WEEK 1
Understanding Relationship
Lesson Objectives
By the end of the
lesson, students should be able to:
·
Explain relationship.
·
Explain family and
types of family.
·
Discuss roles of
different members of the family.
Key Concepts
·
Meaning of
relationship
·
Forms of relationship
·
Meaning of family
·
Types of family
·
Roles within the
family
Understanding Relationship
·
A relationship is a
connection or bond between people.
·
Relationships exist at
home, school, and community.
·
Healthy relationships
are built on respect, trust, and communication.
Family and Types of Family
·
Family is the basic
unit of society.
Types of family:
·
Nuclear family:
A nuclear family is made up of parents and their children living together in
one home - father, a mother, and their children.
·
Extended family:
An extended family includes parents, children, and other relatives such as
grandparents, uncles, aunts, and cousins living together or closely connected.
·
Single-parent family:
A single-parent family is a family where only one parent lives with and takes care
of the children, either the mother or the father.
·
Foster family:
A foster family is a family that takes care of a child who is not their
biological child, usually for a short or long period, to provide love, safety,
and support.
Roles of Family Members
·
Parents:
Provide guidance, protection, and support.
·
Children:
Show respect, obey rules, and assist in chores.
·
All members:
Promote love, unity, and cooperation.
Classroom Activities
·
Think-Pair-Share on
types of relationships.
·
Group discussion on
family types.
·
Short video on family
roles.
·
Class reflection on
healthy relationships.
Lesson Summary
·
Relationships help
people connect.
·
Families come in
different forms.
·
Each family member has
important roles.
·
Good relationships are
built on respect and communication.
Worksheet
1. A relationship
can best be described as
A.
a fight between people
B.
a connection or bond
between people
C.
living in the same
house
D.
sharing the same
surname
2. Which of the
following best describes a family?
A.
A group of friends
living together
B.
People who work in the
same place
C.
People related by
blood, marriage, or adoption
D.
People who attend the
same school
3. Which of these is
an example of a nuclear family?
A.
Grandparents, uncles,
aunts, and cousins
B.
Parents and their
children
C.
Neighbors living on
the same street
D.
Members of a community
4. An extended
family includes
A.
only parents and
children
B.
teachers and
classmates
C.
grandparents, uncles,
aunts, and cousins
D.
people who live in the
same town
5. One major role of
parents in the family is to
A.
play games all day
B.
provide care,
guidance, and discipline
C.
avoid responsibility
D.
depend on children for
decisions
6. Children in the
family are expected to
A.
make all family rules
B.
disobey their parents
C.
show respect and help
with small duties
D.
control family
finances
7. Which of the
following best shows a healthy family relationship?
A.
Constant quarrelling
B.
Lack of communication
C.
Love, respect, and
cooperation
D.
Avoiding one another
Classwork 2
Classwork 2 Fill in the Blank Questions (5)
1. A
__________ is a bond or connection between two or more people.
2. A
family that is made up of parents and their children is called a __________
family.
3. The
father and mother are responsible for providing __________ and protection for
the family.
4. Children
show good family values by being __________ and respectful.
5. Grandparents,
uncles, and aunts are members of the __________ family.
WEEK 2
Understanding Relationships: School, Church, and Community
IGCSE Religious Education
Objectives
By the end of the lesson, students should be
able to:
·
Identify
different types of relationships in school, church, and the community.
·
Discuss
the factors to consider when choosing friends, including character, values,
behaviour, and influence.
·
Explain
how positive and negative relationships impact personal growth and decision-making.
Types of Relationships
·
School: Classmates, teachers.
·
Church: Fellowship, leaders.
·
Community: Neighbors, elders.
Choosing Friends
Consider:
·
Character
·
Values
·
Behaviour
·
Influence
"Bad company corrupts good
character"
(1 Cor. 15:33)
Positive & Negative Relationships
Positive:
·
Builds
character
·
Encourages
good decisions
Negative:
·
Leads
to bad choices
·
Weakens
values
Biblical Principles
·
Love
and respect others
·
Encourage
good deeds
·
Choose
wise companions
"A friend loves at all times" (Prov. 17:17)
Reflection
·
Which
relationships influence you most?
·
Are
they helping you grow?
·
How
can you apply biblical teachings?
Classwork 1
Multiple Choice
1. Which of the following
is an example of a relationship found in school?
A.
Pastor
and congregation
B.
Teacher
and student
C.
Neighbors
living on the same street
D.
Market
trader and customer
2. A relationship built
on trust, honesty, and respect is best described as a ______ relationship.
A.
Harmful
B.
Negative
C.
Positive
D.
Temporary
3. Which of the following
is an important factor to consider when choosing friends?
A.
Their
popularity
B.
