Unit Description:
This
unit is organized into three clusters of activities: The Story of Islam; Islam
Today; and Islam and The Church. The first two clusters involve the students in
a variety of investigations of Islam from its historic development to its
present belief and worship structures. The insights accrued in these sections
are applied to an investigation of the moral code of Islam, particularly as it
applies to Muslim family life. The last cluster consists of an exploration of
the emerging Christian Church in the period 500 to 1000 CE with particular
emphasis on monasticism and relations with Islam. The title of the unit “Islam
– We Surrender,” refers to the etymological roots of the term, “Islam.” Muslims
see their life journey in religious practice and moral behaviour as submitting
to the will of Allah. This process is an example of how a religion encounters
mystery through discernment of its will and submitting to it. This theme is
echoed in Christian monastic practice. The culminating activities in this unit
will be the assembly of a pamphlet summarizing many of the concepts explored in
this unit and a test. The class will be divided into five groups, each with a
responsibility of assembling materials from a particular cluster. Each group
keeps these materials in a portfolio in this activity. They will also use this
material in the culminating activity for the course, the creation of a series of kiosks representing different world
religions. Throughout this unit, students continue to reflect upon in their
journals the implications of the various encounters for their own lives. It is
recommended that teachers monitor these reflections by assessing a few students
after each activity. Teachers should refer to students’ Individual Educational
Plans to modify teaching and learning strategies to accommodate their needs. .
Internet sites are used frequently in this unit. The teacher should ensure that
students have signed the school or board’s ethical code of conduct form for
internet use where applicable.
Unit Synopsis Chart:
|
Act.
# |
Activity
Title |
Time in min. |
Learning
Expectations |
Assessment |
Tasks |
|
1 |
The
Story of Islam --The Prophet & His World |
75 |
PFV.06;
CM1.01; CM3.01; CM3.07; RBV.01; SSV.01; HEV.03. PF1.03;PF2.05;RB1.01;RB1.02;
RB1.03; RB2.02; HE2.01; HE3.02 |
Knowledge,
Communication |
Teacher
present-ation, Group chart activity |
|
2 |
The
Story of Islam -- History of Islam |
75 |
PFV.06; RBV.01; SSV.01;
HEV.03; ISV.06. RB1.02;
RB1.03; HE2.01; HE3.02. |
Knowledge,
Thinking, Communication,
Application |
Teacher
presentation; Student visual project using presentation software our overhead
projector |
|
3 |
The Story of Islam – Significant Figures
in Islam |
150 |
CM3.07;RBV.01; HEV.03; CM1.01;RB1.02;
RB1.03; HE2.01; HE3.01; HE3.02; PF2.05; PF3.05 |
Knowledge,
Thinking, Communication, Application |
Movie
analysis; Group Research assignment |
|
4 |
Islam
Today -- Five Pillars of Islam |
150 |
CMV.02;PSV.02;PSV.10; PSV.11. PS2.03; PS2.05;PS1.07; RB3.01; HE1.01; HE4.01. |
Knowledge/
Understanding, Communication, Problem Solving, Application
|
Jigsaw
Group & Reflective Journal |
|
5 |
Islam
Today -- Central Beliefs |
75 |
CMV.02;ISV.06. RB1.05;
RB2.03; RB2.04; HE1.01; HE4.01. |
Knowledge/
Understanding; Problem Solving, Application |
Position
paper; Journaling |
|
6 |
Islam
Today -- Religious Symbols, Sacred Spaces, Art and Artifacts |
75 |
PSV.03; RBV.04;
SSV.02. RB2.05;
RB3.02; RB3.03; SS1.05; SS1.06. |
Knowledge/
Understanding; Communication Application |
Teacher
presentation; Illustrated Glossary |
|
7 |
Islam
Today Relationships In The Family |
150 |
FLV.05;FLV.06; FLV.11; SSV.03 PF2.06 B; FL1.06B;FL1.07; FL1.08; FL1.09;FL3.03;RB2.10; SS1.07. |
Knowledge/
Understanding; Application |
Movie
review |
|
8 |
Islam
Today: Moral Practice |
75 |
CMV.08; CMV.10. CM1.02; CM2.02; CM2.05;CM2.07; CM2.08;CM3.02; CM3.07; SC3.04 |
Knowledge/
Understanding, Thinking/ Inquiry, Communication, Application |
Discussion,
Moral issue analysis, Journaling |
|
9 |
Islam
and the Church: Interfaith Dialogue |
75 |
HEV.02. HE2.02; HE2.03 |
Knowledge/
Understanding Application |
Jigsaw
grouping; Poster making |
|
10 |
Islam
and the Church: Events 500-1000 C.E. |
75 |
PFV.04;PSV.08;
RBV.01; SSV.01; HEV.03; ISV.06 PF1.05;
PF2.02; PF2.04;PF3.05; PF3.06B;PSV.08;RB1.02; RB1.05; RB2.02; HE3.01; HE3.02 |
Knowledge/
Understanding, Application |
Discussion;
Illustrated timeline; Journaling |
|
11 |
Islam
and the Church: Sufism and Monasticism |
150 |
PSV.08; PSV.10; PFV.04; CMV.07; SSV.01; SSV.02; SSV.03; HEV.01; HEV.03; ISV.06PS1.05;PF2.04;PF3.05;PF3.06B; CM3.05RBV.01; RB2.02; HE3.01; HE3.02; HE4.01; PS2.05; PF2.02 ; PF3.05; |
Thinking/Inquiry,
Application |
Socratic
Presentation; Illustrated clock; Media analysis of poetry and contemporary
lyrics. Journaling |
|
12 |
The
Church: Surrender |
35 |
PFV.03;PFV.05; ISV.03 ISV.04, ISV.05,ISV.06. PF3.01; PF3.05B;PF3.02;IS1.02; IS1.03. |
Inquiry;
Communication |
Group
Interview |
|
13 |
Culminating
Activity: Pamphlet and Test |
115 |
All expectations for this unit |
Knowledge/
Understanding; Thinking/ Inquiry Communication
Application |
In
groups, students assemble a pamphlet. Unit Test |
Time: 75 Minutes
Description: This activity assists the
student’s in the development of an understanding of the religious systems
encountered by Muhammad in his lifetime. Students analyze the events of
Muhammad’s life and the impact his contemporary world had on him. They then research the beliefs of Muhammad’s
contemporary society, and come to understand that the Prophet was responding to
what he believed were the “problem areas” of his time.
Strands & Learning
Expectations
Catholic
Graduate Expectation: CGE1g a discerning
believer formed in the Catholic faith community who understands that one’s
purpose or call in life comes from God and strives to discern and live out this
call throughout life’s journey;
Strands:
Profession of Faith; Christian Moral
Life; Religious Beliefs; Social Structures; Religion And The Human
Experience; Research and Inquiry Skills
Overall
Expectations
PFV.06 examine the human search for meaning in the
context of Christian, Judaic and Islamic traditions;
CM1.01 demonstrate an understanding of the role
morality plays in the human search for meaning and purpose:
CM3.01 recognize the importance of moral living in
the human search for meaning and purpose;
CM3.07 suggest both traditional and contemporary
examples of moral living as found in the various religions of the world.
