Title: It’s a Small World After All
Lesson Author: Kristen Callan, Mary O’Mara, Joseph Wilder
Key Words: Yahweh, Trinity, Bible, Salvation, Damnation, Allah,
Muhammad, Qur’an/Koran, Five Pillars, Masjid/Mosque, Adonai, TeNaKh,
Shabbat, Synagogue, Talmud, Monotheism
Grade Level: 9th Grade World History
Time Allotted: 2 class periods (Two 45 minute classes: 90 minutes total)
Rationale/ Purpose (so what?)
The Middle East is a geographic region that is full of cultural diversity as well as a rich
history. Unfortunately due to the United States controversial connection with this area
of the world, Americans sometimes can disregard this history and form negative and
stereotypical opinions about this area and its people. Therefore, it is important to
provide students with relevant and accurate information to educate them. Based on
these negative attitudes and beliefs, students have a hard time recognizing that there
are similarities between our culture and theirs. One similarity that can be used to
educate and connect students to the Middle East is religion. The Middle East is where
three major religions (Christianity, Islam, and Judaism) developed and spread. These
three all have roots in this geographic location and possess many similarities in regards
to their beliefs and practices. These beliefs and practices all have an effect and
influence on the lives of their followers. Since these religions have spread, followers of
these faiths are represented all over the world. Thus, instead of viewing these religions
as separate and different faiths, students can recognize that under all the differences,
similarities present themselves. Hopefully by learning some similarities between people
of the Middle East and ourselves, students can disregard negative biases and replace
them with educated facts.
Key Concept(s) include definition:
Yahweh: God of Abraham; the one God of the Christian Faith.
Trinity: Christian concept of God that includes three parts: God the
Father, God the Son (Jesus Christ), and the Holy Spirit (God’s Presence on
earth).
Bible: Holy book of the Christians which include the Old Testament and
the New Testament.
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Salvation: eternal life of one’s soul with God in heaven.
Damnation: eternal suffering in hell
Allah: God of Abraham; the one God of the Muslim Faith
Muhammad: God’s final prophet; Muslims model their lives after his.
Qur’an/Koran: Holy book of the Muslim faith that outlines the goals of
Islam.
Five Pillars: part of the Koran that Muslims practice to reach salvation.
These pillars include shahada, slata, zajat, siyam, and hajj. It also includes
hallal acts that are forbidden.
Masjid/Mosque: holy building where Muslims worship.
Adonai: God of Abraham; the one God of Judaism.
TeNaKh: the holy book of Judaism. Torah, Nevi’im, and Ketuvim are the
three parts that make up the holy book.
Shabbat: Sabbath day that runs from Friday night until Saturday night
where Jews are expected to rest and pray.
Synagogue: holy building where Jews worship.
Talmud: oral law that shows that God’s teachings are a continuing
revelation.
Monotheism: belief in one God.
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NCSS Standard(s)
SOL Information (As written in the Virginia SOL “Curriculum Framework”
for the grade level)
NCSS Theme (s) with indicators:
Standard IV: Individual Development and Identity
•
•
Assist learners in articulating personal connections to time, place, and
social/cultural systems
Assist learners to describe how family, religion, gender, ethnicity, nationality,
socioeconomic status, and other group and cultural influences contribute to the
development of a sense of self
SOL: World History II. Standard 15
The student will demonstrate knowledge of the influence of Judaism, Christianity, Islam,
Buddhism, and Hinduism in the contemporary world by
a) Describing their beliefs, sacred writings, traditions, and customs
b) Locating the geographic distribution of religions in the contemporary world.
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Essential Knowledge
(minimum for SOL Resource Guide)
The student will demonstrate knowledge of
the influence of Judaism, Christianity,
Islam, Buddhism, and Hinduism in the
contemporary world by
Essential Skills
(minimum for SOL Resource Guide)
•
A) Describing their beliefs, sacred
writings, traditions, and customs:
Identify, analyze, and interpret
primary and secondary sources to
make generalizations about events
and life in world history. (WHII.1a)
•
Judaism:
• Monotheism
• Ten Commandments of moral and
religious conduct
• Torah: Written record and beliefs of
Hebrews
Use maps, globes, artifacts, and
pictures to analyze the physical
and cultural landscapes of the
world and to interpret the past.
