Year:
Teacher
Unit:
Duration:
12 HSC 2014
Diane Kennaugh & Michael White
DEPTH STUDY - ISLAM
22 hrs
Edited by Diane Kennaugh Term 3 2013
Unit Overview: 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.
Unit Outcomes: By the end of this unit students should be able to:
H1
H2
H4
H5
H6
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
H7 Conducts effective research about religion and evaluates the findings from the research
H8 Applies appropriate terminology and concepts related to religion and belief systems
H9 Coherently and effectively communicates complex information, ideas and issues using appropriate written, oral and graphic forms.
Catholic Values addressed in this unit:








Awe and Wonder
Common Good
Community
Courage
Cultural Critique
Faith Community
Multicultural Understanding
Stewardship of Creation
Service

ITC Perspectives addressed in this unit:
□
□
□
□
□
□
□
□
Computer operations
Word processing
Spreadsheets
Databases
Graphics
Multimedia
Email
Internet
Key Competencies addressed in this unit:
Literacy Perspectives addressed in this unit:
□ KC1: Collect, analyse and organise information
□ KC2: Communicate ideas and information
□ KC3: Plan and organise activities
□ KC4: Working with others in teams
□ KC5: Using mathematical ideas and techniques
□ KC6: Solving problems
□ KC7: Using technology
Cross-Curricular Perspectives addressed in this unit:
 Explanation
 Recount
 Report
 Response
 Paragraphs
 Writers purpose
 Vocab Scaffold
Work, Employment and Enterprise Perspectives
addressed in this unit:
□ Learning
□ Technology
□ Teamwork
□ Enterprise
□ Planning and organising
□ Self Management
□ Communication
□ Problem solving
□ Personal attributes
□
□
□
□
□
Civics & Citizenship
Multiculturalism
Gender
Numeracy
Subject Specific Terminology
DEPTH STUDY ISLAM SEMESTER 1 – 2014 EDITED BY D. KENNAUGH 2013
GLOSSARY OF KEY TERMS
analyse
describe
explain
identify
outline
recommend
Identify components and the relationship between them; draw out and relate implications
Provide characteristics and features
Relate cause and effect; make the relationships between things evident; provide why and/or how
Recognise and name
Sketch in general terms; indicate the main features of
Provide reasons in favour
Glossary – Depth Study Islam
Glossary term
Da’wa
Dhikr
Epistemology
Fiqh
Hadith
Hajj
‘Ibadat
Ihram
Ijma’
Islam
Jihad
Jumu’a
Ka’ba
Kadi
Mu’amala’
Muslim
Qiyas
Qur’an
Rak’a
Salat
Definition/Description
Preaching, calling to the acceptance and practice of Islam
The spiritual exercise of ‘mindfulness’ (group) recitation or singing of devotional phrases and prayers from the
Qur’an
The theory of knowledge
Jurisprudence
Used for individual sayings of the Prophet, and as a collective term to refer to the entire corpus of such sayings.
As a collective term it is a name for the second foundation text of Islam, the first being the Qur’an
The annual pilgrimage to Mecca and the attendant ceremonies held between the seventh and tenth day of dhu’lhijja, the twelfth month of the Muslim year
Acts of devotion, religious observance
Ritual consecrated state of one making the pilgrimage; clothing indicating an individual is in the consecrated
state
Consensus of the ‘ulama (and community) on an issue of Islamic law
The religion revealed to and preached by Muhammad; act of acceptance of this religion
Dedicated effort, struggle (moral or physical)
Friday. Day of congregational prayer, from which it takes its name
Cube-shaped structure in the Sacred Mosque in Mecca, the “house of God”
A judge in an Islamic court or tribunal
Human affairs and relationships
One who professes faith in Islam
The use of analogy to determine an issue according to Islamic law
The book revealed to Muhammad, the prime foundation text of Islam
A cycle of postures and recitations comprising a unit in he ritual prayer
Ritual prayer (used of the five obligatory daily prayers, collectively or individually)
DEPTH STUDY ISLAM SEMESTER 1 – 2014 EDITED BY D. KENNAUGH 2013
Shari’a
Shi’a
Sufi
Sunni
Sura
Tasbih
‘Ulama
‘Umra
Wali
Divine highway of life; revealed canonical of Islam in the widest sense of the words
The party of Ali. The wing of Islam that believes the guidance of the community rested in Ali and the Imams
descended from him. The twelfth Imam was taken in occultation in 873/4 and will return to introduce the
millenium
One who lives an unostentatious life in an attempt to experience the presence of God in the heart
The wing of Islam that believes that the authority and guidance of the community is decided by the community
itself
A chapter of the Qur’an
Type of rosary consisting of 99 beads for counting the recitation of the 99 most beautiful names of God
Islamic faith leaders especially learned in the Law and its application
The lesser pilgrimage to Mecca
A saintly person, close to God thanks to outstanding virtue; friend, protector; sometimes ‘friend of God’
DEPTH STUDY ISLAM SEMESTER 1 – 2014 EDITED BY D. KENNAUGH 2013
UNIT: Depth Study: Islam
Outcome
H1
Explains the
aspects of
religion and
belief
systems
H2
Describes
and analyses
the influence
of religion
and belief
systems on
individual
and society
H4
Describes
and analyses
how aspects
of religious
traditions
are
expressed by
their
adherents
Students Learn About
Students Learn To
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
Khwaylid
A’isha Bint
AbuBakar
Fatima Al Zahra
Imam Malik
Imam Abu Hanifa
Imam Al-Shafi
Abu ali Hussein
Ibn Sina
Rabi’a alAdawiuua
Al-Ghazali
Sayyid Maududi
Sayyid Qutb
Another person or
school of thought
significant to
Islam:
- Sufism

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
Khwaylid
A’isha Bint
AbuBakar
Fatima Al Zahra
Imam Malik
Imam Abu Hanifa
Imam Al-Shafi
Abu ali Hussein Ibn
Sina
Rabi’a al-Adawiuua
Al-Ghazali
Sayyid Maududi
Sayyid Qutb
Another person or
school of thought
significant to Islam:
Suggested Teaching & Learning Strategies
Resources
Assessment
Strategies /
Evidence of
learning
Register
Preliminary link: Identify the
contributions of the individual or
school of thought in regard to sacred
texts, core ethical teachings and
expression of faith.
Date started:
Provide details about the
establishment of the school of thought
of Sufism:
Date finished:
a. Examine the social, cultural and
historical context of Sufism:
-
-
-
Students research the social and
cultural contexts of Sufism using
the internet. This could be done
by dividing the class into three and
create a jigsaw activity where each
group researches either social,
cultural or historical contexts.
Use of text book to provide an
overview of the principal historical
and religious development of Islam
up to the time of the Sufi’s.
Outline the initial relationship of
Sufism to Islam.
www.religionf
acts.com/islam
/sects/sufi.htm
Completion and
sharing of the
jigsaw activity
Work
samples:
Year 12 HSC
Text book
Introduction to
Sufism ppt.
NUM- Concepts of time. V8, C9, CO18,
KC1, KC2, KC4, KC7, CC7, CC9, W3,
W9
- Sufism
DEPTH STUDY ISLAM SEMESTER 1 – 2014 EDITED BY D. KENNAUGH 2013
Signed:
Mark responses
UNIT: Depth Study: Islam
Outcome
Students Learn About
H8 Applies
appropriate
terminology
and concepts
related to
religion and
belief
systems
H9
Coherently
and
effectively
communicat
es complex
information,
ideas, and
issues using
appropriate
written, oral
and graphic
forms.
Students Learn To
Suggested Teaching & Learning Strategies
Resources
Assessment
Strategies /
Evidence of
learning
b. Clarify the issues, events,
situations which Sufism
addressed:
-
-
List significant issues of the
religious tradition at the time of
Sufism
Align these issues in relation to the
characteristics of religion studied
in the Preliminary course (beliefs,
sacred texts, ethical and ritual)
Discuss reasons why the issue(s)
was seen as significant for Sufi’s.
Register
Date started:
Date finished:
Year 11
Preliminary Text
Book
CO10
Writing task: CHIPS
Describe the context that gave rise to
the teachings/reflections of Sufism.
Work
samples:
Mark student
responses
Signed:
NUM-concepts of time, V8, L13, KC2,
CC7
Formative Evaluation:
DEPTH STUDY ISLAM SEMESTER 1 – 2014 EDITED BY D. KENNAUGH 2013
UNIT: Depth Study: Islam
Outcome
Students Learn About
Students Learn To
Suggested Teaching & Learning Strategies
Resources
Assessment
Strategies /
Evidence of
learning
Register
Describe the teachings of Sufism
H1
Explains
aspects of
religion and
belief
systems
Date started:
a. Establish the role of Sufism in Islam
-
Outline the position held by Sufism
within Islam
Discuss the importance of this role
in regard to its potential to bring
about change
H2
Describes
and analyses
the influence
of religion
and belief
systems on
individuals
and society
-
H7
Conducts
effective
research
about
religion and
evaluates the
findings
from the
research
c. Clarify the central teachings of
Sufism:
H8
Applies
appropriate
terminology
and concepts
related to
religion and
belief
systems
Date finished:
CO10
Work
samples:
b. Examine gender issues where
applicable in relation to Sufism
-
Sufism
Teaching and
Contribution
ppt
Students use a variety of sources to
list the main teachings of Sufism
- Students develop a table using two
columns, one showing the
innovation of Sufism and the other
the beliefs or practices of Islam that
were addressed
KC1, KC2
Formative Evaluation:
DEPTH STUDY ISLAM SEMESTER 1 – 2014 EDITED BY D. KENNAUGH 2013
Signed:
UNIT: Depth Study: Islam
Outcome
Students Learn About
H4
Describes and
analyses how
aspects of
religious
traditions are
expressed by
their adherents
H5
Evaluates the
influence of
religious
traditions in
the life of
adherents
H6
Organises,
analyses and
synthesises
relevant
information
about religion
from a variety
of sources,
considering
usefulness,
validity and
bias
Students Learn To
Suggested Teaching & Learning Strategies
Resources
Examine the contribution/changes
made by Sufism to the development
and expression of Islam
- Students discuss which of the
contributions/changes were more
significant and analyse why this
was the case
Assessment
Strategies /
Evidence of
learning
Register
Date started:
Teacher
observation of
group work
Date finished:
CO10
-
Students align changes brought
about the key teachings of Sufism
Students examine the use of
sacred texts in support of these
contributions and changes
Students to work in small groups KC4 to
prepare a PowerPoint presentation to
synthesise material
KC1, KC2, KC7, W3, W9
Formative Evaluation:
DEPTH STUDY ISLAM SEMESTER 1 – 2014 EDITED BY D. KENNAUGH 2013
Work
samples:
Powerpoint
presentations
Signed:
UNIT: Depth Study: Islam
Outcome
H1
Explain
aspect of
religion
and belief
systems
Students Learn About