RBV.01 summarize the major historical influences on and
events in the development of various religions;
SSV.01 summarize the ways in which religions and the
development of civilizations are interconnected;
HEV.03 analyse the significance of religion or other belief
systems in the lives of various historical figures
Specific Expectations
PF1.03
demonstrate an understanding of the human search for meaning and purpose as
found in the belief systems of Judaism, Christianity, and Islam;
PF2.05
recognize the centrality of human dignity and personhood to the world's
religious traditions;
RB1.01 identify the origins of various religious beliefs
regarding creation, birth, death, god, destiny, and afterlife;
RB1.02 identify the major influences in the development of
various religions (e.g., social unrest, advances in technology, changing mores;
RB1.03 identify influential personalities (e.g., Abraham,
Baha’ullah, Christ, Confucius, Dalai
Lama, Guru Nanak, Moses, Muhammad, Siddhartha Gautama, Zoroaster) and summarize
their contributions to the development of selected religions;
RB2.02 specify the responses of some religions to questions
associated with the search for spiritual meaning common problems and questions;
HE2.01 identify religious leaders who used religion to
oppose prejudice and discrimination (e.g., Martin Luther King Jr., Mohandas K.
Gandhi, Marcus Garvey, Jesus Christ, Guru Nanak, Muhammad), and describe the
ways in which they did so;
HE3.02 describe how significant individuals have been
motivated by the belief systems studied to influence events, create movements,
and challenge the status quo of their day;
Prior Knowledge and Skills: Students should know how to
work with maps; research using library resources and to work co-operatively
in-groups. Students must be able to research and make basic summary notes.
Planning Notes: The teacher prepares an
analysis chart on which the students record their findings. The chart should
have the following headings: Beliefs, Social, Women, Organization, Rituals and
Practices, Central Muslim Belief/Practice The teacher should discuss the basic
content of the activity with the school teacher-librarian to ensure that
relevant resources are readily available and arrange time for librarian
research. The last column of this chart is to be left blank the students return
to it from Activity 5. The teacher locates various resources that present the
life of the prophet Muhammad: Videos, articles, children’s books, and text
resources.
Teaching and Learning
Strategies:
The teacher outlines the basic beliefs
of Islam, and introduces the students to the life story of Muhammad, the
founder of Islam. The teacher points out that Muhammad was deeply affected by
the religions of his time, and the social injustices that surrounded him. A
video on the life of the prophet Muhammad can be used here. The students are
then asked to research and/or read a resource document on the life of the
Prophet Muhammad. (see resources) Students complete the chart using in-class
resources combined with library research.
Individually students research the Pre-Islam Arabic
world and complete the research chart.
In groups students present their findings to
partners, and add any new information to their charts. Each group presents
their completed charts to the class. Members of other groups add any new
information to their charts.
The teacher points out that many of the
beliefs of Muhammad and Islam are rooted in a reaction the Muhammad’s
contemporary society. Students are to be aware of this as they continue to
learn about the teachings and central concepts of Islam.
Assessment & Evaluation
of Student Achievement: The teacher checks the charts for completion and accuracy using a
checklist. The categories that are being assessed are Knowledge and
Communication.
Accommodations: Students with limited
reading ability should be encouraged to read children’s books on the Arabic
World and/or the Life of Muhammad. See for example, Wood, Angela. Islam For Today. Toronto: Oxford
University Press, 1998. ISBN: 0199172536 Have material read to ESL
students. An enrichment activity could
explore Michael Hart’s contention that Muhammad was the most influential person
in history.
Resources: For student texts see Trafford, Larry. World Religions: People and Faith. Toronto:
Maxwell Macmillan Canada, 1994. 101-103; and Brodd, Jeffrey. World Religions: A Voyage of Discovery.
Winona, MN: Saint Mary’s Press, 1998. 238-242. Hart, Michael, The 100 : A
Ranking of the Most Influential Persons in History. New York: Citadel
Press, 1992. ISBN:
0806513500
Video resources that can be used include parts of The Message: The Story of Islam (1987);
Heaven, Hell and Nirvana: Muhammad- The
Voice of God (1999) Films For the Humanities and The Wisdom of Faith with Huston Smith: Islam (1996) Films For the
Humanities. Web sites that supply pertinent resources include: About the
Prophet Muhammad http://www.usc.edu/dept/MSA/fundamentals/prophet/; Prophet
Muhammad www.muhammad.net
Activity #2: The Story of Islam -- History of Islam
Time: 75 Minutes
Description: This activity introduces the
student to the basic story of the development of Islam from the time of the
Prophet Muhammad to the end of the 1st Millennium, as well as the
major beliefs of Islam. Attention will be given to the key issues resulting in
the split between Shia and Sunni Islam. Students explore the formation and
fundamental differences and similarities of the 3 major divisions in Islam:
Sunnis, Sufis and Shi’ite (two major movements of the Shia’: Twelvers and
Seveners might also be examined).
Strands & Learning
Expectations
Catholic
Graduate Expectation: CGE3f - a reflective and creative thinker who examines,
evaluates and applies knowledge of interdependent systems (physical, political,
ethical, socio-economic and ecological) for the development of a just and
compassionate society.
Strands: Profession of Faith, Christian Moral Life;
Religious Beliefs; Social Structures; Religion And The Human Experience;
Research and Inquiry Skills
Overall
Expectations:
PFV.06 examine the human
search for meaning in the context of Christian, Judaic and Islamic traditions;
RBV.01
summarize the major historical influences on and events in the development of
various religions;
SSV.01
summarize the ways in which religions and the development of civilizations are
interconnected;
HEV.03
analyse the significance of religion or other belief systems in the lives of
various historical figures;
ISV.06
demonstrate effective collaborative group skills.
Specific
Expectations:
RB1.02
identify the major influences in the development of various religions (e.g.,
social unrest, advances in technology, changing mores;
RB1.03
identify influential personalities (e.g., Abraham, Baha’ullah, Christ, Confucius,
Dalai Lama, Guru Nanak, Moses, Muhammad, Siddhartha Gautama, Zoroaster) and
summarize their contributions to the development of selected religions;
HE2.01
identify religious leaders who used religion to oppose prejudice and
discrimination (e.g., Martin Luther King Jr., Mohandas K. Gandhi, Marcus
Garvey, Jesus Christ, Guru Nanak, Muhammad), and describe the ways in which
they did so;
HE3.02
describe how significant individuals have been motivated by the belief systems
studied to influence events, create movements, and challenge the status quo of
their day;
Prior Knowledge and Skills: Students should know how to
work with maps, know how to research using library resources and how to work
co-operatively in-groups. Students must be able to research and make a basic
summary notes.
Planning Notes: The teacher prepares a
presentation on the basic events in the first four hundred years of Islam. Resources on the history of Islam are to be
collected for use in class. The teacher prepares an assignment asking students
to outline the basic events in either a software presentation, or as an overhead
presentation for the class.
Teaching and Learning
Strategies:
The teacher presents a basic history of
Islam up to the beginning of the 2nd Millennium. Class notes and
video presentation is appropriate. The teacher presents the basic issues behind
the Sunni/Shia split in Islam. Statistics on current membership in these sects
are also presented. Using a sample, the teacher demonstrates how to create and
read a Venn Diagram.
Students record notes from teacher
presentation. Students compile a list of the major events in the development of
Islam. Students also outline the major beliefs of the various branches of
Islam, noting similarities and differences.
