Islam 22 indicative hours

The focus of this study is Islam, one of the major religious traditions, as a living religious system.

Syllabus Outcomes: P3 investigates religious traditions and belief systems

P4 examines significant aspects of religious traditions

P5 describes the influence of religious traditions in the life of adherents

P6 selects and uses relevant information about religion from a variety of sources

P7 undertakes effective research about religion, making appropriate use of time and resources

P8 uses appropriate terminology related to religion and belief systems

P9 effectively communicates information, ideas and issues using appropriate written, oral and graphic forms

Students learn about: / Students learn to: / Suggested Teaching and Learning Strategies/Assessment for Learning/Resources
Origins
·  pre-Islamic Arabia as the cultural and historical context for the development of Islam
·  the Prophet Muhammad
·  the development of Islam under the leadership of the Four Rightly Guided Caliphs
Principal Beliefs
·  the articles of faith explained in the Aqida as:
Ø  Tawhid
Ø  Angels
Ø  Books of Allah
Ø  Rusul
Ø  Akhira
Ø  Fate/predestination
Sacred Texts and Writings
· the Qur’an and Hadith
Core Ethical Teachings
·  Islamic jurisprudence:
- the Qur’an
- the Sunna and
Hadith
- Ijma’ - consensus
among religious
leaders
- qiyas- comparison
with teachings of
Expression of faith
·  the Five Pillars as the expression of the faith of Islam / ·  outline the social conditions and religious practices that existed in pre-Islamic Arabia
·  examine the principal events in Muhammad’s life
·  explain why the Prophet Muhammad as the final messenger is the model for Muslim life
·  describe the development of Islam after the death of Muhammad under the leadership of the Four Rightly Guided Caliphs; accounting for the emergence of the Sunni and Shi’ia
·  outline the implications of Tawhid for Muslim belief
·  examine the role of the Books of Allah and prophecy in Islam
·  outline the principal beliefs about Angels, life after death and fate/predestination
·  identify the importance of:
- the Qur’an
- the Hadith
·  examine extracts from the Qur’an and Hadith which demonstrate the principal beliefs of Islam
·  outline the principal ethical teachings within Islam
·  outline the process of Islamic jurisprudence
·  describe the importance of ethical teachings in determining that which is:
-  halal
-  haraam
·  outline each of the Five Pillars / 1. Origins of Islam
In 610 CE Muhammad received his first revelation of the message of Allah delivered by the Angel Gabriel. The message presented a radical challenge to the customs of his day. Students need to be aware of this to fully appreciate aspects of Islam that are often misrepresented in the current world milieu. NB it is never permissible to show any image that depicts the face of God, the Prophet or the Caliphs (early leaders).
A site that provides good visual summaries of aspects of Islam is: http://www.discoverislam.com/default.asp
a)  Use a data gathering process to assess students’ knowledge and understanding of Islam. For example, individual, pairs, class sharing or groups allocated an area to examine in response to the questions below. Provide students with butcher’s paper and a range of writing materials (felt pens, crayons…) so that responses can be displayed and easily read by the class.
i)  When and where did Islam develop?
ii)  Outline what you know about the Prophet Muhammad’s life.
iii)  What are the principal beliefs of Islam?
iv)  How many Muslims are there in the world and which country has the largest Muslim
population? For example, the map at the following site can assist with this:
http://www.theislamproject.org/education/Africa_Mideast_etc.html
Resources: Group worksheet on Early Islam www.thirteen.org/edonline/teachingheritage
Living Religion pp119 – 120, Studies of Religion p64 – 65
b)  It is imperative that students appreciate the radical nature of Muhammad’s teachings, particularly in regard to issues of justice, to understand the beliefs of Islam. Aspects of the culture of pre-Islamic Arabia can be found at: http://www.ymofmd.com/books/aram/ch1s4.html Students could work in groups to review and present the three areas mentioned here: Social life, the economic situation, and ethics
c)  A PowerPoint presentation on the history of Islam can be accessed at: http://www.adc.org/education/islam.ppt . It includes a pre-test of knowledge about Islam that could be easily adapted to an Australian context. Slide 9 explains the line from Abraham to Muhammad – an important point for students to understand in terms of the Prophet being acknowledged as the ‘final messenger of God’.
d)  Students present diagrammatic summary of background ensuring understanding of the following points:
Pre-Islamic Arabia was the focus of trade for the caravan routes – meant interaction with other cultures and religions. Quraysh were the dominant tribe – had responsibility for guarding the pagan shrines in Makkah. Religion was pagan, animistic – principal belief was Sabeanism. Wealth resulted in class differences – effect on the poor, outcast. Living Religion pp120 - 125
e)  A excellent interactive timeline of the Prophet’s life and the early development of Islam can be found at:
http://www.pbs.org/muhammad/timeline_flash.shtml
f)  Writing task: ‘At the time of the Prophet Muhammad Arabia was a place of pagan worship and profit-centred trade.’ Explain how Arabia changed as a result of Muhammad’s life and message.
