TheStoryofIslamWRST30

~Thecalltoprayer(adhan)listen. Ideas: Thiscalltoprayerisplayed5timesaday.Whatisyourfirstreaction?Whatdoesthis practiceofcallingthecommunityto[rayerrevealaboutIslam?

AlFatiha(Quran,Sura1)pg.186readandidentifythebeliefsexpressedintheprayer.Lista fewofthebeliefsbelow:

Lookattheimageofthemosque(pg.186).HowisitdifferentforaCatholicchurch?

WhatdoMuslimsusequotesfromtheQurantodecorateamosque?(brainstormreasons)

JournalReflection:
IfyouweretosumupyourbeliefinGod(orsomeonesbeliefinGod)intoaoneortwo sentencestatement,whatwouldthestatementbe?

WhatIKNOWaboutIslam 1. 2. 3. 4. 5.

WhatIWANTtoknowabout Islam 1. 2. 3. 4. 5.

WhatIDOknowaboutIslam 1. 2. 3. 4. 5.

ReadGenesis22:119(AbrahamoffersIsaacinsacrificetoGod)Jews,CatholicsandMuslims alltracetheirfaithbacktoAbraham...strange!

ReadthepersonalrecollectionofAlyaAhasan.
Question:Whatstandoutinthisstoryforyou?HowisAlyasstorydifferentfromyours? IfyouwerewritingtoAlya,whatstorywouldyoutellheraboutaritualoranexperienceof fasting? Answer(fromgroupideas):

Workinpairsorsmallgroups(nomorethan3)tofindoutstatisticsandthedemographics pertainingtoMuslimsinCanada.Find3statisticsrelatingtoMuslimsinCanada.Listthem below:(handout:CanadianMuslimDemographics) 1.

2.

3.

MediaSurvey:JigsawActivity
AroundtheroomyouwillseeareseveraldifferentnewsstoriesrelatingtoIslam,Muslimsor issuesofconcerntoMuslimsinCanada. YouwillneedthehandoutMediaSurvey. Onceyouhavereadthearticle,youwillreturntoyourhomegroupsandreportonwhat youveread.

ReflectionQuestion:
HowdoesthemediaaffectourunderstandingofMuslimcommunitiesinCanada?

TimelineJigsaw:
Splitintoyourhomegroups,summarizeandcreateasymbol/image,thengetintosmallgroups andsharewhatyouknow! 1MeccaattheTime 2MuhammadsEarly ofMuhammadsBirth Life Summary: Summary: 3StrugglesinMecca Summary: 4Hijra:TheReturnto Mecca Summary:

Symbol/Image:

Symbol/Image:

Symbol/Image:

Symbol/Image:

CompareandContrast:LifeofJesustoLifeofMuhammad(tobehandedin)

*Candoinpartners/smallgroups *considertheirearlylife,ministry,gatheringfollowers,encounterswithGod,lowmomentsand successes.

VisualCharacterSketchTheLifeofMuhammad
Usingthehandoutprovided(Muhammadsnameincalligraphyinthemiddle),Youwillwrite descriptivewordsclosetoMuhammadsnametoillustratehischaracterandimportance. IslamforbidsthefaceofMuhammadtobedrawn,butpermitshisfacetoberepresentedas holylight. Youcanusethecalligraphypenstowritewords/descriptorswithsymbolstorepresentthe eventsinMuhammadslife. (Approx.timeforproject=4050minutes)

>Whatistheroleofaprophet?

Ideas: Judaism,Christianity,andIslamallreveretheprophetsasgreatpeople,calledbyGod, throughwhomGodspeaks.ForMuslims,Abraham,Moses,andJesusareallprophets,butwhat setsMuslimsapartistheirbeliefthatMuhammadisthelastandgreatestofallprophets.For Islam,MuhammadisGodsfinalword.

Project:APropheticMessage
Time4050minutes Assumetheroleofaprophetandnamefourblessingsandfourwarnings(orasthe Quransays,curses)thatGodmightwanttogiveyoungpeopletoday. WRITEashortoutlineofeachblessingandeachwarning Suggestastrategyfordeliveringthemessageofeachblessingandwarning(film, speech,music,etc.).Ifyoudecidetousevideosormusic,besuretoidentifywhichones youwoulduse. Preparetoshareyourideaswithyourgroup Partners&smallgroupsallowed.