In Groups of three, students share
their findings, and investigate the historical development of the three major
branches of Islam: Sufi, Sunni, Shia. They identify the cause of separation,
the major similarities and differences in the beliefs and practices of
each. Each group creates an overhead
presentation outlining the spread of Islam, and a Venn diagram to present their
findings. These diagrams will be a part
of the final Kiosk display in the culminating activity. Students prepare a
visual presentation (multimedia slide or overhead) that outlines the growth of
Islam in the world. A map of the Arabic, European, and Asian areas of the world
is developed to show the spread of Islam. Each student presents his/her 3-5
minute presentation to the class.
Assessment & Evaluation
of Student Achievement: Students are evaluated on their individual research, group interaction
process skills, and oral presentation using a checklist. Categories of
evaluation include Knowledge, Thinking, Communication and Application.
Accommodations: Students not skilled in
computer us can prepare an illustrated timeline, or an overhead presentation
for the class. Form groups that represent the different learning styles and
abilities. Provide children’s books or pamphlets on each of the three branches
of Islam for students who have reading comprehension problems or a minimal vocabulary. These pamphlets are usually available
through local Muslim mosques or groups.
The Internet also provides information at an introductory level. In a class with a high percentage of special
needs students, create larger groupings to allow for more student-based
support.
Resources: For student texts see:
Trafford, Larry. World Religions: People
and Faith. Toronto: Maxwell Macmillan Canada, 1994. 105-8 and Brodd, Jeffrey. World Religions: A Voyage of Discovery. Winona, MN: Saint Mary’s Press, 1998. 250-253. On the Internet, see
The Prophet of Islam – His Biography http://www.muhammad.net/bio/profbio.html; Introduction to Islam
www.islam.com. See the video resources in Activity #1 for accounts of
Muslim history. The Islamic World to 1600 www.ucalgary.ca/HIST/tutor/islam/index2.html
A list of famous adherents to Islam and other religions is found at Famous Adherents:
http://www.adherents.com/adh_fam.html For further information on how to use a
Venn diagram to compare and contrast concepts see: Venn Diagram Basic http://www.graphic.org/venbas.html
Activity 3: The Story of
Islam -- Significant Figures in Islam
Time:
150 Minutes
Description: This activity provides an opportunity for the students to
investigate a number of important figures in the history of Islam.
Particularly, the focus is on Malcolm X. The movie Malcolm X is one of few modern movies that
depicts Islam in a positive light. The life transforming experience of the Hajj
for Malcolm X (near the end of his life) is central. Islam as a universal
religion challenges any cultural or ethnic division among people. Little is
known in popular culture about the significance of Malcolm X’s transformation,
and he has recently emerged as a popular icon in contemporary culture. Most
impressions of Malcolm X are partial in that they only include controversial
statements or ideas he espoused before his personal transformation as a Muslim.
Strands & Learning
Expectations:
Catholic
Graduate Expectation: CGE4g - a self-directed, responsible, life long learner
who examines and reflects on one’s personal values, abilities and aspirations
influencing life’s choices and opportunities.
Strands:
Christian Moral Life; Religious
Beliefs; Religion and the Human Experience.
Overall
Expectations:
CM3.07 suggest both traditional and contemporary
examples of moral living as found in the various religions of the world.
RBV.01
summarize the major historical influences on and events in the development of
various religions;
HEV.03
analyse the significance of religion or other belief systems in the lives of
various historical figures;
Specific
Expectations:
CM1.01 demonstrate an understanding of the role
morality plays in the human search for meaning and purpose;
RB1.02
identify the major influences in the development of various religions (e.g.,
social unrest, advances in technology, changing mores);
RB1.03
identify influential personalities (e.g., Abraham, Baha’ullah, Christ, Confucius,
Dalai Lama, Guru Nanak, Moses, Muhammad, Siddhartha Gautama, Zoroaster) and
summarize their contributions to the development of selected religions; analyse the significance of
religion or other belief systems in the lives of various historical figures;
HE2.01
identify religious leaders who used religion to oppose prejudice and
discrimination (e.g., Martin Luther King Jr., Mohandas K. Gandhi, Marcus
Garvey, Jesus Christ, Guru Nanak, Muhammad), and describe the ways in which
they did so;
HE3.01
identify significant figures from a range of belief systems;
HE3.02
describe how significant individuals have been motivated by the belief systems
studied to influence events, create movements, and challenge the status quo of
their day;
PF2.05 recognize the centrality of human dignity
and personhood to the world's religious traditions;
PF3.05
name traditional and contemporary examples of people of faith and integrity
Prior Knowledge and Skills: Students should be able to
write effective analysis of movies and media. Research & précis writing skills
are essential.
Planning Notes: The teacher prepares a list
of a number of important figures in the history of Islam or historical figures
who were influenced by Islam. The teacher also prepares an assignment asking
the students to produce a Bristol board presentation on the various figures.
Some of the biographies investigated can include Rumi, Ibn Khaldoun, Muhammad
Iqbal, Malcolm X, Ayatollah Khomeni and Yusuf Islam (Cat Stevens).
The
teacher prepares a presentation on the basic events in the life of Malcolm X.
The life of Malcolm X should be divided into 3 Stages: Pre-Jail, Religious:
Elijah Mohammed, and Post-Hajj. The teacher should attain a copy of the movie
Malcolm X. An analysis chart (based on the three-stage model previously
mentioned) that gets the students to record the basic attitudes and beliefs of
Malcolm X in each stage of his life needs to be prepared.
The
teacher also prepares two worksheets:
1.
Malcolm
X: Famous Quotations (Pre-Hajj)
2.
Malcolm
X: Famous Quotations (Post-Hajj)
(Note:
The teacher can glean some of these statements during a previewing of the
movie.)
Teaching and Learning
Strategies:
The teacher presents a basic overview of the life of Malcolm X in both the pre-Jail and Religious: Elijah Muhammad periods of his life. As the teacher is presenting, students record the information in the media analysis chart the basic beliefs and attitudes (values) Malcolm X espoused or acted on at each stage. Students are given a handout of various controversial statements made by Malcolm X during these first two stages. Students are asked to respond to each statement briefly.
The Teacher shows the last 25% of the
movie Malcolm X (Hajj & Post Hajj). The teacher is to point out
the importance of the Hajj in Malcolm X’s transformation. The teacher is
encouraged to stop the film periodically to explain or discuss important
sections. The point of the video presentation is to focus students on the
positive impact of mainstream Islam on Malcolm X.
Individual students produce a Bristol board chart
on the life of any of the various figures listed in the assignment, including
Malcolm X. This board contains visual images, and the summaries of three
articles/sources about the assigned person. The bristol board will also contain
a brief overview of three stages the person’s life. Upon completion, these are
posted around the classroom. Students complete peer evaluations on each poster.
Students should include an explanation of why the person was significant and
how the person furthered the cause of Islam.
Assessment & Evaluation
of Student Achievement:: A rubric is to be developed
to assess Knowledge/ Understanding; Thinking, Communication elements within the
poster project.
Accommodations: Students who have difficulty reading and writing should be
encouraged to create a Bristol board presentation of the life of Malcolm X
which is based solely on the content. An enrichment activity can be the
production of a biography using presentation software. Variations on the
posters can be dramatic reenactments of phases in a person’s life or a radio
report.
Resources: Some limited accounts are
found in student text: Trafford, Larry.
