|
The teacher should introduce the lesson with a brainstorm about
marriage/weddings. The teacher should try to extract from pupils
aspects of the service e.g. vows, promises, hymns, readings as well
as the unreligious side of the ceremony.
The teacher could show a clip of a wedding ceremony, the Rowan
Atkinson clip from Four Weddings and a Funeral usually goes down
well.
Pupils should then take part in a marriage continuum. The teacher
should place numbers 1-10 around the room.
Each pupil is issued with a piece of paper with ten questions on
it in the form of a continuum. All pupils should fill in the continuum
in the same coloured pen and should not write their names on the
sheet. The teacher then collects in all the folded pieces of paper
and shuffles them handing them back to the pupils. Each pupil represents
an anonoymus point of view to avoid any embarassment.
The teacher reads each question aloud and the pupils move to the
correct number in the classroom. It is easy to see the classes value
judgements on the questions raised in the continuum.
In their exercise books pupils should write down why they hold
a particular view on the first four questions on the continuum.
They should also think about why some have opposing views. A class
discussion follows.
Pupils are then given a series of situations encountered by married
couples. Pupils should discuss how a married person should respond
in these situations. Pupils should discuss if it would make a difference
if the person was a Christian.
Pupils should write a letter to any two of the people in the situations
outlined. What advice would a Christian give to them? Give reasons
in your answer.
|