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Esther Messinger Bristol Cathedral School Unfinished GCSE (9-1) Edexcel Religious Studies B 2016 Area of Study 2 Religion, Peace and Conflict ISLAM Section 1: Muslim Beliefs 2017 The intention is that this section of the area of study is taught over the course of 4 schemes: The Nature of God in Christianity and Islam Complete with resources Islamic History and Authority Complete with resources What is death? Incomplete Sufi Islam Incomplete The Nature of God in Islam & Christianity This lesson is taught at the outset of Year 10 within a topic about belief. Students complete a comparative essay on Christian and Muslim belief of God as a result of this topic. Lesson title Learning Objectives Teaching and learning strategies and pupil activities A What is the nature of Allah: personal or impersonal? To know and understand something of the nature of Allah and understand why these characteristics are important. 1. Specification ref: 1.2 2. 3. 4. 5. Islamic History and Authority Define the meaning of personal and impersonal God. Listen to the lyrics and annotate the text finding characterists of Allah (transcendence, immanence, omnipotence and all other words student decide in their definition) Source work. Students work individually or in groups to study the sources. Decide, according to their understanding if Allah is a personal or impersonal God. Written task to find evidence to outline the belief of the characteristics of Allah. Plenary – Rhyme for the lesson Learning Outcomes Resources Essential: To be able to explain Muslims’ belief of Allah using some of the 99 names of Allah. http://www.bing.com/videos/sear ch?q=dawud+wharnsby+surrend er&&view=detail&mid=3D66EAC E3493E8DF3CD03D66EACE34 93E8DF3CD0&FORM=VRDGA R Extended: To know the characteristics* of Allah are shown in the Qur’an and why they are important. * Tawhid (inc Surah 16:35-36) Immanence, transcendence, omnipotence, beneficence, mercy, fairness and justice. Word document – Sources for Nature of Allah. Teacher resources Powerpoint Directed student study: Research a prophet of Islam (Adam, Ibrahim, Isma’il, Musa, Dawud, Isa or Muhammad) and prepare a presentation to the class. Show a good understanding of their lives, the risalah and how they inspire a Muslim today. Lesson Title Learning Objectives Teaching and learning strategies and pupil activities Learning Outcomes Resources B.Who was Muhammad? To know the significance of the person of Muhammad for Muslims. To personally reflect on his life as an exemplar in today’s world. Flipped learning – Watch the video and think about/record/talk about Muhammad. Essential: To know that Muhammad and his contemporaries lived in a time of conflict and oppression. To understand what Muhammad offered people as a spiritual and political leader, warrior and rebel. To discuss what Muhammad taught about Allah. Student resources 1. Specification ref: 1.1 1.2 1.4 6. 2. 3. Write and pass activity using the question: ‘What do we know about Muhammad’ encourage students to consider where he lived, what he taught, how he affected his followers.’ Guided contemplation. Stilling exercise: Moving to a new school or Listen to Zain Bikhu’s nasheed ‘Allahu Allahu” and describe the Prophet for a Muslim. Alphabet challenge. Using all the resources available students in groups of 3 find adjectives to describe Muhammad for Muslims, they must be ready to defend their reasons why also. ‘Muhammad is the best role model’ Reasons for and reasons against in groups of 6 you have to prepare a debate that the class can watch. Extended: Challenge: Animated faith DVD, also available at: https://www.youtube.com/watch ?v=x_7K9da5Yqg http://www.bing.com/videos/sear ch?q=nasheed+zain+bikhu+alla hu+allahu+english+subtitles&&vi ew=detail&mid=2EEC5968FE30 25A58E5E2EEC5968FE3025A5 8E5E&FORM=VRDGAR Available on itunes also Teacher resources http://prophetofislam.com/what_ do_muslims_say.php http://www.bbc.co.uk/education/ clips/zh8n34j C. How important is the role of the prophet? To understand the importance of prophethood for Muslims. 1. Specification ref: 1.4 2. 3. 4. 5. Who do you follow? Is it right to say that there is a lack of positive role models for teenagers today? Worksheet ‘Why has Allah sent prophets?’ Teacher talk the 7 key prophets, introduce homework of research and present on of the 7. Step up to the line task for analysis of notion of prophethood. Talking chips ‘Assuming God exists, following a prophet is the best way to Essential: Know who the prophets are and why they are important to Muslims. Student resources Extended: To talk about specific examples of the lives of the prophets Teacher resources Challenge: Draw on your knowledge from Christianity and other religions during the ‘Step up to the line’ task. Worksheet http://www.express.co.uk/news/ uk/350807/Children-lack-goodrole-models Power point Statements Chalk 6. D. Sunni or Shia: are they really so different? To understand the divisions in Islam and evaluate the degree of difference between Sunni and Shia Muslims. Specification ref’: 1.1 E Who are the 12 Imams? How do the five Principles of faith shape To be introduced to the 12 Imams. To know the five roots of Usul ad-Din in Shi’a Islam and why they are important to Shi’a Muslims today. understand God’ Simile plenary – Prophethood to Islam is like … to … Flipped learning - Read through power point ‘Sunni & Shia flipped learning’ and record some differences between Sunni and Shia. 1. Cartoon study: What is the message and is it the same for all three images 2. Watch video about the divide in the UK, think pair share 3 questions to ask the teacher. 