The effect of
Sufism
H2
Describes
and
analyses
the
influence
of religion
and belief
systems on
individuals
and society
H4
Describes
and
analyses
how aspect
of religious
traditions
are
expressed
by their
adherents
H5
Evaluates
the
influence
of religious
traditions
in the life
of
adherents
Students Learn To
Suggested Teaching & Learning Strategies
Resources
Assessment
Strategies /
Evidence of
learning
Register
Analyse the impact of Sufism on Islam

Date
A started:
a. Immediate impact of Sufism on
Islam
Analyse the effect of
Sufism on Islam
- Summarise available resources in
regard to the immediate impact
- Summarise resources under the
following headings:
Date finished:
Work
samples:
o
o
Contribution made
Significance of the time of the
change
o Significance of the
development of the tradition
b. Continuing impact on Islam
- Discuss the boundaries of
Sufism’s impact
CO10, CC7, KC1, KC2
Writing task: CHIPS.
Explain why it was universal in
application.
L3
Formative Evaluation:
DEPTH STUDY ISLAM SEMESTER 1 – 2014 EDITED BY D. KENNAUGH 2013
Marking student
response
Signed:
UNIT: Depth Study: Islam
Outcome
Students Learn About
H8 Applies
appropriate
terminology
and concepts
related to
religion and
belief
systems
H9
Coherently
and
effectively
communicat
es complex
information,
ideas and
issues using
appropriate
written, oral
and graphic
forms
Students Learn To
Suggested Teaching & Learning Strategies
Resources
Assessment
Strategies /
Evidence of
learning
Class debate: “Islam was indelibly
changed because of Sufism”
Register
Date started:
Affirmative: Sufism brought change to
Islam. This may not have been across the
whole tradition but is significant enough to
have brought about a response from a
large sector of believers.
Date finished:
Negative: Sufism merely responded to
what would have been inevitable changes
in Islam. The changed was confined to
such a small percentage of the Muslim
population that it did not have a farreaching impact.
Work
samples:
KC1, KC2, CC7, V8
Peer assess the debate to ascertain the
strengths and the weaknesses of the
arguments put forward and indicating
what arguments were missed by either
side.
Peer assessment
Writing task: CHIPS
Analyse the role of Sufism in
contributing to the understanding and
expression of Islam.
Mark writing
tasks
KC2, CC7 L13, V8
Formative Evaluation:
DEPTH STUDY ISLAM SEMESTER 1 – 2014 EDITED BY D. KENNAUGH 2013
Signed:
UNIT: Depth Study: Islam
Outcome
H1
Explains
aspects of
religion
and belief
systems
H2
Describes
and
analyses
the
influence
of religion
and belief
systems on
individuals
and society
Students Learn About

ONE of the following
areas of ethical teaching
in Islam:
- Bioethics
- Environmental
ethics
- Sexual ethics
H4
Describes
and
analyses
how
aspects of
