Course
Profile World
Religions: Beliefs, Issues, and Religious Traditions, Grade 11,
University/College Preparation, Catholic
Unit 3: Islam: We Surrender
Time: 20 hours
Activity 1 | Activity 2
| Activity 3 | Activity 4
| Activity 5 | Activity 6
| Activity 7 | Activity 8
| Activity 9 | Activity
10
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. Throughout this unit, students continue to reflect in
their journals on the implications of the various encounters for their own
lives. Students will continue to compile material for their symposium to be
held at the end of the course. It is recommended that teachers monitor these
reflections by assessing a few students after each activity.
Internet
sites are used frequently in this unit. Ensure that students have signed the
school or board’s ethical code of conduct form for Internet use where
applicable.
Expectations
originating from the Institute for Catholic Education are italicized. Roman
font is used for the Ministry of Education’s expectations.
|
Activity |
Time |
Expectations |
Assessment |
Tasks |
|
1. The
Story of Islam –The Prophet and His World |
75 min |
CGE 1g, PFV.06;
CM1.01; CM3.01; CM3.07; RBV.01; SSV.01; HEV.03. SC1.05;
PF1.03; PF2.05; PF3.05, RB1.01; RB1.02; RB1.03; RB2.02; HE2.01; HE3.02 |
Knowledge/ Communication |
Teacher
presentation, Group chart activity |
|
2. The
Story of Islam - History of Islam |
75 min |
CGE 3f, PFV.06; RBV.01; SSV.01; RB1.02; HE3.02 |
Knowledge/ Thinking/Inquiry Communication Application |
Teacher
presentation; Student visual presentation using software or overhead
projector |
|
3. The
Story of Islam – Significant Figures in Islam |
150 min |
CGE 4g, CM3.07; RBV.01; HEV.03; CM1.01;
PF2.05; RB1.02; RB1.03; HE2.01; HE3.01; HE3.02 |
Knowledge/ Thinking/Inquiry Communication |
Movie
analysis; Group Research assignment |
|
4. Islam Today - Five Pillars of Islam |
150 min |
CGE 6e, CMV.02; PSV.02; PSV.10; PSV.11, PS2.03;
PS2.05; PS1.07;
RB3.01; HE1.01 |
Knowledge/ Communication Thinking/Inquiry Application |
Jigsaw Group and Reflective Journal |
|
5.
Islam Today - Central Beliefs of Islam |
150 min |
CGE 1i, CMV.02; ISV.06, RB1.05; RB2.03; RB2.04;
HE1.01; HE4.01 |
Knowledge/ Thinking/Inquiry Application |
Position
paper; Journal Writing |
|
6.
Islam Today - Symbols, Sacred space, Art and Artefacts |
75 min |
CGE 2c, PSV.03; RBV.04; SSV.02, RB1.05; RB3.03;
SS1.05; SS1.06 |
Knowledge/ Application |
Teacher
presentation; Illustrated Glossary |
|
7.
Islam Today - Moral Practice |
75 min |
CGE7a, CMV.08;
CMV.10, CM1.02; CM2.02; CM2.05; CM2.07; CM2.08; CM3.02; CM3.07; SC3.04 |
Knowledge/ Thinking/Inquiry Communication Application |
Discussion,
Moral issue analysis, Journal Writing |
|
8.
Islam and the Church - The Encounter |
150 min |
CGE 7f, PFV.04;
PSV.08; RBV.01;
SSV.01; HEV.02; HEV.03; PF2.02; PF2.04; PF3.06; RB1.02; RB1.05;
RB2.02; HE2.02; HE2.03; HE3.01; HE3.02 |
Knowledge/ Thinking/Inquiry Communication Application/ |
Discussion;
Illustrated timeline; Journal Writing Jigsaw group work; Poster making |
|
9.
Islam and the Church - Sufism and Monasticism |
185 min |
CGE1i, PFV.03;
PFV.05; PSV.08;
HEV.03; ISV.04, ISV.05, RBV.01 PS1.05;
PS2.05; PF2.02; PF3.01; PF3.02; PF3.05; PF3.06; RB2.02; HE3.01; HE3.02; IS1.03 |
Thinking/Inquiry Communication Application |
Socratic
Presentation; Illustrated clock; Media analysis of poetry and contemporary
lyrics. Journal Writing Group Interview |
|
10.
Culminating Activity - Pamphlet and Test |
115 min |
CGE2c, ISV.05,
ISV.06, IS1.04, IS1.05, IS2.02 |
Knowledge/ Thinking/Inquiry Communication Application |
In
groups, students assemble a pamphlet. Unit Test |
Time: 75 minutes
This activity assists the students
to develop an understanding of the religious systems encountered by Muhammad in
his lifetime. Students analyse 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.
Ontario
Catholic School Graduate Expectations
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.
Strand(s): Scripture,
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.
Specific
Expectations
SC1.05
- demonstrate an understanding of the foundational role of the prophet Muhammad
in the story of Islam and the importance of the Qur’an in the faith and life
decisions of Muslims;
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;
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;
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.
Students
should know how to work with maps and work cooperatively in-groups. Students
must be able to research using Library/Resource Centre resources and make basic
summary notes.
In
cooperation with the school librarian, ensure that relevant resources are
available and arrange time for Library/Resource Centre research. The teacher
prepares an analysis chart on which the students record their findings. The
chart should have the following headings: Beliefs, Social Organization, Role of
the Family, Rituals and Practices, Central Muslim Belief/Practice. The last
column of this chart is to be left blank. The students complete it in Activity
5. The teacher locates various resources that present the life of the prophet
Muhammad: Videos, articles, children’s books, and text resources.
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 prophet Muhammad’s life can be used.
Individually
students research
the Pre-Islam Arabic world, and the life of the Prophet Muhammad. Students
complete the chart using in-class resources combined with Library/Resource
Centre research.
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 to
Muhammad’s contemporary society. Students are to be aware of this as they
continue to learn about the teachings and central concepts of Islam.
The
teacher checks the charts for completion and accuracy using a checklist. The
categories that are being assessed are Knowledge and Communication.
Students
with limited reading ability in English could read children’s books on the
Arabic World and/or the Life of Muhammad (e.g., Angela Wood. 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.
Teachers
will consult individual student IEPs for specific directions on accommodation
for individuals.
Texts
Brodd, Jeffrey. World Religions: A
Voyage of Discovery. Winona, MN: Saint Mary’s Press, 1998.
pp. 238-242
Hart, Michael. The 100: A Ranking of the
Most Influential Persons in History. New York: Citadel Press, 1992. ISBN:
0806513500
Trafford,
Larry. World Religions: People and Faith. Toronto: Maxwell Macmillan
Canada, 1994.
pp. 101-103
Video
The
Message: The
Story of Islam (1987) Anchor Bay;
Heaven,
Hell and Nirvana: Muhammad- The Voice of God –1999 Films For the Humanities
The
Wisdom of Faith with Huston Smith: Islam - 1996 Films For the Humanities.
Websites
About
the Prophet Muhammad
– http://www.usc.edu/dept/MSA/fundamentals/prophet/;
Prophet Muhammad www.muhammad.net
Time: 75 minutes
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 is 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).
Ontario
Catholic School Graduate Expectations
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.
Strand(s): 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.
Specific
Expectations
RB1.02 -
identify the major influences in the development of various religions (e.g.,
social unrest, advances in technology, changing mores;
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.
Students
should know how to work with maps, how to research using Library/Resource
Centre resources, how to make basic summary notes, and how to work
cooperatively in-groups.
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.
The
teacher presents a
basic history of Islam up to the beginning of the 2nd Millennium. Class notes
and a video presentation are 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 each 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, and 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.
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.
Students
not skilled in computer use 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.
Texts
Trafford,
Larry. World Religions: People and Faith. Toronto: Maxwell Macmillan
Canada, 1994. 105-8
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
Time: 150 minutes
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 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.
Ontario
Catholic School 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.
Strand(s): 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
PF3.05
- name
traditional and contemporary examples of people of faith and integrity;
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 Mullah, 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.
