even a festival, which should be a time of happiness, caused suffering. After noticing this, Siddhartha fell into a deep meditative trance. He breathed in and out slowly and found that he could focus his mind in a way that helped him better understand himself and the world around him. Meditation would become central to his life as the Buddha. It is a key part of Buddhism today.

Fact Historians cannot be sure that these events from Siddhartha’s childhood really took place. However, the fact that early Buddhists wrote these stories shows that they wanted to demonstrate that the teachings and message of Buddhism were part of Siddhartha’s life even before he became known as the Buddha.

1.2 When I was a child, I was delicately brought up, most delicately. A white sunshade was held over me day and night to protect me from cold, heat, dust, dirt, and dew. My father gave me three lotus ponds: one where red lotuses bloomed, one where white lotuses bloomed, one where blue lotuses bloomed. The Buddha, recalling his childhood

A life of luxury Siddhartha’s father did not want his son to become a holy man as the Brahmins had suggested. He wanted him to inherit the kingdom and become a great ruler. He made sure that Siddhartha was brought up in luxury and received the best education. The king also arranged for Siddhartha to marry his cousin, Yashodhara. The royal couple were waited on by servants and only the most beautiful and healthy people in the kingdom were allowed to visit them. They ate the finest foods and wore expensive clothes. One of the many legends about the Buddha says that they spent 10 years on honeymoon in a variety of specially built palaces within the walls of the royal grounds, and Siddhartha was kept entertained by musicians and dancing girls.

Siddhartha and his wife, Yashodhara.

Yashodhara became pregnant and gave birth to a son, Rahula. The king was happy – his son’s life was exactly as he had hoped. However, Siddhartha wanted to know what lay beyond the walls of the royal grounds. He asked his servant, Channa, to take him outside and show him what life was really like.

Key vocabulary Brahmins Priests in ancient India who interpreted Queen Maya’s dream when she was pregnant with Siddhartha

Check your understanding 1 2 3 4 5

How did the Buddha describe his childhood when he looked back on it as an adult? What does the story of the swan tell us about Siddhartha’s character? What lesson did Siddhartha learn by watching the ploughing festival? Who were Yashodhara and Rahula? Explain why the king did not want Siddhartha to leave the palace grounds and how he tried to prevent it.

Topic 1.2: The early life of Siddhartha Gautama

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Unit 1: History and belief

Knowledge organiser Key vocabulary ascetic Someone who lives a life of simplicity and self-denial bhikkhu A Buddhist monk; nuns are called bhikkhunis Bodh Gaya The holiest site in Buddhism, where Siddhartha meditated under a Bodhi tree and became the Buddha Brahmins Priests in ancient India who interpreted Queen Maya’s dream when she was pregnant with Siddhartha Buddha The awakened or enlightened one caste system A series of social classes that determine someone’s job and status in society Dhammapada A Buddhist scripture that contains the teachings and sayings of the Buddha dharma The Buddha’s teachings dukkha The suffering or dissatisfaction of all living beings Eightfold Path Eight instructions taught by the Buddha to help people overcome suffering and reach enlightenment enlightenment The state of being awakened to the truth about life Five Precepts Five rules that all Buddhists are expected to follow Four Noble Truths The basis of the Buddha’s teachings: all creatures suffer; suffering is caused by selfish desires; suffering can be ended; the way to end suffering is to follow the Eightfold Path Four Sights Four things seen by Siddhartha when leaving the royal grounds – old age, sickness, death and a holy man karma The forces that influence people’s fortune and future rebirth laity Buddhists who are not monks or nuns meditation The practice of focusing the mind Middle Way A lifestyle between luxury and having nothing at all missionaries People who spread a religious message to different countries

nirvana A state of bliss experienced by those who have found enlightenment Pali Canon The main sacred text for many Buddhists which contains the teachings of the Buddha, rules for monks and nuns and the philosophy of Buddhism; also known as the Tipitaka parable A story used to teach a moral or spiritual lesson parinirvana A state of complete bliss, entered into by souls that are not reborn pilgrimage A journey taken to a place of religious importance samsara The continual process of life, death and rebirth Sangha The community of Buddhist monks and nuns Sanskrit An ancient Indian language scriptures Religious texts sermon A speech given by a religious leader stupa A place where the remains of the Buddha were buried Three Jewels Buddha, dharma, Sangha; also known as the Three Refuges Three Poisons Greed, hatred and delusion

Unit 1: History and belief

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Key facts

Key people

• Buddhism began in India over 2500 years ago. It is now the fourth-largest religion in the world, with approximately 500 million followers. 99% of Buddhists live in Asia. 50% live in China.

Ashoka An Indian emperor who ruled between 272 and 231 BCE and became the first Buddhist ruler the Buddha The name given to Siddhartha Gautama, an Indian prince born in 563 BCE, after he achieved enlightenment; the central figure of Buddhism Channa Siddhartha’s servant Devadatta Siddhartha’s cousin Mara The demon Lord who tried to prevent Siddhartha from achieving enlightenment under the Bodhi tree Maya Siddhartha’s mother Rahula Siddhartha’s son Siddhartha Gautama An Indian prince born in 563 BCE who became the Buddha. He died in 486 BCE Yashodhara Siddhartha Gautama’s cousin and wife

• Buddhists believe that everyone is travelling through a cycle of birth, death and rebirth called samsara. A person’s actions in this life can affect his or her next one (karma). • The main sacred text for Buddhists is the Pali Canon, which contains Buddhist philosophy and teachings. • Buddhism was founded by a prince called Siddhartha Gautama. From childhood, Siddhartha noticed the suffering of other creatures. • When he was 29 years old, Siddhartha saw four things that changed his view of life: old age, sickness, death and a holy man. He gave up his life of luxury and set out to discover how to end suffering by living as an ascetic. • Siddhartha eventually realised that denying his body what it needed was as bad as living in luxury. He settled on the Middle Way. Eventually, while sitting under a Bodhi tree, he found enlightenment, nirvana, and became the Buddha. • The Buddha attracted many followers. They eventually established the Sangha, a community of monks and nuns who dedicate their lives to Buddhism. • The basis of the Buddha’s teachings are the Four Noble Truths: all creatures suffer; suffering is caused by selfish desires; suffering can be ended; the way to end suffering is to follow the Eightfold Path. • The Eightfold Path is a series of eight steps that Buddhists can follow to help them lead a contented life. • All Buddhists follow the Five Precepts. Members of the Sangha follow over two hundred more rules, but when they first join there are just five extra rules. • After the Buddha’s death, Buddhism spread to other countries with the help of the Indian Emperor Ashoka, who converted to Buddhism and encouraged it across his large empire.

Tian Tan Buddha, also known as the Big Buddha, is a large bronze statue located in Hong Kong. It was completed in 1993.

Knowledge organiser

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Buddhism in the modern world Buddhists do not all believe the same things and they follow the religion in many different ways. In the second half of this book, you will examine the different schools of Buddhism in the world today. You will explore how Buddhist beliefs are expressed through meditation, art, festivals and pilgrimage. You will also see how Buddhists have suffered persecution and some Buddhist leaders have been forced to flee their countries. Today, there are Buddhists living in many different countries, far from where Buddhism began. In the final topic of the book, you will discover what life is like for Buddhists living in the UK.

Unit 2: Buddhism in the modern world

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2 2.1

What are the schools of Buddhism?

2.2

What is Tibetan Buddhism?

2.3

Buddhist meditation

2.4

Buddhist art

2.5

Buddhist festivals

2.6

Places of pilgrimage

2.7

Inspirational leaders

2.8

Buddhism in the UK

Knowledge organiser

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Unit 2: Buddhism in the modern world

Buddhist art How do Buddhists express their beliefs through art, such as statues, sculptures and mandalas? Early Buddhists carved scenes from the life of the Buddha into stone and on to cave walls. They believed that it would be disrespectful to show the Buddha as a human, so he is often represented by an empty seat in early Buddhist art. His teachings are often symbolised by a wheel, footprints containing lotus flowers or a royal umbrella or parasol. Greek stone carvers working in India in the second century CE were the first people to portray the Buddha in human form. Their statues were made to decorate temples and monasteries, but they were also created to teach people who couldn’t read Buddhist scriptures about the life and teachings of the Buddha.

The Giant Buddha statue in China is 71 metres tall. It is carved into a mountainside and shows him with long earlobes.

Representations of the Buddha Statues show the Buddha in different poses each having an important symbolic meaning. Some show the Buddha as starving, which reminds Buddhists that Siddhartha did not find enlightenment through asceticism. Many statues show him with extremely long earlobes. This may be a reference to Siddhartha’s life of luxury as a prince. Wealthy people wore jewellery such as heavy earrings filled with precious stones. These stretched the earlobes, so in early Indian society long earlobes suggested royalty and riches. Statues of the Buddha with elongated earlobes symbolise the Buddhist teaching of the Middle Way and the rejection of luxury. They can also symbolise his compassion and ability to listen. One of the most famous depictions of the Buddha shows him lying down, or reclining. This reminds Buddhists of the Buddha’s death and entry into parinirvana. Although the Buddha taught people to reject wealth, rich kings and rulers of Buddhist countries have often used expensive materials when creating Buddhist art. One of the most famous examples of this is the Golden Buddha statue in Bangkok, Thailand. The statue is about 700 years old and is made of solid gold. It shows that Buddhists wanted to portray Buddha as an important person, even if such expense conflicts with the teaching of the Middle Way.

The Golden Buddha in Bangkok is worth an estimated £200 million.

There are many other images and symbols of the Buddha. Some show him sitting with his right hand up, the palm facing outwards. This signifies a shield and shows that the Buddha offers protection from suffering. Other statues depict him walking, which signifies the journeys he took to find enlightenment and then to preach the dharma.

Unit 2: Buddhism in the modern world

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Mandalas Tibetan Buddhism is the school of Buddhism most associated with mandalas. Each part of a mandala has a symbolic meaning. In the centre there is usually either a figure (such as the Buddha or Bodhisavattas) or a shape representing a key part of Buddhism (such as compassion, dukkha or wisdom). Around this are four doors through which you can reach the centre. The colours also symbolise important Buddhist ideas. Blue represents the truth of the dharma, white stands for purity and red signifies compassion.

The image of the bhavacakra can be found on the walls of most monasteries and and temples in Tibet.

The most famous Tibetan mandala is the bhavacakra, or wheel of life. The being holding the wheel is thought to be Yama, the King of the Dead. The main divisions on the wheel represent the realms into which people can be reborn, including as an animal or a ghost. In the centre are three animals chasing each other in a circle. These represent the Three Poisons of greed, hatred and delusion. In the top right, the Buddha stands outside the wheel, showing that he has achieved nirvana and escaped the cycle ofÂ samsara.

2.4 Activity Draw three different representations of the Buddha and label them to explain what each one means.

Key vocabulary bhavacakra a particular Tibetan Buddhist mandala depicting the cycle of samsara mandala A circular pattern that has symbolic meanings and is used to help people meditate

Making a mandala Tibetan monks are also famous for constructing beautiful and intricate mandalas using coloured sand. It can take days, weeks or even months to complete, and the monks use special tools to ensure that each grain of sand falls into exactly the right place. These mandalas are displayed during Buddhist festivals. After the festival, the sand is often brushed and mixed together before being collected and poured into a nearby river or stream. This act is also symbolic, demonstrating the Buddhist belief that everything is impermanent.

Check your understanding 1 2 3 4 5

How did early Buddhist art depict the Buddha? Explain two symbolic ways that the Buddha is represented. What is the bhavacakra? Explain the meaning of the bhavacakra. Explain why Tibetan monks destroy mandalas after they have made them.

Topic 2.4: Buddhist art

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Key Stage 3 Knowing Religion Christianity

Key Stage 3

Christianity

Series Editor: Robert Orme This Knowing Religion Student Book helps you to: • Develop an understanding of the origins, development and diversity of beliefs and practices within Christianity.

Robert Orme

• Discover the debates among followers within Christianity and examine the challenges the religion faces in the modern world. • Learn through compelling narrative, fascinating facts and extraordinary people. • Gain a broad understanding of Christianity with 16 lessons. • Remember key vocabulary, people and facts using the ‘Knowledge organiser’ at the end of each unit. • Think critically about religion and practise extended writing and essays with questions for each topic. • Gain a ﬁrm grounding in the knowledge and skills needed to excel at GCSE RS.

Key Stage 3

Judaism

Islam

Hinduism

Buddhism

Andy Lewis

Robert Orme

Tristan Elby

Neil McKain

Knowing Religion: Student Book

Judaism Student Book 978-0-00-822771-5

Knowing Religion: Student Book

Islam Student Book 978-0-00-822772-2

Knowing Religion: Student Book

Hinduism Student Book 978-0-00-822775-3

Knowing Religion: Student Book

Buddhism Student Book 978-0-00-822773-9

Key Stage 3

Sikhism

Biblical Literacy

Neil McKain

Robert Orme

World Religions: Judaism, Christianity and Islam

World Religions: Hinduism, Buddhism and Sikhism

Robert Orme and Andy Lewis

Tristan Elby and Neil McKain

Knowing Religion: Student Book

Sikhism Student Book 978-0-00-822774-6

Knowing Religion: Student Book

Biblical Literacy Student Book 978-0-00-822767-8

Knowing Religion: Student Book

World Religions: Judaism, Christianity and Islam Student Book 978-0-00-822768-5

Free Teacher materials available on www.collins.co.uk

27708_Christianity.indd 1

Knowing Religion: Student Book

World Religions: Hinduism, Buddhism and Sikhism Student Book 978-0-00-822769-2

ISBN 978-0-00-822770-8

9 780008 227708

Knowing Religion: Student Book 20/03/2017 11:29

Contents INTRODUCTION

UNIT 1: History and belief

1.1

What is Christianity?

1.2

How did Christianity begin?

1.3

What was life like for the Early Church?

1.4

Constantine and the Council of Nicea

1.5

The Great Schism and the Catholic Church

1.6

Who is the Pope?

1.7

The Reformation and the Salvation Army

1.8

Quakers and the Amish

Knowledge organiser

UNIT 2: Christianity in the modern world

2.1

What is the Bible?

2.2

Is Britain a Christian country?

2.3

Prayer and publicity

2.4

Should women lead the Church?

2.5

Slavery and the Crusades

2.6

What is the â&#x20AC;&#x2DC;problem of evilâ&#x20AC;&#x2122;?

2.7

What is Charismatic Christianity?

2.8

The persecution of Christians

Knowledge organiser

INDEX

ACKNOWLEDGEMENTS

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History and belief In this book, you will find out about the most-followed religion in the world today – Christianity. In the first half of this book, you will discover how Christianity started, spread and split. You will find out how Christianity grew from a small group of people living in the Middle East 2000 years ago, to become a global religion followed by more than two billion people. You will explore how early Christians survived severe persecution, before the religion became a powerful force in the Roman Empire. You will also examine some of the major debates and disagreements among Christians that caused the religion to split into the many different forms of Christianity that exist today.

Unit 1: History and belief

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1 1.1

What is Christianity?

1.2

How did Christianity begin?

1.3

What was life like for the Early Church?

1.4

Constantine and the Council of Nicea

1.5

The Great Schism and the Catholic Church

1.6

Who is the Pope?

1.7

The Reformation and the Salvation Army

1.8

Quakers and the Amish

Knowledge organiser

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Unit 1: History and belief

What was life like for the Early Church? Why was being a Christian so dangerous in the first three centuries and how did secrecy help the Early Church to survive?

Rumours in the Roman Empire In CE 64, Nero was the Roman Emperor. During his reign a huge fire broke out and destroyed large parts of the city of Rome. Nero was an unpopular ruler. When he had a luxurious palace built in the place where the fire had destroyed other buildings, rumours spread that Nero had started the fire himself. However, Nero blamed Christians for the blaze. He gave orders that they should be rounded up and put to death. Some were set on fire and burned to death in the Roman arenas. Others were killed by vicious dogs. Emperor Nero watching the burning of Christians. Many people knew that Christians were not to blame for the fire in Rome, but they did not mind Christians being persecuted. NonChristians believed that the Early Church was uncivilised and they did not understand its practices. One reason for this was that Christians met secretly at night. People heard that at these meetings Christians ate and drank the body and blood of Jesus, so they thought they were involved in cannibalistic feasts. In fact, the Christians were eating bread and drinking wine to remember Jesusâ&#x20AC;&#x2122;s Last Supper and his death.

For the first three centuries, Christians were often persecuted. Under some emperors, they were persecuted if they refused to offer sacrifices to the gods that the Roman Emperor believed in. Many Romans thought that the success of the Roman Empire depended on keeping their gods happy, and they worried that the gods might be angered if the Christians did not respect them.

Plinyâ&#x20AC;&#x2122;s letter to Emperor Trajan Different parts of the huge Roman Empire were ruled by governors, acting on behalf of the Emperor. When there were problems in an area, governors would often blame Christians. At the start of the second century, a Roman governor named Pliny was given a notebook filled with the names of Christians.

Christians sewn into wild animal skins and savaged to death by dogs during Emperor Neroâ&#x20AC;&#x2122;s rule.

Unit 1: History and belief

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Pliny chose two Christian girls from this list and tortured them so they would give him information about what Christians believed and how they worshipped. This helped him devise a test. To find out if someone was a Christian, he made that person worship Roman gods, offer incense and wine to a statue of the Roman Emperor, Trajan, and deny following Jesus. If his prisoners did these things, they were freed. If they refused, they were executed as Christians.

1.3

Pliny was concerned by the growth of Christianity and wrote a letter to Emperor Trajan in CE 112. He said: ‘The superstition has spread like the plague, not only in the cities but in the villages and the countryside as well. I feel it must be stopped and checked.’ Trajan wrote back to Pliny. He said that if somebody was accused and found guilty of being a Christian then that person should be killed, but that Christians should not be targeted and hunted down. Other emperors in the first three centuries were less tolerant. Although many Christians were martyred in the first three centuries, their deaths helped publicise Christianity, which continued to spread across the Roman Empire.

The blood of the martyrs is the seed of the Church. Tertullian, a Christian writer in the third century

Secret tunnels and tombs In the first three centuries CE, people were often cremated (their bodies were burned) after death. Christians believed that they would be resurrected, so they wanted to be buried rather than cremated. They were not allowed to use land in Rome for their burials, so they used a 560-kilometre network of tunnels and caves beneath the city. These underground passages are known as the catacombs. There are 40 separate catacombs under Rome. In the largest, called Domitilla Catacombs, there are more than 14 kilometres of tunnels. You can still find bones and see a painting of the Last Supper that dates from the second century in these catacombs today. Another advantage of the catacombs was that Christians could hide in them and hold meetings there during periods of persecution. The Roman authorities knew the catacombs existed and they probably knew that Christians were meeting there. However, Roman soldiers were not keen on going into – and perhaps getting lost in – dark tunnels filled with dead bodies!

Christians would bury bodies on the ledges of the catacombs.

Key vocabulary catacombs Tunnels full of tombs underneath Rome Early Church Christians in the first three centuries CE martyred When someone is killed for their beliefs

Check your understanding 1 2 3 4 5

What did Emperor Nero blame on Christians in CE 64? What happened to the Christians? What rumour was spread about Christian meetings? Describe how Pliny and Trajan treated Christians. Explain what the quote from Tertullian means. Give three reasons why the Early Church used the catacombs.

Topic 1.3: What was life like for the Early Church?

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Unit 1: History and belief

Knowledge organiser Key vocabulary baptism A ritual in which people are immersed in water to symbolise turning away from sin and following God bishop A Christian leader with authority over the priests and churches in an area cardinals The most senior members of the Catholic Church, after the Pope catacombs Tunnels full of tombs underneath Rome circumcision The removal of a male’s foreskin conclave The meeting at which a new pope is elected confessional A booth where Catholics ask a priest to grant them God’s forgiveness creed A statement of belief denomination A group within Christianity disciples 12 men that Jesus chose to be his followers doctrine A belief held and taught by a particular denomination Early Church Christians in the first three centuries CE Eucharist The practice of eating bread and drinking wine during a church service evangelism Spreading the Christian message in order to convert people excommunicated Expelled from the Church gentiles A name given to non-Jews in the Bible heresy Beliefs that are opposed to those of the Church indulgences Certificates that people bought from the Church so they would spend less time in purgatory when they died martyred When someone is killed for their beliefs missionaries People who spread the Christian message monotheist someone who believes in one God

penance Prayer or some other action to show that one is sorry for sinning persecution Discrimination against a group of people Protestant A form of Christianity that began in the sixteenth century as a protest against the Catholic Church Reformation A movement to reform the Church resulting in the division of the Western Church into Catholicism and Protestantism resurrected Brought back to life after dying scriptures Religious texts, such as the Bible transubstantiation The belief that the bread and wine become the actual body and blood of Jesus during the Eucharist Trinity The belief that God is three as well as one – Father, Son and Holy Spirit worship To show the highest respect or adoration for someone or something

A stained glass window showing the crucifixion of Jesus.

Unit 1: History and belief

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Key facts • Christianity began in present-day Israel nearly 2000 years ago. It began with the belief that Jesus had died to forgive people’s sins and was resurrected from the dead so that all people could have eternal life. • The message of Christianity was spread around the Roman Empire by missionaries such as Paul. • Christianity developed out of Judaism, but at the Council of Jerusalem it was decided that both gentiles – non-Jews – and Jews could become Christians. • Members of the Early Church were persecuted and martyred until the Roman Emperor Constantine passed the Edict of Milan in CE 313, following his conversion to Christianity after winning the Battle of Milvian Bridge in CE 312. • Christians are monotheists who believe in the Trinity – God the Father, Son and Holy Spirit. In CE 325, at the Council of Nicea, bishops wrote the Nicene Creed. This stated that Jesus is fully God. • In 1054, the Church in the East split from the Church in the West. This is called the ‘Great Schism’. The Church in the East became known as the Eastern Orthodox Church and the Church in the West became the Catholic Church. • In 1517, a German monk called Martin Luther nailed his 95 theses to a church door in Wittenberg, sparking the Protestant Reformation, which split the Western Church. In 1534, Henry VIII established the Church of England. • There are over 2.2 billion Christians in the world today who belong to one of the 30,000+ denominations of Christianity. These include the Salvation Army, Society of Friends (Quakers) and the Amish. • The largest denomination of Christianity is Catholicism. Catholics believe in transubstantiation, purgatory, confession and the importance of Mary, the mother of Jesus. The leader of the Catholic Church is the Pope. He is elected by cardinals at a meeting called a conclave.

Martin Luther, the German monk who led the Reformation.

Key people Arius A heretic (someone who has committed heresy) whose ideas were condemned at the Council of Nicea William Booth The founder of the Salvation Army Constantine A Roman emperor who converted to Christianity in CE 312 Emperor Nero The Roman emperor during the fire in Rome in CE 64 Emperor Trajan A Roman emperor who wrote to Pliny with advice on dealing with Christians George Fox English founder of the Society of Friends or Quakers in 1650 Henry VIII The King of England who founded the Church of England in 1534 Jesus A Jewish man, believed by Christians to be the Messiah and Son of God Martin Luther A German monk who led the Reformation Mary The mother of Jesus, she is especially important to Roman Catholics Paul A travelling preacher and author of letters in the New Testament Peter Jesus’s disciple, whom Catholics believe was the first Bishop of Rome Pliny A Roman governor who persecuted early Christians Pope Francis The current Pope Pope Leo I The Pope who in CE 440 said that the Bishop of Rome should lead the whole Church

Knowledge organiser

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Christianity in the modern world The world today is very different from the way it was when Christianity began, and Christians on every continent now face challenges that people in the past did not have to consider. For example, over the past 300 years, Western peoplesâ&#x20AC;&#x2122; ideas about religion, science and the roles of different genders have changed dramatically. In the second half of this book, you will consider how Christianity has responded to the challenges that these changes have brought. Christianity has had a huge influence on our history and it has helped to shape the modern world. It has motivated people to create beautiful music, literature and art, but it has also played a part in slavery and wars. It has influenced emperors, kings and queens and shaped the laws of many nations. Yet, Christianity has been banned in other countries and, even today, there are places in the world where Christians are killed because of their beliefs. As you study more about Christianity in this chapter, you will gain a greater understanding of the past, the modern world and the lives of people around the world who call themselvesÂ Christian.

Unit 2: Christianity in the modern world

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2 2.1

What is the Bible?

2.2

Is Britain a Christian country?

2.3

Prayer and publicity

2.4

Should women lead the Church?

2.5

Slavery and the Crusades

2.6

What is the â&#x20AC;&#x2DC;problem of evilâ&#x20AC;&#x2122;?

2.7

What is Charismatic Christianity?

2.8

The persecution of Christians

Knowledge organiser

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Unit 2: Christianity in the modern world

Prayer and publicity In 2015, an advert by the Church of England was banned from cinemas causing a great deal of controversy. Was it right for the advert to be banned? In December 2015, the Church of England made a 60-second advert to promote its new website. It was intended to be shown in cinemas before the new Star Wars film, due to be released just before Christmas. The advert showed different people saying a line from a prayer found in the Bible called the Lord’s Prayer. Jesus taught this prayer to his disciples, and Christians around the world have recited it for 2000 years. In the advert, the people praying included weightlifters at a gym, a sheep farmer, a gospel choir, the Archbishop of Canterbury, refugees and a grieving son. After the prayer, the advert claimed that ‘prayer is for everyone’, and showed the address for the new website. The Digital Cinema Media (DCM) agency refused to show the advert in its cinemas, which include Odeon, Cineworld and Vue. The agency claimed that it might offend those of ‘differing faiths and no faiths’ and stated that its policy was ‘not to run advertising connected to personal beliefs, specifically those related to politics or religion’. A spokesperson explained: ‘Our cinemas have found that showing such advertisements carries the risk of upsetting or offending audiences.’

Justin Welby, the Archbishop of Canterbury, took part in the Church of England advert that was banned from cinemas.

Limiting free speech? This decision caused passionate responses from different people. The Archbishop of Canterbury suggested that DCM should ‘let the public judge for themselves rather than be censored or dictated to’. Richard Dawkins who is an atheist agreed, saying: ‘I strongly object to suppressing the ads on the grounds that they might “offend” people. If anybody is “offended” by something so trivial as a prayer, they deserve to be offended.’ However, Dawkins also thought that DCM was making a business decision based on what it thought its customers wanted rather than deliberately limiting freedom of speech. The Equality and Human Rights Commission, however, was concerned that the ban limited free speech. It said: ‘There is no right not to be offended in the UK; what is offensive is very subjective and lies in the eye of the beholder. This does not mean groups or individuals are free to express themselves without restriction. Freedom of expression can be and is restricted but only in order to prevent violence, abuse or discrimination for example. There is nothing in law that prevents Christian organisations promoting their faith through adverts.’

Our Father in heaven, hallowed be your name, your kingdom come, your will be done, on earth as in heaven. Give us today our daily bread. And forgive us our sins as we forgive those who sin against us. Lead us not into temptation but deliver us from evil. For the kingdom, the power and the glory are yours now and for ever. Amen. The Lord’s Prayer

Unit 2: Christianity in the modern world

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2.3

Fact Although the advert was not shown in cinemas, it received much publicity. Within three days of appearing on YouTube, it had been viewed more than 300,000 times. I’m sorry, but the whole thing stinks. If you are offended by the Lord’s Prayer you are too easily offended. It’s a 60-second ad, for goodness’ sake. Just munch on your popcorn and ignore it. For others, it might just offer a welcome reminder that, when it comes to places of worship, there are – even at this time of year – still alternatives to the great cathedrals of Westfield shopping centre. Giles Fraser, Church of England priest and journalist

The Church of England is arrogant to imagine it has an automatic right to foist its opinions upon a captive audience who have paid good money for a completely different experience. The Church does not hesitate to ban things that it deems inappropriate from its own church halls – things like yoga. The cinema chains are simply exercising the same right. Terry Sanderson, president of the National Secular Society

People pay money to go to the cinema, very diverse audiences, and they really don’t want religion dictating to them. […] The C of E [Church of England] is perfectly entitled to make its views known, but it should do so from the pulpit. But of course they can’t get many people to go to church so they want to take their message to the cinemas. […] In the end they’ve got even more publicity through this ban. John Hegarty, a leading figure in advertising

Activity Write a letter to either DCM or the Church of England explaining your view on whether the Lord’s Prayer advert should have been shown in cinemas.

Key vocabulary atheist Someone who does not believe in God or gods

In 2009, a group of atheists advertised their beliefs on London buses. Several Christian groups responded with their own adverts.

Check your understanding 1 2 3 4 5

What is the Lord’s Prayer? What happened in the Church of England advert? Why did DCM refuse to allow the advert to be shown in its cinemas? Explain two different atheist responses to the ban. ‘The Church of England’s advert should have been banned from cinemas.’ Discuss this statement.

Topic 2.3: Prayer and publicity

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Key Stage 3 Knowing Religion Hinduism

Key Stage 3

Hinduism

Series Editor: Robert Orme This Knowing Religion Student Book helps you to: • Develop an understanding of the origins, development and diversity of beliefs and practices within Hinduism.

Tristan Elby

• Discover the debates among followers within Hinduism and examine the challenges the religion faces in the modern world. • Learn through compelling narrative, fascinating facts and extraordinary people. • Gain a broad understanding of Hinduism with 16 lessons. • Remember key vocabulary, people and facts using the ‘Knowledge organiser’ at the end of each unit. • Think critically about religion and practise extended writing and essays with questions for each topic. • Gain a ﬁrm grounding in the knowledge and skills needed to excel at GCSE RS.

Key Stage 3

Judaism

Christianity

Islam

Buddhism

Andy Lewis

Robert Orme

Neil McKain

Knowing Religion: Student Book

Judaism Student Book 978-0-00-822771-5

Knowing Religion: Student Book

Christianity Student Book 978-0-00-822770-8

Knowing Religion: Student Book

Islam Student Book 978-0-00-822772-2

Knowing Religion: Student Book

Buddhism Student Book 978-0-00-822773-9

Key Stage 3

Sikhism

Biblical Literacy

Neil McKain

Robert Orme

World Religions: Judaism, Christianity and Islam

World Religions: Hinduism, Buddhism and Sikhism

Robert Orme and Andy Lewis

Tristan Elby and Neil McKain

Knowing Religion: Student Book

Sikhism Student Book 978-0-00-822774-6

Knowing Religion: Student Book

Biblical Literacy Student Book 978-0-00-822767-8

Knowing Religion: Student Book

World Religions: Judaism, Christianity and Islam Student Book 978-0-00-822768-5

Free Teacher materials available on www.collins.co.uk

27753_Hinduism.indd 9

Knowing Religion: Student Book

World Religions: Hinduism, Buddhism and Sikhism Student Book 978-0-00-822769-2

ISBN 978-0-00-822775-3

9 780008 227753

Knowing Religion: Student Book 20/03/2017 11:33

Contents INTRODUCTION

UNIT 1: History and belief

1.1

What is Hinduism?

1.2

Hindu gods and goddesses

1.3

How do Hindus use symbols?

1.4

Sacred texts

1.5

Karma, samsara and moksha

1.6

Dharma

1.7

What is yoga?

1.8

Extraordinary individuals

Knowledge organiser

UNIT 2: Hinduism in the modern world

2.1

Forms and places of worship

2.2

Places of pilgrimage

2.3

Hindu festivals

2.4

What is the caste system?

2.5

Hindu attitudes to violence

2.6

Do Hindus believe in gender equality?

2.7

What are Hindu attitudes to the environment?

2.8

Hinduism in world culture

Knowledge organiser

INDEX

ACKNOWLEDGEMENTS

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History and belief Hinduism is a very diverse religion. Hindus do not all attend the same festivals or read the same sacred texts. There are many different groups and movements within the religion, and Hindus often worship different deities. In fact, many Hindus believe that God has many forms, so there are many different ways to worship God. This can make Hindus tolerant of religious differences. In the first half of this book, you will discover the origins of Hinduism. You will see how Hinduism developed from the Vedic religion of sacrifice, with its fascinating pantheon of gods and goddesses, to a global set of belief systems held by over one billion people. You will examine the epic stories of the Ramayana and Mahabharata, become fluent in the rich symbolism found in Hindu images of their gods and goddesses, and have the chance to ponder Hindu philosophy about life, death and the afterlife. Finally, you will learn about yoga, and how Hindus believe it can help people achieve extraordinary abilities – even victory over death itself.

Unit 1: History and belief

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1 1.1

What is Hinduism?

1.2

Hindu gods and goddesses

1.3

How do Hindus use symbols?

1.4

Sacred texts

1.5

Karma, samsara and moksha

1.6

Dharma

1.7

What is yoga?

1.8

Extraordinary individuals

Knowledge organiser

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Unit 1: History and belief

Karma, samsara and moksha How do Hindus believe that their next lives will be decided?

Samsara Hindus believe that their current life is just one of many lives they have already led and will lead in the future. They believe that when a person dies his or her soul is reborn in a new body. This will not necessarily be a human body – the person’s next life could be as an animal, an insect or a species completely unknown to us. A person’s next life depends on karma. Good deeds store up good karma and bad deeds store up bad karma. Depending on a person’s actions, he or she might be reincarnated as any type of creature, or even ﬁnd him or herself in heaven or hell. All these reincarnations are temporary. Samsara is a Sanskrit word that Hindus use to describe the continual journey of the soul through many reincarnations. Samsara also refers to the universe within which these reincarnations take place. Hindus believe that we are all journeying through samsara, and have been for billions of years. For Hindus, good deeds, such as this woman donating food, store up good karma.

Moksha Hindus believe that people can have many positive experiences within samsara, and many fulﬁlling lives. However, there will also be a large number of painful and unpleasant lives, although people tend to forget each life as they move to the next one. To break this cycle, Hindus want to achieve moksha – a permanent escape from samsara. It is difﬁcult to describe moksha. Because samsara is essentially the whole universe, moksha is completely unlike anything people have experienced in any of their lives. Generally, however, achieving moksha means you are not reborn and do not change any more. There is no further suffering of any kind. Many Hindus believe that moksha will involve everlasting bliss and inner peace. Some believe that moksha involves being united with God forever.

This mural in a palace in India shows the elephant king Gajendra achieving moksha.

Unit 1: History and belief

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Others think that moksha is when you realise that you were never different from God in the ﬁrst place – all of samsara was just an illusion that made you think that you were separate from God.

Nirvana Buddhists also believe in karma and samsara and try to achieve freedom from samsara. They call this achieving nirvana or parinirvana. However, Buddhists tend to disagree with Hindus about whether they will be united with God after escaping samsara. Many Buddhists think that nirvana is a state of perfect peace, which will not involve any gods or goddesses at all.

Achieving moksha Achieving moksha can take many lifetimes. One way of achieving moksha is through yoga (see pages 20–21). People who are excellent at yoga, called yogins, are believed to be able to purify themselves of bad karma. If you meditate and develop your mind and body in the right way, you will eventually be freed from any further reincarnation. Yoga can involve fasting and long and painful exercises. It also requires meditation – focusing the mind completely on God. Another way of achieving moksha is through bhakti, which is Sanskrit for ‘devotion’ or ‘worship’. This involves becoming increasingly devoted to God throughout each of your lifetimes. As your worship and devotion increases, your soul will be puriﬁed. Eventually, like the yogins, you will achieve moksha.

1.5 The Upanishads are very old philosophical texts that explain some key Hindu ideas about life after death. And here is he born either as a grasshopper, or a ﬁsh, or a bird, or a lion, or a boar, or a serpent, or a tiger, or a man, or some other creature, according to his deeds and his knowledge. Kaushitaki Brahmana Upanishad

When a caterpillar has come to the end of a blade of grass, it reaches out to another blade, and draws itself over to it. In the same way the soul, having coming to the end of one life, reaches out to another body, and draws itself over to it. Brihadaranyaka Upanishad

This man is trying to achieve moksha through yoga and meditation.

Key vocabulary bhakti A Sanskrit word meaning ‘devotion’ or ‘worship’; some Hindus believe that bhakti alone can be a way to achieve moksha karma The forces that inﬂuence people’s fortune and future reincarnations moksha Escaping from samsara and never dying or becoming reincarnated again; the word literally means ‘release’ reincarnated When a soul is reborn by passing into a new body samsara The continual process of death and reincarnation; also, the entire universe as we know it

As a man casts off his worn-out clothes, and takes other new ones in their place, so does the embodied soul cast off his worn-out bodies, and enter others anew. Bhagavad Gita

Activity Draw and label three images that illustrate karma, samsara and moksha.

Check your understanding 1 2 3 4 5

Explain what Hindus mean by reincarnation. How is a soul’s next reincarnation decided? What is moksha and why is it difﬁcult to imagine what moksha is like? Describe two ways to achieve moksha. ‘Karma, reincarnation and moksha do not exist.’ Discuss this statement.

