Download MSSE 570H Lesson Plan3-a

Teacher’s Name__Brandon Greenwood____________Date:___10/15/2007___________
Subject: __World Geography_______Grade Level: ___9th_____Topic__Islamic Culture/Society_
Essential Questions/Big Ideas:


In what ways do physical, economic, and cultural characteristics influence regional
development?
How can culture effect gender relations/roles?
General Objectives:
NCSS Standards:
 I. Culture
b. Predict how data and experiences may be interpreted by people from diverse
cultural perspectives and frames of reference.
f. Interpret patterns of behavior reflecting values and attitudes that contribute or
pose obstacles to cross-cultural understanding.
 III. People, Places, and Environments
b. Create, interpret, use, and synthesize information from various representations
of the earth, such as maps, globes, and photographs.
g. Describe and compare how people create places that reflect culture, human
needs, government policy, and current values and ideals as they design and build
specialized buildings, neighborhoods, shopping centers, urban centers, industrial
parks and the like.
 IV. Indidivual Development and Identity.
g. Compare and evaluate the impact of sterotyping, confrmity, acts of altruism,
and other behaviors on indiiduals and groups.
Virginia Standards
 WG.4
o The student will locate and analyze physical, economic, and cultural
characteristics of world regions: Southeast Asia.
Learning Outcomes:
Students will know…

Students will be able to identify important locations, describe cultural characteristics, and
examine religious and social moral beliefs.
Students will understand…

The development of a region is influenced by many factors, including physical, economic and
cultural characteristics.
My students will be able to…

Gather, classify, and interpret information.
Objectives for attitudes/values in social studies…

Gain a better appreciation for different cultures and their differences.
Assessment: Methods of Evaluating Student Progress/Performance: By using the interactive notebook,
it provides the teacher a way to look at what the student was able to produce before the class and by
the students finishing up with an interactive notebook assignment the teacher gets to see how much
information the students were able to take in during the class period. Students can also be assessed
through the work they are doing in class, such as the answering of the questions on the reading about
the hijab or doing the library activity and seeing how well the students understand through their
responses and what they write down. Students can be periodically assessed by the teacher by doing the
thumbs up, thumbs down, technique to make sure students understand. Students do not always
respond to this sort of method, so I did not include it so the teacher can use judgment in deciding
whether or not students will have formative assessments this way.
The way I would use this in a summative assessment would be to have students write an essay question
on this unit’s exam, namely on hijab’s and daily life in Islam. The essay question would look something
like this:
“Islam is translated as “submission to God”. What are some of the actions/activities that Muslim’s must
do to show their faith? What is a hijab and why are we talking about it? What is the difference between
a man’s hijab and a woman’s? Please talk about the controversy we talked about in class and try to best
explain the hijab and why it is controversial in this essay.” (10 points)
Five Pillars of Faith and the six beliefs and two lifestyle examples (no pork or no alcohol examples) (3
points). For every one of those missing it is minus on point.
A hijab is a head garment worn in Muslim society where people are told to cover their heads up to a
certain degree because they are told to in the Quran. We are talking about it because there is a debate
over if the women’s hijab should be more revealing and allowing women to have freedom to choose, but
some say hijab is freedom. (1.5 points for each of the above points, 3 total points.)
Women’s hijab covers much more than the men’s (1 point) and women are expected to cover up their
hair, bosom, and beauty adornments (1 point). Women must also dress so as to not appear as a man or
as an unbeliever (1 point).
Shows an overall understanding of the material through clear and writing that is limited in mistakes (1
point)
Content Outline: Islam began in the 7th Century by the Prophet Muhammad. The golden age of Islam
was at the height of Muslim expansion around 8th, 9th, and 10th Centuries. The Abbasid and the Caliphs
were the people mostly responsible for the spread of Islam to Northern Africa, the Middle East, and into
parts of Europe. Islam would later spread into Asia as well. The Islamic empire was carried on by the
Ottoman Empire until World War I. Islam teaches the importance of both belief and practice; one is
insufficient without the other (except for some Sufis). The following six beliefs are those that are
commonly held by Muslims, as laid out in the Quran and hadith.
Six Major Beliefs

Belief in the Oneness of God: Muslims believe that God is the creator of all things, and that God
is all-powerful and all-knowing. God has no offspring, no race, no gender, no body, and is
unaffected by the characteristics of human life.