Students
should be able to write effective analyses of movies and media. Research &
précis writing skills are essential.
The
teacher prepares a list of a number of important figures in the history of
Islam or historical figures who were influenced by Islam and 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.
His life should be divided into Three Stages: Pre-Jail, Religious: Elijah
Mohammed, and Post-Hajj. Obtain a copy of the Documentary Malcolm X. Prepare 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. Preview the Documentary and prepare the following two
worksheets:
1. Malcolm X: Famous Quotations (Pre-Hajj)
2. Malcolm X: Famous Quotations (Post-Hajj)
Note: While a documentary film is
suggested for this unit, the unit can be completed without this resource. If
the film is to be used, it will be important to conform to your Board’s policy
on such issues.
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. Stop the
film periodically to discuss important sections. 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.
A
rubric is to be developed to assess Knowledge/Understanding; Thinking,
Communication elements within the poster project.
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 re-enactments
of phases in a person’s life or a radio report.
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
Time: 150 minutes
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.
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.
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 11" x
17" paper, coloured markers, pencils, and 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. The concept of mind mapping is
reviewed or introduced. Students are arranged into five groups for a Jigsaw
Activity.
In
home groups,
students select the expert groups where they will research a particular pillar.
In
expert groups,
students research information about the pillar assigned to them and make notes
from their text, the Internet, library books, etc.
In home groups student experts are responsible for
teaching the other members of the group their findings on the pillar explored.
Student groups create mind maps of the Five Pillars of Islam on large pieces of
art paper. Groups post their mind maps around the room and then tour the
display of mind maps. Mind maps are kept in the class portfolio for use in the
unit/course culminating activities.
In
Journals, students
reflect in writing on one of the Five Pillars; the Christian practice that is
similar to that pillar and how their lives would change if they were to
practise the requirements of that pillar (e.g., praying five times a day in the
appropriate prayer positions.)
Assess
Knowledge/Understanding of the Five Pillars of Islam in mind maps 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.
Students
needing assistance with mind maps can be teamed with other students. The mind
map could also be partly completed for the student. Students’ research can be
guided by specific questions to narrow the range of inquiry. Keywords may be
provided to assist student research. Students can extend their understanding of
mind maps by exploring the work of Tony Buzan by searching the Internet. A mind
map about mind maps could be created.
For
student texts see Trafford, Larry. World Religions: People and Faith.
Toronto: Maxwell Macmillan Canada, 1994. 108-111; and Brodd, Jeffrey. World
Religions: A Voyage of Discovery. Winona, MN: Saint Mary’s Press, 1998. 246
- 248. For Mind mapping see Margulies, Nancy. On Mapping Inner Space:
Learning and Teaching Mind Mapping Phoenix: Zephyr Press, 1991.On the
Internet, see The Five Pillars –
http://www.islam-guide.com/frm-ch3-16.htm; and Islam.com’s Five Pillars page.
http://www.islam.com/
On Video
see The World of Islam: The Five Pillars (Films For the Humanities)
Time: 105 minutes
Students
explore the central beliefs of Islam with a 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.
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
CMV.02
- explore the importance of Moral codes in daily living for people of faith;
RBV.02 -
analyse 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;
RB2.04 -
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.
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.
The
teacher will prepare a collection of quotes from the Qur’an.
The
position papers could be written as a homework assignment. Background on Jihad
can be found using the resources cited below.
Think/Pair/Share:
Students
individually read copies of several 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 two to four quotes from the Qur’an. 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
class 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 1, students organize the central beliefs of Islam under each of
the headings (beliefs, social organizations, role of the family, 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.
Journal: Students are assigned a reading
about the Qur’an from a student text and complete 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)? ”
Cooperative
group work during the Qur’an/Bible activity is assessed using a
checklist. The chart from Activity 1, completed in this lesson, is marked using
the checklist begun in Activity 1. Assess the journal activity for
Application/Making Connections.
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.
Print
NRSV
Bible. Toronto:
Oxford University Press, 2000.
