Grade: 9

Subject: Religious Education

Topic: Religion and Stewardship
Date:

General Objective: Students will have an understanding of stewardship in relations to

themselves, other human being and the rest of creation.
Aims and Objectives: At the end of the lesson, students should be able to:
(a) define the terms, steward, stewardship, custodian and Khalifa after viewing word chart.
(b) state the qualities of a good and bad steward.
(c) explain the mandate given to Christians with regards to taking care of creation after
reading textbook.
(d) construct a table to show the different religious views posited by the four major religions
with regards to stewardship after reading the textbook.
(e) show tolerance for the ways in which religion acts as a motivating factor in one becoming
a good steward after class discussion.
Resource Materials: Class set: House,C., James,D., Keene, M., Mckoy, D., Peart,G. (2011)
Religious Education for Jamaica, Book 3. Neleson Thrones Ltd: United Kingdom; chart with
words, song: Leave the trees and let them breath; Laptop and speakers
INTRODUCTORY ACTIVITY
Students will listen to the song Leave the trees and let them breath after which they will
engage in a discussion about different parts of the song.
QUESTIONS
(1) What are some of the major themes highlighted in the song?
(2) What message do you think the song is trying to convey?
(3) Whom do you think the artiste is referring to?

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:

General Objective: Students will develop awareness of how stewardship is expressed

individually and by religious groups.
Aims and Objectives: At the end of the lesson, students should be able to:
1. state the two types of stewardship.
2. define the two types of stewardship.

3. After reading different scenarios students will:

a. state which type of stewardship each scenario represents.
b. explain why the scenario depicts personal or corporate stewardship.
4. after reading information on personal and corporate stewardship, students will explain the
importance of personal and corporate stewardship to them and to society/world.
5. explain the consequences of good and bad stewardship.
6. Construct a table with the consequences of good and bad stewardship.
Resource Materials: Class set: House,C., James,D., Keene, M., Mckoy, D., Peart,G. (2011)
Religious Education for Jamaica, Book 3. Neleson Thrones Ltd: United Kingdom; strips with
different scenarios
STEP ONE
Teacher will ask students what the types of stewardship are and the definitions for both terms
based on the research they did for homework. Teacher will write the suitable responses on the
board.
STEP TWO

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:

What human resources should individual use and look after?

How should one use their talents and skills?
Give three examples how individuals in todays society misuse their talent and skills.
How can an individual use their talent and skills to benefit others?
How many stages are there in life according to the Hindus and what occurs at each stage?
What is the importance of interpersonal skills in a relationship?
Why it is important to have a good relationship in todays society?
What is leadership?
What do Christians and Muslims believe about leadership?
How should an individual use their life experiences?
Who does corporate stewardship benefits?
Define the term ethics?
Apart from communities, businesses, country and the world, what other responsibilities
do corporate stewardship has?
What are companies encouraged to do?
What are the benefits of volunteering and paying taxes?
Why did Jesus refer to paying tax as a duty?
What is Muslims belief on taxation?
What is the duty of a community in corporate stewardship?
STEP FOUR

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:

Do a comic strip depicting corporate or personal stewardship.

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

Dumping rubbish in the street

and gullies

Rats and flies are attracted to

the rubbish. This causes bad
smells and can cause diseases
such as typhoid and cholera.
Block gullies can cause
flooding.

INDIVIDUAL or
CORPORATE
RESPONSIBILITY

Not studying at school

Not caring for public and open
spaces.
Writing graffiti on walls and
school premises
Forming a gang and getting
into fights
ASSIGNMENT: Write to your Mayor about an environmental issue that concerns you. Describe
what you would like the Mayor to do about your concern.