Gandhi and Martin Luther King - Staffordshire Learning Net

Gandhi and Martin Luther King
A PROJECT ABOUT SPECIAL PEOPLE WHO HAVE
APPLIED RELIGIOUS TEACHING TO ISSUES OF
PREJUDICE AND DISCRIMINATION
OBJECTIVES:-
• Produce a project which explains in words and pictures the
work and impact of both Gandhi and Martin Luther King.
• Show knowledge of the issues they were concerned about.
• Show an understanding of the key religious teachings which
made a difference to their own and others lives.
HOW TO COMPLETE THIS PROJECT:
This project is giving you the opportunity to be an independent
learner. You will be given 8 weeks to complete this project so it is
important that you organise yourself well and complete at least
two tasks a week. As long as you complete the tasks you are free
to choose how you present them. For example:
• You may like to produce a hand written project,
• you may like to use the computer to type up your project,
• you may like to produce a power point
• you may even use windows movie maker and set your project
to music!

Tasks to complete
Gandhi
• A front cover sheet with contents and a list of resources
used.
• A map of the world showing where Gandhi lived.
• A picture of Gandhi and 5 key facts about the issues that
concerned him.
• Find out about and explain the ideas of Karma, Dharma
and Ahimsa (non-violent living)
• Using newspapers and the internet create a collage about
the things happening in the world that Gandhi would not
like.
• Choose two of the ideas from your collage and answer the
question ‘What would Gandhi do?’ The best answers will
show how Gandhi would have applied his belief in Karma,
Dharma and Ahimsa to these problems.
Martin Luther King
• A front cover sheet with contents and a list of resources
used.
• A map of the world showing where Martin Luther King
lived.
• A picture of Martin Luther King and 5 key facts about
the issues that concerned him.
• Create a poster using these Christian teachings to show
some of the things that Martin Luther King did. You
should ensure that the quotations are displayed on your
poster in some way and use a variety of words and
pictures to show how Martin Luther King put them into
practice.

“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)
Conclusion
• Explain at least 2 similarities and 2 differences between
Gandhi and Martin Luther King and the work they did.
(L4)
• Explain the difference that Gandhi and Martin Luther
King have made to today’s world. (L5)
• Explain clearly with examples how the following values are
shown in the actions of both Gandhi and Martin Luther
King: (L6)
LOVE
PEACE
FORGIVENESS
SERVICE

Issues
Religion
Meaning
Life stance
How you will be assessed:
Gandhi and Martin Luther King
4 5 6
Can recognise the implications
of the moral choices(rights
and wrongs) made by Gandhi
and MLK.
Can describe some similarities and
differences between Gandhi and
MLK.
Can begin to describe the
impact of Gandhi and MLKs
work on peoples lives’.
Have an opinion about prejudice
and discrimination.
Pupils make clear connections
between the personal views and
actions of Gandhi and MLK.
Can explain the impact (effect)
of their beliefs on communities.
Can recognise similarities and
differences between what they
did.
Can explain how prejudice and
discrimination impacts on their
own and others lives.
Can explain the consequences
of Gandhi and MLKs religious
work in the world.
Can use religious words and
ideas to explain the beliefs and
values of Gandhi and Martin
Luther King.
Can identify which differences
are important (significant) and
explain why.
Can explain how they could
apply religious values in
response to the challenge of
prejudice and discrimination.

Organising my work
Use this page to plan and organise your work each week:-
1.
2.
3.
4.
5.
6.
7.
8.
Date
completed:
Date
completed:
Date
completed:
Date
completed:
Date
completed:
Date
completed:
Date
completed:
Date
completed:

3 Key opportunities for assessment
Self assessment: Integration of the 4R’s into this
independent study units.
• RESILIENCE – Managing distractions and sticking at the
task.
• RESOUCEFULNESS – Learning independently and making
links to other curriculum areas.
• REFLECTIVENESS – Planning your work
• RECIPROCITY – Working on their own and collaboration
with other students.
Peer assessment: 2 Stars and a Wish
Teacher assessment: Using the assessment grid

RESILIENCE
How can I use the 4 R’s
• I can ignore distractions like others talking
• I can stick at what I am doing and not give
up
RESOURCEFULNESS
• I can use a variety of resources to find
things out
• I can use skills that I have learnt in other
lessons to improve my work
REFLECTIVENESS
• I can plan my work out, set my own deadlines
and stick to them
• I can understand how I am learning
RECIPROCITY
• I can work on my own when necessary
• I can work in a group when necessary

Self assessment: How I have used the 4
R’s
RESILIENCE
RESOURCEFULNESS
REFLECTIVENESS
RECIPROCITY

Peer assessment by:________________
The work I am assessing has been produced by:____________
2 Stars and a wish = 2 things I really like about this work and
one way I wish it could be improved
(insert a picture
of a star)
(insert a picture
of a star)
(insert a picture
of a wand)
Peer assessment by:________________
The work I am assessing has been produced by:____________
2 Stars and a wish = 2 things I really like about this work and
one way I wish it could be improved
(insert a picture
of a star)
(insert a picture
of a star)
(insert a picture
of a wand)

Issues
Religion
Meaning
Life stance
Gandhi and Martin Luther King
4 5 6
Can recognise the implications
of the moral choices(rights
and wrongs) made by Gandhi
and MLK.
Can describe some similarities and
differences between Gandhi and
MLK.
Can begin to describe the
impact of Gandhi and MLKs
work on peoples lives’.
Have an opinion about prejudice
and discrimination.
Level achieved:
Pupils make clear connections
between the personal views and
actions of Gandhi and MLK.
Can explain the impact (effect)
of their beliefs on communities.
Can recognise similarities and
differences between what they
did.
Can explain how prejudice and
discrimination impacts on their
own and others lives.
One thing you did particularly well was:
One thing you could improve is:
Can explain the consequences
of Gandhi and MLKs religious
work in the world.
Can use religious words and
ideas to explain the beliefs and
values of Gandhi and Martin
Luther King.
Can identify which differences
are important (significant) and
explain why.
Can explain how they could
apply religious values in
response to the challenge of
prejudice and discrimination.