Topic 1.5: Karma, samsara and moksha

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Unit 1: History and belief

Knowledge organiser Key vocabulary ascetic Someone who lives a simple life away from society, usually to become closer to the supreme being or to achieve moksha (also known as a sadhu) Aum A sacred syllable or sound that is very important to Hindus and which they chant avatar A god who descends to earth as a human or other animal in order to ﬁght evil and re-establish goodness bhakti A Sanskrit word meaning ‘devotion’ or ‘worship’; some Hindus believe that bhakti alone can be a way to achieve moksha Brahman A supreme being in which most modern Hindus believe; the source of everything, including the gods chakra A word meaning ‘wheel’, one of the weapons that Hindu gods may carry deity A god or goddess dharma The moral law that Hindus must follow; the word can be translated as ‘duty’ or ‘righteousness’ ecstasy An extreme feeling of happiness and joy karma The forces that inﬂuence people’s fortune and future reincarnation Mahabharata An epic story that is inspirational for Hindus meditation The practice of focusing the mind moksha Escaping from samsara and never dying or becoming reincarnated again; the term literally means ‘release’ monotheist Someone who believes in only one god polytheistic Referring to belief in many gods; someone who believes in many gods is a polytheist Purana A Hindu text that is more recent than the Vedas, but is still thought to contain profound wisdom and teachings Ramayana An epic story that is inspirational for Hindus reincarnated When a soul is reborn by passing into a new body

Rishis The Vedic people who ﬁrst heard the Vedas and taught them to others sacriﬁce A method of worship that involves offering animals or food to the gods samsara The continual process of death and reincarnation; also, the entire universe as we know it sanatana dharma Eternal dharma or law; this never changes and is always good, regardless of the time and place Sanskrit A language used in ancient India, which many Hindu texts are written in Shaiva A Hindu who believes that Shiva is the Supreme God shruti A word referring to religious teachings that are revealed to Rishis directly from God symbol An image that expresses religious ideas tapas Literally ‘heat’; ascetics and people practising yoga intensively generate tapas Trimurti A term for the three main Hindu gods Brahma, Vishnu and Shiva trishula A word meaning ‘three spears’, another weapon symbolising the power and authority of the gods upanayana A traditional Hindu ceremony that children undergo when they are ready to be educated about the Vedas and other sacred texts vahana An animal ‘vehicle’ that transports Hindu deities Vaishnava A Hindu who believes that Vishnu is the Supreme God Vedas A collection of sacred writings, literally meaning ‘knowledge’ vibhuti The three white lines on Shiva’s forehead, which represent his superhuman powers yoga Controlling the mind and body to purify yourself and achieve moksha

Unit 1: History and belief

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Key facts

Key people and gods

• The roots of Hinduism can be traced back to India more than 4000 years ago. Today, it has nearly one billion followers worldwide.

Agni The Vedic god of fire who consumed the food offered in sacrifices and made it acceptable to other gods Arjuna A heroic character in the Mahabharata who obeys Krishna by fighting against his own family in order to follow dharma Brahma One of the main three Hindu gods; the creator of the world Brahman A supreme being in which most modern Hindus believe; the source of everything, including the gods Caitanya An exuberant worshipper of Krishna who lived from 1486 to 1534 Ganesha The elephant-headed god of wisdom Indra The Vedic god of sky, who sent thunderbolts to earth Kalki A warrior on a white horse; the form that Hindus believe the final avatar of Vishnu will take Krishna One of the avatars of Vishnu; a charioteer who instructs Arjuna how to live a good life. He is a very popular deity Lakshmi The god Vishnu’s wife; the goddess of wealth Manu A legendary man saved by the fish avatar of Vishnu Mata Devi (Amma) A modern Hindu teacher who people travel to receive a hug from Parvati The god Shiva’s wife; a goddess of love and fertility Rama King in the Ramayana whose wife Sita is abducted by Ravana; he defeats Ravana Ravana The many-armed demon who abducted Sita Rudra A much-feared Vedic god who inflicted illness upon farm animals Shankara An intelligent ascetic who lived 1300 years ago Shiva One of the main three Hindu gods; the destroyer of the world Sita The wife of Rama in the Ramayana kidnapped by Ravana Vishnu One of the main three Hindu gods; the preserver of the world Vishvamitra A character in the Ramayana who had built up massive power and great abilities by meditating and fasting

• Hinduism has no single founder and no particular leader or group of leaders. Its followers, known as Hindus, have many different beliefs. • The main sacred texts in Hinduism are the four Vedas, which are believed to have been revealed by God. • Other important texts for Hindus include the Mahabharata, the Ramayana and the Puranas, all of which contain stories about the gods and goddesses. • Vaishnavas believe that Vishnu is the Supreme God; Shaivas believe that Shiva is the Supreme God. Local gods are often believed to be forms or extensions of the Supreme God. • Hinduism is rich in symbolism. Objects such as the chakra (wheel), conch shell and lotus ﬂower all have special meanings for Hindus. • Hindus believe in reincarnation. What determines a person’s next life is karma: whether a person performs good or bad deeds in this life. • The journey of the soul through these reincarnations is called samsara. Hindus try to achieve a permanent release from samsara known as moksha. Moksha might be achieved through yoga and meditation or through worship and devotion. • ‘Dharma’ is a universal law, meaning ‘duty’ or ‘righteousness’, which guides how Hindus live their lives. They try to show loyalty and respect and support charities to help those in need. • Yoga and meditation are ways of controlling the body and mind to help achieve moksha. They involve moving the body in certain postures (asana), controlling breathing (pranayama) and focusing the mind so it is free of distractions. • Ascetics are Hindus who choose to give up everyday comforts and live lives of hardship, often as beggars, to purify themselves and help them towards moksha.

Knowledge organiser

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Unit 2: Hinduism in the modern world

What is the caste system? How have Hindu beliefs about caste changed? According to some ancient Hindu texts, every person belonged to one of four classes, or castes. The caste that a person belonged to determined the job that he or she did. The system was intended to create a balanced community in which everyone did an important job that was required for society to function well. This way of organising society is known as the caste system. From the earliest times, people viewed some castes as higher or lower than others. They also tended to believe that people were born into a caste with the qualities needed to perform a role (which meant that a person could not move between castes). They thought that following dharma meant fulﬁlling the duty of the person’s caste. These ideas were supported by an ancient Hindu text called the Laws of Manu. The four castes, in order of how highly they were viewed, were:

These dalit women in India are using a bank designed to help rural people lift themselves out of poverty.

Brahmins: priests who looked after spiritual matters Kshatriyas: warriors who protected society Vaishyas: traders and farmers Shudras: manual labourers/servants

The myth of Purusha There is a myth about the caste system in the Rig Veda. In it, a giant called Purusha is sacriﬁced by the gods in order to create human society. Each caste is made from a different part of Purusha’s body. The Brahmins were made from Purusha’s head, showing they are thoughtful and spiritual. The Kshatriyas were made from Purusha’s arms, meaning they should be strong and ready to ﬁght against injustice. The Vaishyas were made from Purusha’s thighs and the Shudras were made from his feet. Because feet are often seen as unpleasant, this could suggest that Shudras are of lower status. However, feet are also a vital part of the body, holding everything else up. As such, Hindus can interpret this myth as showing that each class is a vital and valued part of society and no caste is more important than another.

The Untouchables As people started to view castes as higher or lower, a ﬁfth group developed. Members of this group were known as ‘Untouchables’, and no other caste would associate with them. We do not know exactly where this group came from or who became part of it, but we do know that they were regarded as lower than the Shudras. They were considered impure and had to do the most menial jobs. Unable to move caste, Untouchables faced a life of poverty and discrimination.

Fact In ancient times, some Hindus even believed that Untouchables should ring a bell when they entered a village so that people could hide. This is not widely believed today.

Activity Prepare a case arguing either for or against the statement ‘The caste system is a good thing.’ Then hold a class debate.

Unit 2: Hinduism in the modern world

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Gandhi and the Dalits

2.4

Mohandas Gandhi is probably the most famous Hindu of the twentieth century. Gandhi taught that all Hindus are equal in God’s eyes. He believed that Untouchables should be treated like any other Hindus, calling them ‘Harijans’, which means ‘children of God’. Gandhi worked hard to end the discrimination Untouchables faced. For example, he campaigned for them to be allowed to worship inside temples, which many people were angry about. He also caused great controversy by accepting an Untouchable family a community or settlement he had developed and adopting their daughter. The modern Indian name given to Untouchables is Dalits, which means ‘oppressed’ or ‘broken’. Dalits prefer this term because it acknowledges that they are not really ‘untouchable’ and have been (and still are) oppressed. In India today, approximately 15 per cent of the population are Dalits. They still face problems in many places, and people continue to campaign to rid society of caste-based discrimination.

The caste system today Most modern Hindus do not think that following dharma requires people to do a speciﬁc job that they were born to do. Like Gandhi, many Hindus also believe that all human beings are of equal worth. Since 1950, laws have been passed in India to try to protect and support the lower castes. For example, there are a certain number of places reserved for non-Brahmins in schools and colleges, also for Dalits in government. Caste has not entirely disappeared in modern Indian society. Many people continue to remember their ancestral 'jati', or trade, which is a type of caste system. In some parts of rural India the caste system is also still important. Even outside India, many people still choose to marry within their own caste.

This man is a journalist from a dalit community in a slum area of Mumbai. He is showing his son a news report he produced to highlight the discrimination that dalits still face.

Gandhi speaking to Dalit workers in 1940.

Key vocabulary Caste System A series of social classes that determine someone’s job and status in society

Check your understanding 1 2 3 4 5

What do Hindus think was the original intention of the caste system? Explain two ways in which the myth of Purusha in the Rig Veda could be interpreted. How can ideas about caste cause discrimination? Explain how ‘Untouchables’ were treated and why they prefer the name ‘Dalits’. How effective have modern Hindus been at challenging caste-based discrimination? Refer to the actions of Gandhi in your answer.

Topic 2.4: What is the caste system?

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Key Stage 3 Knowing Religion Islam

Key Stage 3

Islam

Series Editor: Robert Orme This Knowing Religion Student Book helps you to: • Develop an understanding of the origins, development and diversity of beliefs and practices within Islam.

Robert Orme

• Discover the debates among followers within Islam and examine the challenges the religion faces in the modern world. • Learn through compelling narrative, fascinating facts and extraordinary people. • Gain a broad understanding of Islam with 16 lessons. • Remember key vocabulary, people and facts using the ‘Knowledge organiser’ at the end of each unit. • Think critically about religion and practise extended writing and essays with questions for each topic. • Gain a ﬁrm grounding in the knowledge and skills needed to excel at GCSE RS.

Key Stage 3

Judaism

Christianity

Hinduism

Buddhism

Andy Lewis

Robert Orme

Tristan Elby

Neil McKain

Knowing Religion: Student Book

Judaism Student Book 978-0-00-822771-5

Knowing Religion: Student Book

Christianity Student Book 978-0-00-822770-8

Knowing Religion: Student Book

Hinduism Student Book 978-0-00-822775-3

Knowing Religion: Student Book

Buddhism Student Book 978-0-00-822773-9

Key Stage 3

Sikhism

Biblical Literacy

Neil McKain

Robert Orme

World Religions: Judaism, Christianity and Islam

World Religions: Hinduism, Buddhism and Sikhism

Robert Orme and Andy Lewis

Tristan Elby and Neil McKain

Knowing Religion: Student Book

Sikhism Student Book 978-0-00-822774-6

Knowing Religion: Student Book

Biblical Literacy Student Book 978-0-00-822767-8

Knowing Religion: Student Book

World Religions: Judaism, Christianity and Islam Student Book 978-0-00-822768-5

Free Teacher materials available on www.collins.co.uk

27722_Islam.indd 7

Knowing Religion: Student Book

World Religions: Hinduism, Buddhism and Sikhism Student Book 978-0-00-822769-2

ISBN 978-0-00-822772-2

9 780008 227722

Knowing Religion: Student Book 20/03/2017 11:32

Contents INTRODUCTION

UNIT 1: History and belief

1.1

What is Islam?

1.2

How did Islam begin?

1.3

How did Islam rise to influence?

1.4

Why did Islam split?

1.5

What is the Qur’an?

1.6

What do Muslims believe about God?

1.7

Who are the prophets in Islam?

1.8

What do Muslims believe happens when we die?

Knowledge organiser

UNIT 2: Islam in the modern world

2.1

The Five Pillars

2.2

Prayer and the mosque

2.3

Ramadan and Eid ul-Fitr

2.4

What happens on hajj?

2.5

Sunni and Shi’a Islam

2.6

What should women wear?

2.7

What is jihad?

2.8

Islam in Britain

Knowledge organiser

INDEX

ACKNOWLEDGEMENTS

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History and belief In this first section of this book, you will examine the dramatic events that led to the beginnings of Islam and will discover how it spread through Arabia and beyond at an astonishing speed. You will also find out how a disagreement about who should lead the religion after the death of its founder caused it to split into two groups, which still exist today. You will also explore some of the beliefs of Muslims, for example, what God is like, who he has sent to earth as prophets and what happens when we die.

Unit 1: History and belief

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1 1.1

What is Islam?

1.2

How did Islam begin?

1.3

How did Islam rise to influence?

1.4

Why did Islam split?

1.5

What is the Qurâ&#x20AC;&#x2122;an?

1.6

What do Muslims believe about God?

1.7

Who are the prophets in Islam?

1.8

What do Muslims believe happens when we die?