Their
wealth
C.
Their
character
D.
Their
dressing style
4. Which relationship
helps a person grow spiritually?
A.
Relationship
with classmates
B.
Relationship
with church leaders
C.
Relationship
with strangers
D.
Relationship
with social media followers
5. One major effect of
bad company on a student is that it can lead to:
A.
Better
academic performance
B.
Good
behaviour
C.
Poor
decisions and bad habits
D.
Strong
moral values
6. A good relationship in
the community helps people to:
A.
Compete
with one another
B.
Live
in peace and cooperation
C.
Avoid
responsibility
D.
Depend
only on themselves
7. Which of the following
best describes a positive relationship?
A.
One
that encourages wrongdoing
B.
One
based on fear
C.
One
that promotes respect and support
D.
One
based on selfish interest
Classwork 2
Fill in the Blank Spaces (5)
1. A relationship is the
way people ______ and connect with one another.
2. In school, students
should show respect to their ______ and classmates.
3. Good friends influence
us to make ______ decisions.
4. Negative relationships
can affect a person’s ______ and future choices.
5. The community includes
people who live and work ______ one another.
WEEK 3
Understanding Relationships — The Friendship Between David
and Jonathan
Objectives
·
Describe
who David and Jonathan were and the nature of their friendship.
·
Explain
key qualities that made their relationship strong (loyalty, trust, sacrifice,
support).
·
Evaluate
the depth of their friendship using specific biblical examples.
·
Apply
lessons from their friendship to their own daily relationships.
Who Were David and Jonathan?
·
David: Young shepherd boy, later King of Israel. Anointed by God
to replace Saul. Known for bravery, music, and faith.
·
Jonathan: Son of King Saul. Prince, warrior, and heir
to the throne. Chose friendship over power.
Their Bond
·
Met
when David defeated Goliath (1 Samuel 17).
·
“Soul
tied to soul” – 1 Samuel 18:1.
·
Despite
family rivalry, they loved each other deeply.
What Made Their Friendship Strong?
·
Loyalty: Jonathan protected David from Saul’s anger.
·
Trust: Shared secrets, made covenants (1 Sam 20).
·
Sacrifice: Jonathan gave up his royal claim for David.
·
Support: Encouraged David, wept with him, and
celebrated victories together.
Biblical Examples Showing Depth
·
1 Samuel 20: Jonathan risks his life to save David.
·
1 Samuel 23:15-18: Jonathan visits David in hiding and reaffirms
his loyalty.
·
2 Samuel 1:26: David’s heartbreaking lament after Jonathan
dies.
o
Shows love stronger than family, deeper than romance.
Classwork 1 — Multiple Choice Questions
1. The friendship between
David and Jonathan is a famous example of:
o
Two
kings who ruled together
o
Soldiers
in the same army with no personal relationship
o
Friends
whose bond was built on loyalty and trust
o
Enemies
who later made peace
2. When Jonathan gave
David his robe and weapons, it showed:
o
jealousy
o
surrender
and friendship
o
fear
of battle
o
royal
authority
3. What was Jonathan’s
relationship to King Saul?
o
He
was Saul’s servant
o
He
was Saul’s brother
o
He
was Saul’s son
o
He
was Saul’s cousin
4. One major reason
Jonathan supported David was because he:
o
feared
David’s strength
o
wanted
to become king himself
o
recognized
that God was with David
o
was
forced by his father
5. Which action best
shows Jonathan’s loyalty to David?
o
He
followed David into battle
o
He
warned David about Saul’s plan to kill him
o
He
stopped speaking to his father
o
He
asked David to fight for him
6. What quality best
describes David’s response to Jonathan’s kindness?
o
Pride
o
Gratitude
and faithfulness
o
Anger
o
Fear
7. Which lesson can young
people learn from the friendship between David and Jonathan?
o
Always
agree with friends
o
Protect
your own interest first
o
True
friendship involves loyalty, honesty, and sacrifice
o
Friends
should always fight for each other
Classwork 2 — Fill in the Blank Questions
1. David was a young ______
when he first became close friends with Jonathan.
2. Jonathan was the son
of King ______.
3. One key quality that
strengthened their friendship was ______.
4. Jonathan warned David
about his father’s plan to ______ him.
5. The friendship between
David and Jonathan teaches us the importance of ______ and ______
in our relationships.
WEEK 4
UNDERSTANDING RELATIONSHIP: THE FRIEND AT MIDNIGHT (LUKE
11:5–13)
Cambridge IGCSE RE – Grade 7 Topic Focus:
Friendship, Persistence, Christian Relationships
KEYWORDS
Persistence, Friendship, Prayer, Generosity,
Faith, Community
LEARNING OBJECTIVES
By the end of this lesson, students should be
able to:
·
Retell
the story of the Friend at Midnight.