World Religions: People and Faith. Toronto:
Maxwell Macmillan Canada, 1994. 107 (Rumi);
Internet resources include: A
Tribute to Rumi: http://www.rumionfire.com/; Ibn Khaldoun on the Web;
http://www.isidore-of-seville.com/ibnkhaldun/; Ayatollah Khomeni: http://www.asiasource.org/society/khomeini.cfm; : Dr. Muhammad Iqbal:
http://www.kewlest.com/sufiyan/iqbal.htm; Malcolm X: http://www.unn.ac.uk/ societies/islamic/convert/20.htm; How I Came to Islam (Yusuf Islam) http://www.unn.ac.uk/ societies/islamic/convert/17.htm;Lists of Famous Adherents of Various
Religious Groups: http://www.adherents.com/adh_fam.html; On video: Malcolm X Warner Home Video
Activity 4: Islam Today --
Five Pillars of Islam
Time: 150 minutes
Description: This activity is designed
to help students understand the Five Pillars of Muslim Faith and to compare
these beliefs and practices with similar Christian beliefs and practices.
Students complete a mind map, which is a graphic organizer that combines
graphic and textual aspects to record information. This is accompanied by a reflection that compares the Five
Pillars to Christian religious practices. The posters produced are a component
of the kiosk for the culminating activity.
Strand(s) and Expectations:
Ontario Catholic School
Graduate Expectations: CGE6e--a caring family member who ministers to the family, school,
parish, and wider community through service.
Strand(s): Christian
Moral Life; Prayer and Sacramental Life; Religious Beliefs; Religion and
the Human Experience
Overall Expectations:
CMV.02, explore the
importance of Moral codes in daily living for people of faith;
PSV.02, recognize the
importance of prayer and worship in a religious worldview;
PSV.10, recognize the
central role of prayer for followers of Islam
PSV.11, identify the various
forms of religious worship as expressed in Islam’s five pillars of faith
Specific
Expectations:
PS2.03, value the importance
of a life of prayer as expressed in various religions of the world
PS2.05, appreciate the
central role of prayer in the religious life of Muslims
PS1.07 identify the various
forms of religious worship as expressed in Islam’s five pillars of faith;
RB3.01,
categorize the practices and rituals of various religions (e.g., adhan,
almsgiving, asceticism, atonement, anointing, covenant, sacrifice, holy days,
dietary laws, vision quest),
HE1.01, identify the basic role and/or
responsibility of the individual adherents of a religion, HE4.01, demonstrate
an understanding of the influence of religion on individuals in society.
Prior Knowledge and Skills: none required
Planning Notes: Information about mind
mapping is available in the Course
Overview section of this document. Students will need access to appropriate
pictures from textbooks, magazines, the net, or slides to use as ideas for
drawing or to cut and paste. Provide 11x17 paper, coloured
markers/pencils/pens. Arrange time and discuss availability of research
material with the librarian. If school
Internet is used, arrange computer time.
The teacher explains the importance of
the Five Pillars of Islam. Using examples from resources listed below, the concept
of mind mapping is reviewed or introduced.
Students in Jigsaw Groups are arranged into 5 groups,
one for each of the 5 pillars.
In home groups, students select the expert
groups where they will research a particular pillar.
In expert groups, students individually
research information about the pillar assigned to them and make notes from
their text, the Internet, library books, etc.
In home groups students regroup where each
expert is responsible for teaching the other members of the group his/her
findings on the pillar they explored. Students create mindmaps of the Five
Pillars of Islam on large pieces of art paper. Groups post their mindmaps
around the room. Students are free to
wander around the room looking at the different expressions of the Five
Pillars. The mindmaps are kept in the
class portfolio for use in the unit and course culminating activity.
Individually, students select one of the Five
Pillars to reflect on in their journals.
They reflect on the Christian practice that is similar to that pillar
and how their lives would change if they were to practice the requirements of
that pillar (e.g. praying 5 times a day in the appropriate prayer positions.)
Assessment & Evaluation
of Student Achievement: Student knowledge and understanding of the Five Pillars of Islam are
assessed from the mindmaps using a rubric. A checklist is used to assess group
work for communication and problem solving skills during group work. Journals
are assessed for application using a rubric.
Activity 5: Islam Today -
The Central Beliefs of Islam
Time:
75 min.
Description:
Students explore
the central beliefs of Islam with a central focus on their understanding of the
Qur’an as the infallible truth given to Islam by Allah. Other beliefs to be
explored include the nature of Allah, Muhammad and the other prophets, angels,
afterlife, and fate. Jihad is also discussed in this lesson, recognizing the
debate over its significance as a central belief.
Strand(s) and Expectations:
Ontario
Catholic School Graduate Expectations: CGE1I - a discerning believer formed in
the Catholic faith community who integrates faith with life.
Strand(s):
Christian Moral Living; Religious
Beliefs; Religion and the Human Experience; Research and Inquiry Skills
Overall
Expectations: (ICE)
CMV.02 explore the
importance of Moral codes in daily living for people of faith;
RBV.02
analyze the similarities and differences between the central beliefs of various
religions;
ISV.06
demonstrate effective collaborative group skills
Specific
Expectations:
RB1.05,
demonstrate an understanding of the development of the institutions that govern
and promote the religious life of a religion’s adherents (e.g. Sanhedrin,
Universal House of Justice, Papacy, Qadis);
RB2.09,
identify key principles from relevant passages of sacred writings and oral
teachings in various religions
RB2.03,
demonstrate an understanding of the concept of the supernatural in various
belief systems (e.g. those of Native peoples);
RB2.04,
describe the role of faith in systems of belief;
HE1.01,
identify the basic role and/or responsibility of the individual adherents of a
religion;
HE4.01,
demonstrate an understanding of the influence of religion on individuals in society
Prior Knowledge and Skills: In the unit on Judaism,
students should have discussed the Christian understanding of truth and how it
is presented in the Bible through the various literary forms.
Planning Notes: The teacher will need a
collection of quotes from the Qur’an (see appendix).
The
position papers could be written as a homework assignment. Background on Jihad
can be found using the resources cited below.
Using
the Think/Pair/Share technique, students individually read copies of
several quotes from the Qur’an. These are found in Appendix A, “Quotes from the
Qur’an”. In pairs, students discuss the meaning of each quote and then share
the interpretations of their partner to another set of pairs.
The
teacher explains how the Qur’an was
written and the infallible nature that Muslims ascribe to its content. Discuss
the difference between the Muslim understanding of how the Qur’an was written
and the Christianity understanding of how the Bible was written.
Students in groups are assigned 2 to 4 quotes
from the Qur’an using Appendix A. Students conduct a bible search to identify
similar stories or quotations in the Bible and create a chart or table that
pairs the selections by theme. Students discuss and compare the style and
content of both holy books, and identify any differences in the details of the
stories. Students share their ideas and the corresponding passages with the
class. This information becomes part of the group work portfolio for use in
preparing the kiosk for Islam in the culminating activity for the course.
The teacher presents to the students
the central beliefs of Islam including Allah, Angels, Qur’an, Prophets, Day of Judgment and Predestination. At this
point Jihad is introduced, recognizing its true meaning as a personal and
communal struggle for righteousness. The debate as to the centrality of Jihad
is acknowledged as are misconceptions about the exclusive understanding of
Jihad as military conquest.
Individual: Using the chart from activity one, students organize the central
beliefs of Islam under each of the headings (beliefs, social organizations,
women, rituals and practices). Students
attempt to identify how each of the central beliefs of Islam is a reaction to
the basic beliefs and practices of Arabia prior to the prophet Muhammad. The
charts become part of the student portfolio for use in both the unit and course
culminating activity.
Optional Individual: Students write a position
paper that summarizes one of the central beliefs of Islam, the Catholic
perspective on that belief, a comparison of that belief with a similar Catholic
belief from the Apostles Creed, if relevant, and their own personal reflection
on what this belief of Islam has to offer Christians and its worldview.
