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Monotheistic Religions of the Middle East

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Monotheistic Religions of the Middle East Monotheistic Religions of the Middle East Author: Carrie Curtis, Bev Feldkamp Michigan Grade Level Content Expectations Lesson Overview: Review basic characteristics of • 7-W3.2.1: Identify and describe the beliefs of the monotheistic religions of the Middle East and the five major world religions. analyze the growth of these religions across time. • 7-W3.2.2: Locate the geographical center of major religions and map the spread through Essential Questions: the 3rd century AD. • What are the characteristics that are • 7-G4.1.1: Identify and explain examples of common among Judaism, Christianity and culture diffusion within the Eastern Islam? Hemisphere • What are the observable patterns of • WHG-F3: Growth and Development of diffusion of these religions? World Religions • WHG-4.1.2: World Religions Using • Why are these monotheistic religions historical/modern maps & other documents, predominant in certain regions today? analyze the spread of major world religions Objectives: Students will be able to: during this era & describe encounters between religious groups • Identify the similarities among Judaism, National Geography Standards Christianity and Islam. • Standard 1: How to use maps and other • Describe the patterns of the diffusion of geographic representations, geospatial these religions. technologies, and spatial thinking to • Explain the reasons for the locations of understand and communicate information these religions today. • Standard 10: The characteristics, • Identify different types of diffusion using distribution, and complexity of Earth’s religion as an example. cultural mosaics • Interpret historical maps and look for National World History Standards: Era 3 patterns. • Standard 1B: The student understands the emergence of Judaism and the historical Subject/Grade Level: World History and significance of the Hebrew kingdoms. Geography, World Cultures, Global Studies, grades • Standard 3B: The student understands the 7-12 emergence of Christianity in the context of Duration: approximately 2+ class periods the Roman Empire. • Standard 3D: The student understands Student Materials: Maps, Map Activity religious and cultural developments in India worksheet, Chart and cards, assessment materials in the era of the Gangetic states and the Mauryan Empire. Teacher Materials: Background readings, Answer • Standard 5A: The student understands major Keys, Additional Information and Maps global trends from 1000 BCE to 300 CE ELA Common Core State Standards Text Types and Purposes • 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Michigan Geographic Alliance Monotheistic Religions 2013 Definitions: • Monotheistic—worship of one god (these three are sometimes call Abrahamic religions because of their connection to Abraham) • BCE—before common era (many use BC) • CE—common era (replaces AD in some texts) • diffusion—spread particularly of ideas • Methods of diffusion: o Hierarchical (mandated by the powers that be) example conquest o Contagious by coming into contact with others example trade o Relocation (innovation) through migration o Hearth areas—where the idea first began Procedures: 1. Introduction: Card sort activity. Give each group of students a set of cards with tthe characteristics of religions and a chart. Students will try to organize the information into the correct columns and rows. (Teacher can take the 8x11 sheet in this packet and make a larger poster for this activity) The teacher gives little direction, only encouraging students to look at characteristics and patterns of organizing and drawing on prior knowledge. The teacher goes around the room telling students which cards are in the wrong place and at times giving clues. After most groups have finished the chart correctly, each student fills in an individual chart with completed information 2. Comparing Religions. Ask students to share the similarities noted among the religions (heroes, monotheistic, holy cities, origins, beliefs) emphasizing how similar they are in many ways. 3. Vocabulary Development: Introduce the concept of diffusion (see background notes) of religions with students through discussion and notes. Discuss other vocabulary as necessary. View video http://www.mapsofwar.com/ind/history-of-religion.html to show the spread of religions. Remind students that all 3 religions started in the Middle East. Background information about the spread of each religion can be found as readings in the teacher materials. Discuss (or have students read) the background information about the spread of each religion. 