Ethics and Religious CultureLearning and Evaluation Situations

The Five Pillars of IslamElementary – Cycle Three

Document created by:

Jessika Joy Ouellette – 260479978

Jessica Rolli- Vaccaro – 260481796

Tamara Campilii -

Olivia Mancini -

Kathleen Kelly – 260404684

Jin Feng – 260350190

Working Document: February, 2015

Note: This learning and evaluation situation is a working document, which is therefore subject to change. It may be adapted as needed depending on the student’s social environment, the planning of teaching and learning activities, the integration of the Ethics and Religious Culture program and the Quebec Education Program, etc.

Table of ContentsPresentation of the Situation …………………………………………………………………………………..…. 2

Table of Program Content (QEP) …………………………………………………………………….…...….…. 3

Overview of the Tasks …………………………………………………………….……………………………………4

Suggested Procedures ………………………………………………………………………………………….………6

Evaluation Tools

Dialogue Observation Check-list ……….……………………………………………………………… 10

Poster Fair Rubric ………………………………………………………………………………………………11

Reproducible Documents

Worksheet 1 – Ways of Worship ………………………………………………………………………12Worksheet 2 – Shahadah …………………………………………………………………………………16Worksheet 3 – Salat …………………………………………………………………………………………22Worksheet 4 – Zakat ………………………………………………………………………………………..25Worksheet 5 – Sawm ……………………………………………………………………………………….30Worksheet 6 – Hajj …………………………………………………………………………………………..33Worksheet 7 – My 5 Beliefs ……………………………………………………………………………..34

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Suggested Resources ………………………………………………………………………………………………..37

Presentation of the SituationDuring this Learning and Evaluation Situation (LES), the students will be learning about the Five Pillars of Islam. This Learning and Evaluation Situation will bring students to understand the complexity of the Islamic religion as they become more knowledgeable about religious diversity and able to describe the basic beliefs of the Islamic religion. Students will gain a sense of each of the pillars and with that they will possess the knowledge to compare and contrast the Five Pillars of Islam with the duties of other religions they are familiar with. By learning about a religion outside of the student’s realm of knowledge, they will begin to recognize those who connect with the Islamic faith and understand what is important to them and why. This lesson brings awareness to the Islamic religion as being one among many, and ultimately allows students to gain a better understanding of this religion considering we live in a multicultural society.

WHAT IS EXPECTED OF STUDENTS

Students will present, with the medium of their choosing, their five practices that they need to do in order to live a happy and satisfactory life. They do not need to relate strictly to religious beliefs. However, Students will need to choose at least one of their practices and explain how that practice relates back to the Five Pillars of Islam. In doing so, students are becoming aware of their own beliefs and finding common ground between their views and those of the Islamic tradition. Students are expected to share only what they feel comfortable in sharing and need to take into account the common good of their surroundings. Therefore, no practices which involve violence, hate, bullying or aggressive behavior will be tolerated. They will present the product of their project to their classmates in the form of a “fair”, where students will be separated into two groups and one group will present their product while the other group observes. Each group will get 30 minutes and students who are observing are expected to pay attention to others project as there will be a whole class discussion in the last 15 minutes of the activity.

EVALUATION

Religious Culture and Dialogue Corresponding Tasks

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Criteria 1:Appropriate treatment of forms of religious expression: Description of forms of religious expression Association of forms of religious expression with their

respective traditions Association of forms of religious expression with

aspects of the social and cultural environment Accurate explanation of the meaning of forms of

religious expression

Criteria 2:Appropriate practice of dialogue

Application of procedures that foster dialogue

Worksheet:Worksheet 1 (all the questions)Worksheet 2 (all the questions)Worksheet 3 (all the questions)Worksheet 4 (all the questions)Worksheet 5 (all the questions)Worksheet 6 (all the questions)

Poster Final Assessment

Worksheet:Worksheet 1 (all the questions)Worksheet 5 (all the questions)

Poster Final Assessment

Table of Program Content

Broad Areas of Learning Citizenship and Community Life

Cross-Curricular Competency Uses information Exercises critical judgment Cooperates effectively Adopts effective work methods Communicates appropriately

Subject Specific Competencies Demonstrates an understanding of the five pillars of Islam

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Engages in dialogue about the five pillars

Targeted Subject Specific Program Content

Theme and Related Content in Religious Culture:

Religions in society and the world

Essential Knowledge used in Religious Culture:

Rituals Forms of religious expression

Content Related to the Practice of Dialogue:

Forms of dialogue: conversation, whole group discussions

Means for developing an understanding and recognizing forms of religious expression (procedure of the various rituals explored)

Overview of TasksLength: About 5 Hours

Preparation – about 1 hour Performance – about 4 hours 30 minutes

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Whole ClassBecome familiar with the aim of the LES and the tasks to be carried out.

