WALA how religious teachings have affected somebody's actions.
Today we are learning about Desmond Tutu.
What did Desmond Tutu do?
Read the following information and answer these questions:
* What are two or more things Desmond liked about Father Huddleston?
* How did Father Huddleston change the way Desmond thought about himself?
* What sorts of things did Desmond want to do with his life and why?
Extract A: (Told by Desmond Tutu)
Meeting Trevor Huddleston I saw Trevor Huddleston (the former president of the anti‐apartheid movement) when I was maybe nine or so. I didn’t know it was Trevor Huddleston, but I saw this tall, white priest in a black cassock raise his hat as a mark of respect to my mother. I didn’t know then that it would affect me so much, but it blew your mind that a white man would raise his hat to a black woman. Much later I realised that this was quite normal for him, as he believed that every person is important and has value because they are created in the image of God. He strongly opposed apartheid and any other form of injustice. I wanted to copy him and do the same.
Extract B: Fact File
Apartheid in South Africa From the 1940s a policy of apartheid helped white people control other races in South Africa. Racial discrimination touched every aspect of life. Here are some examples of what this meant in the 1970s:
• 19 million black people and 4.5 million white people lived in the country, but the whites owned 87% of the land.
• Some jobs were kept for whites only. On average white people earned 14 times more than black people per year.
• Black people had to pay tax on more of their earnings than white people. • Black people were only allowed to live in certain areas.
• There was one black doctor for every 44,000 black people and one white doctor for every 400 whites.
• There was one teacher for every 60 black children but, in white schools, one teacher for every 22 children.
Desmond Tutu opposed apartheid and used his position as a Christian minister to fight it. He spoke out against the supporters of apartheid, including the government whose laws were very unfair and made life hard for non‐white people.
Desmond wanted everyone to be treated equally and to live together in peace. He always used peaceful methods to protest, based on the teaching of Jesus. In 1984 he was awarded the Nobel Peace Prize. Since apartheid ended in the 1990s, Desmond has worked to help ‘blacks’ and ‘whites’ forgive each other for the years of suffering.
Read this incident from Desmond Tutu’s life:
Desmond became known to the authorities as a troublemaker, and he knew his life was in danger. On one occasion a large group of black students decided to make a peaceful protest against the apartheid laws. Suddenly armed police surrounded them. The students were very frightened.
Someone got a message to Desmond and he ran to the scene, forcing his way in to prevent violence breaking out. He managed to calm the situation and made sure that the students all got home safely.
Teachings From the Bible
Both Desmond Tutu and Trevor Huddleston are/were Christians.
This means the Bible and Jesus’ words about how to live are/were very important to them.
Here are some Jesus’ words from the Bible that help guide Christians in how to live their lives:
‘The greatest commandment is to love God with all your heart, soul and mind’ (Matthew 22:37)
‘The second greatest commandment is to love your neighbour as you love yourself’ (Matthew 22:39)
‘Do for others what you would want them to do for you’ (Luke 6:31)
‘You should love your enemies and pray for those who persecute you…’ (Matthew 5:43‐48).
P4P For each quote, Can you identify what Desmond Tutu and/or Trevor Huddleston did in their lives that might show they were putting the piece of guidance into action.
ASSESSED WRITE: WALT write to inform Zoom 1
Today is the day to show off everything you have learnt about the Vikings and write a non-chronological report. Think about how you are going to present it, a large piece of paper might be useful. We want you to make it as appealing to the reader as possible using images, colour, bold lettering and interesting facts. Remember your sentence openers and conjunctions!
At least two paragraphs
Pictures with captions
'Did you know?' fact
Neat organisation and layout of information
Take a look at the non-chron examples below to give you some inspiration:
Remember to use your plan from Tuesday to help you. We can't wait to see your work! Good luck!
Exercise is just as eating well. Can you create your own workout routine and try it out?
WALT calculate equivalent fractions
So far this week we have been looking at calculating EQUIVALENT FRACTIONS using a Fraction Wall and pictorial representations. Today we will begin to explore how to calculate equivalences by applying our knowledge of FACTORS and MULTIPLES.
If we look at the above Fraction we can see that 1/3 has a denominator of 3. It is equivalent to a fraction with a denominator of 6.
SO WHAT HAVE WE DONE TO 3 TO MAKE 6? REMEMBER TO ONLY USE X or ÷.
3 x 2 = 6 so we have multiplied the denominator by 2
A RULE YOU MUST REMEMBER IS:
WHAT WE DO TO THE DENOMINATOR WE MUST DO TO THE NUMERATOR.
So therefore 1 x 2 = 2
1/3 = 2/6
Here you can see four different representations showing fifth, we could mark 4/5 on each.
You can know see that the representations have been split into tenths which shows that 4/5 is equivalent to 8/10.
We could have calculated this without the pictorial representations by applying our multiplication facts. If we had looked at the denominators we could see that to change from fifths to tenths we needed to multiply by 2.
Here are some other examples: