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Student Web Activity Answers

According to the Quran, Makkah was the site where Hagar found water for herself and her young son Ishmael. When Ishmael was about thirteen years old, Abraham and Ishmael built the Kaaba (Kasbah) there.



  1. The hajj commemorates the trials of Abraham and his family in Makah, including Abraham's willingness to sacrifice his son in response to God's command.

  2. A tawaf is a counter- clockwise procession around the Kaaba performed as one of the hajj rituals.

  3. During the hajj, Muslims remove their worldly clothing and don the simple, white attire of pilgrims. This symbolizes a state of human equality and unity before God.

Students' diary entries should contain detail about the prosperity of Islamic civilization during this period. The entries should reflect the diversity of pilgrims in Makah and an understanding of the hajj rituals and their meanings.

Map the development of Islam around the world


Utilizing the Mapping our World Map Kits, students in pairs should be able to trace and define the major development of the Islamic Empire. Important eras/empires to include:

  • Muhammad

  • Caliphate

  • Abbasids

  • Umayyad

  • Mughal (India), Safavid (Persia), & Ottoman (Turkey) Empires

Muslim Heritage website: http://bit.ly/9uab4u

Cyberistan website: http://bit.ly/bTiGF8


Students will research important contributions to society by Muslims throughout the Islamic Empires (mathematics, medicine, astronomy, etc.). After completing research, students will present in groups those important contributions and how they affect our lives today.


Students will research important contributions to society by Muslims throughout the Islamic Empires (mathematics, medicine, astronomy, etc.). After completing research, students will present in groups those important contributions and how they affect our lives today.

Read primary sources depicting several examples of great Islamic based civilizations during the Golden Age



http://bit.ly/aXzsXg

http://bit.ly/98FUx9
Ask students to create graphic organizer listing the criteria that students agreed constitute an advanced or valuable civilization
Using the primary source documents complete the graphic organizer with quotes from the documents.
-Ask them to conclude whether each of the civilizations depicted were great civilizations.

If there is time include Moorish Spain in this learning activity. http://bit.ly/cmncjT


Students will read a set of Islamic Laws and compare it to their own moral beliefs.
Food and Drink- http://islamic-laws.com/fooddrinks.htm

Fasting - http://islamic-laws.com/fast_rules.htm

Wearing a Beard- http://www.islamic-laws.com/beard.htm

Congressional Prayer - http://bit.ly/ciiDOh


Students should answer the following questions:

1. Do you agree with this particular law? Why or Why not?

2. Does this law lend itself to being religious in nature or political in nature?

3. How does this law compare to a law passed politically (law of the state/country)?

4. Does this law change depending on your location?

5. How do these laws compare to rules established in other religions you’ve studied?


Once the students finish reading and answering the questions for each law, there should be a class discussion about how these laws affect the lives of practicing Muslims.
Students will write an persuasive essay explaining the following:
Explain how events tied to Islamic culture have changed the perception of the faith.
Students will research an event in recent history, i.e. 9/11 attacks, and explain how some extremist groups have justified their actions related to their faith. Students should make connections to these intra-faith groups and determine whether the state of Islam is stronger or weaker in recent history.
Students should be put into four groups. Each group will be assigned a festival to present. Using Microsoft Power Point the student should give a 10 minutes presentation answering the following questions as a guide:
1. Describe why people are celebrating this festival?

2. What traditions are performed in honor of this celebration?

3. What connections exist between the rituals/ceremonies and purpose of faith?

4. How are these rituals/ceremonies similar to western religions?

5. How are these rituals/ceremonies different from western religions?
While students present, the other groups should take notes. Students should read the article pertaining to religious life practices. Have the students get into five groups and research one rite of passage per group. Then have the students answer the following their research:

1. What does this stage signify within the Islamic religious world?

2. What requirements are needed to reach this life stage?

3. How is this a rite of passage, similar to ones of the Judaism and Christian religions?

4. How are they different?

Once the group completes their research, have the group jigsaw and get into mixed groups one from each life practice. Student should complete a chart depicting all the life stages.


Finally the class as a whole, discuss the solutions to the questions for each life practice.

Students will recount the information gathered between the three major western religions. By completing a graphic organizer, the students should use their notes and past documents to organize side- by-side similar information.







Judaism

Christianity

Islam

Explain the role of God/Allah and his profits?










What literature is used in the religion and how is it used?










List 5 basic teachings of religion and its importance.










Discuss three major festivals and their significance.










List the phases of life recognized by the religion and explain their importance













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