Become familiar with the learning situation and discuss it with the students.

Ask the students what they think worship means for different religious cultures.

Individually (at home)Learn about ways worship is presented in their own religions. Engage a member of their family in discussion in order to learn what happens in their religion in regards to different worship rituals and traditions.

(Worksheet 1 – Ways of Worship)

Whole ClassLearn what is required to carry out the LES, particularly in regards to the concept of worship.

TASK 1

Whole ClassPlace students into groups and ask the students to present their findings (Worksheet 1) about the different ways they worship in their religion to one another. Then, have a discussion with the students in regards to various rituals associate to worship (Prayer, Baptism, etc.). Introduce the topic of Islam to the students and find out what students already know.

In GroupsExplain to students that there will be five different centers representing each of the pillars of Islam. On the first day, there will be one center about Shahadah. After each center, the students will be asked to fill out a worksheet or self-evaluation sheet. Use the same groups as previously and have each group take turns at the center.

(Worksheet 2 - Shahadah)

TASK 2

In GroupsOn the second day, have three centers – one about Salat, one about Zakat, and one about Sawm - and have each group take turns to visit each one. Have them fill out the worksheet or evaluation corresponding to the appropriate center.

(Worksheet 3 – Salat)(Worksheet 4 – Zakat)

(Worksheet 5 – Self-Evaluation)

TASK 3In GroupsThis is the last center of the LES. This center is going to be about Hajj. The student will then need to complete a worksheet as they have previously done.

(Worksheet 6 – Hajj)

Integration – About 2 hoursIndividually

Part 1(60 minutes):

Ask students if they can recall what they have learned in the last few lessons. Ask students what the pillars represent in Islamic culture. When one student says either the word ‘belief’ or ‘value’, tell them that now they

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will need to present their own five beliefs in the form of a poster.

If students have a different idea they would like to try, they must talk to you first.

Explain to students what is expected of them and specify that this activity is to be done on their own.

They will have the rest of the class to start the project.

Give them the handout explaining the procedures and expectations for the project.

They must fill in the hand out and complete the poster assignment with the information they just filled out.

The project must be completed for next class.

Part 2(60 minutes):

This part is reserved for the ‘poster fair’, where students will showcase their posters to their classmates.

Explain to students the procedures of the fair before beginning the activity.

Separate the class into two groups; one group will be with their poster to present their project while the others will circulate and look at their classmates work.

The last 15 minutes will be reserved for a whole class discussion and students giving their poster to their teacher.

Suggested ProcedurePreparation

Become familiar with the learning situation and learn about the elements of worship.About 30 minutes

Whole Class

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Give the students an overview of the learning and evaluation situation: the competencies targeted and evaluated, the theme, the work procedures.

Help the students become aware of the fact that worship is a very important aspect of religious belief. Ask the students to share what they already know in regards to worship. Brainstorm the terms students share on the board and discuss whether or not they differ or are similar. Present Worksheet 1 – Ways of Worship and explain to the students that they will need to discuss

what is on the worksheet with a family member regarding the different ways they demonstrate worship.

Individually (at home) Learn about the way they demonstrate worship in their religion. Discuss with a family member how

this is done, and why. Write what was done on Worksheet 1.

Using Worksheet 1, the students should ask how certain worship rituals are done and why that is. They should discuss how long this has been occurring and how it may have changed over time. They must understand that different religions have various ways of worship in their religion. Students need to have experienced the ways their family worships in their religion in order to carry out this task. This does not mean that they the student must have done these themselves. If students return with less information than their peers, they will still be able to carry out the upcoming tasks.

Learn more about the concept of worship.About 20 minutes

Whole class Ask the students to explain what they already know about the concept of worship. Introduce the concept of worship using a simple comparison.

For example, ask the students the ways they demonstrate worship at home: Is there any ritual or routine that is done before you go to sleep? How about when you wake up? Do you always do these things in sequence? Is there a specific order or time of day that this needs to be done? Do your parents do the same thing as you? Why or why not? These questions will elicit various answers such us: I brush my teeth before bed, my parents pray every morning, I have a snack before I go to sleep.

The concept of worship may be constructed by associating words and images and examples given by the students. You may also discuss with students what types of rituals or routines are associated with worship and why. For example, objects, symbols, actions, rules, etc.

