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STEP ONE
Teacher will engage in a question and answer session to help students recall what is meant by
being a steward and the duty individuals have as stewards.
STEP TWO
Teacher will ask students to state the qualities of a good and bad steward based on the content of
the song and the definition of the term steward. Teacher will write the responses on the board.
Teacher will then direct students to read the first paragraph on page six of their textbook to see
what qualities they left out and add them to the list on the board.
STEP THREE
Students and teacher will then engage in an interactive session about the relationship between
stewardship and religion after reading the information on page 6, 16, 17, 18 and 19 of their text.
To facilitate better understanding of the content, students and teacher will draw and complete a
table with different viewpoints of the worlds four major religious view on stewardship. During
the discussion about Christian views, the Bible will be used as a source.
STEP FOUR
How one treats the environment should not be dictated by our religion, instead it should be a
matter of personal choice. Teacher will write the above statement on the board. The class will be
divided into two sides, one agreeing with the statement and the other disagreeing. The teacher
will guide students as they conduct a semi-debate. After the debate teacher will comment on
students arguments and make any corrections if necessary.
EVALUATION 1
Choose any one religious viewpoint that relates to stewardship and write a letter to your friend
informing him/her of such a perspective. Include the possible consequences of an individuals
failure to comply with the mandate of the religious view of your choice.
-letter should be between 50-100 words.
ASSIGNMENT:
A. In groups of three students will do a dub poem, a poem or song on being a good and bad
steward. Presentations will be done upon completion of the topic Religion and Stewardship.
B. Research the type of stewardships and give four examples of good stewards in the world. Due
Date: next class.
Grade: 9
Subject: Religious Education
Topic: Religion and Stewardship
Sub-topic: Types of Stewardship (Personal and Corporate Stewardship)
Date:
Each row will be given a scenario and the students will be given 5 minutes to write down their
answers. After which, the teacher will call on different students in the row to share their answer.
Other students from the different rows will also be asked to give their input.
STEP THREE
Teacher will direct students to read pages 8-11 of the class set where students will garner
additional information on personal and corporate stewardship.
Possible questions after reading to aid in discussion:
Based on the reading done and the discussion held, the teacher will ask students what the
consequences of good and bad stewardship are. Teacher will write suitable responses on the
board. Students will then read pages 14-15 of text to gather more information on the
consequences of good and bad stewardship.
EVALUATION 1:
Complete the consequences of poor stewardship table on page 15 of the text. Discuss the
table showing consequences of poor stewardship and complete the consequences. When
you have completed the table, discuss your answers with a fellow student. Are your
consequences similar? If not, discuss why they are different. Could both consequences be
correct?
ACTION
CONSEQUENCE
INDIVIDUAL or
CORPORATE
RESPONSIBILITY