Optional Presentation: Group students into expert
groups so that each of the central beliefs of Islam is represented through a
position paper. Students present their position paper to the other members of
their group. Students are assigned a reading about the Qur’an from a student
text and complete the following journal reflection.
Students individually complete their Journal,
answering these questions: Muslims believe that true liberation or freedom can
only be achieved through complete submission to the will of Allah (God). What
obstacle to complete submission to the will of God do you see in Canadian
society? What experiences of submission
have you had and how were they liberating? What can Christianity learn from Islam
about submission to the will of God (Allah)?
Assessment & Evaluation
of Student Achievement: Students are assessed for cooperative group work during the
Qur’an/Bible activity using a checklist. The chart from lesson one, completed
in this lesson is marked using the checklist begun in activity one. The journal
is marked for application of new learning using a checklist.
Accommodations: Pair students with
different reading comprehension levels when discussing the quotes from the
Qur’an. Provide a second clear copy of
the completed chart on beliefs and practice for study purposes for students who
have difficulty making legible notes.
Appendix A: Quotes from the Qur’an
Activity 6: Islam Today - Religious Symbols, Sacred Spaces, Art and Artifacts
Time:
75 min
.
Description: Students produce an
illustrated glossary of important Islamic symbols and artifacts.
Strand(s) and Expectations:
Ontario
Catholic School Graduate Expectation: CGE2c - an effective communicator who
presents information and ideas clearly and honestly and with sensitivity to
others.
Strand(s):
Prayer and Sacramental Life; Religious
Beliefs; Social Structures
Overall
Expectations:
PSV.03, understand the role
of symbol, ritual, and celebration in the formation of religious communities;
RBV.04
demonstrate how practice, ritual, and symbolism are external representations of
the beliefs and principles of religion,
SSV.02 analyze the influence of religion on artistic expression
Specific
Expectations:
RB2.05 summarize
the relationship religious symbolism has to these systems of belief in various
religions,
RB3.02
identify the origin and significance of various practices, rituals, symbols,
and festivals
RB3.03
demonstrate an understanding of the role of sign and symbol in various
religions;
SS1.05
identify ways in which religion is reflected in specific works of art,
architecture, music, literature, dance, and in dress and cuisine, and interpret
their religious significance
SS1.06
identify how and why different religions express their beliefs through distinct
cultural media
Prior Knowledge and Skills: None required
Planning Notes: The teacher will prepare a
presentation of various art forms and architectural designs specific to Islam.
Islamic music could be played during the art activity to expose students to
another Islamic art form.
Teaching/Learning
Strategies:
The teacher provides a slide show,
video presentation, or overhead presentation of the various forms of Islamic
art: Calligraphy, Rug design, Arabesque, Geometric patterns. The teacher leads
a discussion about the affect on Islamic art of Islam’s concern about idolatry
that defines particular ideas about the portrayal of the human form in places
of worship. Discuss the various forms of art and the practice of deliberately
inserting a flaw into every piece of art.
Individually, students illustrate their names to create a piece of art reflecting
Islamic art practices. A small, difficult to see flaw is deliberately left in each
art piece.
As a whole class activity,
students display
their art around the room and then tour the art gallery looking for the flaw in
each student’s work. Selections from this activity could form part of the
display for the kiosk in the culminating activity at the end of the course.
The teacher leads a discussion in the
discipline involved in writing each letter with care and as an artistic
expression. “Discuss what it felt like to have to deliberately flaw your art.”
Optional Activity: Students work in pairs or
groups to create an illustrated glossary of terms that explains the
significance and use of the various symbols and art forms popular in the Muslim
world. These become part of the class portfolio of which one or two are
selected to be part of the kiosk display of the culmination activity at the end
of the course.
Students in journals respond to this question: In
Canada, many individuals strive for perfection and believe that achieving
perfection is possible. What can we
learn from Islam and its art that could be beneficial to the Canadian culture?
How do you think Islam’s art compares in form to the art seen in Christian
churches. What can Christianity learn from Islam and its approach to art?
Assessment & Evaluation
of Student Achievement: Student artwork is assessed, using a checklist for understanding and
application of principals of Islamic art and not for artistic ability. Journals
are assessed for application using the ongoing checklist.
Accommodations: Encourage students who
have an artistic interest to attempt calligraphy when illustrating their name.
If the optional activity is done, students may draw symbols free hand or
download them from the Internet, or cut them from magazines, etc. If a scanner is available, students could
learn to scan pictures into their documents. Students who are highly artistic
could be called on to complete a more complex piece of artwork for the kiosk
display for the culminating activity.
Resources: Audio CD or tape of Islamic music (for example, Anthology of World Music: The Music of Islam
and Sufism in Morocco Label:
Rounder Records), slides, video, overheads or hard copy pictures of Islamic art
and architecture including the Dome of the Rock in Israel. Many visuals can be
found on the Internet, using a search engine such as Altavista Images
http://www.altavista.com/cgi-bin/query?pg=q&stype=simage Access to
computers, a scanner and high quality printer is an asset. See also Islamic Art,
Music, and Architecture around the World www.arches.uga.edu/~godlas/IslArt.html
Pictoral History of the Noble Sanctuary
and Islamic Jerusalem www.al-aqsa.com/contents.html
Dome of the Rock http://users.erols.com/ameen/domerock.htm
See also the Islamic Art Home Page http://www.eldarco.com/isart/; Islamic
Art and Architecture: http://www.islamicart.com/
Activity 7: Islam Today - Relationships In The Family
Time:
150 minutes
Students
examine a cinematic presentation of the experience of one family by viewing
Majid Majidi's Children of Heaven (in
Persian, with subtitles). Students
write a film review or critique which explores the correlation between
important Islamic beliefs and values and the the themes and ideas at the heart
of the film.
Catholic Graduate Expectation: CGE6c A caring family member who values and honours
the important role of the family in society;
Strands: Family Life; Religious Beliefs; Social
Structures
Overall Expectations
FLV.05 analyze the impact of
the family on the individual; explore models of family;
FLV.06 examine the role of
family within other world religions;
FLV.11 consider gender roles
within Canadian society and other world societies
SSV.03describe the influence that differing gender‑role expectations have had on the development of religion;
Specific Expectations
FL1.07 examine the role of
family within other world religions;
PF2.06
appreciate the role of family in the various religious traditions;
FL1.06
identify the essential elements of intimacy, mutuality and trust in all
meaningful human relationships (family, friendship, romantic);
FL1.07 examine the role of
family within other world religions;
FL1.08 describe the various
models of family;
FL1.09 explore the
development of gender roles within Canadian society and other world societies;
FL3.03 analyze the impact of
the family on the individual;
RB2.10 examine
the influence of sacred writings and oral teachings from various religions on
life in modern society.
SS1.07 analyse the role of gender stereotypes in the development of religious institutions and practices.
The
teacher can rent or purchase a copy of Children
of Heaven (Miramax, 1999). Develop a rubric to assess the film review.
The
teacher shows the film to the class, pausing at significant places
to highlight the action and ideas at work.
Students individually reflect on the film's
presentation of life for a poor family in Iran. Students write a 250-500 word film review explaining the role
which important Muslim beliefs play in the life of this particular family.
Teachers will evaluate the film critiques, using a rubric assessing Knowledge/Understanding and Application.