Knowledge organiser

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Unit 1: History and belief

What is Islam? Islam is the second-largest and fastest-growing religion in the world. How did it start and what do its followers believe?

Fact

Islam is a monotheistic religion with over 1.6 billion followers around the world, who are known as Muslims. In 1900, 12 per cent of people on earth followed Islam, but experts predict that 30 per cent of the global population will be Muslims by 2050. This means that that there will be nearly as many Muslims as Christians (31 per cent) by 2050. One key reason for the growth of Islam is the high birth rate amongst Muslims. Between 2010 and 2015, Muslim women had, on average, 3.1 babies, compared with 2.7 babies for Christian women and 2.4 for Hindus.

Followers of Islam are called Muslims, but when someone is describing something that is typical of Islam he or she will use the word ‘Islamic’ – for example, Islamic music, writing or architecture.

The Arabic word ‘islam’ literally means ‘submission’. Submission is when you willingly accept, surrender to or give yourself to something or someone you believe to be greater than you. This is a helpful way of understanding Islam: Muslims believe that there is one God who created the world out of nothing, and that he has complete control over their lives and what happens to them after they die. The Arabic word ‘muslim’ means ‘one who submits to God’. Muslims believe that they should live their whole lives for God.

The beginnings of Islam The story of Islam begins in Arabia approximately 1400 years ago, in 570 CE. This is the year in which Muhammad, whom Muslims believe to be the last of all the prophets, was born. Sometimes you will see the letters ‘PBUH’ after Muhammad’s name. These letters stand for ‘peace be upon him’ and they show respect. Muslims may also say ‘peace be upon him’ after saying Muhammad’s name. Islam was founded after the other Abrahamic religions (Judaism and Christianity), but Muslims often refer to Jews and Christians as ‘People of the Book’. This is because Muslims believe that God – ‘Allah’ in Arabic – revealed himself to the earlier prophets mentioned in the Bible, such as Abraham, Moses and Jesus. However, Muslims believe that over time the message of these prophets was changed and corrupted, and so God sent one final prophet – Muhammad. Muslims believe that God revealed messages (revelations) to Muhammad about what people should believe and how they should live their lives. They consider these revelations to be perfect and final. The revelations that were given to Muhammad were memorised by his followers and collected in a book called the Qur’an after his death. The Qur’an is written in Arabic, but there are translations in English and other languages.

The Sultan Ahmed Mosque in Istanbul, Turkey, is also known as the Blue Mosque because of all its blue tiles.

Fact Muslims meet together to pray in buildings known as mosques (masjid in Arabic, which means a ‘place of prostration’ – bowing down). People can pray in mosques at any time, but noon on Friday is when most Muslims attend.

Unit 1: History and belief

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1.1

Did Muhammad really live? Most historians agree that Muhammad was a real person. However, when considering events from hundreds or thousands of years ago, it can be difficult to separate fact and legend. Sometimes writers want to influence the way people are remembered, so they may change or exaggerate events. This applies to all of history, not just Islamic history.

Where do Muslims live? The map below shows which countries have the highest populations of Muslims. Muslims live all over the world, but you can see that Islam is the dominant religion in North Africa and the Middle East. In these regions, most people are Muslim, although they may not all be the same type of Muslim. Just as there are different groups of Jews and Christians, there are also different groups of Muslims, and they have different beliefs and ways of following their religion. The UK is home to just under 3 million Muslims, meaning Muslims make up approximately 5 per cent of the total UK population. This makes Islam the second-largest religion in the UK, after Christianity.

Percentage of population following Islam less than 1 1–5 6–15 16–30 31–50

51–65

66–80

A map showing the countries with the highest Muslim populations.

81–90

91–100

Activity In pairs, think of stories or events from other religions you have studied where historians might question, or disagree about, whether they really happened.

Key vocabulary Allah The Arabic word for God monotheism Belief in one God mosque The place of worship for Muslims; it literally means ‘place of prostration’ Muhammad The final prophet sent by God, to whom God revealed messages (revelations) about what people should believe and how they should live their lives prophet A messenger of God Qur’an The holy book of Islam, which Muslims believe contains the word of God; it literally means ‘recitation’ revelation A message revealed by God to humans

Check your understanding 1 How has the world population of Muslims changed since 1900? 2 What does the word ’islam‘ literally mean and how does this help show what the religion of Islam is about?

3 Who is the last and most important prophet in Islam, and what do Muslims believe about him? 4 Where do Muslims live? 5 ‘Islam has a lot in common with other religions.’ Discuss this statement.

Topic 1.1: What is Islam?

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Unit 1: History and belief

Knowledge organiser Key vocabulary 99 names of God 99 characteristics of God used by Muslims to try to describe what God is like Allah The Arabic word for God caliph The Arabic word for the leader of the whole Muslim community after the death of Muhammad; it literally means ‘successor’. Sunni Muslims call the first four caliphs ‘Rightly Guided Caliphs’ Caliphate The Islamic community ruled over by the caliph circumcise To remove a male’s foreskin civil war A war between people of the same nation or region Constitution of Medina The laws passed by Muhammad in Yathrib when he and his followers first settled there Day of Judgement A day when all people’s faith and deeds will be judged by God hafiz Someone who has memorised the Qur’an (a man is a hafiz and a woman is called a hafiza) Hijrah The migration of Muhammad and his followers to Yathrib (Medina) in 622 CE idol A picture or object that people worship as part of their religion Jahannam Hell Jannah Paradise or heaven Ka’aba A key holy site in Mecca; before Muhammad’s time, this building contained 360 idols Mecca A city in present-day Saudi Arabia; Muhammad was born here in 570 CE Medina One of the main cities in Arabia in the time of Muhammad (originally called Yathrib); Muhammad and his followers fled here to escape persecution and create a new Muslim community monotheism Belief in one God mosque The place of worship for Muslims; it literally means ‘place of prostration’ polytheism Belief in many gods prophet A messenger of God

Qur’an The holy book of Islam, which Muslims believe contains the word of God; it literally means ‘recitation’ Ramadan The ninth month of the Islamic year (which is based on the moon) Revelation A message revealed by God to humans Shi’a A minority group of Muslims who believe that Ali and his descendants should have succeeded Muhammad as leaders of Islam; the word means ‘party of Ali’ shirk The Arabic word for the sin of worshipping anything other than God Sunni The majority (about 85 per cent) of Muslims across the world who believe that the Rightly Guided Caliphs were rightful successors of Muhammad; the word means ‘people of the tradition’ surah A chapter of the Qur’an; there are 114 surahs in total tawhid Belief in the oneness of God

The Blue Mosque, Istanbul, Turkey.

Unit 1: History and belief

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Key facts • Islam is the second-largest and fastest-growing religion in the world. It is a monotheistic faith that began in Arabia in the lifetime of the Prophet Muhammad, who was born in Mecca in 570 CE. Islam means ‘submission’ and Muslim means ‘one who submits to God’. • Muslims believe that Muhammad received revelations over 23 years from God about how people should live. The first revelation was received from the angel Jibril in 610 CE while Muhammad was praying in a cave. This event is known as the Night of Power. The revelations received by Muhammad were memorised by his followers and recorded in a book called the Qur’an after his death. • Muhammad was a religious and political leader as well as a warrior who ruled first over Medina and then Mecca. He fought against persecution of early Muslims and by the end of his life was the most influential man in the Arabian Peninsula. He gained wide recognition as a prophet and brought previously warring tribes under Islamic rule. • After Muhammad’s death, Islam continued to spread under the rule of the caliphs, and a large Caliphate (empire) was established. However, there was disagreement amongst Muslims over who should succeed Muhammad as leader, which caused the religion to split into two groups: Sunni Muslims and Shi’a Muslims. • Modern versions of the Qur’an are based on an official Qur’an compiled under the rule of the third caliph, Uthman. The Qur’an is written in Arabic and split into 114 surahs. It is believed to be the word of God and is treated with great respect by Muslims. • Tawhid – the belief that God is one – is the most important Islamic belief. Anything that goes against tawhid is considered shirk. Muslims often describe God using 99 names, but ultimately Muslims believe that God is beyond anything that humans can describe or imagine.

• Muslims believe that Muhammad was the final prophet sent by God, but they believe God also revealed himself to earlier prophets mentioned in Jewish and Christian scriptures, like Adam, Abraham and Moses. Muslims believe that Jesus was a prophet, but think that viewing him as the Son of God is shirk. • Muslims believe that there will be a Day of Judgement, when God will send people to paradise (Jannah) or hell (Jahannam) depending on their faith and deeds.

Key people Abu Bakr The first Rightly Guided Caliph (632–634 CE) and Muhammad’s closest companion Abu Talib Muhammad’s uncle Ali The fourth Rightly Guided Caliph (656–661 CE) and Muhammad’s cousin and son-in-law Amina Muhammad’s mother Bilal A former slave who was one of Islam’s first converts Fatima Muhammad’s daughter, who married Ali Hussein Ali’s son, who was killed in the Battle of Karbala Ibrahim A prophet in Islam, known as Abraham in English. Isa An important prophet in Islam; Jesus in English Khadija A wealthy businesswoman and widow who became Muhammad’s wife when she was 40 and was also the first to believe his message after the Night of Power Muawiya The successor to Ali as the fifth caliph Muhammad The final prophet, who received God’s full revelation; he lived from 570–632 CE; Muslims will say or write PBUH after his name to show respect Musa An important prophet in Islam; in English, Moses Umar The second Rightly Guided Caliph (634–644 CE) Uthman The third Rightly Guided Caliph (644–656 CE)

Knowledge organiser

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Islam in the modern world In this bookâ&#x20AC;&#x2122;s second part, you will find out about how Muslims practise their religion in the modern world. You will explore the Five Pillars, which are central to life as a Muslim, and consider the challenges that Muslims face when following these today. You will also consider some of the most controversial questions people ask about Islam. Should women cover their bodies and faces? What is jihad? What is Islamophobia?

Unit 2: Islam in the modern world

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2 2.1

The Five Pillars

2.2

Prayer and the mosque

2.3

Ramadan and Eid ul-Fitr

2.4

What happens on hajj?

2.5

Sunni and Shiâ&#x20AC;&#x2122;a Islam

2.6

What should women wear?

2.7

What is jihad?

2.8

Islam in Britain

Knowledge organiser

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Unit 2: Islam in the modern world

Islam in Britain Muslims make up approximately 5 per cent of the total population of Britain today. When did Muslims start living in Britain and what is life like for them today?

Islam arrives in Britain When the Second World War ended in 1945, Britain ruled over a large empire that included the countries we now call India, Pakistan and Bangladesh. The British government invited people living in the empire to move to Britain in order to help rebuild the country. Many Muslims in Britain today are these people and their descendants. In recent decades, many Muslims have moved to Britain to escape persecution or violence in countries such as Somalia, Afghanistan, Iraq and Iran. There are also many white Muslims who were originally from Eastern Europe, as well as a small number of people who have converted to Islam from Christianity or no faith. This means that there is no such thing as a ‘typical’ Muslim, just as there is no such thing as a typical Jew, Christian or atheist.

Fact Although most Muslims started moving to Britain in the second half of the twentieth century, a few hundred Muslims lived in sixteenth-century Elizabethan England. One of Queen Elizabeth’s favourite servants was a young Muslim girl who advised her on shoe fashion.

Different groups of Muslims share many beliefs. However, there are also some differences and disagreements about what it means to be a Muslim in Britain. One of the reasons for this is that each community has brought parts of its own national identity or culture with it. These cultural differences affect the way in which Muslims practise their religion. Muslims from Pakistan or Iraq may have a different understanding of Islam from Muslims from Bosnia or Bangladesh. For example, they may disagree about whether women should cover their heads in public. Muslims work in a variety of jobs in Britain. Many are successful athletes and some have represented Britain in sports such as cricket and athletics. Others have become successful business leaders, comedians, musicians, doctors, lawyers and politicians.

In 2016, Londoners voted for Sadiq Khan to be the first Muslim mayor of London.

Modern challenges Since the terrorist attacks on the USA by Islamic militants in 2001, many Muslims living in mainly Christian or secular societies have experienced rising levels of Islamophobia. This situation has worsened in recent years because of other terrorist attacks. Some people argue that poor reporting of Islam in the media has further encouraged negative stereotypes and discrimination. They say that it is unfair to judge the majority of peace-loving Muslims on the violent actions of a small group and that these militants’ actions are against the message of Islam. Many people think that negative coverage of Islam in the media is one reason for the rise of Islamophobia.

