DOCSLIB.ORG

Religion Lesson Monday 20Th April 2020 Week 1 Outline

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Religion Lesson Monday 20Th April 2020 Week 1 Outline Religion Lesson Monday 20th April 2020 Week 1 Outline Foundation Subjects Monday – Religion Tuesday – Science Wednesday – Geography Thursday – P4C/Health Friday – Art What Do We Know About Islam and What Do We Want To Know? Learning Objectives: In today’s lesson the children should: • Reflect on what they know about Islam and what they would like to know. • Find out about Islamic beliefs. Success Criteria • I can talk about Islamic beliefs and the meaning behind them. • I understand that it is important to respect the beliefs of others. What does it mean to be a Muslim? This is the question we are focusing on for our Religion unit this term. We will be learning all about the Islamic Faith. What do you think Muslims believe in? Key Vocabulary Look & Listen Look at the pictures and listen to the recording when you click on the link. Think about or discuss with someone what you can see and hear. Share experiences of what the images and recording make you think and how it makes you feel. https://www.youtube.com/watch?v=fe8qRj12OhY Your Task In you work books create a web diagram and write down anything you already know about Islam Islam Muslims have 6 main beliefs: 1. Muslims believe that Allah is the one and only God. 2. Muslims believe in angels. 3. They believe in the Qur’an (the holy book). 4. Muslims believe in the Prophets, special messengers between Allah and the people. 5. They believe in the Day of Judgement. This is the day when it is decided if a person will go to heaven by looking back at what that person has done in their life. 6. Muslims believe that Allah has already decided on what will happen in their lives. Muhammad (peace be upon him) Muhammad is very special to Muslims so they say ‘peace be upon him’ after his name. Muhammad (pbuh) was born in the city of Mecca in Saudi Arabia. Muslims believe that he is the last prophet, or messenger, of Allah. Others included Moses and Jesus. Muhammad (peace be upon him) went to the mountains around Mecca. One night, he heard the Angel Gabriel speaking to him. He realised that these were words from Allah. Muhammad (pbuh) was the Messenger of Allah, so he remembered the words carefully. During his life, Muhammad (pbuh) was sent many other revelations from Allah for over 23 years. These words make up the Qur’an, the Muslim holy book. Photos courtesy of 6 - YIM Hafiz (@flickr.com) - granted under creative commons licence - attribution The Five Pillars of Islam Muslims believe that there are 5 duties that every Muslims must do in their life Salaah Sawm Prayer Fasting in Ramadhan Zakat Shahadah Hajj Charity Testimony of Faith Pilgrimage to Mecca Shahadah, Testimony of Faith This Pillar is believing and saying the words. “There is no god except Allah, Muhammad is the messenger of Allah”. This is what a person says to become a Muslim Salaah, Prayer Muslims must pray five times a day. Before prayer, they must wash themselves. To pray, Muslims face in the direction of Mecca, the centre of Islam. Sawm, Fasting in Ramadhan Ramadan happens every year. This is a time when Muslims do not eat or drink during daylight hours for one month. Young children don’t fast but older children and adults do. This is a way of remembering what other people are going through in countries where there is very little food. It is a time to show patience Eid al-Fitr Eid al – Fitr celebrates the end of Ramadan. Muslims wear their best clothes and decorate their homes. There are special services in the mosque (place of worship), celebrations in the street and food eaten in the daytime. Zakat, Charity Muslims must give away some of what they earn to help those in need all around the world. There are zakat collection boxes at mosque. Hajj, Pilgrimage to Mecca Every Muslim is expected to make the journey (pilgrimage) to Mecca at least once in their life (as long as they are well enough and able to afford it). This is known as Hajj. Mecca is the heart of Islam and is a very special place to all Muslims. Every day, Muslims praying the direction of this city no matter where they are in the world. Can you work out which direction Mecca is from your classroom? Write down 3 things you learned about Muslim Beliefs Why is it important to learn about what different people believe in? We answer the question: Why is the Qur’an special to Muslims? .