Using the knowledge they now know, ask students how they would explain or define the concept of worship. Ask students to discuss in their groups.

Here, students will be encouraged to expand on their previous knowledge with the knowledge they now know while discussing with their peers to share information to strengthen their ideas.

Performance - Task 1

Recount the ways of worship the students are familiar with, or what they discovered from their families. Assimilate what has been learned with respect to a wide range of religious

and secular ways of worship.About 45 minutes

In groups Divide the class into small groups of three or four students.

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Ask each student to take turns in their groups to present their findings from Worksheet 1. Encourage proper dialogue between the students (students must be familiar with this from previously). Remind the students to listen attentively and to show respect while their peers are speaking.

Whole Class Review what was shared in groups by asking one member of each group to be the speaker and repeat

statements from their peers. Show the students that many ways of worship are similar in certain religious cultures. Explain to the students that they are going to be learning about the ways of worship in Islam. Inform the students that the ways Muslims worship are referred to as The Five Pillars of Islam. Inform the students that there will be five centers in the following few lessons; each one representing

a different pillar. Present Worksheet 2 and explain that this is to be filled out after they have visited the center. Have the students go the center (taking turns).

Individually Students are to complete Worksheet 2 using information they learned in the corresponding center.

Task Two

Take part in a discussion dealing with various ways of worship. Identify key elements of some of the examples given. Point out the First Islamic Pillar.

About 1 hour 30 minutesIn groups

Divide the class into the same groups the students were in previously. Explain to the students that there are more centers, so it is important for them to take turns. Ensure every student is able to actively participate in each center. Encourage proper dialogue between the students (students must be familiar with this from previously). Let the students know you will be watching for proper dialogue and fairness while circulating.

Whole Class Review what was shown in each center. Elicit a discussion by what was seen in the centers.

Individually Students are to complete Worksheet 3, Worksheet 4, and Worksheet 5 using the information they

learned in the corresponding center.

Performance (continued) – Task Three

Begin a discussion about the Pillars the students saw previously. Identify key elements that each entails.

About 60 minutes

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In groups Divide the class into the same groups the students were in previously. Explain to the students that there is one more center to visit. Remind the students to take turns so everyone can participate. Ensure every student is able to actively participate in each center. Encourage proper dialogue between the students (students must be familiar with this from previously). Let the students know you will be watching for proper dialogue and fairness while circulating.

Whole Class Review what was shown in the center. Elicit a discussion by what was seen in the center.

IndividuallyStudents are to complete Worksheet 6 using information they learned in the corresponding center.

Suggestions for differentiated Instruction

For students who find it easier to perform the task: Ask them to do some research about either their own ways of worship, or to further research the Five

Pillars of Islam. Ask the students to explain the meaning of each Pillar and why that is to other class members. Ask the students if they can think of another way of presenting their beliefs than with the poster.

For students who find it difficult to perform the task: Have them complete only three of the five worksheets. Ask them to name the Pillars and identify objects or photos that were seen at the centers. Have these students work in pairs to complete the worksheets. If a student presents a difficulty or cannot stay on task, ask the student to sit somewhere where

he/she can focus and provide help/reinforcement if needed.

Integration

Review what was learned, and begin assessing.2 hours (separated into 2x 60 minutes)

Part 1: Review and Start project Ask students what they have learned so far about the five pillars of Islam. Ask them to enumerate the five pillars and their meaning. Ask students what the five pillars represent as a whole. Look for the word belief/practice/value or

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anything that relates to these words. Tell students that they will be doing a personal project where they will need to find five

beliefs/practice or values that they hold dearly and present them in the form of a poster. Give the handout and the rubric and explain the procedures of the project. Specify to them that at least one of their beliefs need to be somewhat linked to the five pillars of Islam.

One of the goals of this project is to find one belief/practice that is similar to one of the five pillars and explain how they relate to one another.

Encourage them to be creative and that thoughtful thinking will be rewarded. Specify that they need to give the handout with the poster at the end of the activity. Answer additional questions if any and let the students work on their project for the rest of the class. Specify what date the project is due.

Part 2: Poster Fair Ask students to bring their poster to their seat and discuss how the fair is going to proceed. Separate the class in two; one group will be staying by their poster and presenting to the observers

while the other group will circulate and observe their classmates work. Specify any behavioral standards and consequences that you find relevant to this activity. Ask the presenting group to get ready and start the activity. Each group will present for 15 minutes

each. The fair should last approximately 30 minutes. After both groups have presented, ask students to return to their seat and start a discussion on what

they learned while observing their classmates posters. Did you find someone that has a similar belief than you? If so, what was it? What did you learn about yourself while doing this project? What did you learn about others while doing this project? Ask questions that will encourage a reflection about the activity and informally assess the dialogue that is happening during this time.