Unit 2: Islam in the modern world

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2.8

Islamophobia The word ‘Islamophobia’ is a neologism – a new word or expression that has entered the English language. ‘Phobia’ means either a fear or dislike of something. Islamophobia describes the way in which some people dislike, discriminate and are prejudiced against, Muslims because of their religion. In recent years, there has been an increase in Islamophobic crime in Britain. This can involve verbal, physical or online abuse of Muslims. However, some people dislike the word ‘Islamophobia’, and argue that it may prevent people from making fair criticisms of Islam. For example, if someone says that it is wrong for women to be made to wear headscarves in conservative Islamic countries, he or she may be accused of being ‘Islamophobic’. However, critics say that in free societies all religions and beliefs should be debated and that criticising a religion is not the same as making generalisations about whole groups of people.

Other challenges Followers of a minority religion often live in the same area. There are many practical reasons for this. It is convenient for Muslims to live in an area where there is a mosque and other amenities, such as halal butchers and restaurants. However, this can limit the number of areas where Muslims might choose to live. In Muslim-majority countries, it is usual for men pray at the mosque at noon on Friday. However, in Britain, this can be difficult if someone has a job that requires him or her to be working at this time. Equally, in many Muslim-majority countries, there are public holidays during the month of Ramadan, but this is not the case in the UK. This means that people have to attend work or school while fasting.

At some schools in Britain, like this primary school in London, the majority of pupils are Muslims.

When sending children to school in Britain, Muslim parents might be keen to ensure that they will be able to eat halal food and that the sports kit they wear is modest. They might also be concerned that the pull of secular ideas and lifestyles could cause their children to take Islam less seriously, or even abandon it. In some communities, it could bring shame on a family if a child abandoned the family’s faith. This could cause children to feel like they have betrayed their culture or let their parents down. In a multi-faith society, a Muslim may wish to marry someone of a different religion, against his or her parents’ wishes. This could cause conflict in a family and difficulties for the couple when choosing a location to get married. Living different religious lives and deciding in which religion to bring up their own children could also cause problems. For the children, it could be confusing knowing which religion, if any, they should follow.

Key vocabulary Islamophobia A word meaning ‘a fear or dislike of Muslims’; disliking and discriminating against Muslims because of their religion

Check your understanding 1 2 3 4 5

What percentage of the British population are Muslims? How has Islam become the second-largest religion in the UK? What might Muslims in Britain disagree about and why? What is Islamophobia and why do some people dislike the term? ‘Islamophobia is the main challenge facing Muslims in Britain today.’ Discuss this statement.

Topic 2.8: Islam in Britain

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Key Stage 3 Knowing Religion Judaism

Key Stage 3

Judaism

Series Editor: Robert Orme This Knowing Religion Student Book helps you to: • Develop an understanding of the origins, development and diversity of beliefs and practices within Judaism.

Andy Lewis

• Discover the debates among followers within Judaism and examine the challenges the religion faces in the modern world. • Learn through compelling narrative, fascinating facts and extraordinary people. • Gain a broad understanding of Judaism with 16 lessons. • Remember key vocabulary, people and facts using the ‘Knowledge organiser’ at the end of each unit. • Think critically about religion and practise extended writing and essays with questions for each topic. • Gain a ﬁrm grounding in the knowledge and skills needed to excel at GCSE RS.

Key Stage 3

Christianity

Islam

Hinduism

Buddhism

Robert Orme

Tristan Elby

Neil McKain

Knowing Religion: Student Book

Christianity Student Book 978-0-00-822770-8

Knowing Religion: Student Book

Islam Student Book 978-0-00-822772-2

Knowing Religion: Student Book

Hinduism Student Book 978-0-00-822775-3

Knowing Religion: Student Book

Buddhism Student Book 978-0-00-822773-9

Key Stage 3

Sikhism

Biblical Literacy

Neil McKain

Robert Orme

World Religions: Judaism, Christianity and Islam

World Religions: Hinduism, Buddhism and Sikhism

Robert Orme and Andy Lewis

Tristan Elby and Neil McKain

Knowing Religion: Student Book

Sikhism Student Book 978-0-00-822774-6

Knowing Religion: Student Book

Biblical Literacy Student Book 978-0-00-822767-8

Knowing Religion: Student Book

World Religions: Judaism, Christianity and Islam Student Book 978-0-00-822768-5

Free Teacher materials available on www.collins.co.uk

27715_Judaism.indd 6

Knowing Religion: Student Book

World Religions: Hinduism, Buddhism and Sikhism Student Book 978-0-00-822769-2

ISBN 978-0-00-822771-5

9 780008 227715

Knowing Religion: Student Book 20/03/2017 11:31

Contents INTRODUCTION

UNIT 1: History and belief

1.1

What is Judaism?

1.2

How did Judaism begin?

1.3

The Temple

1.4

The Messiah

1.5

What are the Tanakh and Talmud?

1.6

What are the mitzvot?

1.7

What is a synagogue?

1.8

Why do Jews pray?

Knowledge organiser

UNIT 2: Judaism in the modern world

2.1

What is Shabbat?

2.2

Jewish festivals

2.3

Birth, Bar Mitzvah and Bat Mitzvah

2.4

Marriage, funerals and mourning

2.5

The value of human life

2.6

A persecuted people

2.7

Jewish responses to the Holocaust

2.8

What is Zionism?

Knowledge organiser

INDEX

ACKNOWLEDGEMENTS

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History and belief In this book, you will find out about one of the most influential and ancient religions on earth â&#x20AC;&#x201C; Judaism. In the first half of the book, you will discover how Judaism began and explore some of the main ideas which shape the religion. You will find out why the city of Jerusalem is so important to Jews as well as examine the different ways that Jews understand the idea of the Messiah. Finally, you will explore how Jews worship, pray and follow the many laws that they believe God has given to them.

Unit 1: History and belief

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1 1.1

What is Judaism?

1.2

How did Judaism begin?

1.3

The Temple

1.4

The Messiah

1.5

What are the Tanakh and Talmud?

1.6

What are the mitzvot?

1.7

What is a synagogue?

1.8

Why do Jews pray?

Knowledge organiser

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Unit 1: History and belief

What are the Tanakh and Talmud? What are the most sacred texts for Jews, and why are they so important?

The Tanakh Jewish scriptures are known as the Tanakh, or sometimes the Hebrew Bible. The Tanakh is divided into three sections: •

the Torah (the books of law)

•

the Nevi’im (the books of the prophets)

•

the Ketuvim (the books of writings).

The Torah For Jews, the most important section of the Tanakh is the Torah. This contains five books: Genesis, Exodus, Leviticus, Numbers and Deuteronomy. The Torah explains the ‘laws’ that Jews must follow. In all, there are 613 laws, known as mitzvot. Some laws tell Jews how they should worship and what festivals they should observe. Others offer more general advice on how to live in ways that will please God. Orthodox Jews try to keep as many of these mitzvot as possible. Conservative Jews will keep many, but may reinterpret some laws for modern life. However, The yad helps readers keep their place as they Reform and Liberal Jews think that many of the laws recite from the Torah. are too difficult to keep, or are not relevant in the modern world. They believe that the Torah was not just revealed once, but is continuously being revealed to Jews. This means that how Jews lived in the past is not necessarily how they should live today. In synagogues, a handwritten copy of the Torah is kept on a scroll. It is written in Hebrew, the language in which it was originally recorded. It is a great honour to be asked to read from the Torah in a synagogue, but to do so a Jew must first learn Hebrew. The person reading from the Torah uses a pointing stick with a hand on it called a yad so that no fingers damage the holy scroll. When it is not being used, the Torah is stored in the Ark.

The Nevi’im The Nevi’im teaches Jews about the history of their religion as well as the words of their prophets. Jews believe that the prophets had special knowledge from God. This meant that they could tell people how God wanted them to behave, and sometimes they gave people strong warnings about their ways of life.

Unit 1: History and belief

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Parts of the Nevi’im are read during synagogue services, but they are usually read from a book rather than written on a scroll. Many parts of the Nevi’im are only read at home or for personal study.

1.5

The Ketuvim The Ketuvim contains important stories from Jewish history. The section that Jews use most is the book of Psalms. This contains songs that praise God and make requests of him. They were written over a period of around 500 years by a number of authors, including King David and King Solomon. The psalms were first used by the Jews who worshipped in the Temple in Jerusalem.

The Talmud The Talmud is a collection of teachings from rabbis compiled from around 200 to 500 CE, around 2500 years after the time of Abraham. It is made up of two parts, the Mishnah (the early teachings of rabbis, which were passed on orally) and the Gemara, a commentary on the Mishnah. These give lots of additional detail about the laws in the Torah, helping explain them so that Jews know how to live. The Talmud is sometimes referred to as the ‘Oral Tradition’ because the teachings were originally passed from rabbi to rabbi by word of mouth.

The Talmud.

Other writings Other important writings for Jews include the Midrash, which includes rabbis’ interpretations of and further information about the Torah, Jewish law and moral issues. There are also books of response, ‘responsa’, which are answers to questions focused on Jewish law. The world today is very different from the world in which Judaism began, so these are still being written to help Jews respond to the challenges of modern life that their ancestors did not face.

Key vocabulary Ark a cupboard in a synagogue where Torah scrolls are stored Gemara Part of the Talmud, a commentary on the Mishnah Midrash Jewish writings that include rabbis’ interpretations of and further information about the Torah, Jewish law and moral issues mitzvot Jewish laws (there are 613 in total); the singular is mitzvah Talmud A collection of teachings from rabbis giving more information about the Torah yad A pointer used to read the Torah in the synagogue

The Tishbi, a dictionary containing words used in the Talmud and Midrash.

Check your understanding 1 2 3 4 5

What is the Tanakh? Why is the Torah considered the most important collection of books for Jews? What is the Talmud? Explain how a Jew today might use each of the different books mentioned in this topic. Why might the responsa help Jews today?

Topic 1.5: What are the Tanakh and Talmud?

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Unit 1: History and belief

Knowledge organiser Key vocabulary Ark a cupboard in a synagogue where Torah scrolls are stored Ark of the Covenant The box that housed the two tablets of stone on which the original Ten Commandments were written Babylonian exile The period from 597 to 538 BCE when Jews were forced to live outside Jerusalem under Babylonian rule bimah The platform from where Torah scrolls are read circumcision The removal of a baby boy’s foreskin at the age of eight days in Judaism congregation People who attend a religious service Conservative Jews Jews who preserve Jewish rituals and traditions but are more flexible in interpreting Jewish laws than Orthodox Jews covenant An agreement between God and people Gemara Part of the Talmud, a commentary on the Mishnah Hasidic Jews A group within Orthodox Judaism who follow a strict religious lifestyle and have a distinctive appearance High Priest Historically, the highest rank of Jewish leader idols Statues that are worshipped kashrut Jewish food laws kippah A head covering worn during prayer kosher Food that is acceptable for Jews to eat; the word literally means ‘fit’ menorah A seven-branched candlestick and a symbol of divine light in the world Messiah Anointed one mezuzah A small box attached to doorposts in Jewish homes, containing the Shema Midrash Jewish writings that include rabbis’ interpretations of and further information about the Torah, Jewish law and moral issues Mishnah The early teachings of rabbis, which were passed on orally

mitzvot Jewish laws (there are 613 in total); the singular is mitzvah monotheist Someone who believes in just one God ner tamid The light in front of, or above, the Ark Orthodox Jews Jews who believe in maintaining the traditional beliefs and practices of Judaism and the laws given by God Pharaoh An Egyptian king pilgrimage A journey taken for religious reasons Pilgrimage A journey taken to a place of religious importance polytheist Someone who believes in more than one god Promised Land An area of land in the Middle East given to Jews by God prophet A messenger of God rabbi The leader of a synagogue Reform Jews and Liberal Jews Jews who believe that Judaism can change or modernise over time sacrificial altar A place where animals were killed as offerings to God secular Non-religious Shema The most important prayer in Judaism siddur A Jewish prayer book synagogue The Jewish place of worship tallit A symbolic shawl worn during prayer Talmud A collection of teachings from rabbis giving more information about the Torah Tanakh The main Jewish scripture, which includes the Torah tefillin Two boxes worn during prayer, which contain verses from the Torah Torah The most important holy text for Jews trefah Food that Jews are forbidden to eat Twelve Tribes of Israel The families of the sons of Jacob yad A pointer used to read the Torah in the synagogue

Unit 1: History and belief

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Key facts • The origins of Judaism go back about 4000 years, when God made a covenant with Abraham to make him leader of God’s chosen people. They were known originally as Israelites, but were later called Jews.

• Jews believe that the coming of a Messiah, or saviour, will mark the start of a new age when people will live in peace and harmony. Unlike Christians, Jews do not believe that Jesus was the Messiah.

• God tested Abraham’s faith by asking him to sacrifice his son Isaac. Abraham was willing to do so and God spared Isaac.

• The two most important scriptures for Jews are the Torah (part of the Tanakh) and the Talmud (a collection of writings by rabbis).