While
this activity is sufficiently challenging for gifted students, other students
with special needs may wish to make an illustration or write a journal
reflection as a response to the film.
Resources
Children of Heaven, Iran, Majid Majidi (dir.),
(Miramax, 1999)
Time:
75 minutes
In groups,
students are presented with various moral questions. The activity continues
with an examination of various texts and articles regarding moral positions in
Islam. Students compare these stances to those of the Catholic Church as found in Catechism of the Catholic Church.
These positions are summarized in one-page posters complete with illustrations
and text. The groups present these to the class. Students reflect on the degree
of congruency between the Islamic and Catholic positions. The summary positions
are to be used in the pamphlet and kiosk.
Students are challenged in this activity to discern between two moral
stances to determine points of agreement and disagreement thus heightening
their skills in critical comparison.
Catholic Graduate
Expectation: CGE7a -
a responsible citizen who acts morally and legally as a person formed in
Catholic traditions;
Strands:Christian Moral Life
Overall Expectations
CMV.08 recognize the role of Sacred Scriptures in the development of moral codes for the religions of Judaism, Christianity, and Islam
CMV.10 identify traditional and contemporary examples of moral living as found in the various religious traditions of the world;
Specific Expectations
CM1.02
identify the importance of moral codes for religious living;
CM2.05
respect the moral teachings of Judaism, Christianity, and Islam as guidelines
for daily living;
CM2.07
appreciate traditional and contemporary examples of moral living as found in
the various religions of the world;
CM2.08
acknowledge that the religions of the world provide moral guidelines for daily
living;
CM3.02
examine and evaluate the role moral codes play in shaping the worldview of
people of faith;
CM3.07 suggest both traditional and contemporary examples of moral
living as found in the various religions of the world;
SC3.04
evaluate the importance of sacred scripture/writings for moral decision making.
Students
should have an understanding of the authority of the Qur’an and the basic
beliefs of Islam.
The
Teacher discusses with the class ways of resolving moral issues that
reflect Catholic values and principals (this builds on strategies used in the
Grade 9 and 10 courses); presents the group task and organizes the class into
groups.
Students
in groups are presented with a moral question regarding one of the
chosen issues. They examine the various texts and articles regarding moral
positions in Islam. These will include summaries of moral codes as they pertain
to the issue. They compare these stances to those of the Catholic Church as
found in Catechism
of the Catholic Church; summarize these in one-page posters complete with
illustrations and text; present posters to the class and post them up or store
them in the group portfolios for use in preparing the Kiosk in the final
activity of the course.
Students
Individually: (for homework) reflect on the degree of congruency between
the Islamic and Catholic positions and the importance of scripture in
moral-decision making.
Brodd, Jeffrey. World Religions: A Voyage of Discovery.
Winona, MN: Saint Mary’s Press, 1998; Trafford, Larry. World Religions: People and Faith. Toronto: Maxwell Macmillan
Canada, 1994. Glossary
of Islamic Terms http://www.usc.edu/dept/MSA/reference/glossary.html
Time: 75 minutes
Using jigsaw
grouping students explore the nature of Christian-Muslim interfaith dialogue in
order to demonstrate an ability to recognize prejudices associated with, and
misconceptions about religions, beliefs, and traditions. In their home groups,
students review the consequences of interfaith conflict. In specialist groups,
students analyze a set of Catholic and Muslim documents pertaining to
interfaith dialogue. On return to their home groups, they produce a poster that
contains important quotations from each document. Each student writes a
reflection on each of the quotations reflecting on its meaning in light of
their encounters with Islam in this unit.
The kiosk will contain this poster as well as a collection of insights
from student reflections. This activity develops collaborative skills on two
levels: First, the content on the activity shows the need for inter-religious
harmony. Second, the method is a concrete example of how groups can learn
interdependently.
Catholic Graduate Expectation: CGE1j - a
discerning believer formed in the Catholic faith community who recognizes that
“sin, human weakness, conflict and forgiveness are part of the human journey”
and that the cross, the ultimate sign of forgiveness is at the heart of
redemption.
Strand: Religion and Human Experience
Overall Expectations:
HEV.02 demonstrate an ability to recognize prejudices associated with, and misconceptions about, various religions, beliefs, and traditions;
Specific Expectations:
HE2.02 analyse attitudes, biases, and prejudices held
by adherents of various religions;
HE2.03 analyse how positive and negative attitudes within religious traditions have been used to justify local and global prejudices and biases;
ISV.06 demonstrate effective collaborative group skills.
Planning Notes: The teacher may: arrange the class for jigsaw grouping; and prepare
suitable materials for activities from the resource list below. If the reading
level of these documents is above students, then some adjustments may need to
me made such as simplifying the text or providing a glossary.
The teacher explains the purpose of the jigsaw grouping activity and how it will
be conducted.
Students in home groups review the material explored so far in the course
listing the negative consequences of the lack of interfaith dialog. This is
briefly shared with the whole class.
Students in specialist groups analyze a set of Catholic and Muslim documents
pertaining to Interfaith dialogue. Each
specialist group gets a different article.
Each student writes a journal reflection on each of the quotations reflecting on
its meaning in light of their encounters with Islam in this unit.
Specialist groups
can be organized in such a way that students requiring assistance can be placed
together. Students requiring enrichment can research the work of the Parliament
of Religions, with particular emphasis on Muslim/Christian relations. Specialist groups can also be designed to
respect different learning styles. For example, visual learners may be asked to
view a video; kinesthetic learners, role play; or auditory learners may listen
to a taped lecture.
Resources: Sources of information for
the group activity can come from Links to Christian-Muslim and Interreligious Dialogue,http://www.uio.no/~leirvik/Chrismusint.html;
The Necessity of Interfaith Dialog: A
Muslim Perspective; http://www.xs4all.nl/~siend/english/dialog.htm; Intefaith Dialog Links http://www.xs4all.nl/~siend/links.htm.
Student texts include Brodd, Jeffrey. World Religions: A Voyage of Discovery. Winona, MN: Saint Mary’s
Press, 1998, 250 Trafford, Larry. World
Religions: People and Faith. Toronto: Maxwell Macmillan Canada, 1994, 113.
Activity 10: Islam and the
Church: Events 500-1000 C.E.
Time: 75 minutes
Students
and teacher briefly examine the major events of the second half of the first
millennium of Christian history. The
fall of the Roman Empire in the West and the loss of territory in the Byzantine
Empire set the stage for the arrival and expansion of Islam. Other important developments include the rise
of Christian monasticism and the Iconoclastic Controversy of the Fourth Council
of Constantinople. In groups, students
are asked to create a timeline for 500-1000 C.E., showing together the history
of the Church and the history of Islam.
Individually, students are asked to write a short reflection explaining
the interrelatedness of the these two histories. The timeline can be contributed to the kiosk for this unit.