(WHII.1b)
• Identify and compare
Christianity
• Monotheism
• Jesus as Son of God
• Life After Death
• New Testament: Life and teachings
of Jesus
• Establishment of Christian doctrine
by early church councils.
contemporary political boundaries
with the location of civilizations,
empires, and kingdoms. (WHII.1d)
Islam
• Monotheism
• Muhammad the prophet
• Qur’an/Koran
• Five Pillars of Islam
• Mecca and Medina
B) Locating the geographic
distribution of religions in the
contemporary world.
• Judaism - Concentrated in Israel
and North America
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•
Christianity - Concentrated in
Europe, North and South America
•
Islam - Concentrated in the Middle
East, Africa, and Asia
Guiding Question(s):
• What are some characteristics of the three major world religions?
• Where are the followers of the three world religions concentrated?
• What are the common characteristics of different cultures?
• How do belief systems, such as religion or political ideals, influence
other parts of the culture?
• How does the culture change to accommodate different ideas and
beliefs?
Assessment Tool(s):
• Informal:
o Symbol Match
o Spoke Diagram Chart
o Comparison Chart
o Exit slip
o 3,2,1 Processor
o Venn Diagram
• Formal:
o I Am Poem/Rubric
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Background: How does this lesson fit into a unit of study?
looking forwards
Looking backwards,
This lesson would be taught at the beginning of the school year. Since this
lesson would be part of the 9th grade curriculum, this would be one of the first
experiences with world history. They have spent the last three years in middle
school covering United States History and Government. Thus, it is important to
provide students with some bigger ideas when introducing the course. World
religions are a big idea that will present themselves in many of the topics we
will cover over the year. Providing students a unit about the history and
elements of religions, will help create a foundation for the rest of the year.
These religions will continually come up throughout the year so exposing
students to religion early in the year can help future lessons. This exposure
and repetition of the big three may help students develop a better and deeper
understanding of the material. Providing an opportunity to learn about others
who are different can help teach tolerance. In my classroom, respect of others
is extremely important. Therefore, not only can this lesson serve as a
foundation for future lessons, but it can create tolerance which is an important
standard that is upheld to the highest degree in the classroom. After
completing this two day lesson, students will learn about the other two major
religions, Hinduism and Buddhism. Students will work with these religions for
two days and learn the same religious concepts that they focused on with the
big three. Then, students will have a day to review and talk about the religions
before we move onto our first civilization of study.
Lesson Objective(s) (Please number):
1. Students will be able to…describe the characteristics and foundations
of Judaism, Christianity, and Islam.
2. Students will be able to…indentify the similarities between Judaism,
Christianity, and Islam.
3. Students will be able to…describe how religion can influence one’s
culture and identity.
Materials: Historical Source(s):
(include copies in materials
section)
Material C: Handout on Christianity
Additional Materials/Resources:
(include copies in materials section)
Material A: Symbol Sheet
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Material D: Handout on Islam
Material E: Handout on Judaism
Material B: Spoke Diagram Topics
Material F: Comparing Chart
Material G: Exit Slip
Material H: 3, 2, 1 Processor
Material I: Venn Diagram
Material J: I Am Poem: Christianity
Material K: I Am Poem: Christianity
(Adapted)
Material L: I Am Poem: Islam
Material M: I Am Poem: Islam
(Adapted)
Material N: I Am Poem: Judaism
Material O: I Am Poem: Judaism
(Adapted)
Material P: A Day in the Life of Rubric
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Procedure/Process:
JUST DO IT! The “Hook”: (A high-interest activity that introduces new content with
connections to students’ prior knowledge. Between 1-5 minutes (Could also introduce
the days guiding question)
Material A: The Symbol Sheet will be used as the Just Do It. Here, students will be
provided a sheet with the three symbols of the major religions we are going to study for
the next 2 days. Students will be given the three symbols and be asked…
1. This symbol represents what religion?
2. Why would this symbol be used to represent this religion?
3. Where in the world do you think this religion is practiced?
This simple activity should get students to think about where they have seen these
religious symbols before. Since world religions are new to them, having them think of
real-life applications of religion can help get them thinking about what is to come in the
class. As well as reviewing where they have seen these symbols, this activity can help
direct the students’ attention to where we are headed over the next two days.
