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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.