OVERVIEW PROCEDURES FOR TEACHERS
The foundation of Islamic religious practices is the Five Pillars. These basic duties -- belief, worship, fasting, almsgiving, and pilgrimage -- guide Muslims in their daily life and their worship of God. Through the materials presented in this lesson, students will explore and understand the basic beliefs of Islam and the Five Pillars. They will view clips from RELIGION & ETHICS NEWSWEEKLY and information from Internet sources to look closely at each pillar. Then, as a culminating activity in groups, students will create posters about the Five Pillars for classroom display.
Time Allotment: Three to four 45-minute class sessions
Subject Matter: Social Studies, World Cultures
Students will be able to:
- Describe the basic beliefs of Islam;
- Explain the meaning of each of the Five Pillars of Islam;
- Compare and contrast the Five Pillars of Islam with the duties of other religions with which they are familiar.
Standard 13, Level III, Benchmark 2
2. Understands significant aspects of the Muslim civilization (e.g., the emergence of Islam in Iberia and its economic and cultural achievements, how family life and gender relations were prescribed in Muslim society).
Standard 7, Level II, Benchmarks 1, 5-6
1. Uses reading skills and strategies to understand a variety of informational texts (e.g., textbooks, biographical sketches, letters, diaries, directions, procedures, magazines).
5. Summarizes and paraphrases information in texts (e.g., includes the main idea and significant supporting details of a reading selection).
6. Uses prior knowledge and experience to understand and respond to new information.
Standard 4, Level III, Benchmarks 6
Listening and Speaking
6. Organizes information and ideas from multiple sources in systematic ways (e.g., time lines, outlines, notes, graphic representations).
8. Uses listening and speaking strategies for different purposes.
Level II, Benchmarks 1, 3, 7, 10-12
1. Contributes to group discussions.
3. Responds to questions and comments (e.g., gives reasons in support of opinions, responds to others' ideas).
7. Makes basic oral presentations to class. (e.g., uses subject-related information and vocabulary; includes content appropriate to the audience; relates ideas and observations; incorporates visual aids or props; incorporates several sources of information)
10. Organizes ideas for oral presentations (e.g., uses an introduction and conclusion; uses notes or other memory aids; organizes ideas around major points, in sequence, or chronologically; uses traditional structures, such as cause-and-effect, similarity and difference, posing and answering a question; uses details, examples, and anecdotes to clarify information).
11. Listens for specific information in spoken texts (e.g., plot details or information about a character in a short story read aloud, information about a familiar topic from a radio broadcast).
12. Understands the main ideas and supporting details in spoken texts (e.g., presentations by peers or quest speakers, a current affairs report on the radio).
For the class:
For each student:
Prep for Teachers
- A chalkboard, whiteboard, or poster paper (for brainstorming activities)
- The appropriate writing utensil for your writing surface
- Tape (necessary if you are using poster paper so that you can display the students' work)
- TV and VCR/DVD player
Prior to teaching the lesson, review all of the Web sites and segments used in the lesson to make certain that they are appropriate for your students. Bookmark the Web sites used in the lesson on each computer in your classroom, or upload them to an online bookmarking utility such as www.portaportal.com. Download the Acrobat Reader plug-in from www.adobe.com to each computer in your classroom. Download the free RealPlayer plug-in from www.real.com to play the clips.
Download, print, and copy all of the student organizers listed above for each student in your classroom.
Prerequisite: Before beginning this lesson, be sure to do the Introductory Activity from the "Religion and the First Amendment" lesson with your class.
CONTINUE TO PROCEDURES FOR TEACHERS