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