4. Map Activity: Hand out maps (6) and Map Activity worksheet for students to work in groups with maps. Have students first circle Mecca (Makkah) and Jerusalem on each map and then allow time to work on questions in groups. Use of highlighters may be helpful. 5. Have groups share answers and lead discussion on the patterns discovered. (Questions can either be collected or put in student notebook). 6. Prediction: On back of Map Activity worksheet, have students guess which country today has the most Jews, which country the most Christians, which country the most Muslims and be ready to defend that answer. Have a few students share answers. 7. Assessment assignment: Hand out Assessment Activity worksheet and explain procedures. 8. Conclusion: Close with a reviewing of the video cited in step 3. Michigan Geographic Alliance Monotheistic Religions 2013 Extensions/Enhancements/Adaptations: • Expand the chart to include Buddhism and Hinduism. • Have students explain the differences between the monotheistic religions of the Middle East and eastern religions. • Have students graph the data on world religion populations. • Have students map the locations of the followers of the 3 monotheistic (or 5 major world) religions. • Research why Hinduism and Buddhism have not seen the diffusion that Christianity, Islam and Judaism have experienced. • Use a jigsaw activity to have groups of students become experts on one map or religion and then share. • Combine the map reading with a timeline activity. • Use a Venn Diagram to compare religions. • Use similar ideas to discuss diffusion of other cultural aspects: language, art, music. • Use GeoHistoGram to plot the growth and diffusion from the Maps of War video. • 6th Grade West Hemisphere: Note number of current followers of each religion and have students explain why (relate to colonialism). Also why are there no Western Hemishphere countries in the top 10 for Islam? • Study the historical conflicts among these religions: i.e. Crusades, Inquisition. • Present lesson on the conflict in the Middle East among the three monotheistic religions in a necessary follow-up lesson. Credits/References: Maps: • Spread of Islam http://www.gmi.org/products/islamoht.htm#4 7-16-07 • Islam Expands http://www.upf.edu/materials/fhuma/portal_geos/bcn/t3/img/is.jpg 7-16-07 • Medieval Jewish Migration www.routledge.com/.../resources/maps/map37.jpg 7-17-07 • Jewish emigration http://www.couragetocare.com.au/SiteMedia/w3svc006/Uploads/Images/6d810662-6a67-4b29- aef3-041fac297210.jpg 7-17-07 • Spread of Christianity http://regentsprep.org/regents/global/themes/movement/images/christmap.gif 07-16-07 • Christians Today http://creationwiki.org/images/thumb/6/6d/Christ_Islam_map.JPG/350px- Christ_Islam_map.JPG 07-17-07 Video: http://www.mapsofwar.com/ind/history-of-religion.html Statistics: http://www.adherents.com/Religions_By_Adherents.html 07-18-07 Background:: • www.hypershistory.net/apwh/essays/comp/cw11christislamexpand.htm 8-15-07 • www.american.edu/TED/spice.htm 8-15-07 • http://jewish-history.suite101.com/article.com/forced_expulsion_of_european_jews 8-15-07 • www.geocities.com/turkel.geo/History.htm ADDITIONAL RESOURCES: • Nystrom Atlas of World History 2007 has several useful reference maps on this topic (Judaism & Christianity 38-39; Spread of Islam 44-45, 82-83). Three Faiths, One God: Judaism, Christianity, Islam PBS documentary http://www.threefaithsonegod.com/ Michigan Geographic Alliance Monotheistic Religions 2013 Cards for chart activity (copy and cut apart) ABRAHAM JESUS CHRIST MUHAMMAD 1800 BC 1 AD 622 AD MIDDLE EAST MIDDLE EAST MIDDLE EAST JERUSALEM JERUSALEM JERUSALEM MAKKAH WAITING FOR JESUS--MESSIAH ONE GOD--ALLAH MESSIAH MOSES, MOSES, MOSES, ABRAHAM, ABRAHAM, ABRAHAM, DAVID DISCIPLES JESUS, TORAH HOLY BIBLE QURAN HEBREW NO SPECIFIC ONE ARABIC SYNAGOG CHURCH MOSQUE PASSOVER CHRISTMAS ROSH HASHANAH RAMADAN EASTER YOM KIPPUR 14 MILLION 2.1 BILLION 1.3 BILLION [Michigan Geographic Alliance Monotheistic Religions 2013 Chart (one for each group and one for each student) MONOTHEISTIC RELIGIONS OF THE MIDDLE EAST JUDAISM CHRISTIANITY ISLAM FOUNDER BEGINNING DATE PLACE OF ORIGIN HOLY CITY BELIEFS HEROES AND PROPHETS HOLY BOOK LANGUAGE PLACE OF WORSHIP HOLY DAYS # OF FOLLOWERS [Michigan Geographic Alliance Monotheistic Religions 2013 Map Activity Student Worksheet Spread of Christianity, c. 325-600 1. What general directions did Christianity spread? 2. What was a common characteristic about the areas in which it first spread? 3. Why do you think they were affected by the spread of Christianity? 4. What three continents were affected by the spread of Christianity? 5. What geographic feature might have prevented the spread of Christianity to other areas? Christians Today 1. Which continent has the smallest percentage of Christians? 2. Drawing from what you may know, why are there few Christians in Northern
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