·
State
three lessons from the parable.
·
Explain
the kind of relationship that should exist among church members.
BIBLE BACKGROUND
·
Jesus
told this parable to teach about prayer, persistence, and helping others.
·
It
appears in Luke 11:5–13 after Jesus taught the Lord’s Prayer.
RETELLING THE STORY
·
A
man received a visitor at midnight and had no food.
·
He
went to his friend’s house and asked for bread.
·
The
friend refused at first because his family was asleep.
·
Because
of persistence, the friend eventually gave him what he needed.
KEY LESSONS
·
Be
persistent when asking for help or praying.
·
Friends
should support one another in times of need.
·
God
responds to sincere and faithful prayers.
RELATIONSHIP AMONG CHURCH MEMBERS
Church members should:
·
Show
love and care for one another.
·
Help
each other in difficult times.
·
Pray
together and support each other spiritually.
·
Be
patient and forgiving.
CLASSWORK – MULTIPLE CHOICE QUESTIONS
1. Who came to the man’s
house at midnight?
A.
A
neighbor
B.
A
stranger
C.
A
visitor
D.
A
soldier
2. Why did the man go to
his friend?
A.
To
borrow money
B.
To
ask for bread
C.
To
ask for water
D.
To
play
3. Why did the friend
first refuse?
A.
He
had no bread
B.
He
was angry
C.
His
family was asleep
D.
He
was sick
4. What made the friend
finally help?
A.
Fear
B.
Persistence
C.
Hunger
D.
Anger
5. What does the story
teach about prayer?
A.
Pray
once only
B.
God
ignores prayers
C.
Be
persistent in prayer
D.
Do
not pray at night
6. Which quality is shown
in the story?
A.
Laziness
B.
Kindness
C.
Dishonesty
D.
Pride
7. What should church
members do?
A.
Ignore
each other
B.
Help
one another
C.
Compete
D.
Argue
CLASSWORK – THEORY QUESTIONS
1. Retell the story of
the Friend at Midnight.
2. State three lessons
from the parable.
3. Why did the friend
eventually give the bread?
4. What does this story
teach about prayer?
5. Describe the
relationship that should exist among church members.
WEEK 5
RELIGIOUS MESSENGERS –
ORIGINS OF HINDUISM
Cambridge IGCSE RE – Grade 7 Topic Focus:
Pre-Aryans, Aryans and the Rise of Hinduism
LEARNING OBJECTIVES
By the end of the lesson, students should be
able to:
·
Write
short notes on the Pre-Aryans and the Aryans.
·
Discuss
how Hinduism came into existence.
KEYWORDS
Pre-Aryans, Aryans, Indus Valley, Vedas,
Sanskrit, Polytheism, Hinduism, Karma, Reincarnation
WHO WERE THE PRE-ARYANS?
The Pre-Aryans were early settlers of the Indus
Valley. They built cities like Harappa and Mohenjo-Daro. They practiced
farming, trade and early forms of worship. They worshipped nature and fertility
symbols.
WHO WERE THE ARYANS?
The Aryans were nomadic people who migrated
into India. They spoke Sanskrit and composed the Vedas. They introduced social
classes and new religious practices. They worshipped gods like Indra, Agni and
Varuna.
HOW HINDUISM CAME INTO EXISTENCE
Hinduism developed from the beliefs of the
Pre-Aryans and Aryans. Their ideas mixed over time. Sacred texts like the Vedas
and Upanishads shaped Hindu beliefs. Practices such as prayer, sacrifice and
meditation developed.
IMPORTANT BELIEFS OF EARLY HINDUISM
·
Belief
in many gods (polytheism).
·
Respect
for nature.
·
Dharma (duty), Karma (actions) and Reincarnation.
·
Use
of sacred scriptures.
CLASSWORK – MULTIPLE CHOICE QUESTIONS
1. Who lived in the Indus
Valley?
A.
Aryans
B.
Pre-Aryans
C.
Romans
D.
Greeks
2. Which language did the
Aryans speak?
A.
Latin
B.
Arabic
C.
Sanskrit
D.
Greek
3. Which book is one of
the sacred texts of Hinduism?
A.
Bible
B.
Qur'an
C.
Vedas
D.
Torah
4. What belief means
actions have consequences?
A.
Dharma
B.
Karma
C.
Moksha
D.
Yoga
5. Which group introduced
social classes?
A.
Pre-Aryans
B.
Egyptians
C.
Aryans
D.
Chinese
6. Which city belonged to
the Pre-Aryans?
A.
Rome
B.
Mecca
C.
Harappa
D.
Athens
7. Hinduism developed
from the beliefs of the?
A.
