Islam
22 indicative hours
The focus of this study is the contribution of significant people, ideas, practices and ethical teachings to an understanding of Islam as
a living religious tradition. The study of Islam is to be of the WHOLE tradition where applicable.
Syllabus Outcomes:
H1
H2
H4
H5
H6
H7
H8
H9
explains aspects of religion and belief systems
describes and analyses the influence of religion and belief systems on individuals and society
describes and analyses how aspects of religious traditions are expressed by their adherents
evaluates the influence of religious traditions in the life of adherents
organises, analyses and synthesises relevant information about religion from a variety of sources, considering
usefulness, validity and bias
conducts effective research about religion and evaluates the findings from the research
applies appropriate terminology and concepts related to religion and belief systems
coherently and effectively communicates complex information, ideas and issues using appropriate written, oral and
graphic forms.
Incorporating a Catholic emphasis:
In approaching the teaching of this unit within the context of a Catholic Religious Education program it is expected that:
1. Each lesson would begin with prayer that is meaningful for students and pertinent to current local and global occurrences. Where possible prayer
should incorporate references to Church teachings and lived experience that relates to the content of the unit.
2. At some stage in this unit Catholic teaching regarding interfaith dialogue should be referred to. Catechism of the Catholic Church:
842 The Church’s bond with non-Christian religions is in the first place the common origin and end of the human race: All nations form but one
community. This is so because all stem from the one stock which God created to people the entire earth, and also because all share a common
destiny, namely God. His providence, evident goodness, and saving designs extend to all against the day when the elect are gathered together
in the holy city.
843 The Catholic Church recognises in other religions that search, among shadows and images, for the God who is unknown yet near since he gives
life and breath and all things and wants all men to be saved. Thus the Church considers all goodness and truth found in these religions as
‘preparation for the Gospel and given by him who enlightens all men that they may at length have life.’
856 The missionary task implies a respectful dialogue with those who do not yet accept the Gospel. Believers can profit from this dialogue by
learning to appreciate better ‘those elements of truth and grace which are found among peoples, and which are, as it were, a secret presence
of God.’
3. At the conclusion of this unit of study students will complete an activity on how the study of Islam has assisted them to reflect on their Catholic faith in
relation to such areas as personal witness, commitment to liturgical practice and awareness of Church teachings on issues of interfaith dialogue.
Students learn
about:
Significant People and
Ideas
 the contribution to
Islam of ONE
significant person
OR school of
thought, other than
Muhammad and the
Four Rightly Guided
Caliphs, drawn from:
 Khadijah
Bint
Khuwaylid
 A’isha Bint AbuBakar
 Fatima Al Zahra
 Imam Malik
 Imam Abu Hanifa
 Imam Al-Shafi
 Abu ali Hussein Ibn
Sina
 Rabi’a al-Adawiyya
 Al-Ghazali
 another person or
school of thought
significant to Islam
Students learn to:
Suggested Teaching and Learning Strategies/Resources
Preliminary link: Identify the contributions of the individual or school of thought in regard to
beliefs, sacred texts, core ethical teachings and expression of faith.