Belief in the Angels of God: Muslims believe in angels, unseen beings who worship God and
carry out God's orders throughout the universe. The angel Gabriel brought the divine revelation
to the prophets.

Belief in the Books of God: Muslims believe that God revealed holy books or scriptures to a
number of God's messengers. These include the Quran (given to Muhammad), the Torah (given
to Moses), the Gospel (given to Jesus), the Psalms (given to David), and the Scrolls (given to
Abraham). Muslims believe that these earlier scriptures in their original form were divinely
revealed, but that only the Quran remains as it was first revealed to the prophet Muhammad.

Belief in the Prophets or Messengers of God: Muslims believe that God's guidance has been
revealed to humankind through specially appointed messengers, or prophets, throughout
history, beginning with the first man, Adam, who is considered the first prophet. Twenty-five of
these prophets are mentioned by name in the Quran, including Noah, Abraham, Moses, and
Jesus. Muslims believe that Muhammad is the last in this line of prophets, sent for all
humankind with the message of Islam.

Belief in the Day of Judgment: Muslims believe that on the Day of Judgment, humans will be
judged for their actions in this life; those who followed God's guidance will be rewarded with
paradise; those who rejected God's guidance will be punished with hell.

Belief in the Divine Decree: This article of faith addresses the question of God's will. It can be
expressed as the belief that everything is governed by divine decree, namely that whatever
happens in one's life is preordained, and that believers should respond to the good or bad that
befalls them with thankfulness or patience. This concept does not negate the concept of "free
will;" since humans do not have prior knowledge of God's decree, they do have freedom of
choice.
Muslims are asked to put their beliefs into practice by performing certain acts of worship. As in all faiths,
since adherence to religious obligations and practices is a matter of individual choice, some people are
very strict in performing these duties, while others are not.
The five pillars or acts of worship in Islam

The Declaration of Faith (shahada): The first act of worship is the declaration that "There is no
deity except God and Muhammad is the messenger of God." Muslims repeat this statement
many times a day during their prayers. If someone wants to become a Muslim, he or she makes
this profession of faith as an entry into Islam.

Prayer (salat): Islam prescribes a brief prayer or ritual worship five times a day: at dawn, noon,
late afternoon, sunset and night. Muslims perform ablution before prayer -- a brief prescribed
washing of the hands, mouth, nose, face, arms and feet. One may pray alone or in a group in any
clean location, including a mosque. The Friday noon prayer is special to Muslims and is done in a
mosque if possible. Muslims face in the direction of Mecca when they pray.

Charity (zakat): Muslims are required to give to the poor and needy. Islam prescribes an
obligatory charity, known as zakat, based on two and a half percent of one's income and wealth.
In addition to this prescribed charity, Muslims are encouraged to give as much as they can in
voluntary charity throughout the year.

Fasting (sawm): Muslims are required to fast from dawn to sunset during the month of
Ramadan, the ninth month of the lunar calendar. People gather in the evenings for a festive
breaking of the fast. When fasting, Muslims refrain from food, liquid, and sexual activity. During
Ramadan, Muslims are also supposed to abstain from negative behaviors such as lying, gossip,
petty arguments, and negative thoughts or behaviors, including getting angry. Muslims are
required to start fasting when they reach puberty, although some younger children may also
fast. People who are sick, traveling, menstruating, and pregnant or nursing may break their fast,
but may make up the days later in the year. The elderly and people with disabilities are excused
from fasting.
Ramadan was the month in which the revelation of the Quran to Muhammad began. Therefore
Muslims are encouraged to read the Quran during this month and often gather in the evenings
in mosques to listen to recitations from the Quran.
Eid al-Fitr (eed' al fi'-ter), or the "Festival of the Fast-Breaking," one of the major Muslim
holidays, celebrates the completion of the Ramadan fast and occurs on the first day of the
month after Ramadan. This is a day of celebration, prayers, feasts and gift giving.

