Unit 3: Islam -- We Surrender

21.25 Hours

 

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.06
 
PS1.05;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

 

Note: Expectations originating from the Institute for Catholic Education are italicized.  Normal font is used for the Ministry of Education’s expectations.

 

Activity: 1 – The Story of Islam: The Prophet & His World

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, Bahaullah, 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, Bahaullah, 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, Bahaullah, 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.

 

Teaching/Learning Strategies

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