Target Curriculum: World History, World Geography
Target Grades: 8, 9, and 10
SOLs: 8.2, 8.4, 8.5, 9.1, 9.6, 10.3, 10.4, 10.14
Time: Two to five, 60-minute classes
Objective and Goals:
The students will understand the origin and history of Judaism, Christianity, and Islam. Students will understand cultural aspects of each of the three religions.
Purpose:
This activity gives students an opportunity to learn about the three major monotheistic religions in a fun and challenging way, while also allowing them to hone their library research skills.
Materials:
- Handout with research questions on Judaism, Christianity, and Islam
- Library access with sufficient array of books and resources on world religions
- Computer with Internet access
Procedure:
- Print out the following worksheet.
- Randomly assign each student in the classroom to one of the following religions: Judaism, Christianity, or Islam.
- You may want students to work in pairs while in the library. Remember to pair students based on the religion they are researching.
- Monitor and guide students' research in the library. Students should be given ample time to complete research. This will vary depending on the ability level of students.
- Depending on the class size, there will be between six and eight students researching each of the three religions. These students will comprise an "expert panel" on their assigned religion. Assign each student to study the research on his/her assigned religion,and also to make up a list of 10 questions on the two religions he or she has not researched.
- The day of the panel, randomly choose which religion will be first. Those students who have researched the chosen religion will sit at a panel table in the front of the classroom. The rest of the class will then ask their questions while taking notes on the experts' answers.
- Repeat step 6 for the remaining two religions.
- After all students have served on the "expert panel," collect their completed handouts. Check their answers.
- Create a "study guide" with information about the three religions for students to keep as a reference for a future test on world religions and as a reference for the SOL test.
Worksheet:
- What is the primary symbol for your assigned religion? Draw the symbol.
- If there are any additional symbols, list them.
- Where did the religion originate?
- Name the originator of the religion.
- When did the religion originate?
- Thoroughly explain the history of the religion.
- What is the primary text of the religion?
- What is the holiest place in the world for the followers of this religion?
- Do the followers of the religion observe a weekly holy day? If so, what is the name of it and when is it?
- Do the followers of the religion observe holy festivals or ceremonies? Name and explain them.
- Do the followers of the religion observe any special dietary laws?
- If the answer to number 11 is yes, explain the laws and why they are observed.
- Is the religion monotheistic or polytheistic?
- Your assigned religion addresses the concept of death and life after death. Explain how death is addressed.
- Your religion also addresses how one should live his or her life. Explain.
- What is the name of the place of worship for your assigned religion?
- Are there any special beliefs or observances during worship? If so, name them.
- What are the followers of the religion called?
- List any divisions among the religion.
- Are there any present conflicts between followers of this religion? If so, name them.
- You may include additional questions to be researched.
Observation:
Students will feel "ownership" in the learning process, because each student will have an opportunity to serve on the "expert panel." Students enjoy the process, because they are actively learning instead of listening to a lecture.
Conclusions:
After completing this entire activity, students will understand the similarities and differences between Judaism, Islam, and Christianity.
For Your Information:
It is imperative that the teacher monitor students' work while in the library to insure that each student is on task. Slower and less able students may need assistance while conducting their research. You may want to pair higher ability students with lower ability students for research work. In addition, the teacher must provide guidance during the question/answer sessions with the "expert panels." It may be necessary to guide students on the expert panel as they provide answers, to clarify answers, and to provide continuity.
The following is an excellent educational Internet site providing valuable information on the three major monotheistic religions:
Extension:
This activity can easily be expanded to include Buddhism and Hinduism as an integral part of a World Religion Unit.
Class Discussion Questions:
- The worksheet with questions.
- These three religions are alike in that they. . . . .
- These three religions are different in that they. . . . .
- Why do you think religious differences are often the source of political disputes?
Cautions and Concerns:
It is imperative for the teacher to collaborate with the librarian before students begin research. My librarian usually provides a resource shelf with numerous books on world religions for this activity. Also, if any students are working on the computer to research their topic, a teacher or aide should supervise their searches.
Comments from Author:
This activity works well with middle school students. Try to let the students do as much of the work as possible and just provide guidance for them.
Written By: Karen Cross
Submitted By: Karen Cross
Grade Taught:
School: E.B. Stanley Middle School (http://ebsms.wcs.k12.va.us)
Division: Washington County Public Schools (http://www.wcs.k12.va.us)