Pilgrimage to Mecca (hajj): Every Muslim is required to make the pilgrimage to Mecca, located
in Saudi Arabia, once in their lifetime if financially and physically able. Mecca is home to the first
house of worship of God, the Kaaba, said to have been built by the prophet Abraham and his
son Ishmael. Muslims all over the world face towards the Kaaba when they pray. All outward
symbols of rank and wealth are erased during the pilgrimage, as Muslim from every part of the
globe come together for the purpose of worshipping God. Muslims who complete the
pilgrimage are referred to as "Hajji" and greeted with great celebration and respect in their
communities when they return.
Eid al-Adha (eed' al ad'-ha), or the "Festival of the Sacrifice," is the second major holiday in
Islam. It falls on the tenth day of the month at the conclusion of the pilgrimage, and is
celebrated by all Muslims with special prayers, feasts, gifts and the sacrifice of an animal (usually
a lamb or goat). The meat is distributed to relatives, friends and the needy.
Islam contains many rules for daily life and human relationships. The first source of these rules is the
Quran and the second is the hadith or reports of the prophet Muhammad's words or actions.

Prohibitions: In Islam, everything considered harmful either to the body, mind, soul or society is
prohibited (haram), while whatever is beneficial is permissible (halal). Islam prohibits Muslims
from consuming pork, alcohol or mind-altering drugs. Muslims are required to eat meat that is
butchered and blessed in an Islamic way. This meat is called "halal." Muslims are also prohibited
from gambling, taking interest, fortune-telling, killing, lying, stealing, cheating, oppressing or
abusing others, being greedy or stingy, engaging in sex outside of marriage, disrespecting
parents, and mistreating relatives, orphans or neighbors.

Role of clergy: There is no hierarchy of clergy in Islam, nor do Muslim religious leaders have the
power to forgive people of their sins. Every individual has a direct relationship with God without
any intermediary. There are religious leaders or scholars, called ulema, who have studied and
are experts in different aspects of Islam, such as Sharia, hadith, or Quranic recitation. It is also
important to note that there is not one Islamic authority; so there are differences among
Muslim scholars.

Conversion to Islam: Muslims are encouraged to share their faith with others. However,
Muslims are told not to attack others' beliefs or engage in conflicts or debates about matters of
religion. There is no formal ceremony for conversion. People must merely believe in and recite
the shahada to convert to Islam.
Contrary to how popular culture portrays Muslim women's rights and privileges, Islam gives women
many rights, including the right to inherit, to work outside the home, and to be educated. As in all
cultures and communities, these rights are often violated. This is the result of the intersection of Islam
with existing cultural norms, which may reflect male-dominated societies. In Muslim communities,
women often have a strong influence in the family, the workplace, the religion and society in general.
This section provides an overview of women's roles and rights in several areas.

Marriage: Since men and women are not supposed to date, parents arrange marriages in some
Muslim countries. However, the ultimate decision lies with the prospective couple. In Western
countries, prospective spouses usually meet in a family setting or a public place, and often
choose their partner on their own, although they still seek the approval of their parents.
Marriage in Islam is a mutual contract between a man and a woman to live together according
to the teachings of Islam and to bring up their children in their faith. According to Islamic law,
the man is completely responsible for taking care of his wife's and children's financial needs. A
woman's earnings are hers to spend as she chooses, although she may contribute to the
expenses of the household if she wishes. Although Islam permits men to practice polygamy, it is
an exception, not the norm, and carries the condition that a man must treat his wives equally.
Since the Quran says that no man can treat more than one wife equally, many Muslims consider
polygamy forbidden.

Family Life: The family is considered extremely important in Islam. The Muslim family
encompasses the entire circle of familial relationships, including in-laws. Obligations to parents
and other relatives are strongly stressed. Extended family often live in the same house or
neighborhood, and even when they do not, the family is quite close emotionally.