Load more

Recommended publications
  • The Five Pillars of Islam
    The Five Pillars of Islam Objectives: I will be able to describe the basic beliefs of Islam and explain the meaning of ​ each of the Five Pillars of Islam. I will compare and contrast the Five Pillars of Islam with the duties of Catholicism. Materials: ​ ● Station Note Taking Guide for students ● Primary Source Documents for each student station ● Construction paper (11x17) ● Colored pencils ● Rulers Technology: ​ ● Computer ● SmartBoard ● Personal student devices Procedures: ​ 1. Whole Group Share: What do you know about Islam? ​ 2. Introductory Video: Students will watch “5 Pillars of Islam - part 1 | Cartoon by ​ ​ Discover Islam UK” (https://youtu.be/9hW3hH9_7pI) and “5 Pillars of Islam - part 2 | ​ ​ Cartoon by Discover Islam UK” (https://youtu.be/_bujwCZ9RHI) ​ ​ 3. Small Group Activity: Students will work in small groups of 4-5 and rotate between ​ five stations (see below) and complete 5 Pillars of Islam note taking guide. a. Declaration of Faith (Appendix A-B) b. Ritual Prayer (Appendices C-G) c. Obligatory Expenditure (H-I) d. Fasting Ramadan (J-M) e. Pilgrimage to Mecca (N-P) 4. Individual Activity: Using their notes, students will create a visual representation of ​ the Five Pillars of Islam. 5. Pair Activity: Students will create a double bubble comparing and contrasting Islam with ​ Christianity. (**You can substitute any other religion the students are familiar with or have ​ been studying.**) ​ Resources: www.pbslearningmedia.org/resource/islam08.socst.world.glob.lppillars/the-five-pillars-of-islam/ http://www.thirteen.org/edonline/accessislam/lessonplan2.html http://www.discoverislam.co.uk/ http://www.pbs.org/wgbh/pages/frontline/teach/muslims/beliefs.html THE FIVE PILLARS OF ISLAM PILLAR DESCRIPTION/ NOTES PICTURE The Declaration of Faith Ash - Shahadah STATION 1: DECLARATION OF FAITH With your group, examine Appendices A-C and discuss the following questions.
    [Show full text]
  • Five Pillars of Islam
    Five Pillars of Islam 1 Five Pillars of Islam pillars of the religion") are five" ﺃﺭﻛﺎﻥ ﺍﻟﺪﻳﻦ also arkān ad-dīn ;ﺃﺭﻛﺎﻥ ﺍﻹﺳﻼﻡ The Five Pillars of Islam (arkān-al-Islām basic acts in Islam, considered obligatory by Sunni Muslims. These are summarized in the famous Hadith of Gabriel.[1] [2] [3] [4] The Qur'an presents them as a framework for worship and a sign of commitment to the faith. They are (1) the shahada (creed), (2) daily prayers (salat), (3) fasting during Ramadan (sawm), (4) almsgiving (zakāt), and (5) the pilgrimage to Mecca (hajj) at least once in a lifetime.[5] [6] The minority Shi'i and majority Sunni both agree on the essential details for the performance of these acts,[7] [8] but the Shi'a do not refer to them by the same name (see Theology of Twelvers and Aspects of the Religion for Twelvers and Seven pillars of Ismailism). The Five Pillars Shahada Shahadah is a saying professing monotheism and accepting Muhammad as God's messenger.[9] The shahadah is a set statement normally recited in Arabic: (ašhadu an) lā ilāha illá l-Lāhu (wa ashhadu 'anna) Muḥammadan rasūlu l-Lāhi "(I profess that) there is no god except God and (I profess that) Muhammad is the Messenger of God." Also, it is said that when dying one should recite this declaration of faith. In Azaan (call to prayer) it is recited. When a person wishes to convert religions they should recite this affirmation and believe in it.[10] Salat Salat is the Islamic prayer.