3. Teacher talk, using images to cover the initial cause of division (context) the question of leadership and authority, the shared core beliefs. 4. Post it notes. Students enter thoughts on post it notes and stick onto the board: three colours, second colour to develop initial ideas, third to ask questions. 5. Class recording time 6. Group discussions and 60 second presentations: What kind of actions could the differences between Sunni and Shia lead to? Do you think there could be a compromise between the two branches in the future or is it too late? What steps could be taken in order to ensure peace? Essential: To know some shared and contrasting beliefs and practices. Flipped Learning – Use worksheet to create a memory tool for the 5 principles and match each principles of faith to explanations. 1. Thunk: Can you choose who to love? Can you choose not to love someone? Essential – Know the meaning of the five principles of faith. Student resources http://www.bbc.co.uk/gui des/z373wmn Extended: Be able to discuss the significance of the differences. Teacher resources Challenge: To identify political landscape regarding the religious divide. Powerpoint Post-it notes http://jcpa.org/article/sun ni-vs-shiite-in-saudiarabia/ http://www.bbc.co.uk/pro grammes/b03b0q9r http://www.internationali mamhussaincouncil.org/ about-us/ Extended – Be able to use the stories as sources to illuminate the principles of faith. Student resource Five Principles of Faith Worksheet Stories from the Shi’a tradition the lives of Shi’a Muslims? F What is holy writing for a Muslim and why is it so significant? GUEST SPEAKER Specification ref: 1.2 To know the nature and origins of the Qur’an and the four scriptures it endorses. Specification ref: 1.5 To understand the attitude presented from a member of the Ummah. Specification ref: 1.5 G What do Muslim To be able to use scripture to explain why Amina 2. Iconography of 12 Imams. See? Think? Wonder? 3. Organise students into groups to study stories from Shia tradition – nb the final story is the most challenging. 4. Exam practice. Part b answers to assess and report on. 5. Takeaway 3 Plenary Teacher resource http://www.correctisla micfaith.com/shiaitesth eirbeliefs.htm http://www.chennaishiayou th.com/short-stories.html Flipped Learning – Watch http://www.bbc.co.uk/education/clips/zr 6tvcw Prepare a response to the question: How do you know the Qur’an is important for Muslims? This lesson may work best as a talking only lesson using a circle time approach. 1. Perceptions Philosophy Starter: How many rainbows? Or The Duck and Rabbit 2. Origins card sort exercise looking at the Qur’an and the four scriptures it endorses: Torah, Psalms, Gospel and Scrolls. 3. Find passages – text analysis to know the nature and significance of scripture. 4. Grade yourself plenary. Knowledge, Understanding and Skill. Essential: To name some holy books and explain their significance. Student resource Extended: To discuss the different ‘uses’ of the scriptures. Qur’an Guest speaker (Sixth former. Parent. Community leader) NB Follow school safeguarding policy. Essential Teacher resource Challenge Visual Aids of power point if using circle time Power point Extended Hot seating – why is the Qur’an important to you in your life today? Challenge 1. Two ticks and a question on the prologue to Wadud’s ‘Gender http://www.bbc.co.uk/educ ation/clips/zr6tvcw Essential: To be able to explain an Islamic feminist attitude feminists have to say about Holy Writing? Wadud calls for a Gender Jihad. To evaluate a need for a gender jihad within Islam. Specification ref: 1.5 H Malaikah To know the nature and importance of angels for Muslims. Specification ref: 1.6 Jihad’ or describe what might be meant by a ‘patriarchal bargain’. 2. Silent conversation resource. Studesnts move freely around the room with a pen commenting on a range of texts from the Qur’an, Hadith, Sunna and Wadud’s work. 3. Group reflection: see power point questions. 4. Class divide debate – ‘True belief is liberating to all’ Flipped Learning – Read Surah 19: 16-40 (the angel visits Maryam) Compare this account with the Christian account 1. Match a sketch with an an angel listed in the Qur’an. 2. ‘Fact Off’ Students study the Fact Off worksheet for a set time and then play against another team to recall facts. 3. Categorise to consider the nature and importance of angels for Muslims today. 4. Role Play with allocated characters to recreate the importance of angels today for Muslims. towards the Qur’an. Extended: Challenge Essential – To show how Muslims understand the nature of angels and the significance of them in peoples’ lives today. Extended – To evaluate how belief in angels may be a challenge or a advantage for Muslims today. Student resources http://islamqa.info/en/843 Highlighters, Scissors Teacher resource Powerpoint Challenge – To include an analysis of scripture and a range of Muslim attitudes. What is Death? What can we learn from the Christian and Muslim tradition? These lessons are taught within the topic named above. The final task of this topic is to create a piece of art work that shows your understanding of death. Your art must include explanatory notes and will be part of an exhibition. Lesson title 1.7 1.8 Learning Objectives Teaching and learning strategies and pupil activities 1. “Death is the dark backing a mirror needs if we are to see anything”. What do you think death is? 2. Learning Outcomes Resources Section 2: Battle of Badr – Hussian http://www.bing.com/videos/search?q=Shia+Islam+Documentary&&view=detail&mid=59625616956B1085912C59625616956B1085912C&FORM=VRDGAR Shia Islam in Prison USA http://www.bing.com/videos/search?q=Shia+Islam+Documentary&&view=detail&mid=58C0BFEEE4CB62BDE02558C0BFEEE4CB62BDE025&FORM=VRDGAR