• Jews view Abraham as the first patriarch. Isaac was the second patriarch and his son Jacob was the third. Moses is also an important figure for Jews.

• Jewish law is known as the mitzvot – a collection of 613 rules and instructions on how Jews should live their lives.

• The Temple was the most important place for Jews. Built by King Solomon, it was destroyed by the Babylonians, but later rebuilt. The Romans destroyed the Second Temple. One wall remains, known as the Western Wall. • There are different types of Jews, including Orthodox, Reform and Liberal Jews, who believe slightly different things and practise Judaism in different ways.

• There are strict laws about what Jews can eat. Permitted food is called kosher (‘fit’). Food that is banned is known as trefah (‘torn’). • Jews worship in buildings called synagogues. The most important part of the synagogue is the Ark – a special cupboard where the Torah is kept. • When Jews pray, they may wear particular items of clothing that have special meaning: a kippah (head covering), tallit (shawl) and tefillin (two small boxes strapped to the forehead and arm).

Key people Abraham A man who God made a covenant with that he would have many descendants who would be a great nation Herod A Roman governor who built an extension to the Second Temple Isaac The son of Abraham and the second patriarch

Jacob The son of Isaac and the third patriarch Moses A man who received the laws including the Ten Commandments from God Solomon The king of Israel who built the first Temple in Jerusalem

Jews praying together publicly.

Knowledge organiser

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Historyinand Judaism the modern beliefworld The world today is very different from the way it was when Judaism began. Jews around the world now face challenges that people in the past did not have to consider. In the second half of this book you will see how Jews respond to these challenges and keep their faith strong. You will also discover how Judaism has survived extreme persecution over the course of its long history and explore how its followers have tried to make sense of the suffering that they have experienced. Finally, you will examine the role that Judaism plays in one of the most complex conflicts in the modern world. As you study more about Judaism, you will gain a greater understanding of the past, the modern world and the lives of millions of people around the world who call themselves Jews.

Unit 2: Judaism in the modern world

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12 2.1

What is Shabbat?

2.2

Jewish festivals

2.3

Birth, Bar Mitzvah and Bat Mitzvah

2.4

Marriage, mourning and funerals

2.5

The value of human life

2.6

A persecuted people

2.7

Jewish responses to the Holocaust

2.8

What is Zionism?

Knowledge organiser

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Unit 2: Judaism in the modern world

Jewish responses to the Holocaust Jews believe that God is all-powerful (omnipotent), all-loving (omnibenevolent) and all-knowing (omniscient). How does this present difficulties when considering issues such as the Holocaust?

The ‘problem of evil’ Over the course of history, people have tried to understand how God and evil can both exist. If God knows everything, he knows evil exists. If God is all powerful, he has the power to stop evil. If God is all good, surely he wants to stop evil. The existence of evil suggests that either God does not exist, or that he is not all-loving, all-powerful and all-knowing. Since the Holocaust, Jews have thought and written much about this ‘problem of evil’.

Richard Rubenstein In 1960, a Jewish man called Richard Rubenstein wrote a book called After Auschwitz. In it he argued that after the horror of the Holocaust Jews could no longer believe that God is omnipotent, or that they are his chosen people. Rubenstein said that the covenant between God and Abraham had been destroyed. After the Holocaust, more Jews became secular Jews. They could not believe in God, but wanted to continue the practices and rituals of Judaism. Rubenstein still believed in God and did not think that people should become atheists, but he thought that God had no involvement in or impact on the world. He did think, though, that it was still valuable to live a Jewish life, because the rituals gave life meaning.

FPO Richard Rubenstein or Elizer Berkovitz

Richard Rubenstein.

Eliezer Berkovits Eliezer Berkovits was an Orthodox Jewish rabbi who claimed that God was not responsible for the Holocaust. He argued that although God wanted to stop the suffering he could not do this without interfering with human free will. God had to allow extreme suffering and evil to happen because he had given freedom to human beings. Berkovits said that God had to ‘hide his face’ (hester panim) during the Holocaust. He argued that, rather than speaking about the absence of God during the Holocaust, people should consider the absence of humanity. Jews today should use their free will to have a renewed faith and desire to make the world a better and more peaceful place.

Unit 2: Judaism in the modern world

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Emil Fackenheim

2.7

Emil Fackenheim was a rabbi who wrote in the 1940s. He argued that turning away from Judaism after the Holocaust was the equivalent of giving Hitler a victory – Hitler’s aim had been to wipe Judaism from the face of the earth, and if Jews abandoned their religion then Hitler would have achieved his goal. Fackenheim claimed that Jews have a responsibility to unite and continue the Jewish family and faith. He said that this was the 614th mitzvah that Jews should follow.

Anne Frank Anne Frank was a Jewish girl born in 1929. She and her family fled from Nazi Germany to Amsterdam in the Netherlands in order to avoid persecution. She and her family hid in an attic in Amsterdam for two years before being arrested and sent to a concentration camp, where she died of disease at the age of 15. While in hiding, she wrote a diary, which has since been translated into 67 languages and has sold over 30 million copies. Who has allowed us to suffer so terribly up till now? It is God that has made us as we are, but it will be God, too, who will raise us up again. If we bear all this suffering and if there are still Jews left, when it is over, then Jews, instead of being doomed, will be held up as an example. Who knows, it might even be our religion from which the world and all peoples learn good, and for that reason and that reason alone do we have to suffer now. Anne Frank

The Tanakh on suffering The Tanakh does not give one clear explanation for why God allows suffering. The book of Job suggests that humans should not try to understand why some good people suffer. In this book, Job, the main character, is tested by God, who allows Satan to attack him. Job loses everything that is important to him, yet remains faithful to God. God blesses him with more than he had before as a reward for his loyalty. Other traditional Jewish responses to the question of suffering include the idea that suffering is in some way beneficial and therefore not a bad thing. In the Tanakh, the prophet Isaiah is described as a suffering servant, and so some rabbis suggest that Jews suffer in order to pay for the wickedness of the rest of humanity.

Key vocabulary free will The ability to choose how to act hester panim The belief that God ‘hid his face’ during the Holocaust because he could not interfere with free will

Check your understanding 1 2 3 4 5

What is the ‘problem of evil’? How could the Tanakh help Jews understand why there is evil and suffering in the world? Explain how one Jewish thinker responded to the Holocaust. Who was Anne Frank and how did she try to understand the suffering of Jews during the Holocaust? ‘There is no satisfactory response to the problem of evil for Jews.’ Discuss this statement.

Topic 2.7: Jewish responses to the Holocaust

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Key Stage 3 Knowing Religion Sikhism

Key Stage 3

Sikhism

Series Editor: Robert Orme This Knowing Religion Student Book helps you to: • Develop an understanding of the origins, development and diversity of beliefs and practices within Sikhism.

Neil McKain

• Discover the debates among followers within Sikhism and examine the challenges the religion faces in the modern world. • Learn through compelling narrative, fascinating facts and extraordinary people. • Gain a broad understanding of Sikhism with 16 lessons. • Remember key vocabulary, people and facts using the ‘Knowledge organiser’ at the end of each unit. • Think critically about religion and practise extended writing and essays with questions for each topic. • Gain a ﬁrm grounding in the knowledge and skills needed to excel at GCSE RS.

Key Stage 3

Judaism

Christianity

Islam

Hinduism

Andy Lewis

Robert Orme

Tristan Elby

Knowing Religion: Student Book

Judaism Student Book 978-0-00-822771-5

Knowing Religion: Student Book

Christianity Student Book 978-0-00-822770-8

Knowing Religion: Student Book

Islam Student Book 978-0-00-822772-2

Knowing Religion: Student Book

Hinduism Student Book 978-0-00-822775-3

Key Stage 3

Buddhism

Biblical Literacy

Neil McKain

Robert Orme

World Religions: Judaism, Christianity and Islam

World Religions: Hinduism, Buddhism and Sikhism

Robert Orme and Andy Lewis

Tristan Elby and Neil McKain

Knowing Religion: Student Book

Buddhism Student Book 978-0-00-822773-9

Knowing Religion: Student Book

Biblical Literacy Student Book 978-0-00-822767-8

Knowing Religion: Student Book

World Religions: Judaism, Christianity and Islam Student Book 978-0-00-822768-5

Free Teacher materials available on www.collins.co.uk

27746_Sikhism.indd 5

Knowing Religion: Student Book

World Religions: Hinduism, Buddhism and Sikhism Student Book 978-0-00-822769-2

ISBN 978-0-00-822774-6

9 780008 227746

Knowing Religion: Student Book 20/03/2017 11:32

Contents INTRODUCTION

UNIT 1: History and belief

1.1

How did Sikhism begin?

1.2

How did Nanak spread his message?

1.3

Who are the Ten Gurus? Angad to Arjan

1.4

Who are the Ten Gurus? Hargobind to Gobind Singh

1.5

Guru Gobind Singh and the Khalsa

1.6

What are the Five Ks?

1.7

What is the Guru Granth Sahib?

1.8

What do Sikhs believe about God?

Knowledge organiser

UNIT 2: Sikhism in the modern world

2.1

What do Sikhs believe happens after death?

2.2

What is a gurdwara?

2.3

What is the langar?

2.4

How do Sikhs serve others?

2.5

The Golden Temple of Amritsar

2.6

Sikh festivals

2.7

What do Sikhs believe about war?

2.8

Sikhism in the UK

Knowledge organiser

INDEX

ACKNOWLEDGEMENTS

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History and belief In this book, you will find out about one of the most-followed religions in the world today â&#x20AC;&#x201C; Sikhism. In the first half of the book, you will discover the dramatic event that led to the beginning of Sikhism and explore how it developed, often amidst great violence. You will see how Sikhism grew from the experiences of an Indian man called Nanak who lived around 500 years ago, to become a global religion that is now followed by over 25 million people. You will also examine some of the ideas that have shaped Sikhism and that influence the lives of its many followers around the world today.

Unit 1: History and belief

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1 1.1

How did Sikhism begin?

1.2

How did Nanak spread his message?

1.3

Who are the Ten Gurus? Angad to Arjan

1.4

Who are the Ten Gurus? Hargobind to Gobind Singh 14

1.5

Guru Gobind Singh and the Khalsa

1.6

What are the Five Ks?

1.7

What is the Guru Granth Sahib?

1.8

What do Sikhs believe about God?

Knowledge organiser

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Unit 1: History and belief

What are the Five Ks? Why do Khalsa Sikhs wear the Panj Kakaar (Five Ks)? After the Khalsa was established in 1699, Guru Gobind Singh gave its members some rules to follow, which developed the teachings of previous Gurus. Many of these teachings focus on performing good deeds, including giving to those in need and earning an honest living. Guru Gobind Singh also said that drugs, smoking and alcohol, and piercings were strictly forbidden and that peopleâ&#x20AC;&#x2122;s clothing should be simple and modest. In addition to this, the Guru taught that Khalsa Sikhs must wear five key items that show their faith. These five things represent a Sikhâ&#x20AC;&#x2122;s commitment to both spirituality and defending justice.

The five articles of faith are known as the Five Ks because their names in Punjabi all begin with the letter k.

Kesh (uncut hair) Sikhs believe their bodies are a gift from God. As such, Khalsa Sikhs do not cut their hair. This is a sign of devotion to God and shows acceptance of what God has given them. In order to keep their hair tidy and clean, male members of the Khalsa wear a turban. At the time of the Gurus, turbans were worn by emperors and rulers. The Khalsa adopted the turban for two reasons. It showed that Khalsa Sikhs were powerful and it created a group identity for them, making members instantly recognisable.

Kangha (a wooden comb) The kangha is a comb that has both a practical and spiritual purpose. The comb is used to keep the hair clean and tidy. Most members of the Khalsa will brush their hair twice a day. When it is not being worn, the kangha is tucked into the turban. The kangha also signifies the importance of discipline and reminds Sikhs that their lives, including work and family, should be well ordered.

Many devout members of the Khalsa believe the command not to cut hair relates to all bodily hair, and so do not cut or trim any hair on their face or body.

Unit 1: History and belief

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Kara (a simple steel bracelet)

1.6

The kara is a plain steel bracelet worn around the right wrist. It cannot be made of gold or silver, as these metals are too precious and not in keeping with the Gurus’ teaching on equality. Steel is a strong metal, forged in fire, so the kara symbolises the strength required to be a Sikh and defend the religion. The kara also has spiritual significance. The circular shape represents the Sikh belief in monotheism by reflecting the eternity and oneness of God.

Kachera (special cotton underwear) Kachera are loose-fitting shorts that both male and female members of the Khalsa wear under their clothes. Guru Gobind Singh is said to have told his followers to wear them because they made movement in battle easier. As such, kachera are a reminder to Sikhs that they should be ready to fight when others need help.