    [Show full text]
  • A Thousand and One Wives: Investigating the Intellectual History of the Exegesis of Verse Q 4:24
    A THOUSAND AND ONE WIVES: INVESTIGATING THE INTELLECTUAL HISTORY OF THE EXEGESIS OF VERSE Q 4:24 A Dissertation submitted to the Faculty of the Graduate School of Arts and Sciences of Georgetown University in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Arabic and Islamic Studies By Roshan Iqbal, M.Phil. Washington, DC July 15, 2015 Copyright 2015 by Roshan Iqbal All Rights Reserved ii A THOUSAND AND ONE WIVES: INVESTIGATING THE INTELLECTUAL HISTORY OF THE EXEGESIS OF VERSE Q 4:24 Roshan Iqbal, M.Phil. Thesis Adviser: Felicitas Opwis, Ph.D. ABSTRACT A Thousand and One Wives: Investigating the Intellectual History of the Exegesis of Verse 4:24 traces the intellectual legacy of the exegesis of Qur’an 4:24, which is used as the proof text for the permissibility of mut’a (temporary marriage). I ask if the use of verse 4.24 for the permissibility of mut’a marriage is justified within the rules and regulations of Qur’anic hermeneutics. I examine twenty Qur’an commentaries, the chronological span of which extends from the first extant commentary to the present day in three major Islamicate languages. I conclude that doctrinal self-identity, rather than strictly philological analyses, shaped the interpretation of this verse. As Western academia’s first comprehensive work concerning the intellectual history of mut’a marriage and sexual ethics, my work illustrates the power of sectarian influences in how scholars have interpreted verse 4:24. My dissertation is the only work in English that includes a plurality of voices from minor schools (Ibadi, Ashari, Zaidi, and Ismaili) largely neglected by Western scholars, alongside major schools, and draws from all available sub-genres of exegesis.
    [Show full text]
  • Five Pillars of Islam a Great Civilization
    CK_4_TH_HG_P087_242.QXD 10/6/05 9:02 AM Page 133 civilians, especially women, children, and the elderly. Military jihad is required when people are attacked or are evicted from their home. One who dies in legit- Teaching Idea imate jihad is considered a martyr (shahid [sha-HEED] or shahida [f]). Although Create an overhead and make copies today some terrorists call their actions jihad, they are not considered martyrs, for students of Instructional Masters since terrorism does not meet the requirements for legitimate jihad. Terrorism is 19a–19b, The Expansion of Islam, waged without warning, without governmental authority, and often targets civil- 750 CE. Begin the lesson with the ians. It is condemned by Islamic law. You may wish to explore the meaning of overhead, and use it to introduce the jihad with students so that they have a better sense of the true meaning of the locations of the Arabian Peninsula, word. Mecca, and Medina so that students Islam spread rapidly in the Arabian Peninsula. In the time of Muhammad and will have a frame of reference when for some time afterward, Arabia was home to wandering tribes of Bedouins you teach about Muhammad’s life. [beh-DO-ins] (desert nomadic herders) who raided one another and the desert Ask students to locate Medina and towns. After Muhammad’s opponents in Mecca were defeated and joined the Mecca in relation to each other. Muslim community, Islam spread quickly among the tribes. Muhammad and his immediate successors commanded loyal tribes that conquered other Bedouin tribes, ended the fighting among the groups, established law and order, and Name Date united the peninsula in an Islamic community.