Europeans
B.
Chinese
C.
Pre-Aryans
and Aryans
D.
Americans
CLASSWORK – THEORY QUESTIONS
1. Write short notes on
the Pre-Aryans.
2. Write short notes on
the Aryans.
3. Explain how Hinduism
came into existence.
4. Mention two sacred
texts of Hinduism.
5. State three beliefs of
early Hinduism.
WEEK 6
Religious Messengers: The Call and Response of Abraham and
Moses
Cambridge IGCSE RE – Grade 7
Topic Focus: Obedience, Covenant, Leadership and Faith
Learning Objectives
By the end of this lesson, students should be able to:
- a.
Briefly narrate the call of Abraham and Moses.
- b.
Evaluate the roles played by Abraham and Moses in the formation of
Judaism.
Keywords
Messenger, Call, Obedience, Covenant, Faith, Law,
Deliverance, Judaism
Background to the Topic
- In
Judaism, Abraham and Moses are key religious messengers chosen by God.
- They
responded in faith and obedience and helped shape Jewish beliefs, laws and
identity.
The Call of Abraham (Genesis 12:1–3)
- God
called Abraham to leave his homeland and go to a new land.
- God
promised to make him the father of a great nation.
- Abraham
obeyed God and trusted His promise.
- This
began the covenant between God and the Jewish people.
The Call of Moses (Exodus 3)
- Moses
saw a burning bush that was not consumed by fire.
- God
called Moses to lead the Israelites out of slavery in Egypt.
- Moses
was afraid but obeyed God.
- God
gave Moses the Ten Commandments to guide the people.
Roles of Abraham in Judaism
- Father
of the Jewish nation.
- Model
of faith and obedience to God.
- Started
the covenant relationship with God.
- His
descendants formed the people of Israel.
Roles of Moses in Judaism
- Delivered
the Israelites from slavery in Egypt.
- Received
the Law (Ten Commandments).
- Led
the Israelites through the wilderness.
- Strengthened
worship and obedience to God.
Classwork – Multiple Choice Questions
- Who
was called to leave his homeland?
- A.
Moses
- B.
David
- C.
Abraham
- D.
Joseph
- What
sign did Moses see when God called him?
- A.
Thunder
- B.
Flood
- C.
Burning bush
- D.
Earthquake
- What
did God promise Abraham?
- A.
Riches
- B.
A great nation
- C.
Long life
- D.
A palace
- Who
received the Ten Commandments?
- A.
Abraham
- B.
Moses
- C.
Joshua
- D.
Aaron
- What
quality did both men show?
- Fear
- Obedience
- Pride
- Anger
- Moses
led the Israelites out of?
- Babylon
- Rome
- Egypt
- Israel
- Abraham
is known as the?
- King
of Israel
- Prophet
of Islam
- Father
of the Jewish nation
- High
Priest
Classwork – Theory Questions
- Briefly
narrate the call of Abraham.
- Briefly
narrate the call of Moses.
- State
two roles of Abraham in Judaism.
- State
two roles of Moses in Judaism.
- Explain
why Abraham and Moses are important to Judaism.
WEEK 7
Religious Messenger: Christianity –
The Birth of Jesus Christ
Objectives:
- Trace
the events leading to the birth and naming of Jesus Christ.
Student Note
Introduction In Christianity, the birth of Jesus
Christ is considered a central event where God entered human history. Jesus is
recognized as a religious messenger and the Savior, whose life and teachings
form the foundation of the Christian faith.
The Annunciation The events leading to the birth of
Jesus began with the Annunciation. The Angel Gabriel was sent by God to
a young virgin named Mary in the town of Nazareth. Gabriel told Mary that she
would conceive a son by the Holy Spirit and that she should name him Jesus.
Although surprised, Mary showed obedience and faith, accepting God’s
plan.
The Journey to Bethlehem During this
time, the Roman Emperor Augustus ordered a census, requiring everyone to return
to their ancestral towns to register. Joseph, who was engaged to Mary and was a
descendant of King David, traveled with her from Nazareth to Bethlehem.
The Birth of Jesus When they arrived in Bethlehem, the
town was crowded, and there was no room for them in the inn. They found shelter
in a place where animals were kept (often depicted as a stable or cave). Jesus
was born there, wrapped in swaddling cloths, and laid in a manger.
The Naming of Jesus According to Jewish law and custom,
the child was officially named on the eighth day during his circumcision. He
was named Jesus, which means "The Lord Saves," exactly as the
Angel Gabriel had commanded before his conception.
Classwork 1: Multiple Choice
Questions (Shuffled)
- Why
did Mary and Joseph travel to Bethlehem?
A.
To visit family members
B.
To escape from King Saul
C.
To register for a Roman census
D.