At the end of the class, congratulate the class for their good work as ask students to give in their project accompanied by the worksheet.

Observation Checklist for the Practice of DialogueNote: This observation checklist can be used for different groups, noting down his or her observations as various tasks are carried out.

Independently

With some reminders Keeps to the topic being discussed

Expresses his/her ideas clearly

Respects the rules governing the

practice of dialogue10

With difficulty

STUDENT NAMES

Poster Fair RubricName: _____________________________________ Date: ___________________

CATEGORY 4 3 2 1

Use of Class

Used time well during each class period.

Focused on getting the

Used time well during each class period.

Usually focused on

Used some of the time well during each class

period. There was

Did not use class time to focus on the project OR

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Time project done. Never distracted others.

getting the project done and never

distracted others.

some focus on getting the project done but

occasionally distracted others.

often distracted others.

Required Elements

The poster includes all required elements

(five beliefs/practices with explanations) as

well as additional information.

All required elements are included on the

poster.(five beliefs/practices with

explanations)

All but 1 of the required elements are

included on the poster.(five

beliefs/practices with explanations)

Several required elements were

missing.

Knowledge Gained

Student can accurately answer all questions related to facts in the

poster and clearly identified more than 1 links to the five Pillars of the Islamic Culture.

Student can accurately answer most

questions related to facts in the poster and

clearly identified at least 1 link to the five

Pillars of Islamic Culture.

Student can accurately answer about 75% of questions related to

facts in the poster and provided one link to

the five Pillars of Islamic Culture, though hard to

recognize.

Student appears to have

insufficient knowledge about

the facts or processes used in the poster.

Graphics & Clarity

Graphics are all in focus and the content

easily viewed and identified from 6 ft.

away.

Most graphics are in focus and the content

easily viewed and identified from 6 ft.

away.

Most graphics are in focus and the content is easily viewed and identified from 4 ft.

away.

Many graphics are not clear or are too small.

Grammar

There are 1-2 grammatical mistakes

on the poster.

There are 3-4 grammatical mistakes

on the poster.

There are 5-10 grammatical mistakes

on the poster.

There are more than 10

grammatical mistakes on the

poster.

Worksheet 1 - Ways of WorshipName: ___________________________________________ Date: __________________

Your job is to research important aspects of your family’s religious beliefs. You are to ask a family member to tell you about your family’s religious traditions and rituals.

Please make sure to answer in full sentences and ask your parents any other questions that might interest you about their religious beliefs or practices.

1. Does your family belong to a religious group and if so, which one?

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2. What are some of the religious traditions or rituals your family holds?

3. What religious symbols or objects are important to their religion and why?

4. How do they worship?

5. Is there any other interesting information about their religious beliefs, traditions, or rituals?

First Center Summary for TeachersThe first of the five pillars is Shahdah and it is the process of initiation into Islam.

This learning center aims to teach students about how an individual is initiated into the religion.

This center is one which is created on a threefold poster, and contains information, pictures and Arabic wording.

This station is set up on the floor in back corner of the class room where the students are required to sit in a circular position around the poster, to entice the group to read the information together.

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Once they have read the information they are to respond to the question posted in the center of the three fold poster, and place their response in the box at the learning center.

Materials needed: Poster introducing the first center to the students Three fold poster with all the necessary information on it (What Shahdah is) Box with a slit on the top for students to submit their response at the end Worksheet 2 (Shahdah) Pencil

Instructions: Learning Center I

This first learning center will teach you about SHAHADAH [shah-hah-duh].

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As a group you must read the information posted on the bulletin.*You can chose to read it individually, or each group member reads

one paragraph aloud for everyone to hear*

Once you have read ALL the information, discuss for 5-8 minutes as a group what you have learned, if you have any questions this is the time to talk about them.

*This task requires a time keeper*

After the discussion, each group member must fill out the center task handout.

When you are done, place your response in the box.

*Remember, I am looking for examples in your response*

Information that will be posted on the three fold poster for students about Shahadah

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This first Pillar of Islam demonstrates the Islamic creed or a confession of faith which is the initiation into the Islamic religion.