Dawood,
N. J. (trans. and ed.) The Koran. Markham, ON: Penguin, 1990. ISBN:
0140445587
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.
Websites
Jihad Explained – http://www.irshad.org/islam/iiie/iiie_18.htm
Jihad – http://www.moslem.org/jihad.htm
Time: 75 minutes
Students
produce an illustrated glossary of important Islamic symbols and artefacts.
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
- analyse 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.
The
teacher will prepare a presentation of various art forms and architectural
designs specific to Islam. Play Islamic music during the activity to expose
students to another Islamic art form.
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 on 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. Students in journals respond
to these questions: 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?
Assess
student artwork 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.
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.
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/ 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
Islamic
Art Home Page – http://www.eldarco.com/isart/;
Islamic Art and Architecture
– http://www.islamicart.com/
Time: 75 minutes
In
groups, students are presented with various moral questions. Then they examine
a 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.
Ontario
Catholic School Graduate Expectations
CGE7a - a
responsible citizen who acts morally and legally as a person formed in Catholic
traditions;
Strand(s): Scripture,
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
SC3.04
- evaluate the importance of sacred scripture/writings for moral decision
making;
CM1.02
- identify the
importance of moral codes for religious living;
CM2.02
- appreciate the role moral codes play in religious worldviews;
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.
Students
should have an understanding of the authority of the Qur’an and the
basic beliefs of Islam.
Decide
upon the moral issues to be explored (consider: Abortion, Euthanasia, Capital
Punishment, Pre-marital sex, etc.); assemble sufficient resources for the
groups (Muslim stances on moral issues; similar excerpts from the Catechism of
the Catholic Church; paper for posters) Upon selecting parts of the Catechism
of the Catholic Church for use, the teacher can adapt them to the needs of
students.
The
teacher reviews one or more moral problem solving model from Grade 9/10 that
reflect Catholic values and principals, 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: (possibly for homework) reflect in writing on the degree of
congruency between the Islamic and Catholic positions and the importance of
scripture in moral-decision making.
Posters
are assessed for Knowledge/Understanding, Thinking/Inquiry and Communication
using a rubric developed by the teacher in cooperation with the students.
Journals are assessed using a journal checklist for Application.
Group
students to ensure a mix learning styles and ability levels. Provided alternate
opportunities for students who demonstrate difficulty with oral communication
to participate in the presentation (pointing to areas on the poster as a second
student speaks). Journals could be recorded using a tape recorder for students
who experience difficulty with written communication.
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: 150 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. Students
create a timeline for 500-1000 C.E., showing together the history of the Church
and the history of Islam. Students write a short reflection explaining the
interrelatedness of these two histories. Using Jigsaw, they explore the nature
of Christian-Muslim interfaith dialogue recognizing prejudices associated with,
and misconceptions about religions, beliefs, and traditions. Students review
the consequences of interfaith conflict and analyse a set of Catholic and
Muslim documents pertaining to interfaith dialogue. They produce a poster that
contains important quotations from each document and reflection on each and 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.
Ontario
Catholic School Graduate Expectations
CGE7f
- a responsible citizen who respects and affirms the diversity and
interdependence of the world’s peoples and cultures
Strand(s): Profession of
Faith, Social Structures; Religious Belief, Religion and Human Experience
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;
HEV.02 -
demonstrate an ability to recognize prejudices associated with, and
misconceptions about, various religions, beliefs, and traditions.
Specific
Expectations
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);
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.
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 Encyclopaedia online
(http://www.newadvent.org/cathen/) is a suitable teacher resource. 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.
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, students brainstorm a list of the events that 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.)
Journals: Students reflect on how these
histories are interrelated and what this has meant for their development.
The
teacher explains
the purpose of the jigsaw 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
analyse a set of Catholic and Muslim documents pertaining to interfaith
dialogue. Each specialist group gets a different article.
Students
in home groups produce
a poster containing important quotations from each document and an explanation
of its meaning. These are posted on the classroom walls or stored in the group
portfolio for possible use in the kiosk, later in the course.
Journals: students reflect on each quotes
meaning in light of their encounter with Islam in this unit.