g)  Examine the history of Islam under the Caliphs using textbooks or relevant sites. This information could be used as the basis of a jig-saw activity. It is suggested that students use more than one source to gain a fuller appreciation of the role of the Caliphs and their lasting impact on the Muslim world. There is no need for each student to access all sites – groups could be allocated to each one. This could be the basis of a homework task in preparation for work in class. Sample sites include in bibliography.
Provide a visual summary of the expansion of Islam under the Caliphs. See following sites:
http://www.wsu.edu:8080/~dee/ISLAM/CALIPH.HTM
http://www.islamicity.com/mosque/ihame/Sec3.htm
http://www.usc.edu/dept/MSA/politics/firstfourcaliphs.html
http://www.princeton.edu/~humcomp/map2.gif
h)  Explain how differing understandings of the rightful successors to Muhammad led to the development of varying schools of thought within Islam.
i)  Writing task: Explain how the different understandings of who should succeed Muhammad led to the varying schools of thought within Islam.
2. Principal Beliefs
a)  Students commence a glossary of terms to updated throughout the remainder of the topic
b)  Define the terms ‘Aqida’ and ‘Tawhid’
c)  Outline why Tawhid is the foundation of Muslim belief.
-  In pairs students prepare a short speech in which they explain the meaning and importance of Tawhid, Rusul and Akhira. Incorporate diagrams to enhance presentations
-  See Powerpoint link in bibliography.
d)  Explain why the Books of Allah are the foundation of all aspects of Islam.
e)  Examine the role of prophecy in Islam. Recognise the common Abrahamic heritage of Judaism, Christianity and Islam. Explain the Muslim understanding of Jesus as prophet.
f)  Outline the principal beliefs concerning Akhira - beliefs about life after death. At the end of time all human beings will be called upon to account for their lives before Allah on the Day of Judgment and will either be rewarded with Paradise or go to eternal punishment in hell. Examine relevant passages from the Qur’an: Judgment - Sura 3:185; Paradise – Sura 3:15, 3:198, 15:45-48, 81:1-15; Hell – Sura 2:24, 4:56, 14:16-17, 22:1; Paradise, heaven and hell – Sura 56:60-61
g)  Outline the principal beliefs about the role and place of Angels in Islam. For example the Archangel Gabriel’s role in revealing the Qur’an to Muhammad.
h)  Outline the Muslim understanding of fate and predestination and its relationship to free will.
3. Sacred Texts
It is suggested that this component of the course be integrated into the relevant sections regarding principal beliefs and ethical teachings.
a)  Living Religion pp134 – 138. Complete activities from p 138. Texts can be accessed at:
Qur’an: http://www.hti.umich.edu/k/koran/
Hadith: http://www.quran.ca/modules.php?name=Hadith
b)  Explain why the Qur’an is the most important source of reference for Islam.
c)  Explain how the practices of the Prophet found in the Sunna and recorded through the chain of transmission in the Hadith are used in the teachings and observance of Islam
d)  Writing task: Without the Qur’an there can be no Islam. Discuss this statement using specific references from the Qur’an to illustrate your response.
4. Core Ethical Teachings
a)  Outline how the Shari’a is the ethical law governing all actions. There is no distinction between the religious and secular as every thought and action should be directed towards submission to the will of Allah. Central to this is jihad, a concept which is often misrepresented, particularly in the Western media. This is the challenge of living a righteous life according to the will of Allah.
b)  What does ‘jihad’ mean? A contemporary poem by an American Muslim is a useful tool for students to analyse and discuss the genuine meaning of the ‘Greater Jihad’. The author is keen that young people will use this resource in light of current world issues: http://www.islamfortoday.com/yahya01.htm
c)  Complete the discernment task at the conclusion of this program.
d)  Outline the processes of Islamic jurisprudence as the foundation of Shari’a. The four sources: The Qur’an, the Sunna and Hadith, The ijima – the consensus of the community and qiyas – the use of analogy as the basis of understanding. Living Religion pp138 – 141
e)  Define halal (that which is permissible) and haraam (that which is forbidden).
f)  Explore the application of ethical teachings to specific topics using information at the following website: http://www.islamicmedicine.org/ethics.htm
e)  Describe the importance of ethical teachings in assisting Muslims to maintain the greater jihad in their everyday life - the inner struggle to overcome negative inclinations and faithfully fulfill the requirements of Islam in every aspect of life.
f)  Writing task: Describe how the ethical teachings of Islam determine the aspects of life that are halal and haraam for the Muslim adherent.
5. Expression of Faith
a)  Use textbooks and other sources to compile a summary of the Five Pillars.
b)  Outline a day in the life of a Muslim. Illustrate how the Five Pillars impact on the daily routine. See websites in bibliography.
c)  Living Religion pp141-147. Complete activities on p147. Studies of Religion pp74-76
d)  Summative task: In groups students develop a range of questions (with answers) relating to the beliefs of Islam and their expression in the Five Pillars. For example: multiple choice, mix ‘n match, response to source – especially from the Qur’an. Teacher uses this to compile a review quiz that can be done individually or in teams and marked in class.