To find work in the city
- What
does the name "Jesus" mean?
A.
King of the Jews
B.
The Lord Saves
C.
Messenger of Peace
D.
Son of David
- Who
appeared to Mary to announce the birth of Jesus?
A.
Prophet Moses
B.
Angel Gabriel
C.
King David
D.
An Aryan messenger
- In
what city was Jesus born?
A.
Nazareth
B.
Harappa
C.
Bethlehem
D.
Egypt
- Where
was the baby Jesus laid after his birth?
A.
In a royal palace
B.
In a manger
C.
In a burning bush
D.
In a temple
- Which
quality did Mary show when she accepted God's plan?
A.
Persistence
B.
Disobedience
C.
Obedience
D.
Pride
- On
which day was Jesus officially named according to custom?
A.
The first day
B.
The eighth day
C.
The fortieth day
D.
At midnight
Classwork 2: Theory & Fill in
the Blanks
- Briefly
narrate the event known as the Annunciation.
- Jesus
was born in a stable because there was no room for his parents in the
________.
- Why
did Joseph and Mary have to travel to Bethlehem despite her being
pregnant?
- The
angel ________ told Mary that her son should be named Jesus.
- Explain
the significance of the name "Jesus" in the context of his role
as a religious messenger.
WEEK 8
Religious Messenger: Jesus, A
Universal Messiah?
Grade 7 Religious Education – Cambridge IGCSE
Curriculum
Learning Objectives
By the end of this lesson, students should be
able to:
·
a.
Argue for and against the claim that Jesus’ Messiahship was limited to the Jews
with reference to Matthew’s gospel.
·
b.
Argue for and against the claim that Jesus was a universal messiah with
reference to Luke’s gospel.
Student Note: The Scope of Jesus’ Mission
In Religious Education, the term
"Messiah" (Anointed One) refers to the deliverer promised by God.
While early Jewish expectations often centered on a political leader for
Israel, the New Testament gospels present different perspectives on whether
Jesus came only for the Jews or for the entire world (Universalism).
1. Was Jesus Only for the Jews? (The Perspective of Matthew)
The Gospel of Matthew was written primarily
for a Jewish-Christian audience and emphasizes Jesus as the fulfillment of the
Old Testament.
·
Arguments FOR (Limited to Jews):
o
The Genealogy: Matthew begins by tracing Jesus’ ancestry
back to Abraham, the father of the Jewish nation, and King David.
o
Direct Instructions: In Matthew 10:5-6, Jesus tells his
disciples, "Do not go among the Gentiles... Go rather to the lost sheep of
Israel."
o
The Canaanite Woman: Initially, Jesus tells a non-Jewish
woman, "I was sent only to the lost sheep of Israel" (Matthew 15:24).
·
Arguments AGAINST (Not limited to Jews):
o
The Magi: Matthew records non-Jewish wise men (Magi)
coming to worship the infant Jesus, suggesting his birth had global
significance.
o
The Great Commission: At the end of the gospel, Jesus commands
his followers to "make disciples of all nations" (Matthew
28:19).
2. Was Jesus a Universal Messiah? (The Perspective of Luke)
The Gospel of Luke emphasizes God’s love for
all people, including the poor, women, and non-Jews (Gentiles).
·
Arguments FOR (Universal Messiah):
o
The Genealogy: Unlike Matthew, Luke traces Jesus’ lineage
all the way back to Adam, the father of all humanity, not just Abraham.
o
The Parable of the Good Samaritan: Jesus uses a non-Jew
(a Samaritan) as the hero of a story to teach about love and community.
o
The Mission to the Gentiles: Luke often highlights
Jesus praising the faith of non-Jews, such as the Roman Centurion.
·
Arguments AGAINST (Focus on Israel):
o
Jewish Context: Jesus lived as a Jew, worshipped in the
Temple, and his primary ministry took place within the borders of Israel.
o
Fulfillment of Prophecy: Luke still presents Jesus as the
fulfillment of specific Jewish prophecies made to messengers like Abraham and
Moses.
Classwork: Multiple Choice Questions
(Shuffled)
1. Which gospel traces
Jesus' genealogy back to Adam to show he is a savior for all humanity?
A.
Matthew
B.
Luke
C.
Mark
D.
John
2. In Matthew 15, Jesus
initially tells a Canaanite woman he was sent only to:
A.
The Romans
B.
The "lost sheep of Israel"
C.
The Samaritans
D.
The disciples
3. The term
"Universal Messiah" means Jesus came to save:
A.
Only the tribe of Judah
B.
Only those who live in Israel
C.
All people regardless of race or nation
D.
Only the disciples
4. According to Luke’s
gospel, which group of people does Jesus frequently show special concern for?
A.