Students
use peer evaluation forms or journal response to assess group participation. Teachers
assess the illustrated timeline for accuracy of data and usefulness of the
timeline as a learning tool using a checklist. Assessment focuses on
Knowledge/Understanding. Journals are assessed for Application. Assess the
jigsaw activity for Knowledge/Understanding, presentation skills
(Communication) and group cooperation skills (Thinking/Inquiry) Assess the
journal activity for Application/Making Connections.
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 (e.g., picture, with caption). 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 based on learning styles (e.g., visual
learners view a video; kinesthetic learners - role play; or auditory learners
may listen to a taped lecture).
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
Encyclopaedia –
http://www.newadvent.org/cathen/, 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;
Interfaith
Dialog Links -
http://www.xs4all.nl/~siend/links.htm.
Time: 185 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., 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. Students take a
deeper look at the monastic/ Sufi concept of surrender. They 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.
Ontario
Catholic School Graduate Expectation
CGE1i - 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(s): 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;
PFV.05
- identify traditional and contemporary examples of people of faith and
integrity;
HEV.03 -
analyse the significance of religion or other belief systems in the lives of
various historical figures;
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.
Specific
Expectations
PS1.05
- identify the
role monasticism played within the history of Christian spirituality;
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;
PF3.01
- articulate
ways in which people search for the sacred in life;
PF3.02
- analyse the
significance of creed statements for religious traditions;
PF3.05
- name traditional and contemporary examples of people of faith and integrity;
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
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. 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.
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 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.
The
teacher develops an interview outline for some students. Teachers may need to
provide audio-visual equipment for the taping of an interview.
Socratic
Lesson: The teacher
presents 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 and give students 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
compare longing for God with longing for another person. Groups present their
poem and song and general statement summarizing their discussion.
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.
Teacher
and Students brainstorm
to determine the shape and content of an interview which students will conduct
with someone who is and example of surrender to God. What questions should be
asked?
In
groups, students
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,
invite a guest speaker to class.
Teachers
should share criteria regarding the Media Presentation with students beforehand
(e.g., relevance of the songs to the topic, concrete examples of language of
devotion and love, clarity of presentation, etc.) Presentations are evaluated
using a rubric focused on Thinking/Inquiry and Communication skills represented
in the above expectations. Assess journals for Application using the journal
checklist. The surveys or interviews are assessed based on criteria shared with
students beforehand. Group members participate in self or peer evaluation,
using a checklist focused on Application skills.
Some students share their music with
their groups without providing a comparison with Rabi’a’s poetry. 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.
Print
Charles
Upton, Doorkeeper of the Heart: Versions of Rabi’a. NY: Threshold Books,
1994.
ISBN 0939660245
Websites
Doorkeeper
of the Heart:
Versions of Rab’ia by Charles Upton (website for this book)
–
http://www.webcom.com/threshld/books/rabiaex.html and
Rabi’a - http://home.infi.net/~ddisse/rabia.html; Tape recorders and
blank audiotapes
The
Rule of St. Benedict.
– www.osb.org;
Time: 115 minutes
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.
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).
Students
need a working knowledge of the various formats for pamphlets. Students should
understand that pamphlets provide a point form overview and not a complete
coverage of concepts and ideas.
If
pamphlets are done on a computer, arrange computer time for students. Make the
class portfolio as well as their own student portfolio available to students.
Provided markers, pencil crayons, art paper for pamphlets (optional). The unit
test needs to be prepared.
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 Five Pillars of Islam,
central religious feasts and practices.
Students,
in Small Groups review
the work in their portfolios and in the class portfolio to create a template
for their pamphlets and to discuss how the content might be presented.
Students,
individually create
an illustrated pamphlet that provides information about the Islamic faith
tradition. After evaluation, the pamphlets are kept in the student portfolio
and become part of the kiosk at the end of the course. This part may be
completed at home.
Assess
pamphlets for Knowledge/Understanding; Thinking/Inquiry, Communication and
Application using a rubric. The test is scored under 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.
Class and Student portfolio