Catholic
Graduate Expectations: 7-f A Responsible citizen who respects and affirms the
diversity and interdependence of the world's peoples and cultures
Strands: Profession
of Faith, Social Structures; Religious Belief
Overall
Expectations:
PFV.04 explain the importance of historical
development of the Church and its contemporary self expression (e.g. Church
councils, the divisions within Christendom, ecumenism and interfaith dialogue)
SSV.01 summarize
the ways in which religions and the development of civilizations are
interconnected
Specific
Expectations:
PF1.05
explain the importance of the historical development of the Catholic Church and
its contemporary self-understanding (e.g. the Apostolic and Nicene Creed,
Church councils, authoritative teachings of the Magisterium, Catholic documents
on ecumenical and inter religious dialogue
PF2.02 appreciate the various dimensions of the sacred in the religions of Judaism, Christianity, and Islam
PF2.04
value the importance of the historical development of Catholicism for personal
and communal religious identity within the Church
PF3.06
explain the key events in the story of the Catholic Church from apostolic times
to the modem era
RB1.05 demonstrate
an understanding of the development of the institutions that govern
and promote the religious life of a religion's
adherents (e.g., Sanhedrin, Universal House of Justice, Papacy, Qadis)
Students
need to know a basic outline of the evolution and spread of Islam (from Cluster
1: The Story of Islam) in order to complete the timeline.
The
teacher needs to review the basic chronology of the Fall of Rome, the decline
of Byzantium, the birth of Benedict, the rise of monasticism, the iconoclastic
controversy (Constantinople IV, 869), etc.
The old Catholic Encyclopedia is online
(http://www.newadvent.org/cathen/) and is suitable as a teacher resource for a
basic outline on Church history.
Socratic
Lesson: The teacher presents material to students about Christianity after the
fall of the Roman Empire in the West.
Socratic questions help students to see for themselves the causal
relation between the significant events of the second half of the first millennium
of Christianity.
In groups of four or five, using the
brainstorming technique, students generate a list of the events which they
think are central to the history of Islam during this same period. Groups
develop an illustrated timeline showing the interrelatedness of the Christian and
Islamic history during this period (500-1000 C.E.) Each student reflects in their journal on how these histories are
interrelated and what this has meant for their development.
Students
might use peer evaluation forms or journal response to assess the participation
of their fellow group members. Teachers may assign a grade to the illustrated
timeline using a checklist that assesses accuracy of data and the usefulness of
the timeline as a learning tool. The focus of the assessment will be Knowledge/
Understanding. Teachers may also use the journal reflection as part of ongoing
journal assessment to measure Application.
For
some students, showing the causal relation between historical events may be
difficult; as an option for the journal reflection, these students may be asked
to simply explain which events are contemporaneous (i.e. "what else was
happening at the same time?") Other students may wish to respond with some
other form of expression (i.e. picture, with caption).
Resources
Student
texts include Brodd, Jeffrey. World
Religions: A Voyage of Discovery. Winona, MN: Saint Mary’s Press, 1998.
Trafford, Larry. World Religions: People
and Faith. Toronto: Maxwell Macmillan Canada, 1994. Catholic
Encyclopedia http://www.newadvent.org/cathen/
Activity 11:
Islam and the Church: Sufism and
Monasticism
Time: 150 minutes
Students
and teacher reflect on Christian monasticism that became an important basis for
spirituality throughout the Church.
Monasticism is explored as a Christian response to the call to
discipleship, to surrender to God, embodied in the evangelical counsels. The role of St. Benedict of Nursia is given
special focus. Students are invited to
reflect on the radical commitment at the heart of the monastic vocation and its
similarity to the lifestyle of prayer and good works at the heart of Islamic
conversion.
Students explore the poetry of an early Sufi
poet, Rabi'a, a woman born in Persia (modern day Iraq) around 711 C.E. In groups, students are asked to identify
the kind of longing for Allah that Rabi’a expresses and how this language
compares to the language we use to describe human love. Students are asked to find lyrics to
contemporary popular music that use a similar vocabulary of longing and
devotion. These lyrics are shared in
groups and students are invited to reflect on the similarities and differences
between longing for God and for another person.
Catholic
Graduate Expectation: 1-i A discerning believer formed in the Catholic faith
community who integrates faith with
life.
Strand: Prayer
and Sacramental Life; Profession of Faith, Religion and the Human
Experience
Overall
Expectations:
PSV.08
identify the role monasticism
played in the history of Christian spirituality
PSV.10
recognize the central role of prayer for followers of Islam
SSV.03 describe
the influence that differing gender-role expectations have had on the
development of religion
HEV.01 identify the function of religion in
human experience
HEV.03 analyse the significance of religion or
other belief systems in the lives of various historical figures
SSV.01 summarize
the ways in which religions and the development of civilizations are
interconnected
Specific
Expectations:
PF3.06
explain the key events in the story of the Catholic Church from apostolic times
to the modem era
PS2.05 appreciate the central role of prayer in the
religious life of Muslims
PF3.05
name traditional and contemporary examples of people of faith and integrity
CM3.05 explore the meaning of covenant and commandment as they apply to the moral teachings of Judaism, Christianity, and Islam
RB2.02 specify
the responses of some religions to questions associated with the search for
spiritual meaning common problems and questions
HE3.02 describe
how significant individuals have been motivated by the belief systems studied
to influence events, create movements, and challenge the status quo of their
day
HE4.01 demonstrate
an understanding of the influence of religion on individuals in society
Students
should have a basic sense of the origins of Christianity and the role that the
Roman Empire played in its development from Unit 2.
Students
might wish to use specific tools from their English classes (e.g. prosodic
analysis, reader response) to interpret the poetry of Rabi'a.
Teachers
need to review the circumstances of the origins of monasticism. Good resources are available at the Order of
St. Benedict website (www.osb.org), including a copy of the Rule of St. Benedict and information on
the Liturgy of the Hours which punctuate the day of a contemplative
religious. This resource should be
shared with students.
Teachers
also need to know a basic outline of the origins of Sufism and its poetic
expression. Teachers need to photocopy
samples of Rabi'a's poetry, either from Upton's book (listed below - several
poems can be photocopied under the CANCOPY agreement) or use those samples made
available on the book's website
(http://www.webcom.com/threshld/books/rabiaex.html). Other samples can be found at
http://home.infi.net/~ddisse/rabia.html.
Socratic
Lesson: Teachers present a basic introduction to the topics of mysticism,
spirituality and monasticism as a way of defining terms generally for students.
Students respond in their journal to
the "strangeness" of the monastic vocation, indicating how they feel
it represents a form of religious "surrender".
Socratic
Lesson: Teachers introduce the topic of Sufism particularly and provide
students with copies of Rabi'a's poetry.
Students in groups conduct a media analysis
to identify the themes of Rabi'a's poetry and examples of language that
highlight these themes. Students use
Media Analysis to find examples of popular music lyrics that use similar
language to Rabi'a's poetry. Students
are invited to compare longing for God with longing for another person. Each
group presents their poem and their song with a general statement summarizing
their discussion.
Teachers
should share criteria regarding the Media Presentation with students beforehand
(i.e. relevance of the songs to the topic, concrete examples of language of
devotion and love, clarity of presentation, etc.) and evaluate their
presentations using a rubric. The focus of the assessment will be
Thinking/Inquiry skills. Teachers
should ensure that the rubric represents the expectations indicated above. The
journal reflection should be assessed using the checklist developed throughout
the course assessing Application.
Some
students may share their music with their groups without providing a comparison
with Rabi’a’s poetry.
The Rule of St. Benedict www.osb.org
Charles
Upton, Doorkeeper of the Heart: Versions
of Rabi'a. NY: Threshold Books,
1994. ISBN 0939660245
Web Sites include Doorkeeper of the Heart: Versions of Rab’ia by Charles
Upton(website
for this book) http://www.webcom.com/threshld/books/rabiaex.html and Rab i’a
http://home.infi.net/
~ddisse/rabia.html
Activity 12: Islam and the
Church: Surrender
Time: 35 minutes
Students
work in groups to develop first-hand accounts of religious commitment as
"surrender", in the Islamic sense of a total acceptance of God's
sovereignty. This takes several
possible forms - a guest speaker, taped or filmed interview or a
questionnaire. Preferably, the person
to be interviewed should be a Muslim, but - where this is not possible, a
member of some religion (including Christianity) who has made a clear
commitment to his or her faith will suffice.