JournalReflection:
ReadMuhammadslastsermon(pg.193)andrereadhismessageofjusticeandequality. Question: WhereinMuhammadslastsermondoyoufindsomethingsimilartoJesussSermononthe Mount(ifyouareunfamiliar,pleaseresearchthissermonpriortoansweringthequestion)

Readpg.194IslamafterthedeathofMuhammad

RitualsandMarkingTime
IdentifyFIVEthingsand/orpeoplethathaveguidedandstrengthenedyourfaithorlife.

TheFivePillarsofIslam

ClassDiscussion:
BrainstormalistofchallengesorobstaclesCanadianMuslimsmightfacewhentheytrytopray salatfivetimesaday. Ingroups,suggeststrategiesthatschoolsandworkplacescouldimplementtofacilitatesalat. Bepreparedtosharewithothergroups.

WhatisZakat?(findinyourtext):

SimulatedJournal:Hajj
Read/reviewtheconceptofhajjregardingpilgrimage. googlesearch:findoutwhatChristiansdoonapilgrimagetoSantiagodeCompostela. WriteaSIMULATEDjournalentryaboutyourhypotheticalexperienceofthehajj. Assessment:Journalchecklist

GuidedReflection/Meditation:
Getintoacomfortableposition.Iwillreadoutsomequestions,andyouwillinternallyreflecton them.

Whatisyourimpressionofhajj?

MakeitYourOwn(pg.202)readinsmallgroups.Makenotesbesidetheimagesbelow:

LifeCycleRituals
Birth

Marriage

Death

ChapterPerformanceTask:ChooseONEoftheoptions
Time:12classes 1. Option1CompareandContrast REsearchCatholicandMuslimfastingpractices Summarizeandcompareinformationonatchart,Venndiagram,oranothercomparison graphicorganizer. Informationshouldincludethespiritualreasonforthefirst,timeintheyearwhenfasting isrequired,rulesregardingfoodanddrink,exceptionstotherules,andactivitiesthat accompanyfasting,suchasprayerandalmsgiving.INa500800wordessay,students discussthepracticeandimportanceoffastingforMuslimsandCatholics. Assessment:ResearchingandWritingRubric. 2.ADayofFast PrepareandparticipateinadayoffastusingtheRamadanfastasanexample. Thefastcanbelimitedtothestudentsintheclassorextendedtoanyoneintheschool whowouldliketoparticipate. Inplanningthefast,youwillneedtoidentifyaspiritualpurposeorgoalforthefastthey developguidelinesandincorporateatimeofcommunalprayertoopenandendthefast. Afterthefast,writeareflectionpaperdescribingtheexperienceandanyinsightsthat youhavegainedregardingtheimportanceoffastingforMuslimsandChristians.

ReadaboutMosquespg.186,200,201,205

SacredSpace
Ideas: Amosquehelpstoputworshippersintouchwiththesacredandbringselieverstogether asaworshippingcommunity.Itcreatesasenseofbelongingwithinaparticularcommunity.It alsoprovidesthemeansandopportunityformemberstoparticipateincharitableoutreachtothe sickandthepoor.Canmultifaithchapelsdothesameinpublicspaces?

ASSIGNMENT:MultiFaithChapelDesign
Imaginethatyouhavebeeninvitedtocreateaspacewithinapublicbuildinglikeanairport,a shoppingmall,oraretirementresidencethatselectthebuildinginwhichtheywillbuildtheir multifaithchapelandbrainstormthefeaturessuchagatheringplacewouldcontain. Listeachfeatureonchartpaper,providinganexplanationforwhyeachwasincluded. Inyourgroup,drawafloorplanforthespace,includingspecialfeaturessuchaswalldecor, sacredobjectsorfurnishings. Whentheplaniscomplete,groupswillposttheirworkandmovearoundtheroomtoviewthe designsoftheothergroups.Usingstickynotes,studentscommentonthefeaturestheylikein eachdesign. *Assessment:CompleteGroupWorkSelfAssessment

CentralBeliefs
Psalm17:711. Ideas: Jews,CatholicsandMuslimsallconsidertheirsacredbooksasthewordoftheLord, God,andAllah,respectively.Allthreereligionstreattheirsacredbookswithgreatrespect.The teachingsoftheQuranaretheveryheartandsoulofMuslimlife. Readpg.208209.Summarizebelow:

ReadTawhid:TheUnityofGod(pg.209)
~Withapartnerorindividually,generatealistofnamesforGodbasedonyourpersonal understandingofGodsattributes:

99NamesforAllah:
Ideas: InMuslimcountries,suchasIndonesiaorMalaysia,CatholcsusethewordAllahforGod. IntheCatholictraditionthenamesandimagesforGodtakenfromtheOldTestamenthavebeen appliedtoJEsusandhavetakenonanewmeaning. ReadIsaiah9:69asanexample.