It consists of one sentence, “there is no God but Allah, and Muhammad is His

Arabic Translation:

Esh-Hadu Ina La E-LaHa illa Allah wa Esh-Hadu Ina Mohammad Rasoul Allah

English Translation:

“I bear witness that there is no god but Allah, and I bear witness that Muhammad is

Worksheet 2First Center Handout

Shahadah

Name: _______________________________ Date: _____________________

How does initiation in Islam compare to that of your own religion? What are the 16

Arabic Translation:

Esh-Hadu Ina La E-LaHa illa Allah wa Esh-Hadu Ina Mohammad Rasoul Allah

English Translation:

“I bear witness that there is no god but Allah, and I bear witness that Muhammad is

This profession of faith can tell us a lot about Islam.

The first part of the phrase confirms that the religion is monotheistic, there is no God but Allah, and he is the only God.

The second part affirms that Muhammad is Allah Prophet giving Muhammad validity in the eyes of Muslims.

Unlike the other major religions of the world, there is no celebration to initiate a Muslim into Islam, you are simply born into the faith, as one reaches maturity or coming of age they are then independent to choose their own path of faith.

similarities or the differences? Explain using examples.

Second Center Summary for TeachersThe second learning center will aim to teach students about the second pillar of Islam which is their prayer – Salat.

Each student will receive a hand out which will describe the Wudu (abolition ritual) which is the ritual of cleansing before prayer. The hand out gives students a brief understanding of what is prayer, when and how many times a day is it performed, why prayer is performed and who performs prayer.

Once the hand out is read, at the center there is a Qur'an which they are to look at although it is written in Arabic, the students are to admire how beautiful the Qur’an is and understand why the Wudu rituals are performed before doing the prayer.

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This learning center is placed facing the far left wall, where all bookshelves and obstacles are tossed aside to give students a lot of space to spread out their mats and practice prayer.

By following the pictures posted at the center, students must each take a prayer mat, which is provided, and must use the large map at the center and locate Mecca on the map.

Once they have located Mecca, in Saudi Arabia, they are to then locate themselves in Canada and draw a line (with erasable markers) in order to understand how Muslims place their mats in order to face Mecca.

They must then place their mats on the floor in the direction they believe is Mecca and go through the prayer positions posted.

In order to gain further knowledge about prayer, the center will also provide a book “Teaching your Child Prayer” translated by Idir Azibi which is a picture book with a detailed explanation of prayer.

Materials needed: Instruction sheet Poster of the different prayer positions Teaching your Child Prayer by Idir Azibi Worksheet 3 (Salat) Erasable markers Prayer mats World map Qu’ran Pencil

Instructions:Learning Center II

The second learning center will teach you about SALAT [Sal-at]

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After having read the information about Salat with a partner from your group, use the pictures posted and as a group you will practice prayer positions

Before doing the prayer positions, you must discuss with your group which way you must place your mat to face Mecca

*Use the world map to orient yourselves**

Next, take a prayer mat and practice the positions of prayer demonstrated on the sheets in the learning center

Lastly, fill out the worksheet for the Salat center independently.

For more information, look through the book provided “Teach your Children Prayer”

When finished, place your worksheet in the center bin.

What is Salat?Read all about Salah with a partner in your group.

What is Salat?Salah is Muslim prayer. Prayer is usually done by reciting passages from the Qur'an, restating their profession of faith by saying the Shahadah (the first pillar) which is “There is no God but Allah, and Muhammad is his prophet”, as well as several other prayers worshiping Allah.

Who performs Salat?Muslims who are devoted to Allah must perform the daily prayer.

When do Muslims perform Salat?

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The daily prayer is one which is performed 5 times daily, first thing in the morning, midday, afternoon, sun set, and evening.

Where do Muslims perform Salat? Muslims can pray anywhere, when it is prayer time. There are some prayers that must be done collaboratively where Muslims meet at their local mosque to perform prayer.

Why do Muslims perform Salat? Prayer is used in the Muslim religion to remind Muslims that they are to live their lives in accordance to the laws given to Muhammad by Allah.

How do Muslims perform Salat?In order to perform prayer properly, Muslims must follow the Wudu Rituals (which means cleansing). They then place their prayer mat in the direction of Mecca, which is the city of worship in Saudi Arabia, and follow the postures and positions of prayer.

What is Wudu?Wudu is the cleansing process Muslims take part in before prayer. The main reason for Wudu before prayer is to make sure that when praying, the individual is purified and cleansed. In order to perform Wudu, many Muslims use water, but when water is unavailable sand can be used as well to wash away the impurities.