Obj #
See
above.
Just do it.
Processing Activity and Procedure include directions, question frames,
assignment detail to be given to
students (these should all be made
into explicit materials (e.g. see
material A), and time estimates
This simple activity should get students to
think about where they have seen these
religious symbols before. Since world
religions are new to them, having them
think of real-life applications of religion
can help get them thinking about what is
to come in the class. As well as reviewing
where they have seen these symbols, this
activity can help direct the students’
attention to where we are headed over
the next two days.
Check for Evidence of
Understanding
-Either Formal or Informal(Checks Essential Knowledge
and Skills)
Material A: Symbol Chart
Informal Assessment:
While students are working on
the sheet, the teacher has the
ability to walk around and
access the students’
knowledge. Since this is a
preliminary sheet, the
teacher’s role should be more
monitoring as opposed to
directing since this is to get
the students thinking about
religion.
Good Morning!!! Please complete the
Symbol sheet that is on your desk. When
going through the sheet, make sure to
Reviewing the symbol sheet is
an informal assessment as
well because the teacher gets
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answer the following questions.
1. This symbol represents what
religion?
2. Why would this symbol be used to
represent this religion?
3. Where in the world do you think
this religion is practiced?
to witness the students’
current knowledge. Based on
the answers and responses
the students give, the teacher
is able to alter and direct the
lesson in the ways that will
support successful learning.
Students will have about 5 minutes to
complete the sheet. Then, the teacher
will call their attention to the board to go
over the sheet and start the lesson.
***Before the lesson, the teacher will divide the class evenly into six
groups (2 groups per religion). The list of who is in what group and what
religion they are assigned will be listed in the Power Point so students are
aware of what and who they are working with. These groups will be made
of mixed abilities. Since the groups are mixed abilities, there will not be
any adapted reading material. As a team, the students should be able to
work together so that even the students that struggle have the support
and scaffolding they need to be successful.
Now that we have started talking about religions, it can be seen where we
are headed today. Christianity, Islam, and Judaism can be considered the
big three when it comes to religion. With the addition of Buddhism and
Hinduism, which we will study in the upcoming days, these three religions
influence and impact much of the world population. It is important to
Transition:
recognize these religions due to the large amount of people they affect. In
order to get a better understanding of the big three, you are each going to
be assigned a specific religion to research. You will be provided all the
information (Material C, D, & E) you need to complete the spoke
diagram sufficiently. You will have about 20 minutes to fill in your spoke
diagram (Material B) with the provided information.
Introducing lesson: 5 minutes
Working on spoke diagram: 20 minutes
On the Power Point: will have the six groups listed and will include the
guiding questions which will remain on the board throughout both days for
reference.
Objective
Students will be able to…describe
the characteristics and foundations
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of Judaism, Christianity, and Islam.
Students will be able to describe
how religion can influence one’s
culture.
Informative Assessment:
While students are working on
the spoke diagram, the
teacher will walk around the
room to monitor students’
work. Based on the questions
and conversations that are
developing within the groups,
the teacher is able to observe
what learning is taking place.
Based on what is observed,
the teacher is able to provide
the help or guidance needed
for students to complete the
task. As well as observing
learning, the teacher can
monitor how on task the
students are and can make
the needed adjustments to
achieve the intended results.