The wealthy and powerful
B.
The Roman soldiers
C.
The poor, outcasts, and non-Jews
D.
The Pharisees
5. The "Great
Commission" in Matthew 28 tells the disciples to go to:
A.
Only Jerusalem
B.
All nations
C.
The wilderness
D.
Egypt
6. Which messenger is
considered the "Father of the Jewish Nation" in the lineage of Jesus?
A.
Moses
B.
Abraham
C.
David
D.
Jonathan
7. In the parable of the
"Friend at Midnight," the lesson of persistence in prayer is meant
for:
A.
Only Jewish people
B.
All believers in God's community
C.
Only the Pharisees
D.
Only the visitor
Theory and Fill-in-the-Blanks
1. Briefly explain why
Matthew’s gospel is often seen as being focused on a Jewish audience.
2. Define the word
"Messiah" and explain how its meaning changed from a political leader
to a spiritual savior.
3. Fill in the blank: While Matthew traces
Jesus back to Abraham, Luke traces him back to __________, the first man.
4. Fill in the blank: The command to
"make disciples of all nations" is known as the __________
__________.
5. How does the
"Parable of the Good Samaritan" support the idea that Jesus was a
universal messenger?
WEEK 9
Religious Messenger: Islam –
The Early Life and Call of the Prophet
Lesson Objectives
By the end of this lesson, students should be
able to:
·
Retell
the story of Prophet Muhammad’s early life and call.
Student Notes
1. Birth and Early Childhood
Prophet Muhammad (pbuh) was born in Makkah
(modern-day Saudi Arabia) around 570 CE. He was born into the Banu
Hashim clan, a respected branch of the powerful Quraysh tribe.
His early life was marked by loss:
·
Father: Abdullah died before he was born.
·
Nurse: As was custom, he was sent to live with a Bedouin family
in the desert. He was cared for by Halima, who noticed many blessings in
her home while he was there.
·
Mother: Aminah died when he was only six years old.
·
Grandfather: Abd al-Muttalib took him in but died when
Muhammad was eight.
2. Youth and Character
After his grandfather’s death, his uncle Abu
Talib became his guardian. Muhammad worked as a shepherd and later
accompanied his uncle on trading journeys to Syria.
Even before his prophethood, he was famous for
his honesty and integrity. The people of Makkah gave him two titles:
1. Al-Amin: The Trustworthy.
2. Al-Sadiq: The Truthful.
At age 25, he married Khadijah, a
wealthy businesswoman who was impressed by his character while he managed her
trade caravans.
3. The Call to Prophethood (The First Revelation)
As he grew older, Muhammad became troubled by
the social injustices, greed, and idol worship in Makkah. He began spending
time in seclusion in Cave Hira on Mount Nur to meditate.
In 610 CE, at the age of 40, a
life-changing event occurred:
·
The
Angel Jibril (Gabriel) appeared to him.
·
The
Angel commanded him: "Recite!" (Iqra).
·
Muhammad
replied that he could not read, but the Angel pressed him and repeated the
command three times.
·
The
first five verses of Surah Al-Alaq were revealed, marking the beginning
of the Qur'an.
Terrified, Muhammad ran home to Khadijah, who
comforted him. Her cousin, Waraqah ibn Nawfal (a Christian scholar),
confirmed that Muhammad had been chosen as a messenger of God, similar to Moses
and the prophets before him.
Assessment
Part 1: Multiple Choice Questions (Shuffled)
1. How old was Muhammad
(pbuh) when he received his first revelation?
A.
25
B.
40
C.
50
D.
63
2. Which angel appeared
to Muhammad in Cave Hira?
A.
Mika’il
B.
Israfil
C.
Jibril
D.
Azra’il
3. The title
"Al-Amin" given to the Prophet means:
A.
The Brave
B.
The Leader
C.
The Trustworthy
D.
The Merchant
4. Who was Muhammad’s
uncle and guardian for most of his youth?
A.
Abd al-Muttalib
B.
Abu Lahab
C.
Abu Talib
D.
Abbas
5. In which city was the Prophet
Muhammad (pbuh) born?
A.
Madinah
B.
Jerusalem
C.
Makkah
D.
Taif
6. Who was the first
person to believe in Muhammad’s message?
A.
Abu Bakr
B.
Khadijah
C.
Ali
D.
Waraqah
7. What was the first
word revealed to the Prophet in the cave?
A.
Pray
B.
Listen
C.
Recite
D.
Believe
Part 2: Theory and Fill-in-the-Blanks
1. The Prophet Muhammad
(pbuh) belonged to the __________ tribe.
2. Describe the reaction
of the Prophet immediately after leaving Cave Hira.
3. Muhammad (pbuh) spent
time in the cave because he was unhappy with the __________ and __________ in
Makkan society.