Public Life: Muslim women are permitted to participate in all walks of life as long as their
modesty is not affected. Muslim women have the right to be educated, work outside the home,
and contribute to society. Because of the influence of mothers on their children, it becomes
even more important that women be educated.

Modesty: Both men and women are expected to present themselves in a manner that
emphasizes modesty. Hijab or covering, for example, is so that women's sexuality will not
become a source of temptation or enter into their interactions with men. Many Muslim women
view hijab as liberating them from the male gaze. Men are also required to behave and dress
modestly. The dress varies for women and men from culture to culture, and according to
individual beliefs.

Relations between Men and Women: Islam requires that Muslim men and women observe
modesty in their interactions. Muslim men and women should relate as brothers and sisters,
and avoid any interaction that might lead to sexual or romantic activity prior to marriage.
Although this prohibition is often affected by Westernized ideas, Islam requires that both men
and women remain chaste until marriage.
Hijab: Means a veil or to cover ones face. Muslims do this because the Prophet Muhammad
tells them to do so. Women wear hijab to maintain modesty. The passages from the Qur'an
refer to drawing their outer garments over their bodies when they are among men, that men
and women should lower their gazes when with someone of the opposite sex and guard their
modesty, that women would not display their beauty or ornaments, and that they should draw
veils over themselves and display themselves only to their husbands. The two requirements of
women's clothing are that only the face and hands may be exposed, and that they must wear
loose fitting clothing. If any of your students have personal experiences with hijab -- either they
wear hijab or members of their family or friends do -- provide them with an opportunity to
share their thoughts and experiences.