    [Show full text]
  • Between the Secular and the Sacred: the Changing Role of Political Islam in Bangladesh
    Between the Secular and the Sacred: The Changing Role of Political Islam in Bangladesh Anders C. Härdig and Tazreena Sajjad School of International Service, American University Since the 2013 Shahbag mobilization, and the subsequent Islamist counter mobilization known as the “Hefazat movement,” Bangladesh has seen an escalation of deadly attacks on secular activists by Islamist groups. In 2015, three foreign nationals and the country’s Shiite community were targeted in five separate incidents with fatal consequences. Throughout this period, members of Bangladesh’s vibrant civil society, including publishers, bloggers, and media personnel, continued to receive death threats. Thus far, the Awami League (AL)-led government has continued to insist that the opposition, the Bangladesh Nationalist Party (BNP) and Islamist Jamaat-e-Islami (JI), are responsible for the violence that currently characterizes the political climate in the country. To most observers, these incidents are evidence to the rise of radical Islamists in Bangladesh over the past few decades.1 Moreover, because the Islamic State (IS) has claimed responsibility for the attacks on foreign nationals and the Shiite population, questions have also been raised regarding the presence of international terrorist networks in Bangladesh. While there is now literature on the emergence of militant Islam in the country, what remains underexamined is the broader shifts in Bangladeshi society and the subsequent radicalization unfolding within a context of a strengthened role of political Islam. In other words, Islam has become political where it was previously predominantly cultural.2 Moreover, the targeting of Sufi preachers and religious minorities suggest that the current situation is not merely a matter of “the secular versus the sacred,” but that there is a particular interpretation of “the sacred” versus those who diverge from that interpretation.
    [Show full text]
  • State of Religious Beliefs and Observance of Five Pillars of Islam Among the Muslim School Heads of the Department of Education (Deped)
    Advances in Social Science, Education and Humanities Research, volume 381 4th International Conference on Education and Management (CoEMA 2019) State of Religious Beliefs and Observance of Five Pillars of Islam Among the Muslim School Heads of the Department of Education (DepEd) Ali K. Dilangalen Emraida K. Dilangalen Cotabato Foundation College of Science and Cotabato Foundation College of Science and Technology (CFCST), Philippines Technology (CFCST), Philippines [email protected] [email protected] Abstract: Generally, the study was conducted to determine the level of knowledge of internalizing the Muslim school heads on the six articles of faith and the state of religious observance on the five pillars of Islam. It explored the influence of the socio-demographic and economic profiles and selected factors on the six articles of faith and pillars of Islam and the significant relationship between articles of faith and five pillars of Islam. Data revealed that certain factors affect religious observance of Muslim school heads. They had a moderately strong knowledge in internalizing the six articles of faith in terms of belief in Allah’s Angel, Books, and Prophets; but weak in faith of Belief in Allah, Day of Judgment, and Allah’s Predestination. They have internalized Shahaadah; oftentimes observed Shalaah, Zakat, and Sawm; but sometimes observed Hajj. The respondents were aware of their roles in observing the articles of faith and pillars of Islam but they did not faithfully perform it for some reason. This study recommends that Muslim school heads should know and perform their religious obligation because the only reason why Allah created Man and Jinn is to Worship Him.
    [Show full text]
  • Understanding and Muslim Traditions
    Understanding ISLAM and Muslim Traditions An Introduction to the Religious Practices, Celebrations, Festivals, Observances, Beliefs, Folklore, Customs, and Calendar System of the World’s Muslim Communities, Including an Overview of Islamic History and Geography By Tanya Gulevich Foreword by Frederick S. Colby 615 Griswold Street • Detroit, Michigan 48226 Table of Contents Foreword by Frederick S. Colby ...............................................................................17 Preface........................................................................................................................21 Section One: A Brief Introduction to Islam Overview.....................................................................................................................31 THE TEACHINGS OF ISLAM 1 Essential Beliefs and Practices.........................................................................33 Islam ................................................................................................................33 The Five Pillars of Islam .................................................................................34 The First Pillar.............................................................................................34 The Second Pillar.........................................................................................35 The Third Pillar ...........................................................................................37 The Fourth Pillar .........................................................................................37
    [Show full text]
  • The Five Pillars of Islam
    The Five Pillars of Islam Learning Objectives To explain the importance of the Five Pillars of Islam to Muslims. To describe the Five Pillars of Islam. To know the names of the Five Pillars of Islam. Key words Shahadah (Statement of faith) Zakat Why do you think (Giving to they are called the charity) pillars of Islam? Hajj (Pilgrimage ) Sawm (Fasting) Salat (Prayer) Shahadah (Statement of faith) Islam has a statement that all Muslims must believe and live by. There is no god but Allah, Muhammad is the messenger of God. ( ) 4 Salat Prayer is communication with God. (Prayer) The prayers are 1400 years old and the words and movements have great importance. This time is an opportunity to focus exclusively on God. Muslims pray 5 times a day and always facing Makah. This timetable of prayer sets the rhythm of the day: dawn, midday, late afternoon, just after sunset and between sunset and midnight 5 Zakat (charity) Money is seen as something that should be used for good purposes. Muslims must give a percentage of their money to charity, much like Christians who tithe. Apart from helping others, Zakat represents the idea that our things come as a gift from God, and therefore should shared. It also shows self discipline and6 obedience to God. Sawm (Fasting) Muslims choose to not eat during daylight hours for the month of Ramadan. This shows sacrifice and commitment, and enables Muslims to feel closer to Allah. 7 Hajj (Pilgrimage) Hajj is a pilgrimage that Muslims must go on before they die as it is the 5th and final pillar.