Steps to follow to appropriately perform Wudu: Wash their hands and wrists three times They then wash their face (from forehead to the chin) They then wash their arms up until the elbow (right first) They then wash their head, back and their feet

Posture 1 Posture 2 Posture 3

Posture 4 Posture 5 Posture 6

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Posture 7 Posture 8 Posture 9

Posture 10 Posture 11

World Map*Laminate this map and print page size (8.5X11) if there is none in the classroom*

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These are the positions which will be printed page size (8.5X11) and are posted in the wall at the learning center. Students must practice these positions as Muslims would during prayer.

Worksheet 322

Second Center HandoutSalat

Name: ____________________________________

Please respond in full sentences and use your own words!

1. Why do Muslims perform Salat?

2. Why do Muslims face Mecca during Salat?

3. How often do Muslims perform Salat in a day?

4. Why do you think Muslims pray on a mat during Salat?

5. If you wanted to make a special area where you could be quiet, pray, find peace, or just think about something, what would you put in it and where would it be?

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Third Center Summary for TeachersThe third learning station will teach children about Zakat, the third pillar of Islam.

For this center, students are to go on the class computers.

If the computers are limited, students must break up their group of six, into pairs.

Students will work individually or in pairs (depending on the number of computers) to find the answers to the questions asked.

This learning station is situated at the back of the class where the three classroom computers are found.

This center aims at teaching children about the almsgiving in the Islamic religion.

Given the websites provided at the learning center, students must browse through the kid friendly sites to find the answers the ten questions asked.

Discussion is not mandatory at this station (when work is independent), when working in twos it becomes somewhat inevitable as students must discuss what they think is the answer that best fits the question.

Materials needed: Instruction sheet Computers Chairs Worksheet 4 (Zakat) Pencils

Websites to browse: http://encyclopedia.kids.net.au/page/za/Zakat http://islamiclearningmaterials.com/zakah/ http://www.musalla.org/articles/Zakah0.html

After having gone through the web sites and having developed a good understanding of Zakat, students are given a cross word puzzle which they have to fill out.

Although the internet activity was possibly done in pairs, the cross word puzzle is an individual activity and must be completed by each student.

The internet can be used as a reference if necessary.

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Instructions: Learning Center III

This third learning center will teach you about ZAKAT [zuh-kaht].

You will visit the following three websites and read about Zakat.

1. http://encyclopedia.kids.net.au/page/za/Zakat

2. http://islamiclearningmaterials.com/zakah/

3. http://www.musalla.org/articles/Zakah0.html

*It is suggested that you take notes considering you might need them for the final activity in the center*

Once you have read ALL the information, ask the teacher for the worksheet on Zakat.

Complete the worksheet independently (DOUBLE SIDED)*You can use the notes you took or the websites as a resource if you

needed*

When you are finished, place your worksheet in the bin.

Worksheet 425

1. Zakat is the __________ Pillar of Islam.2. Zakat______ your wealth and your heart from _______.3. Zakat becomes the ____________ of the person receiving. 4. Zakat is given from your _______ wealth. 5. Allah with __________ you if you don’t give Zakat. 6. Zakat is given once a ________.7. Zakar is Fardh on every_________.8. Zakat is a compulsory________.9. We are also __________ to give optional charities.

Word Bank

Charity Excess

Year Property

Punish Purifies

Greed Third

Muslim

Third Center Handout (Front)Zakat

Name: ___________________________________

Third Center Handout (Back)

Zakat

1. If you could give money to any person or organization, who would you give the money to and why?

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2. Illustrate Zakat in the space provided below.

Fourth Center Summary for TeachersThe fourth pillar will bring students to become aware of Sawm which is fasting.

They will be presented with a PowerPoint which will provide them with the necessary information they need to understand the pillar.

They will be seated at the front of the class, in front of the projector whereby the teacher will guide the PowerPoint and each member is asked to read one slide aloud to their group members.

Students must then discuss:

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What they think Ramadan is and how it compares to other major celebrations in the other two major religions previously covered in class (Christianity and Judaism).

Have they ever fasted or seen someone fast before? Did their behaviour or attitude change at all during the fast?

Exceptions to the fast (breastfeeding, pregnant, ill, too old, or too young). What some of the difficulties might be with the pilgrimage? Any other areas of the pilgrimage that might need clarification.

One of the group members must be a note taker and each group member will get a photocopy of the notes taken in class for their own reference and study tool.

Once completed, each student will fill out the self-evaluation handout.

