objectives
1. Provide students with knowledge about the 5 major world religions from a historical perspective and discuss the basic practices of each religion. (Christianity, Judaism, Islam, Hinduism, and Buddhism)
2. Teach students about accepting and appreciating differences in the world around them.
3. Students will work in collaborative groups to explore and create posters representing the major religions of the world on an introductory level.
2. Teach students about accepting and appreciating differences in the world around them.
3. Students will work in collaborative groups to explore and create posters representing the major religions of the world on an introductory level.
rationale & common core state standards
Allowing students to explore the five major religions of the world on their own to introduce the topic will bring out any background knowledge that they may already have as well as get them interested and prepared for what is to come throughout the unit. From a Social Studies perspective, the focus is more on the historical side of the religions as far as when they were founded and by whom and what the major practices and beliefs are of each religion. Through teaching a unit on the religions of the world we are allowing for our students to gain further understandings and appreciation for the different religions that they are surrounded by daily. This lesson specifically will start to introduce some specific differences between the five religions that we will be studying more in depth as the unit progresses on.
Common Core Standards (grades 9-12)
9.2a Belief systems developed beliefs and practices to address questions of origin, the
requirements to live a good life, and the nature of the afterlife.
Judaism, Christianity, Islam, Confucianism, and Daoism.
9.2b Belief systems often were used to unify groups of people and affected social order and
gender roles.
roles.
Common Core Standards (grades 9-12)
9.2a Belief systems developed beliefs and practices to address questions of origin, the
requirements to live a good life, and the nature of the afterlife.
- Students will identify the place of origin, compare and contrast the core beliefs and
Judaism, Christianity, Islam, Confucianism, and Daoism.
9.2b Belief systems often were used to unify groups of people and affected social order and
gender roles.
- Students will examine similarities and differences across Hinduism, Buddhism, Judaism,
roles.
materials
- Jackdaw:
Christianity- Bible, cross, pictures of churches and Jesus
Hinduism- Aum or Om symbol, Bindi (the dot), Linga (symbol of god Shiva), lotus flower
Buddhism- Buddha statue or image, wheel of life
Islam- Qu'ran, star and crescent, pictures of Kaaba and Mosque's
Judaism- Jewish star, menorah, dreidel, yamaka
- Poster Paper
- Markers
- Mobile Lab Tops:(add in links for students to go to for information?)
- Textbook: Ellis, E., & Esler, A. (2005). World History: Connections to Today. Pearson Education Inc. Volume One.
Christianity- Bible, cross, pictures of churches and Jesus
Hinduism- Aum or Om symbol, Bindi (the dot), Linga (symbol of god Shiva), lotus flower
Buddhism- Buddha statue or image, wheel of life
Islam- Qu'ran, star and crescent, pictures of Kaaba and Mosque's
Judaism- Jewish star, menorah, dreidel, yamaka
- Poster Paper
- Markers
- Mobile Lab Tops:(add in links for students to go to for information?)
- Textbook: Ellis, E., & Esler, A. (2005). World History: Connections to Today. Pearson Education Inc. Volume One.
procedure
Hook:
1. Jackdaw to introduce and gain excitement for the 5 major religions of the world and the unit as a whole
2. Discuss the different items that have been brought for student’s and what the significance of each one is for the religion it is associated with
Body:
1. Break students up into groups of 2-3 students and assign each group or give choice to select one of the major religions making sure that each religion is represented equally amongst your students
2. Tell them that their task is to create a poster as a group that represents the religion that you assigned them or of their choice
3. Their posters must include: major symbols that represent that religion, founders and origin, major parts of the world where it is practiced today, basics of the religion (ex. Five pillars for Islam)
4. Provide students with textbooks and use of mobile laptops to gain the necessary information required for their posters
1. Jackdaw to introduce and gain excitement for the 5 major religions of the world and the unit as a whole
2. Discuss the different items that have been brought for student’s and what the significance of each one is for the religion it is associated with
Body:
1. Break students up into groups of 2-3 students and assign each group or give choice to select one of the major religions making sure that each religion is represented equally amongst your students
2. Tell them that their task is to create a poster as a group that represents the religion that you assigned them or of their choice
3. Their posters must include: major symbols that represent that religion, founders and origin, major parts of the world where it is practiced today, basics of the religion (ex. Five pillars for Islam)
4. Provide students with textbooks and use of mobile laptops to gain the necessary information required for their posters
assessment
Observe students as they discuss, create, and present their posters (this will be first day of the unit so too much assessment will not be needed but will be helpful in figuring out which of students already have prior knowledge about specific religions and ideas)
extension activity
1. When each group has finished their posters you can present findings and compare the different religions as a class
2.This discussion may be best to take place the next class period depending on how much time you have so that you can have a meaningful class discussion about each group's poster and religion.
3. You can tell your students that each one of these religions will be studied in greater depth in the coming weeks and that this is just to get them thinking about the religions and bringing out any prior knowledge that they may have.
Assign homework or reading that will further introduce these religions