explain the
contribution to the
development and
expression of Islam
of ONE significant
person OR school of
thought, other than
Muhammad and the
Four Rightly Guided
Caliphs, drawn from:
– Khadijah
Bint
Khuwaylid
– A’isha
Bint
AbuBakar
– Fatima Al Zahra
– Imam Malik
– Imam Abu Hanifa
– Imam Al-Shafi
– Abu ali Hussein
Ibn Sina
– Rabi’a al-Adawiyya
– Al-Ghazali
– another person or
school of thought
significant to Islam
1. Provide details about the life of the individual or the establishment of the school of thought.
(See bibliography for a list of sites relating to the individuals named in the Syllabus)
a. Examine the social, cultural and historical context of the individual or the establishment of the school of
thought
- Students research the social and cultural contexts of the individual using the internet or library
based research. This could be done by dividing the class into three groups and having them
separately research cultural context, social context and historical content
- Use textbooks or Class handout to provide an overview of the principal historical and religious
development of Islam up to the time of the individual or school of thought
- Use visual media to inform an understanding of the cultural and historical context
- Outline the initial relationship of the individual or school of thought to Islam.
b. Clarify the issues, events, situations which the individual or school of thought addressed
-
List the significant issues of the religious tradition at the time of the individual or school of thought
Align these issues in relation to the characteristics of religion studied in the Preliminary course:
beliefs, sacred texts, ethics and ritual.
Discuss reasons why the issue(s) was seen as significant by the individual or school of thought.
Writing task: Describe the context that gave rise to the teachings/reflection of X.
2. Describe the teachings of the individual or the school of thought.
a. Establish the role of the individual or school of thought within the Islam
-
Outline the position held by the individual or school of thought within Islam
Discuss the importance of this role in regard to its potential to bring about change.
b. Examine gender issues where applicable in relation to the individual or school of thought
c. Clarify the central teachings of the individual or school of thought.
- Students use a variety of sources to list the main teachings of the individual or school of thought
- Develop a comparison table using two columns, one showing the innovation of the individual or
school of thought and the other the beliefs or practices of Islam that were addressed.
3. Examine the contribution/changes made by the individual or school of thought to the development and
expression of Islam
-
Students discuss which of the contributions/changes were more significant and analyse why they
this was the case
Students align the changes brought about with the key teachings of the individual or school of
thought
Students examine the use of sacred texts in support of these contributions and changes
Assessment: PowerPoint presentation:

the effect of that
person OR
school of
thought on Islam

analyse the
effect of this
person OR
school of thought
on Islam
In small groups students synthesis material to complete a ppt summary:
The contribution of X to the expression of belief in Islam
4. Analyse the impact of this person or school of thought on Buddhism
a. Immediate impact of the individual or school of thought on Islam
-
Summarise available resources in regard to the immediate impact
Summarise resources under the headings:

contribution made,
 significance at the time of the change,
 significance to the development of the tradition
c. Continuing impact today on Islam


-
Discuss the boundaries of the individual or school of thoughts impact – was it confined to one part
of the tradtion and if so, where? Was it universal in application?
Debate – ‘Islam was indelibly changed because of X ’
Affirmative: Individual or school of thought brought change to Islam. This may not have been across
the whole tradition but is significant enough to have brought a response from a large sector of
believers. For example it may be confined to one expression (Sunni, Shi’ia…) or one region.
Negative: Individual or school of thought merely responded to what would have been inevitable
changes in Islam. The change was confined to such a small percentage of the Muslim population
that it did not have far-reaching impact.
Peer assess the debate using a criteria to ascertain what were the strengths and weaknesses of
both sides, indicating what arguments were missed by either side.
Writing task: Analyse the role of X in contributing to the understanding and expression of Islam
Ethics


ONE of the
following areas
of ethical
teaching in
Islam:
– bioethics
– environment
al ethics
– sexual
ethics
describe and
explain Islamic
ethical teachings
on bioethics OR
environmental
ethics OR sexual
ethics
5. Describe the ethical teachings of Islam
(See bibliography for a list of sites that will assist the teaching of this component of the Syllabus)
a. Preliminary link: Review the ethical teachings of Islam and the process of Islamic jurisprudence
– the Qur’an
– the Sunna and Hadith
– ijma’ – consensus among religious leaders
– qiyas – comparison with teachings of the Qur’an or Hadith
Preliminary link review task:
Writing task: Explain the process of Islamic jurisprudence in determining what is halal or haraam.
a. A basis for studying the teachings of Islam on bioethics, sexual ethics or environmental ethics
-
Define for the class the parameters of the branch of ethics chosen for study
Provide students with excerpts from the Qur’an and the Sunna which deal with ethical area chosen
for study. Use these as a source of reference throughout the study of ethics.
A summary of the process of
b. Identify the teachings of Islam in relation to one area of ethics
Examine specific examples which illustrate the central teachings of Islam on bioethics.
It is suggested that two areas be studied. For example, cloning, IVF, abortion, euthanasia, stem cell research.
OR
Examine specific examples which illustrate the central teachings of Islam on environmental ethics.
It is suggested that three areas be studied. For example, global warming, deforestation, issues of population
(growth, regional shift), salination, alternative energies.
OR
Examine specific examples which illustrate the central teachings of Islam on sexual ethics.
It is suggested that three areas be studied. For example, pre-marital sex, homosexuality, gender roles and
discrimination, intimacy, contraception
c Explain the teachings of Islam in relation to one area of ethics
With reference to the Qur’an and interpretations given through the process of jurisprudence explain the
teachings of Islam in relation to the area of study chosen.
Writing task: Describe the ethical teachings of Islam in relation to X. Using references from sacred texts
Significant practices in
the life of adherents