Student and Teacher Activities:
(The parts of this lesson that are italicized and bold are the thoughts, comments, and explanations from
me. The rest of this lesson is located on the web site
http://www.pbs.org/wnet/wideangle/classroom/2lp5.html)
Step 1: Assessing Prior Knowledge
Explain to your students that you will be examining the religion of Islam and how it fits in with modern
society. Begin by asking your students, as a whole class, to brainstorm a list of things that they know
about Islam and record their answers. It is possible that they will give answers that are incorrect, but
record all items that the students offer. Students are likely to respond: Mecca, prayer, Sharia, Allah,
jihad, mosque, Koran (Qur'an), Afghanistan, Saudi Arabia, conservative women's dress. After students
have given a list of as many things as they can think of, review the list with them and discuss their views
and perceptions of Islam. This part of the lesson will be presented in the form of bell work as soon as
students come in. Students will be asked to visit the web site from below,
http://www.pbs.org/wgbh/pages/frontline/teach/muslims/beliefs.html, prior to coming to class.
They will be asked to answer the question as to why they think studying Islam is important as well as
developing two questions for their Interactive Notebook prior to coming to class. Following students
coming into class, their board work will consist of each student finding one partner (two if there is an
odd number in the class), and comparing their assessments in their interactive notebook from the
website, discussing why it is important to study Islam as well discussing what they believe are the
main components of Islam. After discussing why it is important to study and the main points a class
discussion can then be held with the teacher calling on students. This should take about 5 minutes
assuming that the students did their work coming to class, to get to the discussion.
It is important to note, however, that when doing this exercise students may give answers that are both
factually incorrect, such as polytheistic, as well as answers that may be stereotypes and are not
indicative of all Muslims. For example, in today's political climate it is possible that students may offer
Al-Qaeda or terrorist as a response. It is important to hear the stereotypes and preconceptions that
students have, and this exercise offers the opportunity for teachers to address these misconceptions.
One way in which a teacher could address such responses is to record these responses on a different
section of the blackboard. When students are finished brainstorming, address these issues first. Engage
the students in a discussion about why they gave these answers. Explain that religious texts and beliefs
are interpreted by people in different ways, and that practices vary among members of all religions. If
possible, give examples from religions that students may be more familiar with. Also, explain that,
sometimes, religious beliefs and political agendas and beliefs are mixed together, but that these political
goals are not necessarily representative of the main beliefs of a religion. Explain to them that
throughout the course of the next activity they will learn more about the basic beliefs and practices of
Islam, and that after they complete the activity they will have time to discuss how some of these groups
and stereotypes compare to the main beliefs of Islam. This discussion should be somewhat brief and
should just help the class to learn from one another, learn the main points of what they are going to
be studying, and be introduced to what will their lesson for the next few days. Inquiry of the student
and talking about the basic beliefs of Islam and receiving feedback and having students read what
they wrote should take about 10 minutes.
Step 2: Understanding the Basics of Islam
Explain to your students that in order to examine Islam and Modern Society, they must have a basic
understanding of the fundamentals of Islam. Instruct students to go to the Website "Beliefs and Daily
Lives of Muslims," http://www.pbs.org/wgbh/pages/frontline/teach/muslims/beliefs.html. Provide
students with a FOCUS FOR MEDIA INTERACTION, instructing them to read the information on the page
and record the answers to the questions on their student response sheets. They are to record the six
major beliefs of Muslims and a brief explanation of each, the Five Pillars of Islam and a brief explanation
of each, a brief description of the daily life of Muslims, and each of the aspects of the role of women in
Islam and a brief description of each. Check for comprehension by discussing the questions and answers
to those questions. Students should have listed and described the six major beliefs of Islam, which are
belief in one God, angels of God, the books of God, the existence of prophets or messengers from God,
the day of judgment, and the divine degree. The five pillars of Islam are the declaration of faith
(shahada), prayer (salat), charity (zakat), fasting (sawm), and pilgrimage to Mecca (hajj). Some of the
rules for daily life that they will explain are prohibitions, the role of the clergy, and conversion to Islam.
They will also list and describe the roles of women is Islam, such as marriage, family life, public life,
modesty, and relations between men and women. After you have reviewed this information, go back to
the list of brainstormed items and correct any inaccurate items. During this part, I will present a power
point to summarize the information presented on the website as well as additional information about
the culture of Islam. The power point is attached to this lesson. This should take about 15 minutes.
Learning Activities: Women, Islam, and Hijab
Step 1: What is hijab and why do Muslim women wear it?
Explain to your students that you will be taking a closer look at women in Islam and the concept of