    [Show full text]
  • Rethinking the Authority of Muslim Religious Scholars and Mosques in Shaping Religious Discourse in Pakistan: an Ethnographic Account
    Muhammad Bilal: Rethinking the authority of Muslim religious scholars and mosques in shaping religious discourse in Pakistan: An ethnographic account Rethinking the authority of Muslim religious scholars and mosques in shaping religious discourse in Pakistan: An ethnographic account Muhammad Bilal Fatima Jinnah Women University, [email protected] Abstract The mosque is the fundamental institution in any Islamic society, its role extending far beyond its function as a religious centre. The question that arises for this ethnographic study in Pakistan is whether the mosque is still as central as it was in the past, or as it is understood to be. A similar question can be raised for those Muslim religious scholars trained in Islamic law who frequent the mosque and serve the religious community as prayer leaders. This study explores the part played by the mosque – and by the Muslim religious scholars – in the life of worship and, beyond that, in the everyday social struc- ture. The study suggests that no longer can the Muslim religious scholars or mosques be called representative of Pakistani society. KEYWORDS: Muslim religious scholars, mosque, Islam, everyday life, religious schools, Pakistan Introduction In each neighbourhood (maHallah)1 of Muslim Town, there are mosques affiliated with rival tendencies of practice within Islam. In ordinary everyday speech, these tendencies are referred to as sect or school of thought (maslak; plural masaalik). The sectarian af- filiations of the mosques are typically indicated at their main doors. Two principal divi- sions within the Sunni branch of Islam (which are also referred to as the people of the Sunnah (Ahl-e-Sunnat) are identified at the mosque (masjid; plural masaajid) doors as Deoband and Barelvi.
    [Show full text]
  • Madrassa Education in Pakistan: Assisting the Taliban's Resurgence
    Salve Regina University Digital Commons @ Salve Regina Pell Scholars and Senior Theses Salve's Dissertations and Theses Fall 2009 Madrassa Education in Pakistan: Assisting the Taliban’s Resurgence Nicole M. Warren [email protected] Follow this and additional works at: https://digitalcommons.salve.edu/pell_theses Part of the International and Area Studies Commons, Islamic World and Near East History Commons, and the Political History Commons Warren, Nicole M., "Madrassa Education in Pakistan: Assisting the Taliban’s Resurgence" (2009). Pell Scholars and Senior Theses. 44. https://digitalcommons.salve.edu/pell_theses/44 This Article is brought to you for free and open access by the Salve's Dissertations and Theses at Digital Commons @ Salve Regina. It has been accepted for inclusion in Pell Scholars and Senior Theses by an authorized administrator of Digital Commons @ Salve Regina. For more information, please contact [email protected]. Warren 1 Madrassa Education in Pakistan: Assisting the Taliban’s Resurgence by Nicole Warren Salve Regina University Department of Political Science POL 372 Fall 2009 Warren 2 Thesis: The education received in madrassas located in Pakistan is contributing to the Taliban’s resurgence in Afghanistan. I. Introduction of terms A. Significance of topic B. Definition of terms 1. The Taliban 2. Madrassas C. Statement of thesis II. Laying the foundations for resurgence A. Pre- September 11, 2001 1. Soviet invasion and destruction of Afghanistan 2.Afghan refugees going to madrassas in Pakistan 3. Education in Pakistan and foreign funding 4.Wahhabi, and Deobandi influence in madrassas 5.Students from madrassas returning to Afghanistan and form the Taliban B.