Materials needed: Introduction to the center Poster or board with all the discussion questions Computer Projector Chairs Self-evaluation handout Loose-leaf Pencil

Instructions:

Learning Center IV

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This learning center will teach you about SAWM [sawm]

At this center you are seated at the front of the class and I will show you a power point presentation about the forth pillar called Sawm.

Once the PowerPoint is done, as a group you must discuss the questions that are on the board.

You will need to have a note taker for the discussion. The note taker must write brief details about your response to the discussion on a piece of loose-leaf.

* Please make sure each member of the group has signed their name at the top of the loose-leaf*

Finally, EACH member will fill out a self-evaluation sheet.

Staple every self-evaluation sheet to the discussion notes and place them in the center bin.

Discussion Questions/Topics

What do you think Ramadan is and how does it compare to other major celebrations in the other two major religions previously covered in class (Christianity and Judaism).

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Have you or someone you know ever fasted? Did your/their behaviour or attitude change at all during the fast?

Some Muslim people do not need to do the Sawm. Why do you think there are exceptions to the fast (people who are pregnant, ill, too old, or too young)?

What are some of the difficulties someone might encounter when performing Sawm?

Any other areas of the pilgrimage that might need clarification.

Worksheet 5Fourth Center Handout

Self-Evaluation

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SawmName: ____________________________________________

Please evaluate your own participation to the group discussion about Sawm today. Circle the number that best relates to your contribution to the discussion today.

1- Never2- Rarely3- Sometimes4- Often5- Always

I was participated in my group discussion about Sawm

1 2 3 4 5

I listened attentively to other members in my group

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I treated other members of the group with respect

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Fifth Center Summary for TeachersThe final pillar of Islam is known as the Hajj, or pilgrimage to Mecca, and the fifth learning center aims to teach exactly this.

This station teaches about the Hajj through showing a documentary.

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This learning center is situated in the middle of the class, where four desks are put together to create a larger table. The lap top is centered on the table and each student has a chair placed to properly see the laptop.

This video is a short documentary which describes one person’s adventure through the pilgrimage.

While students watch this short documentary they must take notes about what they believe are the most significant aspects of the Hajj.

In order to guide them through this process the teacher must provide guiding questions.

The guiding questions will be taped to the desk where the center is assembled and is there to guide the students in order for them to be successful in note-taking.

Once the documentary has been watched, the students will take 7-10 minutes to discuss any questions they might have in regards to Hajj.

Finally, the students will fill out the handout about Hajj independently.

Once completed, they will need to hand in their notes, as well as the handout.

Link to the video the students will be watching: https://www.youtube.com/watch?v=q7q_LcqbvKI

Materials needed: Desks Chairs Pencil Stapler Laptop Loose-Leaf Guiding Note Questions Hajj Documentary – World’s Largest Pilgrimage

Instructions: Learning Center V

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This center will teach you about the fifth pillar, Hajj [haj]

For this center you will be seated around my lap top and you will watch a 20 minute video about Hajj.

During the short documentary you must take notes. You will be handing them in with your activity for the center.

Once the video is over, you have 7-10 minutes to discuss with your group anything that may have been unclear or that you did not understand

You will then complete the handout related to Hajj.

Finally, you will staple your notes, as well as the Hajj handout together and place them in the center bin.

Worksheet 6Fifth Center Handout

HajjName: _____________________________________ Date: ____________________

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Using your knowledge of North, South, East, and West, name in what direction these following characters would have to go in order to perform the fifth pilgrimage, Hajj.

Cow ___________________ Camel ___________________

Lion ___________________ Panda ___________________

Koala ___________________ Reindeer ___________________

Parrot ___________________ Snowman ___________________

Work Sheet 7

My 5 BeliefsName: ___________________________________ Date: __________________

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My five beliefs/practices are:

1. _______________________________________________2. _______________________________________________ 3. _______________________________________________4. _______________________________________________ 5. _______________________________________________

For each belief, explain in 3-5 sentences why it is important to you.

1) ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2) ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3) ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4) ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5) ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Relate one or more of your personal practices back to the five pillars of Islam.

Find a common ground between the five pillars and your own beliefs and explain it in the space provided below.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

When all the questions above are answered, create a poster representing your 5 chosen beliefs/practices.

You are free to do what you want with the poster, as long as your five beliefs are clearly identified and briefly explained.

Identify which belief(s) relates back to the five Pillars of Islam and how are they similar. Be creative and concise.

Here is a checklist to help you create your poster.