AisforAllahmusicvideobyYoussefIslam(formerlyCatStevens)
Thisvideoconfirmsthesethings thatIknowaboutIslam...

Thisvideotellsmethesenew thingsaboutIslam...

Thisvideomakesmewonder thesethingsaboutIslam...

Jihad:Developingaclearunderstanding
Read:ACloserLookpg.211 jihadis....

Twowaysthatjihadisinterpretedare.... 1.

2.

Research:(handin13markstotal)

/13

1. Inpartners,conductandinternetresearchbyselectinganEnglishnewspaperwitha searchfunctiononthewebsiteandenterthetermjihadinthesearchfield. 2. Findandsummarize10differentarticles,placingthesummaryintheappropraitecolumn ofthegraphicorganizerbelow. 3. RespondthethequestionsbelowtheTchart.

Jihad:HolyWar

Jihad:InternalStruggletoObeyGodsWill

Questions:/6marks
1.WhatimageofIslamdoesyourresearchsupport?

2.Whataretheimplicationsofyourfindings?

3.Canviolencebeseenasanecessaryandjustactionwhenviewedthroughtheeyesofone committedtodothewillofGod?

ReadandDiscuss:pg.211212
ConsiderWhatarethesimilaritiesbetweenhowChristiansandMuslimsviewJesusandMary? DiscussionPoints:

ReadSufismandtheprofileofRabia(pg.212213)withapartner.Discussinteresting points.

SufiMystics:Readandmakepointformnotesbelow

Centeringprayerandmeditation:GuidedmeditationANewJerusalem
Ideas: JohnMain,aBenedictinepriest,wasinspiredbyaHinduteacherandformeda methodofChristianmeditationthatrenewedtheancientChristianpracticeofmeditation forpeopletoday.LaterheformedaChristianmeditationmovementthathassincespread throughouttheworld.Hismeditationsallbeginwithwhatisknownasacenteringprayer (prayerintendedtohelpthepersonmeditatingfocusonGodspresence) Whateffectdidthecenteringprayerhaveonhowyoulistenedtothewordsofthe meditation? Wasitagoodexperienceyouwouldliketorepeat?YES/NO HowdoesthiswayofprayingcomparetothedanceoftheWhirlingDervishes?

Morality
Ideas: Therearemanymomentsinourliveswhenwefeeltornbetweentwochoices:what weWANTtodoandwhatweSHOULDdo(betweenstayingatorleavingapartywhere thereisillegalactivity,betweenkeepingacurfeworstayingoutallnight,betweendoingthe workorcheatingonanassignment).Thesemoraldecisionscreatetensionoraninternal conflictandsometimesweneedadvicebeforewecanmaketherightdecision. Reflectonthefollowingquestions(5minutes) 1.Whenyoufacemoraltensions,doyouturnonlytoyourfeelingstodecidewhattodoor doyoualsolistentosomethingelse?

2.Whatistheothervoiceandhowdoyoudecidebetweenthatvoiceandyourfeelings?

ShariaLaw
Readpg.214215

ThreeStepInterview
Getintogroupsof4.Pairoff. DiscussanddecideuponthemostimportantideaofthesectiononShariahanddiscuss anyquestionseitherofyouhaveaboutthissection. Getbackintobiggroupof4andshare.

JournalReflection:
QuestionWhataresomeoftheguidingprinciples(Christianornot)thathaveguidedyou throughmakingtoughdecisions?Giveanexamplefromyourlife.Werethereotherswho guidedyouatthistime?Whoandhow?

Fatwas
Readpg.216 Discussion: WHYwouldareligionfinditnecessarytohaveindividualsresponsibleforthiskindof decisionorlawmaking Issuestoday:cyberbullying,Internetpornography,underagedrug/alcoholuse,genetically

modifiedfoods/crops,stemcellresearch.Canyouformulatesomemoreguidelinesonone oftheseissues(withapartnerbesideyou)?

