ARCHIVE for HMD2010: The Legacy of Hope
The case studies and related education resources for HMD2010, The Legacy of Hope, have been archived. The Holocaust Memorial Day Trust is currently focusing on the theme for this year, Untold Stories.
Religious Education Lesson (Secondary)
A message, a letter and a soap opera as a Legacy of Hope for Holocaust Memorial Day 2010
Starter
Show the students the photograph of Ben Helfgott, found at the end of this document. Explain that he is 80 years old and he lives in London.
Give each student a copy of a special message from Ben to young people for Holocaust Memorial Day 2010.
“You see a man of 80. What you may not know is that between the ages of 9 and 15 I had to endure, and to witness, what Winston Churchill referred to in the Gathering Storm as “horrors and miseries beyond comparison in human experience”
As a youngster I was repelled by this evil.
Like many others of my friends I did not think of revenge, but dreamed of the day when I would once again be free, and would be able to tell how human beings are capable of behaving with appalling cruelty towards each other: how they are also capable of supreme sacrifice in helping and saving those in danger at the risk of their own life.
I also resolved that I would do my utmost to help create greater harmony, mutual respect and understanding amongst people of different races, colour and creed [religion].”
You can read all of Ben’s story in a case study about him.
Stage one
Ask students to focus on Ben’s message. Tell them that this is Ben’s Legacy of Hope. Working with a partner, students should read the message and identify two key points which could be linked with the teachings of any of the religions they have studied since September.
Stage two
Explain that the scriptures of the major religions of the world often draw attention to cruelty inflicted by human beings upon others. Religious teachings encourage followers of the religion to avoid being drawn into behaviour which creates injustice and to think about other people before themselves because all people are of equal worth.
Give them some examples. You can select your own but suitable short ones can be found on the next page.
“No one of you is a believer until he desires for his brother that which he desires for himself.” (Muslim)
“Love your neighbour as you love yourself.” (Jewish/Christian)
“Everyone is high, not one seems low to me;
For God, the only Potter, has made all vessels” (Sikh)
And this longer passage, used by Jews and Christians may be useful
“My child if sinners try to lead you into sin, do not follow them.
They will say, “Come with us.
Let’s ambush and kill someone;
Let’s attack some innocent people just for fun.
Let’s swallow them alive, as death does;
Let’s swallow them whole, as the grave does.
We will take all kinds of valuable things
And fill our houses with stolen goods.
Come and join us,
And we will share with you stolen goods.”
My child do not go along with them;
Do not do what they do.”
(Proverbs 1 verses 10-15)
Or you might wish to focus on the Buddhist eightfold path and ask students to reflect on the implications of striving for “right action” or “right speech” and how this would influence the way other people are treated.
Divide the class into groups and give each group a large sheet of paper.
Ask each group to design a web of hope. In the middle of the paper they should write the words “challenge injustice”. Then ask them to search for suitable quotations or instructions from the teaching of at least two religions they have studied and write them around the central words. Ask a group spokesperson to tell the class why they have selected these examples.
Stage Three
Discuss the examples. Then talk about how people put faith into action. In Ben’s message he talks about people who make a “supreme sacrifice.” What might this be?
Explain that Religious believers find many ways to challenge injustice.
During the Holocaust some people were brave enough to follow their conscience and challenge the Nazis. Some Christian leaders spoke out against the treatment of Disabled people and Jehovah’s Witnesses like Simone Arnold refused to declare that some people were worth less than others.
Ask the groups to read the final paragraph of Ben’s message and then to select one of their examples and compose a joint letter suitable for members of that religious tradition to send to a community leader. They should use their quotation in the letter, explain why it is important to work for harmony in society and give an example of something the leader should do to encourage people to work together for justice and equality.
Or
Ask the group to think about their favourite soap opera and the type of characters who appear in it. Ask students to create a new character, who is a practising member of a religious tradition. Create a short scene where the new character arrives in the community and challenges at least two members of the cast to speak out against injustice. The script writers should note that the new character is not trying to convert others to his or her religious tradition but is challenging people to think about behaviour towards others.
Finally
Read the letters or watch a performance of the soap opera and end with quiet reflection on the messages they contain.
- Secondary_RE (PDF: 598450 KB)