Bibliography

Texts and Teacher Background

Egan, A. Modern World Religions; Islam, Heinemann 2002

Eliade, M. Essential Sacred Writings from Around the World, Harper Collins, San Francisco, 1992

Farrington, K. Historical Atlas of Religions Thalamus Publishing, 2002

Ibrahim, I.A. A Brief Illustrated Guide to Understanding Islam, Darussalam 1997

Lovat, T. et al, Studies Of Religion, 3rd Ed., Social Science Press, Victoria, 2005

Mudge, P. et al, Living Religion 3rd Ed., Pearson Education Australia, Melbourne, 2005

Nicolle, D. Historical Atlas of Islam Thalamus Publishing 2003

Second Vatican Council Nostrae Aetate (Declaration of the Relationship of the Church to Non-Christian Religions)

An excellent film resource for the study of Islam is Muhammad: Legacy of a Prophet. The associated website http://www.pbs.org/muhammad/index.shtml provides background for the study of Islam.

A general site for aspects of Islam: http://www.discoverislam.com/default.asp

Sample sites for study of the Caliphs:

http://www.wsu.edu:8080/~dee/ISLAM/CALIPH.HTM

http://www.islamicity.com/mosque/ihame/Sec3.htm

http://www.usc.edu/dept/MSA/politics/firstfourcaliphs.html

A visual summary of the expansion of Islam under the Caliphs: http://www.princeton.edu/~humcomp/map2.gif

Beliefs

PowerPoint that can be used to review understanding of the principal beliefs and expressions of Islam: http://tre.ngfl.gov.uk/uploads/materials/19321/Islam%20equality.ppt

Sacred Texts:

Qur’an: http://www.hti.umich.edu/k/koran/

http://www.islam101.com

Hadith: http://www.quran.ca/modules.php?name=Hadith

Ethical Teachings

‘Greater Jihad’: http://www.islamfortoday.com/yahya01.htm

Medical ethics: http://www.islamicmedicine.org/ethics.htm

Five Pillars

PowerPoint presentation on the ritual of daily prayer: http://www.islam101.com/dawah/HowToSalah.ppt#268

Virtual Hajj http://www.pbs.org/muhammad/virtualhajj.shtml