| ‘Cleverly constructed and absorbing to
look at & read. All in all, a thoroughly unusual and
satisfyingly well-rounded journey into Sikhism which leaves you feeling as
if you have learned a lot without noticing the lesson!’
~ Jude
Meryl
The Festival Shop,Birmingham
Eighteenth century painting depicting Guru Nanak
on his travels with Muslim pilgrims passing by, in
Chapter 5: 'How do we communicate most
effectively what mattters most?' (p. 39)
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 Part of the Indic
Values Series exploring personalities from faiths originating in the
Indian subcontinent, Guru Nanak is intended for use in the
classroom, as well as for the wider reading public. Designed to appeal to
pupils of varying abilities aged 13 –18 years (Key
Stages 3, 4 & 5), it can be used in Personal & Social Education, Religious Education and GCSE/A-Level Religious Studies groups and is
ideal for developing Citizenship
courses. Constructed so that teachers and pupils can engage creatively
with the subject, this is a Sikhism resource with a lot of
mileage!
Here are some suggestions on how the book can
be used to generate discussion & classroom activities:
- Share responses to questions raised
in each of the thirteen chapter headings, such as ‘Are we all
equal?’; ‘Are labels and uniforms necessary?’, ‘Does integrity matter?’,
‘Do we need a sense of direction?’ and ‘Can our specific experiences
teach us universal truths?’ What are pupils’ personal responses to
such questions? How does society at large seem to respond? What was Guru
Nanak’s response? How has this shaped the Sikh community today?
- From photographs of Sikh life to
comic-strip storytelling, traditional paintings and contemporary
artwork, all the images selected are integral to raising questions about
interpretation, representation and the power of pictures as well as
words. What clues do the images give about Guru Nanak Dev Ji, his
significance to those who met him and for people today; what signs
indicate the immense reverence he has been given in Sikh tradition? How
might the artist or the era influence a portrait of Guru Nanak?
- Ask pupils to imagine meeting Guru
Nanak and learning first-hand about his insights. How would they be
communicated – by relating a real-life incident, or through singing a
verse, with appealing metaphors or similes? If you were a farmer, a
smith or a scribe, can you find verses mentioned in the book that would
make you stop and listen?
- What role does music play in
sharing a teaching – how could it make an insight moving and
memorable?
- Reading about Guru Nanak Dev Ji,
what elements of Sikh life today show dedication to his principles, and
devotion to him as a highly revered spiritual personality?
- What examples can you find of
ritual or labels being helpful? How might certain attitudes turn them
into a hindrance?
- If you take away the cultural,
geographical and historical ‘specifics’ of Guru Nanak Dev Ji and his
legacy, what ‘universal truths’ can you identify?
For more teaching ideas, see A Note for Teachers which appears at the end
of the book.
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