Core Curriculum Objective(s):
Assess the ramifications of the emergence of Islam.
Determine the impact of the Middle East on the world today.
State Standard for S.C.:
TRACE THE ORIGIN AND SPREAD OF THE MAJOR WORLD RELIGIONS, INCLUDING HINDUISM, BUDDHISM, JUDAISM, CHRISTIANITY AND ISLAM THROUGH THE EARLY 1500'S. (6.1.3)
SUMMARIZE THE CONTRIBUTIONS OF MIDDLE EASTERN CULTURES AND THEIR GLOBAL IMPACT. (6.1.6)
Overview: In this lesson on the three monotheistic religions, students will become involved in their own education through a variety of exciting activities and task designed to increase their understanding and appreciation of the Middle East. The students will study the beliefs and the leaders of the three major religions. Students will research a topic and brainstorm possible solutions to the religious conflicts in the Middle East. Artistic projects will be presented to the entire class. The projects will be assessed using a rubric included in the unit.
Purpose/Focus Question(s):
How did Christianity, Islam and Judaism become the world's greatest religions?
Where, when, and how did Christianity, Islam and Judaism begin?
TIME FRAME:
Six fifty minute classes
Resources/Materials:
World: Adventures in Time and Place, McGraw-Hill Divison.2000.
Islam, Gordan, Matthew: New York: Facts on File, 1991.
Judaism: Morrison, Martha and Brown, Stephen. New York: Facts on File, 1991
Christianity, Brown, Stephen. New York: Facts on File, 1991.
Understanding the Contemporary Middle East, Gerner, Deborah. Boulder, Co: Lynne
Rienner Publishers, 2000.
Conflict in the Middle East, King, John. New York: New Discovery Books, 1993.
Attachment A
Attachment B
http://metalab.unc.edu/sullivancdrelated-res.htm/
http://www.enciyclopedia.com/articles/02215.html
www.msnbc.com/news/mideast
http://www.israel.org
Culminating
Assessment:
This lesson contains a variety of assessments. Students will be assessed daily via a response slip which may be counted as a participation grade or as points toward a quiz grade. A rubric has been provided for each of the products that may be used for evaluation.
Instructional
Activitie(s):
ACTIVITY ONE
FOCUS ACTIVITY: Ask students to describe their first reaction when someone hits them or call them a name. Does a fight solve the problem? Lead the students in a discussion about effective ways to solve conflicts.
- Students should be placed in collaborative groups of 4 or 5.
- The teacher should describe some conflicts that have happened throughout history. Discuss who was involved in each and the reasons for the conflict. List the conflicts on a timeline so students can see that there have rarely been times of world peace.
- Groups should collect recent news articles about violent world conflict and share these with the class. Articles may be found on any news broadcast web site. Students also may find articles in any major news magazine. Each group should collect three articles. This assignment may be used as classwork or homework. Students should discuss and locate where the problems are taking place. Groups should focus on whether they think the conflicts will be resolved through violence. Also, groups should list alternatives to violence.
- Teacher should share current peacemaking negotiations. Ask students if they think these methods are better ways to solve conflicts. Teacher should discuss the nonviolent ways of Ghandi, Martin Luther King,Jr. and Desmond Tutu. Teacher should explain to students that wars are not always necessary to settle a conflict. This is a good time to discuss the Camp David Accords.
Daily Assessment: Students will be given a response slip to write at least three things that they have learned from the day's activity.
ACTIVITY TWO
5. Teacher will introduce the project. Students will research the three major religions. Identify key issues in the Middle East and brainstorm possible solutions to the conflicts.
6.
RESEARCH SKILLS: Students should compare and contrast the major beliefs of
Judaism, Christianity and Islam.
(See Attachment A)
Using the Internet sites
http://metalab.unc.edu/sullivan/cdrelated-res.htm/,
http://encyclopedia.com/articles/02215.html
and teacher selected materials, students will identify key conflicts in the Middle East. Team will use the conflict resolution handout to brainstorm possible solutions to the conflict in the Middle East. (See attachment B)
7.Teacher will provide time for feedback and sharing of findings
PROBLEM SOLVING SKILLS: Each group should design a flag, poster or banner which represents a resolution to the Middle East conflict. A sample rubric for this product is provided in the lesson.
8.Groups should write a one-page persuasive essay explaining how their product illustrates the combined philosophies of the three religions. A sample rubric for this product is provided in the lesson.
9. Students will present their product to the class, and the product will be displayed in the media center.
| ARTISTIC PRODUCTS
Group Name:__________________________
Product:______________________________ |
EXCELLENT |
GOOD |
POOR |
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5 |
3 |
0 |
| Heading
(title, group name, period) |
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| Appropriate size, material, and subject. |
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| Visual appeal. |
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| Colors used consistently for clarity. |
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| Labeling and symbols neat, readable, logical. |
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| General artistic skills (coloring, creativity, etc.) |
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| Neat, orderly legible. |
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| Shows some originality. |
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| Appropriate content. |
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| Rating for the product |
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| PERSUASIVE ESSAY
Student Name:__________________
Product:_______________________ |
EXCELLENT |
GOOD |
POOR |
| |
5 |
3 |
0 |
| Established a clear beginning, middle, and end of the story/ essay/report |
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| Details given |
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| Proper paragraph form |
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| Main ideas easily identified |
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| Handwriting |
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| Paragraphs make sense; clarity in thought |
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| Use of capital letters |
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| Use of punctuation |
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| Spelling |
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| Rating for the story/essay/report |
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Attachment B
CONFLICT RESOLUTION
HANDOUT
Answer these questions to help you plan a strategy to resolve the problem.
1.What is the problem?
2.List at least five ways to solve the problem.
A.
B.
C.
3.Choose the solution that you think would work best. Create a list of steps that would have to happen for this solution to work.
A.
B.
C.
4.Plan what you are going to say to convince the other political organizations to try your plan?
5.What can you say to all parties to convince them that you understand their points of view?
6.Think about what the groups' objections are likely to be. Then write how you will answer these objections.
Attachment A
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JUDAISM |
CHRISTIANITY |
ISLAM |
| Number of members |
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| Originated |
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| Founder |
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| Principal Holy Book |
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| Principal Day of Worship |
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| Holy City |
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| Name of Deity |
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| Name of Believers |
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| House of Worship |
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| Key beliefs |
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