modest dress. This idea comes from various passages of Muslim holy books, such as the Qur'an, and one
clothing item which is used is hijab (a veil which covers the head and neck). Instruct the students to go
to the Website "The Question of Hijab: Suppression or Liberation?"
http://www.usc.edu/dept/MSA/humanrelations/womeninislam/whatishijab.html. Provide your
students with a FOCUS FOR MEDIA INTERACTION, instructing them to read the information on the Web
page and answer the corresponding questions on the Student Response Sheet. They are to record the
reasons why women wear hijab, summarize the quotes from the Qur'an that refer to women and
modesty, and list and explain the two requirements for a woman's dress and where these requirements
originated. Check for comprehension by discussing the questions and answers with the students.
Women wear hijab to maintain modesty. The passages from the Qur'an refer to drawing their outer
garments over their bodies when they are among men, that men and women should lower their gazes
when with someone of the opposite sex and guard their modesty, that women would not display their
beauty or ornaments, and that they should draw veils over themselves and display themselves only to
their husbands. The two requirements of women's clothing are that only the face and hands may be
exposed, and that they must wear loose fitting clothing. If any of your students have personal
experiences with hijab -- either they wear hijab or members of their family or friends do -- provide them
with an opportunity to share their thoughts and experiences. Since enough computers for all the
students will more than likely not be available, I have gone ahead and copied and pasted it from the
location to this lesson so that I could print out copies of the reading to pass out to students in the
class. Attached to this is a worksheet that will be passed out to students after they have been given
five minutes to read the passage; “The questions of Hijab: Suppression or Liberation?” While they are
reading, the students will receive a worksheet by the same name that is located at the end of the
lesson, that they are to work on independently about the reading. After about 10 minutes of working
on the assignment independently before going over it as a class for the next 5 minutes. This is a good
assignment because even though it may be boring to some students, it allows others who prefer to
work better independently a way to work, but then allows everyone to be sure they understand the
material by providing group responses to the worksheet as well as time to ask questions.
Step 2: What does hijab look like?
Explain to your students that now that they know the background of the hijab, they will be looking at
different images of them. The extent to which women must cover themselves varies from country to
country and among various sects, depending on how strictly or loosely they interpret the passages from
the Qur'an. Some women wear hijabs that loosely cover their hair and neck, while other women wear
very full coverings that conceal almost their entire bodies. These outfits are not just hijab, but they
include other garments, such as niqab (the face veil), chador (a full-body covering that leaves the face
exposed), and burqa (a loose-fitting garment which covers the woman from head to toe and covers her
face with a mesh weave that enables her to see). Explain to students that they are going to view two
Web sites with images of hijab, as well as other Islamic garments: "Fashion Show?"
http://www.pbs.org/adventuredivas/iran/dispatches/fashion_show.html and "AlSundus.com Unique
and Modest Clothing" http://store.yahoo.com/alsundus/index.html -- the buttons for "Hijabs-Square
Scarves" and "Jilbabs-Abayas-Burqas". Provide students with a FOCUS FOR MEDIA INTERACTION,
instructing them to view the thirteen images in the fashion show, look at the hijabs, niqabs, and burqas
being sold, and write a paragraph about their views of and reactions to the images. They should include
specific examples to support their statements. Check for comprehension and have students share their
responses with the class. Do they prefer some of the garments over others? Do these garments appear
to be comfortable? Practical? If they had to wear hijabs or burqas, how would they feel? This part of
the lesson would be best served by reserving computers in the library or in some type of computer lab
because most social studies classrooms would not have enough computers to efficiently work this
activity. If this is possible, then the class would go down to the library for about 25 minutes. If it is a
45 minute class then step three and this step would just be flipped, and the exit pass would be taken
care of now and the trip to the library would be done in the next class. If it is an hour and a half class
period, the lesson will follow in this order. Students will be presented with the questions at the end of
the section and asked to think of responses while they are at the library. Students will be given the
option to work with one another or work by themselves if they choose. The getting settled back in
class after getting back from the library and presenting the kids ideas, this should take about 10
minutes, making this step about 35 minutes.
Step 3: Exit Pass: In order to allow the kids to respond to in their interactive notebooks, the rest of the
class period will be dedicated to students providing reflection on their questions from the night before.
Students will be asked to answer their questions they had in their INB from the night before. If their
question has not been answered, the teacher will answer questions that each student may have.
Students will then respond to what they learned in the activity and what they now know about Islam
in a quick free write. After students have asked their questions and while they are in the middle of
writing, the teacher will explain the next night’s activities for their interactive notebook. Students will