4. Why was the meeting
with Waraqah ibn Nawfal important for Muhammad (pbuh)?
5. Before becoming a
merchant, Muhammad (pbuh) worked as a __________ to help his family.
WEEK 10
Religious Messenger: Buddhism
Topic: The Early Life and Great Renunciation
of Siddhartha Gautama
Learning Objectives
By the end of this lesson, students should be
able to:
·
a. Discuss the royal background of Siddhartha Gautama.
·
b. Suggest why he got dissatisfied with royal life.
Student Note
1. The Royal Background of Siddhartha Gautama
Siddhartha Gautama was born around 563 BCE in Lumbini
(modern-day Nepal). He was a prince of the Shakya clan, and his father, King
Suddhodana, ruled the kingdom of Kapilavastu. His mother was Queen Maya.
Legend says that shortly after his birth, a
prophecy was made by a holy man named Asita. The prophecy stated that
Siddhartha would become either a Great King (World Ruler) or a Great
Spiritual Leader (World Teacher).
To ensure his son became a king and not a
monk, King Suddhodana raised Siddhartha in extreme luxury and isolation.
·
Luxury: He had three palaces (one for each season),
the finest silk clothes, and constant entertainment.
·
Shelter: He was forbidden from leaving the palace
grounds. His father removed all signs of suffering—such as withered flowers,
old servants, or sick people—so that Siddhartha would never think about the
pain of the world.
·
Family: He married a beautiful princess named Yasodhara,
and they had a son named Rahula.
2. Dissatisfaction with Royal Life (The Four Sights)
Despite his perfect life, Siddhartha grew
curious about the world outside. At age 29, he persuaded his charioteer, Channa,
to take him out of the palace. During these trips, he encountered the "Four
Sights" which changed his life forever:
1. An Old Man: Siddhartha saw a
person who was frail and bent. He realized that aging is inevitable for
everyone.
2. A Sick Man: He saw someone in
great pain from disease. He realized that sickness can strike anyone.
3. A Corpse: He saw a dead body
being carried for burial. He realized that death is the final end for
every living being.
4. An Ascetic (Holy Man): Finally, he saw a
monk who looked calm and at peace despite having no possessions. This suggested
there was a way to find peace amidst suffering.
Why he became dissatisfied: Siddhartha realized
that his royal wealth and power could not protect him, his family, or his
subjects from old age, sickness, and death. He felt that palace life was an
"illusion" or a "golden cage" that hid the truth of Dukkha
(suffering). He felt a deep spiritual urgency (Samvega) to find a
permanent solution to human misery.
3. The Great Renunciation
Driven by compassion, Siddhartha decided to
leave his life behind. In the middle of the night, he took one last look at his
sleeping wife and son and quietly left the palace on his horse, Kanthaka.
At the edge of the river, he performed three
symbolic acts of renunciation:
1. He cut off his long
hair with his sword (giving up his status).
2. He removed his
royal jewelry and robes.
3. He put on the
simple yellow rags of a beggar.
This event is known as the Great
Renunciation (or the Great Going Forth). He became a wandering seeker,
determined to find the truth about why people suffer.
Classwork 1: Multiple Choice Questions
(Shuffled)
1. What was the name of
Siddhartha’s father?
A.
Asita B. Suddhodana C. Rahula D. Channa
2. Which of the Four
Sights inspired Siddhartha to think there was a way to end suffering?
A.
The Old Man B. The Corpse C. The Ascetic D. The Sick Man
3. In which modern-day
country was Siddhartha Gautama born?
A.
India B. Nepal C. Sri Lanka D. Thailand
4. What does the name
"Siddhartha" mean?
A.
He who achieves his goal
B.
The Enlightened One
C.
King of the Shakyas
D.
Son of Maya
5. At what age did
Siddhartha leave the palace to begin his spiritual quest?
A.
19 B. 35 C. 29 D. 80
6. Why did King Suddhodana
keep Siddhartha inside the palace walls?
A.
He was afraid of enemies attacking the prince.
B.
He wanted to prevent the prophecy of him becoming a spiritual leader.
C.
Siddhartha was too sick to go outside.
D.
The common people were not allowed to see the prince.
7. What was the first
thing Siddhartha did after leaving the palace to show he was no longer a
prince?
A.
He began to meditate under a tree.
B.
He got married to Yasodhara.
C.
He cut off his hair and changed his clothes.
D.
He went back to say goodbye to his father.
Classwork 2: Theory and Fill in the Blanks
1. Siddhartha Gautama
belonged to the ___________ clan.
2. Name the four sights
in the order they are traditionally told: ___________, ___________,
___________, and ___________.
3. What was the name of
Siddhartha's son, and what does the name mean?