    [Show full text]
  • Islam, the Quran, and the Five Pillars All Without a Flamewar: Crash Course World History #13
    Transcript Islam, the Quran, and the Five Pillars All Without a Flamewar: Crash Course World History #13 Islam, one of the largest belief systems and religious communities in the world, started in a small region with few natural resources. Through the teachings of the Prophet Muhammad, and later a series of successful military campaigns, Islam brought together a group of fragmented tribal communities and then the inhabitants of the two largest empires in the region. It created the Ummah, the community of believers who shared core beliefs such as the Five Pillars, as well as a body of law. Transcript Islam, the Quran, and the Five Pillars All Without a Flamewar: Crash Course World History #13 Timing and description Text 00:01 Hi, there, I’m John Green. This is Crash Course World History, and today, we’re going to talk about Islam, which, like Christianity and Judaism, grew up on the east John Green coast of the Mediterranean, but unlike Christianity and Judaism, it’s not terribly well understood in the West. For instance, you probably know what this is and Cross and star of David what this is. You probably don’t know what that is—Google it. Young John Green Mr. Green, Mr. Green! Why do you think people know so little about Islamic history? Did you just ask an interesting, non-annoying question, me from the past? I think we don’t know much about early Islamic history because we don’t learn about it, because we’re taught that our history is the story of Christianity in Europe, when in fact, our history is the story of people on the planet, so let’s try to learn CCWH theme music plays something today.
    [Show full text]
  • Islam: the Basic Facts [PRELIMINARY 1 and 2 UNIT (22 HOURS)]
    10 Islam: The basic facts [PRELIMINARY 1 AND 2 UNIT (22 HOURS)] The very rst lesson that I learnt from the Qur’an was the message of unity and peace. YUSUF ISLAM (ENGLISH MUSICIAN FORMERLY KNOWN BY HIS STAGE NAME, CAT STEVENS) CHAPTER OVERVIEW In this chapter we will discuss: • The nature of the society and the religious practices of the Arabian Peninsula before the Prophet Muhammad • The signifi cant events in the life of the Prophet and why he is the model for a good Muslim life • The rapid development of Islam during and after the life of the Prophet • The rise of the Sunni and Shi’a Islam • The principal beliefs in Islam • The importance of the Qur’an (Koran) and the Hadith to Muslims • The sacred texts that highlight principal beliefs in Islam • The principal ethical teachings of Islam • Islamic jurisprudence • The importance of law and ethics to Muslims • The Five Pillars of the Islamic faith TIMELINE circa 570 CE Birth of Muhammad ibn Abdullah circa 555–619 CE Life of Khadijah bint Khuwaylid – Muhammad’s fi rst wife and the fi rst woman to convert to Islam 622 CE Prophet Muhammad leaves Mecca for Medina. This is called the Hijra and is dated year 1 of the Islamic calendar 613–78 CE Life of A’isha bint Abu Bakr – regarded as the Prophet’s favourite wife circa 605–32 CE Life of Fatima al-Zahra – the daughter of Muhammad 632 CE Death of the Prophet Muhammad; leadership of the Muslim community passes to the fi rst of the four caliphs in the immediate post-prophetic period 661 CE Caliphate becomes a monarchy under the Umayyad clan;
    [Show full text]