Fact Sikhs prefer not to call the Five Ks ‘symbols’. This is because the five items have a practical purpose as well as a religious meaning.

Kirpan (a short sword) The kirpan is a sword worn by Khalsa Sikhs to remind them of their duty to defend their religion and fight for justice. The earliest members of the Khalsa would have carried full swords in order to fight against the Mughal Empire. Today, it is not practical to carry a full-size sword, so Sikhs often carry a small sword (held in a sheath).

Activity Draw and annotate an image of each of the Five Ks. The fifth of the Five Ks, the kirpan.

The kirpan and the law In the UK, the law bans people from carrying knives, unless this is a religious requirement. It is estimated that fewer than 10 per cent of Sikhs in the UK wear a real kirpan. However, in times of heightened security because of terrorism, the issue of whether religious people should have the right to carry something that could be used as a weapon has caused much debate. Some security experts are concerned about the kirpan being carried in airports and other public places.

Check your understanding 1 2 3 4 5

How is a Khalsa Sikh different from other Sikhs? Why do Sikh men wear turbans? What are the Five Ks? Explain each in detail. What problems might some Sikhs in the UK encounter when wearing the Five Ks? ‘All Sikhs should join the Khalsa.’ Discuss this statement.

Topic 1.6: What are the Five Ks?

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Unit 1: History and belief

Knowledge organiser Key vocabulary Adi Granth A collection of hymns and writings of the early Sikh Gurus, compiled by Guru Arjan; it means ‘first book’ amrit Sugar that is mixed into water using a sword; it is drunk at the Amrit ceremony Amrit ceremony Ceremony to become part of the Sikh Khalsa Bhai A title given to people respected by Sikhs; it literally means ‘brother’ caste A series of social classes that determine someone’s job and status in society chapati A type of flatbread commonly eaten in India and Pakistan disciples Followers of a religious leader The Five Ks Five articles of faith worn by the Khalsa: kesh (uncut hair), kangha (a wooden comb), kara (a steel bracelet), kachera (special cotton underwear) and kirpan (a short sword) granthi People who read from, and look after, the Guru Granth Sahib; Sikhs do not have religious leaders or priests and anyone can read from the Guru Granth Sahib gurdwara The Sikh place of worship; it literally means ‘doorway to the Guru’ Gurmukhi A language created by the Gurus and used to write the Guru Granth Sahib Guru A religious teacher or guide who leads a follower from spiritual ignorance (Gu, ‘darkness’) into spiritual enlightenment (ru, ‘light’) Guru Granth Sahib The Sikh holy book; the name means ‘from the Guru’s mouth’ initiated Made a member of a particular group through a special ceremony Janam Sakhis Stories about the childhood and life of Guru Nanak karah parshad A sweet food shared at the end of the Amrit ceremony Kartarpur A town in modern Pakistan where the first Sikh community was founded in 1522 by Guru Nanak

Kaur ‘Princess’ – the title given to a female Khalsa Sikh Khalsa The community of Sikhs founded by the tenth Guru, Gobind Singh khanda The symbol of Sikhism, made up of two double-edged swords, one sword in the middle and a circle langar A word meaning ‘free kitchen’; a communal eating area found in every Sikh place of worship martyr Someone who is killed for his or her beliefs monotheist Someone who believes in only one God Mool Mantra The first hymn written by Guru Nanak; it summarises Sikh beliefs about God Mughal Empire The rulers of the area that is now India and Pakistan in the sixteenth and seventeenth centuries naam japna Repeating the name of God over and over as an act of worship Panj Pyare ‘The blessed ones’ – the first five men who volunteered to join the Khalsa revelation A message revealed by God to humans Sikh A follower of Sikhism; it comes from the Sanskrit word shishya, which means ‘disciple’ or ‘learner’ Singh ‘Lion’ – the title given to a male Khalsa Sikh Waheguru the most common name used by Sikhs to describe God meaning ‘wonderful Lord/Guru’

Unit 1: History and belief

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Key facts • There are around 25 million Sikhs in the world today, most of them (19 million) living in India. • Sikhism began with a man called Nanak, who was born in part of India called the Punjab. • When Nanak was 30 he received a revelation in which he understood that although there are many different religions there is only one God. God loves all people equally, whatever religion they follow.

• The ninth Guru was Tegh Bahadur, who challenged the Mughal Emperor Aurangzeb to convert him to Islam. When the emperor failed to do so, he had the Guru executed. • The last of the human Gurus was Gobind Singh, who established the Khalsa, a brotherhood of Sikhs established to protect their people from persecution.

• Stories about Nanak’s childhood and life are collected in the Janam Sakhis.

• Male Sikhs who join the Khalsa take the surname Singh (‘lion’) and female Khalsa Sikhs take the surname Kaur (‘princess’).

• Nanak made four long journeys over a period of 20 years, spreading word of his revelation. He visited and talked with Buddhists, Hindus and Muslims.

• Before he died, Gobind Singh said that the collection of Sikh holy scriptures, the Guru Granth Sahib, would be the eleventh and final – eternal – Guru.

• The story of the miracle of milk and blood emphasises one of Guru Nanak’s important teachings – that of working hard and honestly.

• The Guru Granth Sahib is a collection of scriptures collected over 150 years that is highly revered by Sikhs, who look to it for guidance and leadership.

• Guru Nanak died in 1539. He was followed by nine Sikh Gurus, who developed the Sikh tradition. • Guru Arjan is famous for building the holiest site in the world for Sikhs, the Harmandir Sahib, and for being the first Sikh martyr after his death at the hands of the Mughals. • The Sikh symbol of the Khanda was established by Guru Hargobind, who put on two swords to indicate his spiritual authority (piri) and his worldly authority (miri).

• It is written in a language called Gurmukhi and there are strict rules about how copies of it can be printed, transported and treated. • The book is used during Sikh worship services and during special ceremonies. Sometimes readers called granthi will read the whole text from start to finish, which takes about 48 hours. • The Mool Mantra is a text that describes Sikh beliefs about God, including that he is the creator, immortal, without fear or hate, and beyond birth and death.

Key people Akbar A Muslim Mughal emperor and ruler who was very impressed by the langar and had a good relationship with the Sikhs Aurangzeb A Mughal emperor during Tegh Bahadur’s time as Guru; he had Guru Tegh Bahadur killed Guru Nanak (1469–1539) The founder and first Guru of Sikhism Guru Angad (1539–52) A devoted follower of Nanak who succeeded him as second Guru Guru Amar Das (1552–74) The third Guru Guru Ram Das (1574–81) The fourth Guru Guru Arjan (1581–1606) The fifth Guru, who created the Adi Granth (first Sikh scriptures) and founded the Golden Temple in Amritsar; he was martyred by the Mughal emperor

Guru Hargobind (1606–44) The sixth Guru; a key military leader Guru Har Rai (1644–61) The seventh Guru Guru Har Krishan (1661–64) The eighth Guru, who died at the age of eight Guru Tegh Bahadur (1664–1675) The ninth Guru; executed by the Mughal emperor Guru Gobind Singh (1675–1708) The tenth and final human Guru, who established the Khalsa Jahangir A son of Mughal Emperor Akbar who had Guru Arjan killed Lalo A hard-working carpenter of low caste who became one of the first Sikhs Malik Bhago A rich and corrupt man who was angered by Guru Nanak eating with Lalo

Knowledge organiser

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Sikhism in the modern world In the second half of this book, you will find out what Sikhs believe happens after death. You will explore why gurdwaras are central to the religion and how Sikhs use these buildings to serve others and keep an ancient tradition alive. You will also consider some of the modern challenges faced by the religion including persecution of Sikhs in the modern world and examine what Sikhs believe about the use of violence. As you learn more about Sikhism over the past 500 years, you will gain a greater understanding of its history, its place in the world today and the lives of the millions of people who call themselves Sikh.

Unit 2: Sikhism in the modern world

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2 2.1

What do Sikhs believe happens after death?

2.2

What is a gurdwara?

2.3

What is the langar?

2.4

How do Sikhs serve others?

2.5

The Golden Temple of Amritsar

2.6

Sikh festivals

2.7

What do Sikhs believe about war?

2.8

Sikhism in the UK

Knowledge organiser

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Unit 2: Sikhism in the modern world

Sikhism in the UK How did Sikhism become an established religion in the UK? There are many thousands of Sikhs living in the UK today. The majority can trace their origins back to Sikhs who emigrated from the Punjab from the 1950s onwards. Many left at this time because the splitting of the Punjab between India and Pakistan made life difficult for Sikhs. Others were simply seeking a better quality of life, work and education. Since arriving in Britain, Sikhs have made many significant contributions to British society.

The first Sikh in the UK During the mid-nineteenth century, Sikhs in the Punjab fought a number of wars against the invading British army. Having been defeated, the Sikh ruler of the Punjab, Duleep Singh, was exiled to Britain in 1854 at the age of just 15. He lived as a British aristocrat in various castles and palaces. Shortly before he was brought to Britain, Duleep Singh converted to Christianity. Some say he was forced to do so. Duleep Duleep Singh. Singh died in Paris in 1893 at the age of 55. Because he had returned to Sikhism, Singh wanted to be cremated and have his ashes scattered in India, according to Sikh tradition, but he was given a Christian burial. He was only allowed to return to his homeland twice, very briefly, because the British believed that if he were to do so then Sikhs in the Punjab would again rise up against the Empire.

Gurdwaras The first known gurdwara in Britain was built in 1911 in Putney, London. Today, there are over 250 gurdwaras in the UK, including the largest Sikh temple outside India. The Gurdwara Sri Guru Singh Sabha in Southall, London, opened in 2003. The building can hold 3000 worshippers and the langar is large enough to serve over 20,000 meals during Sikh festivals. The gurdwara also includes a library, exhibition and teaching space and in 2009 helped to open a new primary school, which is open to Sikh and non-Sikh children. At the school, Sikh and Punjabi studies are taught alongside other subjects. The Gurdwara Sri Guru Singh Sabha in Southall, London, cost ÂŁ17.5 million to build.

Unit 2: Sikhism in the modern world

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Controversy over interfaith marriage In 2016, police were called to a gurdwara near Coventry. It was reported that over 50 masked men with knives had forced their way into the temple to protest against the marriage of a Sikh girl to a Hindu boy. In 2015, the Sikh Council had issued guidance to gurdwaras, saying that only two Sikhs should marry at a gurdwara. However, it also stated that protests should stop and that people should act in a peaceful and non-threatening manner. The police later confirmed that most of the weapons had been kirpans, one of the Five Ks worn by Khalsa Sikhs. Traditionally, Sikhs have married within their community, but it is becoming more common for Sikhs to marry outside their faith. Some are concerned that this may lead to the religion disappearing and want to stop interfaith marriages. Others argue that the Gurus taught love, acceptance and respect for different beliefs and therefore Sikhs in the UK should be free to marry whomever they love. Some Sikhs argue that interfaith marriage is acceptable, but if a marriage takes place at a gurdwara it can only be between two Sikhs.

The future Sikhism is a growing religion in the UK and it is often seen as having integrated successfully into British society. In particular, its focus on equality and sewa have helped promote fairness and respect for all people. Like all major religions, Sikhism faces the challenge of how to adapt to the modern world, but as it does so Sikhs remain focused on the unchanging message of the Gurus, particularly the first revelation of Guru Nanak over 500 years ago:

2.8 A Sikh woman, Sim Kaur, who married a non-Sikh, describes what she sees as the real issues relating to inter-faith marriages. Our gurdwaras are run by men and the protesters are all men. All the cancellations [of weddings] I’ve heard about have been of Sikh women marrying non-Sikh men or men not born into the Sikh religion and I doubt that’s a coincidence. I do believe it’s a faith issue, but it’s also about gender and race.

[There is] no Hindu nor Muslim, but only man. So whose path shall I follow? I shall follow God’s path. God is neither Hindu nor Muslim and the path which I follow is God’s.

100% 78% 64% 50%

Sikh

British

Indian

Punjabi

0% Asian

The annual British Sikh Report, which conducts research into Sikh attitudes, showed that in 2016 Sikhs in the UK identify as being ‘Sikh’ (78 per cent) and ‘British’ (64 per cent). None of the respondents selfdescribed as ‘Asian’.

Key vocabulary Sikh Council The largest organisation representing Sikhs in the UK

Check your understanding 1 2 3 4 5

Who was the first Sikh to come to the UK? Where is the largest Sikh temple outside India? Why has interfaith marriage caused controversy among some Sikhs? How did UK Sikhs define themselves in the 2016 annual Sikh report? ‘A married couple should share the same faith.’ Discuss this statement, and refer to Sikhism in your answer.

Topic 2.8: Sikhism in the UK

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