In a world that is becoming increasingly connected and diverse, it is
important to understand and be tolerant of others around you. Therefore,
as experts, you have the duty to educate others around you about your
knowledge. All Odd number teams (Team 1, 3, 5) meet on the left side of
the room to share. All Even teams (Team 2, 4, 6) meet on the right side of
the room to share. You will have the rest of the period and some class
tomorrow to share your information with your team. Remember that you
are the expert of your assigned religion. Each group member will be
responsible to fill out the Comparison Chart (Material F). You cannot
assume that your classmates are familiar with these topics so make sure
Transition:
you take the time to cover the main ideas.
At the end of class, place your comparison chart in your notebook and we
will wrap it up tomorrow at the beginning of class.
Introduction to Comparison Chart: 3 minutes
Comparing/Sharing Answers: 10 minutes
Students will complete an exit slip based on what they covered today
(Material G) to hand in before they leave. They will be asked…
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1. Did this activity expose you to a new religion?
2. Based on what you covered today, what is one similarity between
the big three?
Complete Exit Slip: 2 minutes
The completed exit slip will be a form of informal assessment. Although it
is collected and read, it will be used to see students’ learning. There will
be no grade assigned to the slip. Instead, it serves as an indication to the
teacher if students are achieving the intended results and objectives.
Day 2
There is a 3, 2, 1 processor (Material H)
on your desk. Please take the next few
minutes to complete the processor.
Students will fill out a 3, 2, 1 processor
Just do it.
3 differences between the religions
2 similarities between the religions
1 fact you learned from yesterday
This should start to connect the lesson
from yesterday to where we are going
today.
3 minutes to complete processor
3 minutes to share answers
While students are working on
the processor, the teacher is
walking around the classroom
monitoring what students are
doing. This allows the teacher
to access the situation and
provide the needed feedback
or enhancement to positively
affect the lesson.
Teacher will take about 3
minutes to ask some
volunteers to share their
answers.
The teacher can assess the
students’ responses to provide
the needed guiding questions
to obtain results.
Please take out the comparison chart that we worked on yesterday. I am
going to give you about 10 more minutes to quickly finish up comparing
and sharing. (The main points will be on the Venn Diagram but I will not
tell my students that because if I do, they will not try hard to finish).
Transition: 10 minutes to complete the Comparison Chart
In the world that we live in today, it seems that these three religions are
very different. Ironically, the foundation of these three major religions is
the same. All three believe and practice monotheism. Monotheism is the
belief in one God. As well as monotheism, all three religions originated in
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the Middle East. Along with these similarities, there are many others that
can be identified.
To save time and to be able to fully cover the similarities of the religion,
the teacher will include the main ideas for the three religions on the
outside of the Venn Diagram (Material I). The students should already
have this information from their sharing groups so it does not have to be
repeated again.
Since the major religions are on the outside already, the teacher will use
these questions to direct students to start thinking about the similarities.
1. What are some similarities between Christianity and Judaism?
Teacher will listen to answer and help come up with the appropriate
similarities by scaffolding and monitoring. The teacher will record
the similarities in the appropriate section of the diagram.
2. What are some similarities between Judaism and Islam?
Teacher will listen to answer and help come up with the appropriate
similarities by scaffolding and monitoring. The teacher will record
the similarities in the appropriate section of the diagram.
3. What are some similarities between Islam and Christianity?
Teacher will listen to answer and help come up with the appropriate
similarities by scaffolding and monitoring. The teacher will record
the similarities in the appropriate section of the diagram.
Students will be expected to complete the chart as the class is discussing
the lesson.
Should aim to take about 10 minutes
The teacher will ask: based on this chart, what kind of similarities do we
see? The teacher will go to the board and write down the different
answers that students come up with.
Spend about 3 minutes brainstorming.
Once they have the list, the teacher will go through the Power Point that
lists the many similarities. Students will be expected to write down the
similarities as we cover them. The teacher will provide more detail as they
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go through what makes these three religions similar.
Spend about 12 minutes going through the similarities
Objective
Students will be able to identify the
similarities between Judaism,
Christianity, and Islam.