4. Explain the
"prophecy" made at Siddhartha's birth and how it influenced his
father's actions.
5. Why is the act of
Siddhartha leaving the palace called the "Great Renunciation"?
WEEK 11
Religious
messengers
Sikhism:
the early life and mysterious disappearance of Guru Nanak
Learning Objectives
·
Analyze
the Buddha’s reaction to the four sights/signs.
·
Discuss
the early life of Guru Nanak.
·
Explain
the extent to which Guru Nanak’s mysterious disappearance can be considered a
religious experience and a basis to start a religious life.
Student Note: Religious Messengers (Buddhism
and Sikhism)
1.
Siddhartha Gautama and the Four Sights
Before becoming the Buddha, Siddhartha Gautama
was a prince living a life of extreme luxury. His father shielded him from all
suffering until he traveled outside the palace and encountered the Four
Sights:
·
An Old Man: Siddhartha realized that aging is
inescapable.
·
A Sick Man: He understood that disease and physical pain
affect everyone.
·
A Corpse: He realized the finality of death and the
impermanence of life.
·
An Ascetic (Holy Man): He saw a monk who appeared peaceful
despite having nothing, which inspired him to seek a way to overcome universal
suffering.
Reaction: These sights caused Siddhartha a
"spiritual crisis." He could no longer find joy in his wealth and
decided to leave his family and palace (The Great Renunciation) to find a
permanent solution to the problem of suffering.
2. The
Early Life of Guru Nanak
Guru Nanak (1469–1539) was the founder of
Sikhism, born in the village of Talwandi (modern-day Pakistan).
·
Early Signs: From a young age, Nanak showed a deep
interest in divine matters and often questioned religious rituals.
·
Education: He was a brilliant student of languages
(Persian, Arabic, Sanskrit) but preferred meditation over worldly business.
·
Marriage and Work: He married and had two sons, eventually
moving to Sultanpur to work as a storekeeper. Despite his job, he spent his
early mornings bathing in the river and meditating on God.
3. The
Mysterious Disappearance of Guru Nanak
One morning, while bathing in the River Bein,
Nanak disappeared. He was missing for three days, and many feared he had
drowned.
The Religious Experience:
·
Nanak
reappeared on the third day, remaining silent at first.
·
He
later declared: "There is no Hindu, there is no Muslim." * He
explained that he had been taken to the Court of God (the Divine Presence),
where he was given a cup of nectar (Amrit) and told to spread the message of
God’s name.
Basis for a Religious Life:
·
Divine Commission:
This event served as his formal "call" to be a messenger, similar to
how Moses was called via the burning bush.
·
Equality: It established the core Sikh principle of
equality—that God sees the heart, not the religious label.
·
Mission: After this experience, Nanak gave up his
possessions and began four long journeys (Udasis) to teach the oneness
of God.
Classwork – Multiple Choice Questions
1. What was Siddhartha
Gautama’s reaction to seeing the "Four Sights"?
A.
He was happy to see the world
B.
He decided to become a King
C.
He felt a deep sense of urgency to find the cause of suffering
D.
He ignored them and returned to his palace
2. Where was Guru Nanak
born?
A.
Mecca
B.
Talwandi
C.
Harappa
D.
Jerusalem
3. For how many days did
Guru Nanak disappear in the River Bein?
A.
Seven days
B.
One day
C.
Three days
D.
Forty days
4. Which of the following
was the first sight Siddhartha saw?
A.
A sick man
B.
An old man
C.
A corpse
D.
A burning bush
5. What was Guru Nanak’s
famous declaration after his disappearance?
A.
"God is great"
B.
"There is no Hindu, there is no Muslim"
C.
"Follow the Ten Commandments"
D.
"The Vedas are the only truth"
6. The "Ascetic"
Siddhartha met represented:
A.
The reality of death
B.
The possibility of finding peace and truth
C.
The importance of wealth
D.
The power of the King
7. Guru Nanak's
disappearance is considered a "Religious Experience" because:
A.
He learned how to swim
B.
He traveled to a new country
C.
He claimed to have been in the presence of God
D.
He found hidden treasure in the river
Classwork – Theory & Fill in the Blanks
1. Describe the fourth
sight Siddhartha Gautama saw and explain why it was the most important for his
future.
2. Guru Nanak was taken
to the __________ of God during his three-day disappearance.
3. Explain how Guru
Nanak’s early life showed that he was different from other children.
4. The three pillars of
Sikhism started with Nanak’s message of equality. What does the phrase "There
is no Hindu, there is no Muslim" mean in this context?
5. Before
becoming a messenger, Moses saw a burning bush; similarly, Guru
Nanak experienced a __________ while bathing in the River Bein.
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