Poster contains five beliefs/practices accompanied with brief explanation. Poster identifies which belief/practice relates to the five pillars and how they are

similar. Poster is creative. Poster represents thoughtful thinking. Poster is well organized and clear. Poster is generally well written and free of grammatical errors. Keep this handout and hand it in with the poster.

Suggested ResourcesFor the Students:Addasi, M., & Gannon, N. (2008). The white nights of Ramadan. Honesdale, Pa.: Boyds Mills Press.

A little girl’s account of her experience with Ramadan

Khan, Hena, and Julie Paschkis. Night of the Moon: A Muslim Holiday Story. San Francisco: Chronicle Books, 2008

The account of how Yasmeen, a Pakistani girl celebrates the Ramadan and Eid. Yasmeen provides students with a clear understanding of how the Muslim holidays are performed.

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Musalla kidz - Zakah. (n.d.). Retrieved February 7, 2015, from http://www.musalla.org/articles/Zakah0.html

This is a great resource for children where they can learn about the zakah through different mediums likes poems, puzzles, quizzes and quick facts.

PBS.(n.d.). Retrieved February 7, 2015, from http://www.pbs.org/empires/islam/faithpillars.html

PBS provides students with educational resources, timelines and video’s that explain in a simple and developmentally appropriate way about Allah, the five pillars, the Qur’an and about modern Islam.

Robert, N., & Cavallini, V. (2012). Going to Mecca. London: Frances Lincoln Children's.

This is an informative and entertaining children’s book about the obligatory Muslim pilgrimage to Mecca. The book’s content is enhanced by the collages and mixed-media illustrations making it more visually appealing for the students.

Saadeh, Noor. (2011,Jan 23). SoR - Pillars of Islam song.[videofile]. Retrieved from http://www.youtube.com/watch?v=f7pBGqMvN0o.

This youtube clip offers a song describing the five pillars of Islam that children can sing along to when learning about what Islam has to offer.

VICE. (2012, Sept 13). World’s largest pilgrimage: The hajj. [video file].Retrieved from https://www.youtube.com/watch?v=q7q_LcqbvKI

The documentary exposes students to the world’s largest annual pilgrimage, the Hajj and the experiences.

Zakat. (n.d.). Retrieved February 7, 2015, from http://encycolpedia.kids.net.au/ page/za/Zakat

Easily accessible website for students to browse and learn about the terminology having to do with the five pillars of Islam.

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Zakah. (2011, July 13). Retrieved February 7, 2015, from http://islamiclearning materials.com/zakah/

This website provides detailed information that goes beyond the textbook descriptions about Zakah and encourages students to engage the complexity of the religion.

For the Teacher:Al-Din Zarabozo, J. (n.d.). Retrieved October 24, 2014, from http://www.islamreligion.com/

This website serves as content knowledge for teachers, making them better prepared to answer any questions related to the Muslim faith.

Azibi, I. (n.d.). Apprenenez a vos enfants: La Priere. Alger: La Biblioteque Verte.

Mary Pat, F. (2014). Living Religions (9th ed.). New Jersey: Pearson Education.

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This is a great reference for teachers, which provides a more modernized approach to the religious world with special attention given to the accounts of people of the religions and its relevance to the contemporary world.

Mels, 2013, Progression of learning: Preschool and elementary, cycle three. Retrieved October 20th 2014, from http://www1.mels.gouv.qc.ca/progressionPrimaire/ethiqueCulture Religieuse/index_en.asp?

page=competence_02

Mels, 2004, Quebec education program: Elementary education, cycle three. Retrieved October 20th 2014, from http://www.mels.gouv.qc.ca/fileadmin/site_web/documents /dpse/formation_jeunes

/ecr_elementary.pdf

Smith, H. (1994). World's Religions: A Guide to Our Wisdom Traditions. New York: Harper Collins.

This resource examines the foundation elements and teachings of the world’s most predominant faiths. These include, Hinduism, Buddhism, Confucianism, Taoism, Judaism, Christianity, Islam, and the native traditions of Australia, Africa, Oceania, and the Americas.

Itulua-Abumere, F. (2013). (Specific Reference to Christianity). Journal of Humanities And Social Science. (6)6, 69-94. Retrieved from http://www.academia.edu/2432730/The_Significance_of_Religious_Education_in_Local_Primary_Schools_Specific_Referene_to_Christianity_

This resource explains the significant roles that religion plays in the chool environment and how it affects the school’s culture. It makes specific reference to Christianity being a religion that is highly identifiable in the school curriculum given more emphasis than other religions.

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