Material I:Venn Diagram
It can be seen that although these religions are traditional viewed as
different, they do have a few similarities. One important similarity of these
religions is they all are influential and important in defining someone’s
culture and identity.
Based on the role religion plays on people in all three religions, you are
expected to complete an I Am Poem (Material J, L, N) It is your choice
what religion you would like to choose to write about. It is important to
recognize that you must write at least three sentences for each section and
Transition: they must be complete sentences. There is a rubric on the back of your
assignment that you will need to pay attention to when completing the
poem. Make sure you grade yourself and hand in the rubric (Material P)
with the poem tomorrow at the beginning of class.
(Children with writing troubles will be called to the teacher’s desk so they
can be provided the adapted versions of the I Am Poem Material K, M,
O).
Modifications/Accommodations for Diverse Learners:
Due to the fact the groups are of mixed abilities, I did not create adapted
reading material. Since these students will be surrounded by group
members that can help assist them, as a group they can work together to
complete the task at hand.
When it comes to the Writing Assignment (I Am Poem), I did create an
adapted assignment. Since this writing assignment will be done on their
own, these students will be provided the assistance they need. They do
not have all the items on the poem but they still have to write three
sentences. The students are still creating the assessment I intended but
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theirs questions are the more straightforward which these students may
feel more comfortable answering.
All students’ accommodations and modifications will be followed based on
their IEP’s, 504s, and any other accommodations that the teacher has felt
best for the student.
Closure/Writing Prompt/Rubric:
Students will complete the I Am Poem for the religion of their choice.
Three different scenarios were created and will be available to complete so
that the students it not forced into any subject they do not feel
comfortable with. Having students complete this poem allows the students
to assume the role of a child of this faith. Placing themselves in the shoes
of a follower of this faith, can help students think how religion shapes and
defines us as individuals. This can also help develop tolerance of others
different to them. There is a rubric that is provided on the back of the
assignment that students were made aware of. It is expected that they
will reference this rubric when they are writing their poem and will selfassess themselves before handing the rubric in. This assignment will be a
formal assessment for the teacher to use to assess the students’
understanding and if the intended objectives were met.
Works Cited:
Teachers’ Curriculum Institute. (1996). History Alive: The Modern Middle East
(WH-10-6 V1.2). Palo Alto: Teachers’ Curriculum Institute.
This lesson idea came from History Alive: The Modern Middle East. The lesson
was Activity 1.2 (pg. 1-17). I took some ideas from the lesson and added a few
things of my own.
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Material A: Symbol Sheet
15
Material A: Symbol Sheet (Key)
16
Material B: Spoke Diagram
17
Material B: Spoke Diagram (Key)
18
Material C: Christianity Handout
19
Material C: Christianity Handout
20
Material D: Islam Handout
21
Material D: Islam Handout
22
Material E: Judaism Handout
23
Material E: Judaism Handout
24
Material F: Comparison Chart
25
Material F: Comparison Chart
26
Material F: Comparison Chart Key
27
Material F: Comparison Chart Key
28
Material G: Exit Slip
Exit Slip for Day 1 of The Big Three:
1. Did this activity expose you to a new religion?
2. Based on what you covered today, what is one similarity between the big three?
29
Material H: 3, 2, 1 Processor
30
Material I: Venn Diagram
31
Material I: Venn Diagram (Key)
32
Material J: I am Poem. Christianity
33
Material K: I am Poem. Christianity (Adapted)
34
Material L: I am Poem. Islam
35
Material M: I am Poem. Islam (Adapted)
36
Material N: I am Poem. Judaism
37
Material O: I am Poem. Judaism (Adapted)
38
Material P: I Am Poem Rubric
I Am Poem Rubric
Points Worth
Your Grade
Student completed
all the questions.
Students answered
the questions with
at least three
complete sentences.
Student used
relevant information
based from the class
discussion and
lesson.
Ms. Callan
10
20
10
Students were
creative with the
5
answers and showed
that they took time
to reflect on their
answers.
Activity was handed
in on the assigned
5
due date.
Total Amount of
Points:
50
Additional
Comments:
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