ShariaLawinCanada:ReflectingonMediaStories
Studentswillworkindependentlytoexamineandcritiqueseveralmediastoriesabout IslamsrighttopracticesharialawinCanada. UseyourhandoutReflectingonMediaStoriestosummarizethestories/articles, identifyingthemainprosandconsandnotinganybiasorprejudice. Inthefinalcolumnofyourchart,writeapersonalcommentexpressingyourreactiontothis article. Insmallgroups,shareyourreactionstothevariousnewsstoriesyouvecollected. *Assessment:SelfReflectionTool

MiniDebate:HowfarshouldCanadago?
HowfarshouldCanadagotoaccomodatethecultureandtraditionsofimmigrants? SHouldsomeelementsofsharialawbeallowedinCanada?Whyorwhynot? Inasmallgroup,youwilldebateanddiscussthisideafromBOTHsidesofthe argument(usingtheoutlineofAcademicDiscussion)andcometoaconclusion throughconsensus Assessment:GroupWorkSelfAssessment ****HOMEWORK:Bringinanobjectfromhomethatbestreflectslifeinyourfamily(football, boardgame,picturesofvacationorperson,etc.)****

FamilyLife
Shareinsmallgroupsabouttheobjectyouhavebroughttoclass.Makesuretotellthe othershowthisreflectsyourfamilylife. Readpg.216217:GenderRolesinMuslimFamilies

CompareandContrast:MuslimFamilyLifetoMYFamilyLife

Assignment:SimulatedJournal
Directions BasedonwhatyouhavelearnedsofaraboutlifeinaMuslimfamily,students imaginelifeinaMuslimhousehold. CreatefivejournalentriesthataMuslimyouthmightwriteaboutdifferentaspectsof hisorherfamilylife. Assessment:Journalchecklist

OpposingViews:Opinion/Debate
Readpg.218clothingandaboutAsmahanMansour.

BRAINSTORMalistofargumentsforandagainstthewearingofthehijabin
particularsituations.(school,work,sports,airports,etc.) For Against

Ideas: Inthepast,someCanadianschoolshavesaidthatheadcoveringssuchasthehijab donotconformtotheschoolsdresscodeandmustnotbeworninschool. Inyourgroupsyouwillbebrainstormingalistofargumentsforwearingthehijabwithout restrictionsORwearingthehijabwithrestrictions(statingwhichsituationsareokayand whicharent)

MYGROUP:Restrictions/NoRestriction MyNotes:

*GroupworkSelfAssessment

MediasRoleinWesternUnderstandingofIslam:Discussion
Ideas: Inmanyoftheissuesweseeinnewspapersrelatingtofamilylifeandgenderroles inMuslimfamiliesarecultural,notnecessarilyreligious.Forexample,theQuranteaches aboutequalityforwomen,yetitisnotalwayspracticesinsomeMuslimcultures.Many culturesthroughouthistoryhaveusedreligiontoabusepowerandfuelpreexisting prejudicesandstereotypes.Itisimportanttobesensitivetotheseabusedandrealizethat itisnotalwaysareflectionofthatfaith,butculturaldistortions. ArticleReadingSession:insmallgroups,movefromarticletoarticleandreadoverit together.

Questions(toanswerasagroup):
DoestheMediahelptosustainthestereotypesassociatedwithMuslimpeople?

DoyouthinkitisrightforMuslimwomentohavetowearahijab?

WhymightitbedifficultforMuslimyouthtopracticetheirfaithinCanadiansociety?

*Iftime,roundtablediscussion(withexitcard/questions)

>Womenandthehijab:opinionpaper/essay >Islamsapproachtosexuality:discussionpoints(CCC2231)

InterreligiousDialogue
Matthew25:113 RestatethisscriptureinyourOWNwords:

KeepyourHeartAwakebyRumi(pg.227) RestatethemessageofthispoeminyourOWNwords:

Question:Arethereanysimilaritiesinthesetwomessages?Whatdothesesimilaritiestell youaboutCatholicandMuslimbeliefs?

IslamandtheCatholicChurch(pg.223227) PositivefactorsaffectingCatholicMuslim relationship NegativefactorsaffectingCatholicMuslim relationship

Video:TheImamandthePastor
Ideas: ThisvideoexploresthepossibilityofpeacebetweenMuslimsandCatholicsin Nigeria.PastorJamesWuyeandImamMuhammadAshafa,oncebitterenemies,now codirecttheMuslimChristianInterfaithMediationCenterintheircitytoresolveconflicts acrossNigeria.Thisfilmoffersamessageofhopeforpeaceintheworld.Viewthefilm andthenrespondtothequestionsonthehandout.Then,usethefilmtowriteafilmreview foralocalnewspaperusingyouranswersfromthehandoutasaguide. Handout:VideoReviewImamandthePastor Assessment:ResearchandWritingRubric

EvaluatingDifferentPerspectives
SkillFocuspg.226AnalyzingDifferentPerspectives

Question:
InlightofwhatyouhavelearnedaboutCatholicMuslimrelationships,how canworkingtogetherforjusticebeawaytostrengthenChristianMuslim relationshipsinCanada?