be asked to go to the web site http://www.usc.edu/dept/MSA/notislam/misconceptions.html and
read the passage. They will be told to answer the question “How do misconceptions get started” and
to write about how they themselves may have bought into some of these misconceptions and
stereotypes. This should take students close to 10 minutes to finish, which should bring the class
period to an end. Students will not turn in their INB on that day, but it will more than likely be
checked after the next class period to see if students responded as they were assigned.
Materials Needed for Lesson: The materials needed for this lesson include the reading attached at the
end of this lesson, computers, and their interactive notebooks. Most of the other materials in the lesson
come from the power point and can be explained by me. It is important to have a computer with
internet attached to it because if you could not get an internet hook up, that would eliminate almost
half of the lesson. It is also important that the teacher emphasizes the importance of the students
bringing their interactive notebook to class that day or they won’t be able to show the teacher their
assessment of what they learned for the day.
Ali, M (2007) Retrieved on 10/14 from the University of Southern California in the Human Relations
page. Web Site: http://www.usc.edu/dept/MSA/humanrelations/womeninislam/whatishijab.html
No Author Given (2007) Retrieved on 10/14 from the University of Southern California web site. Web
Site: http://www.usc.edu/dept/MSA/notislam/misconceptions.html
No Author Given (2007) Retrieved on 10/13 from the PBS.org. Web Site:
http://www.pbs.org/wnet/wideangle/classroom/2lp5c.html
No Author Given (2007) Islam, hijab, Abbasid Empire, and Muslim culture all retrieved at Wikipedia.org,
the online encyclopedia. Web Site www.wikipedia.org
Teachers Center (2007) Retrieved on 10/14 from PBS.Org in the teacher’s center. Web Site:
http://www.pbs.org/wgbh/pages/frontline/teach/muslims/beliefs.html
Differentiation: This lesson can be differentiated in a few different ways. Instead of having students
respond to longer question, such as the student response sheet has students doing, the teacher can
create a worksheet with lower level thinking questions such as multiple choice or true false. This would
still give those students the benefit of doing the work the rest of the class is doing, but it would prevent
them from being unable to keep up with the rest of the class. Students who may be at a more advanced
level could be asked to write an essay on what they think of the reading instead of doing the short
answer questions. This can be also the way that you differentiate the “fashion show” assignment. Right
now it is in essay type form, but if you allow students to use that section as a note taking section, or if
students are provided with lower level thinking questions. Some students could also be told to create a
fashion show of hijab’s that they found online.
Subject Matter Integration/Extension: This would fit perfectly into a geography lesson on the Middle
East. You could pretty much decide whether you wanted to do this at the beginning of the unit, but I
would probably do a lesson or two on the geographic layout of the Middle East before then going into
this lesson. After this lesson you could do another one on culture and misconceptions of Muslims as
was set up by the end of this lesson by assigning an interactive notebook assignment on reading the web
page with misconceptions of Islam. This could set up for a complete unit on the Middle East where we
could talk about the economy of the Middle East among other things.
Reflections on Lesson Plan: This lesson is pretty good about portraying Culture in the Middle East and
addressing one of the most unique parts of Muslim life, the hijab. I feel like the lesson has some
uniqueness about it with the fashion show assignment. I do worry how many kids will actually do the
reading that his assigned in class or if all the kids will come to class with their interactive notebook
assignment complete. If they do not do the interactive notebook, it will be tough for the teacher to get
a real good perspective on how to assess the students for what they learned during the class. This is a
very important part of the lesson and if students do not do it then that sets the lesson back. If students
refuse to do the reading too that will put a damper on the lesson, but the reading should be short
enough that students will do it. If the students come to class willing to learn and a good attitude this
should be a very beneficial for the students in understanding Islamic culture.
THE QUESTION OF HIJAB: SUPPRESSION OR LIBERATION?
"Why do Muslim women have to cover their heads?" This question is one which is asked by Muslim and non-Muslim
alike. For many women it is the truest test of being a Muslim.
The answer to the question is very simple - Muslim women observe HIJAB (covering the head and the body) because
Allah has told them to do so.
"O Prophet, tell your wives and daughters and the believing women to draw their outer garments around them (when
they go out or are among men). That is better in order that they may be known (to be Muslims) and not annoyed..."
(Qur'an 33:59)
Other secondary reasons include the requirement for modesty in both men and women. Both will then be evaluated
for intelligence and skills instead of looks and sexuality. An Iranian school girl is quoted as saying, "We want to stop
men from treating us like sex objects, as they have always done. We want them to ignore our appearance and to be
attentive to our personalities and mind. We want them to take us seriously and treat us as equals and not just chase
us around for our bodies and physical looks." A Muslim woman who covers her head is making a statement about her
identity. Anyone who sees her will know that she is a Muslim and has a good moral character. Many Muslim women
