First Cause Argument Explained

National Curriculum Links

• Religious Education Key Stage 4 (Year 10)
• Understand and explain a range of religious, philosophical and ethical arguments related to belief and non-belief, including philosophical arguments for the existence of God.
• Develop the ability to critically evaluate the strengths and weaknesses of these arguments.
• Express reasoned and well-informed responses to religious and philosophical questions, demonstrating informed personal opinions.

Lesson Duration

60 minutes Class Size: 20 students

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Lesson Objectives

By the end of this lesson, students will:

1. Explain the First Cause Argument, including its historical development and key figures.
2. Analyse different philosophical interpretations of the argument.
3. Critically evaluate how effectively the First Cause Argument supports the belief in God.
4. Demonstrate understanding by participating in discussion and completing an analytical task.

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Success Criteria

• I can clearly articulate what the First Cause Argument is and identify its major proponents.
• I can compare and contrast different interpretations of the First Cause Argument.
• I can critically assess the argument’s strengths and weaknesses in supporting belief in God.
• I can develop and express reasoned points during discussion and written tasks.

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Resources

• Whiteboard and markers
• Projector/slides for key points and images
• Handout summarising the First Cause Argument (timeline, key figures, simplified explanations)
• Worksheet with discussion questions and critical thinking prompts
• Sample extracts from key philosophers (e.g., Aristotle, Aquinas, Leibniz)

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Lesson Outline

1. Starter Activity (10 minutes)

Engage & Assess Prior Knowledge

• Begin with a quick Think-Pair-Share: "What do you understand by the idea that everything has a cause?"
• Discuss briefly as a class, noting key ideas on the board about causality and existence.
• Introduce the concept of the First Cause Argument as related to why there must be a ‘first cause’ or ‘unmoved mover’.

2. Direct Teaching Input (15 minutes)

Explain the First Cause Argument with Historical Context

• Present a concise overview of the argument: from Aristotle’s concept of the ‘Unmoved Mover’, through Aquinas’ Five Ways, especially the first way (the argument from motion and cause), to Leibniz’s Principle of Sufficient Reason.
• Use a timeline slide to show the historical development and influence of the argument.
• Explain key vocabulary: cause, effect, infinite regress, necessary being, contingency.
• Introduce different philosophical interpretations and refinements, e.g., how Aquinas interprets Aristotle’s ideas, Leibniz’s focus on necessity.

3. Group Activity (15 minutes)

Analyse and Interpret Different Versions of the Argument

• Divide the class into groups of 4. Distribute extracts from Aquinas, Aristotle, Leibniz summarised for accessibility.
• Each group discusses their extract, focusing on:
• What is the main claim?
• How does this version support belief in God?
• What assumptions are made?
• Groups prepare a brief explanation for the class.

4. Whole Class Discussion (10 minutes)

Critical Evaluation

• Groups share their findings; teacher facilitates a critical discussion on:
• Are there weaknesses or challenges to the First Cause Argument? (e.g., question of ‘Why God?’ if everything needs a cause)
• Does this argument necessarily prove God’s existence or could it suggest other explanations?
• How convincing is the argument for believers and non-believers?

5. Plenary and Success Criteria Check (5 minutes)

• Recap the main points using a quick quiz or rapid-fire questioning to check understanding against success criteria.
• Students self-assess: Can they explain and critically assess the argument?

6. Extension Activity (Homework or For Advanced Learners)

• Write a short essay (200-300 words) critiquing a specific philosopher’s take on the First Cause Argument. This could be a defence or a critique.
• Provide a choice of philosophers: Aristotle, Aquinas, Leibniz, or a modern critic such as Bertrand Russell.
• Encourage use of evidence from class materials and independent thought.

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Differentiation and Inclusion

• Provide scaffolded handouts with key phrases and sentence starters for less confident students.
• Additional philosophical glossaries for EAL learners.
• Extension activity enables more able students to explore deeper analysis independently.
• Use visual aids and group talk to support different learning styles.

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Assessment Opportunities

• Informal assessment through group presentations and class discussion.
• Use of questioning to gauge understanding.
• Written extension task as formal assessment to demonstrate depth of critical thinking.

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Reflection for Next Lesson

• Review student understanding of the First Cause Argument and identify any misconceptions.
• Use results of the extension essays to plan differentiated follow-up on philosophical critiques and counter-arguments in subsequent lessons.