ONE significant
practice within
Islam drawn
from:
– Friday
prayer at the
mosque
– Funeral
ceremony
– Hajj
6. Significant practice

describe ONE
significant
practice within
Islam drawn
from:
– Friday prayer
at the
mosque
– Funeral
ceremony
– Hajj
Preliminary Link: Review the Five Pillars. Throughout the study of one significant practice make connections as to
how it embodies principal beliefs in the everyday lives of adherents
Where possible refer to variations in practice within differing expressions of Islam, for example Sunni and
Shi’ia. This inclusion should not however be forced as most Muslims would attest to the universality of
practice.
a. Friday prayer at the mosque:
- Identify why Friday is the day of communal worship in Islam.
- Describe the significant features of Friday prayer:
 Adhan – call to prayer by the muezzin (mu’adhin)
 wudu/ghusl – ritual cleansing prior to prayer
 rak’ahs – physical movements during prayer
 the use of the Qur’an during Friday prayer
 role of the imam during Friday prayer
 involvement of men and women in Friday prayer
b. Funeral Ceremony
Describe the significant features of a Muslim funeral ceremony:
 recitation of the Shahada
 ritual washing of the body
 wrapping in the ihram
 prayers for the deceased salat ul janaza
 placement of the body and nature of the grave
 mourning customs - edda
Describe how the specific requirements of burial in Islam have been addressed within the
Australian cultural context
c. Hajj
-
Identify the forms of completing Hajj:
 Tamattu', Ifraad and Qiran
Describe the significant features of Hajj:
 clothing in white robe – ihram
 prayers said at various stages of the journey from Makkah to Arafat and return
 throwing of pebbles at Jamrat-ul-Aqabah
 animal sacrifice
 cutting of hair
 tawaf - seven circuits of the Ka’ba and drinking from the Zamzam spring
7. Expression of belief: Examine one significant practice in relation to the beliefs of Islam
-
demonstrate how
this practice
expresses the
beliefs of Islam
a) Demonstrate how particular aspects of Friday prayer at the mosque express the beliefs of Islam.
For example:






symbolism of physical features of the mosque
role of communal prayer
wudu/ghusl
rak’ahs
recitation from the Qur’an
Imam’s homily
b) Demonstrate how particular aspects of the Funeral ceremony express the beliefs of Islam.
For example:





rationale for speedy internment
role of the community
care for the body of the deceased and stipulations for burial
mourning periods
life after death
c) Demonstrate how particular aspects of the Hajj express the beliefs of Islam. For example:



Fard - the three obligatory acts without which Hajj is invalid: Ihram, Wuquf-e-Arafat,
Tawah-e-Ziaret
beliefs relating to the principal locations of the pilgrimage
beliefs underlying the ritual actions performed by pilgrims at each stage
8. Significance of the chosen practice for individuals and the Muslim community
-
analyse the
significance of
this practice for
both the
individual and the
Muslim
community
Students work in small groups. Each group develops a response to one of the following areas. In order to do this,
groups must synthesise information in relation to the practice (X) that has been studied as a lived expression of the
beliefs of Islam. After sharing of information in a class forum, students complete the individual writing task.
a) What purpose does X fulfil in expressing the beliefs of Islam?
b) If X did not exist in Islam what difference would it make to the way in which individual believers were able to
express their faith?
c) If X did not exist in Islam what difference would it make to the way in which the community is able to express
its faith?
Writing Task: ‘X is a essential vehicle for the expression of the beliefs of Islam’
Analyse this statement with respect to both the individual and the Muslim community.
Unit Reflection: How has the study of Islam assisted me to reflect on my own faith and the
support offered by my membership of the Catholic Church (or other for non-Catholic students)
Bibliography
Egan, A. Modern World Religions; Islam, Heinemann 2002
Eliade, M. Essential Sacred Writings from Around the World, Harper Collins, San Francisco, 1992
Farrington, K. Historical Atlas of Religions Thalamus Publishing, 2002
Ibrahim, I.A. A Brief Illustrated Guide to Understanding Islam, Darussalam 1997
Nicolle, D. Historical Atlas of Islam Thalamus Publishing 2003
A general site for aspects of Islam: http://www.discoverislam.com/default.asp
Glossary: http://uwacadweb.uwyo.edu/Religionet/er/islam/IGLOSSRY.HTM
Sacred Texts: the following sites assist in locating particular passages from the Qur’an and the Sunna
Qur’an: http://www.hti.umich.edu/k/koran/ ; http://www.islam101.com
Concordance of the Qur’an: http://www.quranbrowser.org/ ; http://www.quranbrowser.org/search.html
Hadith: http://www.quran.ca/modules.php?name=Hadith
Significant people
Khadijah bint Khuwaylid: http://www.islamonline.com/cgi-bin/news_service/profile_story.asp?service_id=651
A’isha bint AbuBakar (Bakr): http://www.crescentlife.com/thisthat/feminist%20muslims/aisha_bint_abu_bakr.htm
Fatima Al Zahra: http://www.yazahra.net/eng/html/3/lady-fatima(a.)/lady-fatima(a.).html
Imam Malik: http://www.islamonline.com/cgi-bin/news_service/profile_story.asp?service_id=895
Imam Abu Hanifa: http://www.islamonline.com/cgi-bin/news_service/profile_story.asp?service_id=855
Imam Al-Shafi: http://www.islamonline.com/cgi-bin/news_service/profile_story.asp?service_id=893
Abu ali Hussein Ibn Sina: http://www.absoluteastronomy.com/reference/avicenna
Rabi’a al-Adawiyya: http://www.adishakti.org/pdf_files/sufism_mysticism_(digiserve.com).pdf
Al-Ghazali: http://www.ghazali.org/
Ethics
Note links to the Qur’an and Hadith mentioned above
Sexual ethics:
This site is referenced for English A Levels. Excellent range of material with support from Qur’an and Hadith: http://www.reonline.org.uk/allre/tt_links.php?45
Gender relations, feminist perspective: http://www.brandeis.edu/projects/fse/Pages/islam.html
Bioethics
A peer reviewed article written by two Muslims – one a surgeon and the other a microbiologist explaining bioethics in Islam:
http://www.hawaii.edu/hivandaids/Bioethics%20for%20Clinicians%20%20%20%20Islamic%20Bioethics.pdf
The Tehran Statement on Bioethics: http://www.islamonline.net/English/Science/2005/04/article01.shtml
Islamic Organisation for Science, Medicine and Technology: http://www.islamset.com/bioethics/index.html
Environmental ethics:
A site drawing on the teachings of the Qur’an to explain Islam’s teachings in this area: http://www.mandailing.org/mandailinge/envis.htm
A case study of the application of Islamic teaching: http://news.bbc.co.uk/2/hi/africa/4271519.stm
Significant practices
Friday Prayer at the Mosque:
Understanding the role and features of the mosque (from Turkey) http://www.allaboutturkey.com/mosque.htm
Hadith relating to Friday prayer: http://www.road-to-heaven.com/fr13.htm
Etiquettes surrounding Friday Prayer: http://www.anwary-islam.com/life/friday.htm
Muslim funerals:
An in-depth guide to Muslim funerals from the time of death through mourning periods. Includes useful diagrams
http://www.muhammad.net/islamiat/afterLife/funeral.html
British Medical Journal – an excellent summary of the Muslim needs/beliefs surrounding death and burial
http://bmj.bmjjournals.com/cgi/content/full/309/6953/521
Hajj:
Step by Step Hajj (including photos/multimedia) and other useful links: http://www.islamicity.com/mosque/hajj/
General guide including a succinct visual summary of the pilgrimage route and a summary of what happens each day:
http://www.ummah.net/hajj/glance/index.html
Studies of Religion: HSC Assessment
Religious Tradition Depth Study: ISLAM
Sample Assessment Task
OUTCOMES TO BE ASSESSED:
H1
explains aspects of religion and belief systems
H4
describes and analyses how aspects of religious traditions are expressed by their
adherents
H5
evaluates the influence of religious traditions in the lives of adherents
H6
organises, analyses and synthesizes relevant information about religion from a variety
of sources, considering usefulness, validity and bias
H7
applies appropriate terminology and concepts related to religion and belief systems
H8
coherently and effectively communicates complex information, ideas and issues using
appropriate written, oral and graphic forms
NATURE OF THE TASK: RESEARCH TASK
Examine the contribution of a significant person or school of thought to the development
and expressions of Islam.
1. Students are to research the main contribution of the individual or school of thought to Islam.
2. Examine the contributions of the person or school of thought and assess their significance to
Islam as a whole tradition.
3. Submit a paper of no less than 1000 words outlining your research and argument.
DATE DUE: ----------
All papers must be submitted on this date.
ASSESSMENT CRITERIA:
You will be assessed on your ability to:

examine the significance of a person or school of thought in Islam

evaluate the influence of this person or school of thought on the lives of adherents

organise, analyse and synthesizes relevant information about religion from a variety

of sources, considering usefulness, validity and bias

apply appropriate terminology and concepts related to religion and belief systems

coherently and effectively communicates complex information, ideas and issues using
appropriate written, oral and graphic forms
Mark
CRITERIA
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











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comprehensively examines the significance of a person or school of thought in
Islam
evaluates the influence of this person or school of thought on the lives of
adherent
effectively organise, analyse and synthesizes relevant information about religion
from a variety of sources, considering usefulness, validity and bias
applies appropriate terminology and concepts related to religion and belief
systems
coherently and effectively communicates complex information, ideas and issues
using appropriate written, oral and graphic forms
competently examines the significance of a person or school of thought in Islam
attempts to evaluate the influence of this person or school of thought on the lives
of adherent
shows good organisation, analysis and synthesis of relevant information about
religion from a variety of sources, considering usefulness, validity and bias
mostly applies appropriate terminology and concepts related to religion and
belief systems
coherently and effectively communicates information, ideas and issues using
appropriate written, oral and graphic forms
outlines the significance of a person or school of thought in Islam
describes the influence of this person or school of thought on the lives of
adherent
generally organises, analyses and synthesizes relevant information about
religion from a limited number of sources, considering usefulness, validity and
bias
applies appropriate terminology and concepts related to religion and belief
systems
generally communicates information, ideas and issues using appropriate written,
oral and graphic forms
describes the person or school of thought in Islam
organises some relevant information about religion from a variety of sources,
considering usefulness, validity and bias
applies limited terminology and concepts related to religion and belief systems
communicates general information, ideas and issues using appropriate written,
oral and graphic forms
17-20
13-16
8-12
4-7
attempts to describe the person or school of thought in Islam
little evidence of effective research
1-3
Comment:
______________________________________________________________________________________
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Mark:
/20