who cover are filled with dignity and self esteem; they are pleased to be identified as a Muslim woman. As a chaste,
modest, pure woman, she does not want her sexuality to enter into interactions with men in the smallest degree. A
woman who covers herself is concealing her sexuality but allowing her femininity to be brought out.
The question of hijab for Muslim women has been a controversy for centuries and will probably continue for many
more. Some learned people do not consider the subject open to discussion and consider that covering the face is
required, while a majority are of the opinion that it is not required. A middle line position is taken by some who claim
that the instructions are vague and open to individual discretion depending on the situation. The wives of the Prophet
(S) were required to cover their faces so that men would not think of them in sexual terms since they were the
"Mothers of the Believers," but this requirement was not extended to other women.
The word "hijab" comes from the Arabic word "hajaba" meaning to hide from view or conceal. In the present time,
the context of hijab is the modest covering of a Muslim woman. The question now is what is the extent of the
covering? The Qur'an says:
"Say to the believing man that they should lower their gaze and guard their modesty; that will make for greater purity
for them; and Allah is well acquainted with all that they do. And say to the believing women that they should lower
their gaze and guard their modesty; and that they should not display their beauty and ornaments except what must
ordinarily appear thereof; that they should draw their veils over their bosoms and not display their beauty except to
their husbands..." (Qur'an 24:30-31)
These verses from the Qur'an contain two main injunctions:
1.
A woman should not show her beauty or adornments except what appears by uncontrolled factors
such as the wind blowing her clothes, and
2.
the head covers should be drawn so as to cover the hair, the neck and the bosom.
Islam has no fixed standard as to the style of dress or type of clothing that Muslims must wear. However, some
requirements must be met. The first of these requirements is the parts of the body which must be covered. Islam has
two sources for guidance and rulings: first, the Qur'an, the revealed word of Allah and secondly, the Hadith or the
traditions of the Prophet Muhammad (S) who was chosen by Allah to be the role model for mankind. The following is
a Tradition of the Prophet:
"Ayesha (R) reported that Asmaa the daughter of Abu Bakr (R) came to the Messenger of Allah (S) while wearing
thin clothing. He approached her and said: 'O Asmaa! When a girl reaches the menstrual age, it is not proper
that anything should remain exposed except this and this. He pointed to the face and hands." (Abu Dawood)
The second requirement is looseness. The clothing must be loose enough so as not to describe the shape of the
woman's body. One desirable way to hide the shape of the body is to wear a cloak over other clothes. However, if the
clothing is loose enough, an outer garment is not necessary. Thickness is the third requirement. The clothing must be
thick enough so as not to show the color of the skin it covers or the shape of the body. The Prophet Muhammad (S)
stated that in later generations of his ummah there would be "women who would be dressed but naked and on top of
their heads (what looks like) camel humps. Curse them for they are truly cursed." (Muslim) Another requirement is an
over-all dignified appearance. The clothing should not attract men's attention to the woman. It should not be shiny
and flashy so that everyone notices the dress and the woman. In addition there are other requirements:
1.
Women must not dress so as to appear as men.
"Ibn Abbas narrated: 'The Prophet (S) cursed the men who appear like women and the women who
appear like men.'" (Bukhari)
2.
Women should not dress in a way similar to the unbelievers.
3.
The clothing should be modest, not excessively fancy and also not excessively ragged to gain
others admiration or sympathy.
Often forgotten is the fact that modern Western dress is a new invention. Looking at the clothing of women as
recently as seventy years ago, we see clothing similar to hijab. These active and hard-working women of the West
were not inhibited by their clothing which consisted of long, full dresses and various types of head covering. Muslim
women who wear hijab do not find it impractical or interfering with their activities in all levels and walks of life. Hijab is
not merely a covering dress but more importantly, it is behavior, manners, speech and appearance in public.
Dress is only one facet of the total being. The basic requirement of the Muslim woman's dress apply to the Muslim
man's clothing with the difference being mainly in degree. Modesty requires that the area between the navel and the
knee be covered in front of all people except the wife. The clothing of men should not be like the dress of women, nor
should it be tight or provocative. A Muslim should dress to show his identity as a Muslim. Men are not allowed to wear
gold or silk. However, both are allowed for women.
For both men and women, clothing requirements are not meant to be a restriction but rather a way in which society
will function in a proper, Islamic manner.
Suppression or Liberation: Islam, Hijab, and Modern Society
Student Response Sheet
"The Question of Hijab: Suppression or Liberation?"
Why do Muslim women wear hijab?
Summarize the passages from the Qur'an that refer to women and modesty. What do they mean? Why does
the standard of dress and modesty vary?
What are the two requirements of dress for Islamic women? Where did these requirements originate?
"Fashion Show?" and "AlSundus.com Unique and Modest Clothing"
In a paragraph, describe the various coverings in the pictures. Include specific details. What is your reaction
to these images.