Students reflect on what motivates people to become dedicated to their
faith.
Catholic
Graduate Expectation: 1-i A discerning believer formed in the Catholic faith
community who respects the faith
traditions, world religions and the
life-journeys of all people of good will
Strand: Profession
of Faith, Research and Inquiry Skills
Overall
Expectations:
PFV.03 demonstrate an understanding of the ultimate questions about life as found in the Christian tradition, in some of the major world religions, and in Canadian Native Spirituality
PFV.05 identify traditional and
contemporary examples of people of faith and integrity
ISV.03 identify the implications of different
research methodologies in the study of religion
ISV.04 employ at least one of the following research
methodologies in an independent study: opinion survey, demographic study,
in-depth interview, database search, exploration of primary sources
ISV.05 communicate the results of these inquiries
effectively
ISV.06 demonstrate effective collaborative group
skills
Specific
Expectations:
PF3.01 articulate ways in
which people search for the sacred in life;
PF3.05 name traditional and contemporary examples
of people of faith and integrity
PF3.02 analyze the significance
of creed statements for religious traditions
IS1.02
compile a demographic study of the various religions and traditions within
their community, using personal research methodologies (e.g., interviews,
surveys) and/or Statistics Canada data
IS1.03 conduct an
in-depth interview, using an appropriate interview format, with an individual
who has dedicated his or her life to a specific faith or belief system;
Students
need to identify someone to whom they have access who could be identified as
someone who has made an explicit commitment to a particular religious
tradition.
The
teacher develops an interview outline for some students. Teachers may need to provide audio-visual
equipment for the taping of an interview.
With
the class, teacher and students
brainstorm what should be the shape and content of the interview. What questions should be asked?
In groups, students may interview someone
in the larger community about their religious commitment and record the
interview to share with the rest of the class. As an alternative, teachers may
wish to have the entire class participate in listening to a guest speaker.
The
surveys or interviews can be assessed based on criteria shared with students
beforehand. Group members may also
participate in self or peer evaluation, using a checklist. The focus of the assessment will be
Application skills.
Students may
interview a peer or parent/guardian if it is too difficult to interview someone
in the larger community. An interview
outline should be provided for students who experience difficulty with
communication skills. Students who
experience difficulty with writing skills could use tape recorders or computers
to make their journal entry.
Resources
Tape
recorders and blank audiotapes.
Activity 13: Islam - Unit Culminating Activity
Time: 115 min.
Description: Students work in groups to
create a pamphlet that summarizes the major aspects of the Muslim faith. Students study for and write a test on
topics explored in this unit.
Strand(s) and Learning
Expectations
Ontario
Catholic School Graduate Expectations: CGE2c Presents information clearly and honestly and with sensitivity to
others
Strand(s): Research and Inquiry Skills
Overall
Expectations: ISV.05 communicate the results of theses inquiries effectively
ISV.06
demonstrate effective collaborative group skills
Specific
Expectations: IS1.04 explore and employ primary and secondary research material
appropriately in completing an assignment
IS1.05
demonstrate an ability to organize, interpret, and evaluate the validity of
information gathered through research
IS2.02 effectively
communicate the results of their inquiries, using a variety of methods and
forms (e.g., graphs, charts, diagrams, oral presentations, written reports,
essays, newspaper-style articles, videos)
Prior Knowledge and Skills: Students need a working
knowledge of the various formats for pamphlets. Care should be taken to ensure
that students understand that pamphlets provide a point form overview and not a
complete coverage of concepts and ideas. If the pamphlet is to be done on a
computer, arrange computer time for the students.
Planning Notes: Students will need access
to computers and to the class portfolio as well as their own student portfolio.
Provided markers, pencil crayons, art paper for pamphlets (optional). The unit
test needs to be prepared.
Teaching/Learning
Strategies:
The Teacher: provides examples of
pamphlets to demonstrate possible layouts and formats for their own pamphlets.
Discuss the content. Each pamphlet must
provide information about: Mohammad, the historical development of Islam, sects
and branches of Islam, significant figures, the central beliefs of Islam, the 5
Pillars of Islam, central religious feasts and practices.
Assessment and Evaluation of
Student Achievement: Pamphlets are assessed for knowledge/ understanding; thinking/
inquiry, communication and application using a rubric. The test is scored into
categories for knowledge/understanding, thinking and application.
Accommodations: Form groups that represent a
cross section of the various learning styles represented in the classroom. Students who have difficulty with grammar and spelling or
art should use a computer/word processor/drawing program to complete
assignments. Students who require more time for the test should be given this
opportunity.
Resources: Class and Student portfolio
Read
each of the following quotes from the Qur’an and compare them with similar
passages in the Bible. Write the book, chapter and lines (Luke 2. 3-7) that
express the similar ideas and note any differences between the Bible’s and the
Kor’an’s understanding.
1.
“The
Messiah, Jesus son of Mary, was only the Messenger of God, and his word that he
committed to Mary, and a Spirit from Him.
So believe in God and His Messenger, and say not, ‘Three.’ Refrain;
better it is for you. God is only one
God.”
2.
Believers, Jews, Christians, and Sabaeans –
whoever believers in Allah and the Last Day and does what is right – shall be
rewarded by their Lord; they have nothing to fear or to regret.
3.
…Jesus
was no more than a mortal whom We favoured and made an example to the
Israelites. Had it been Our will We
could have replaced you with angles to succeed you on the earth. He is a portent of the Hour of Doom. Have no
doubt about its coming and follow Me. This is the right path: let Satan not
mislead you, for he is your sworn enemy ..
4.
The
Jews say Ezra is the son of Allah, while the Christians say the Messiah is the
son of Allah. Such are their assertion,
by which they imitate the infidels of old.
Allah confound them! How perverse they are!
They worship their rabbis and their monks, and the
Messiah the son of Mary, as gods besides Allah; though they were ordered to
serve one God only. There is no god but
Him. Exalted be He above those whom
they deify beside Him!…
5. … And you shall recount in the Book the story of Mary: how she left her people and betook herself to a solitary place to the east.
We sent to her Our spirit in the semblance of a
full-grown man. And when she saw him she said: “May the Merciful defend me from
you! If you fear the Lord, leave me and go your way.”
“I am the messenger of your
Lord,” her replied, “and have come to give you a holy son.”
“How shall I bear a child,”
she answered, “when I am a virgin, untouched by man?”
“Such is the will of your
Lord,” he replied. “That is no
difficult thing for Him. ‘He shall be a
sign to mankind,’ says the Lord, ‘and a blessing from Ourself. This is Our decree’”
6.
Prophet,
make war on the unbelievers, and the hypocrites and deal rigorously with them. Hell shall be their home: and evil fate …
7.
By
the light of day, and by the fall of night, your Lord has not forsaken you, nor
does He abhor you.
The life to come holds a
richer prize for you than this present life. You shall be gratified with what
your Lord will give you.
Did He not find you an
orphan and give you shelter?
Did He not find you in error
and guide you?
Did He not find you poor and
enrich you?
Therefore
do not wrong the orphan, nor chide away the beggar. But proclaim the goodness of your Lord.