religious
traditions
are
expressed
by their
adherents
H5
Evaluates
the
influence
of religious
traditions
in the life
of
adherents
Students Learn To

Suggested Teaching & Learning Strategies
Resources
Assessment
Strategies /
Evidence of
learning
Describe the ethical teachings of Islam
Describe and explain
Islamic ethical
teachings on bioethics
OR environmental
ethics OR sexual ethics
a. Review the ethical teachings of
Islam and the process of Islamic
Jurisprudence:
- The Qur’an
- The Sunna and Hadith
- Ijma’ – consensus and religious
leaders
- Qiyas – comparison with teachings
of the Qur’an and Hadith
Register
Date
D started:
Preliminary text
book
Date finished:
www.islam101.co
m
Ethics ppt
Peer marking
Work
samples:
V8, V3, V10, CC12
Writing task: CHIPS
Explain the process of Islamic
Jurisprudence in determining what is
halal or haram. (Preliminary review task)
V8, V3, V10, L3, CC12
Signed:
A basis for studying the teachings of
Islam on bioethics:
-
Define the parameters of
bioethics
Students are to research and
locate excerpts from the Qur’an
and Sunna which deal with
bioethics
www.hti.umich.e
du.k/koran/
www.quran.ca/m
odules.php?name
=Hadith
V8, V3, V10, C9, KC1, KC2, KC7, CC12,
W9
Formative Evaluation:
DEPTH STUDY ISLAM SEMESTER 1 – 2014 EDITED BY D. KENNAUGH 2013
UNIT: Depth Study: Islam
Outcome
Students Learn About
H2
Describes
and analyses
the influence
of religion
and belief
systems on
individuals
and society
H4
Describes
and analyses
how aspects
of religious
traditions
are
expressed by
their
adherents
H8 Applies
appropriate
terminology
and concepts
related to
religion and
belief
systems
H9
coherently
and
effectively
communicat
es complex
information,
ideas and
issues using
appropriate
written, oral
and graphic
forms.
Students Learn To
Suggested Teaching & Learning Strategies
Resources
Assessment
Strategies /
Evidence of
learning
Identify the teachings of Islam in
relation to one area of bioethics:
-
Examine specific examples, which
illustrate the central teachings of
Islam on bioethics. Students
should have a focus on three
areas within bioethics
Register
Date started:
Bioethics in Islam
ppt
Date finished:
KC2, V1
Work
samples:
Explain the teachings of Islam in
relation to bioethics:
-
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
KC2, V1
Writing task: CHIPS
Describe the ethical teachings of Islam
in relation to bioethics, using
references from sacred texts
L13, KC2, V1
Formative Evaluation:
DEPTH STUDY ISLAM SEMESTER 1 – 2014 EDITED BY D. KENNAUGH 2013
Mark student
responses
Signed:
UNIT: Depth Study: Islam
Outcome
H4
Describes
and
analyses
how
aspects of
religious
traditions
are
expressed
by their
adherents
Students Learn About
Students Learn To
Significant practices in the
life of adherents:

-

ONE significant
practice within Islam
drawn from:
Friday prayer at the
Mosque
Funeral ceremony
Hajj
H5
Evaluates
the
influence
of religious
traditions
in the life
of
adherents
-
Describe ONE
significant practice
within Islam drawn
from:
Friday prayer at the
Mosque
Funeral ceremony
-
Suggested Teaching & Learning Strategies
Resources
Assessment
Strategies /
Evidence of
learning
Preliminary link: Students to review the
Five Pillars. Throughout the study of
one significant practice make
connections as to how it embodies
principal beliefs in every live of
adherents
Identify the forms of completing Hajj:
- Tamattu’
- Ifraad
- Qiran
Hajj
Register
Date started:
D
Date finished:
F
Hajj ppt
Hajj Introductory
Activity
Worksheet
Describe the features of Hajj:
- Clothing in white robe (ihram)
Chronological
- Prayers said at various stages of
Order of Hajj
Worksheet
the journey from Mecca to Arafat
and return
- Throwing pebbles at Jamrat-ulAqabah
- Animal sacrifice
- Cutting of hair
- Tawaf – seven circuits of the Ka’ba
and drinking from the Zamzam
spring
V8, KC1, KC2, CC6, CC8
Formative Evaluation:
DEPTH STUDY ISLAM SEMESTER 1 – 2014 EDITED BY D. KENNAUGH 2013
Teacher
observation of
responses
F
Work
samples:
H
Peer sharing of
responses
Signed:
UNIT: Depth Study: Islam
Outcome
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 life of
adherence
Students Learn About
Students Learn To
Suggested Teaching & Learning Strategies
Resources
Assessment
Strategies /
Evidence of
learning
Register
Date started:

Demonstrate how
this practice
expresses the
beliefs of Islam
Lead an examination of Hajj in relation to
the beliefs of Islam
Hajj 2 ppt
Demonstrate how particular aspects of the
Hajj express the beliefs of Islam:
- Fard: the three obligatory acts
without which Hajj is invalid
(Ihram, Wuquf-e-Arafat, Tawah-eZiaret)
- Beliefs relating to the principal
locations of the pilgrimage
- Beliefs underlying the ritual actions
performed by pilgrims at each
stage
V8, KC1, KC2, CC6, CC8
Students to peer
share their
responses to
questions raised
on the ppt
Date finished:
Work
samples:
Signed:
DEPTH STUDY ISLAM SEMESTER 1 – 2014 EDITED BY D. KENNAUGH 2013
UNIT: Depth Study: Islam
Outcome
H6
Organises,
analyses and
synthesises
relevant
information
from a
variety of
sources,
considering
usefulness,
validity and
bias
H8 Applies
appropriate
terminology
and concepts
related to
religion and
belief
systems
H9
Coherently
and
effectively
communicat
es complex
information,
ideas and
issues using
appropriate
written, oral
and graphic
forms
Students Learn About
Students Learn To

Analyse the
significance of this
practice for both
the individual and
the Muslim
community
Suggested Teaching & Learning Strategies
Resources
Students work in small groups KC4. Each
group develops a Response to one of the
following areas:
- What purpose does the Hajj fulfil in
expressing the beliefs of Islam?
- If the Hajj did not exist in Islam
what difference would it make to
the way in which individual
believers were able to express
their faith?
- If the Hajj did not exist in Islam
what difference would it make to
the way in which the community is
able to express it s faith?
In order to do this, groups must
synthesise information in relation
to Hajj as a lived expression of the
beliefs of Islam. After sharing
information in a class forum,
students complete an individual
writing task.
Assessment
Strategies /
Evidence of
learning
Register
Date started:
Teacher
observation of
group work
Date finished:
Work
samples:
L13, V8, KC1, KC2, CC6, CC8
Writing task: CHIPS
“The Hajj is an essential vehicle for
the expression of the beliefs of Islam.”
Analyse this statement with respect to
both the individual and the Muslim
community.
L13, V8, KC1, KC2, CC6, CC8
DEPTH STUDY ISLAM SEMESTER 1 – 2014 EDITED BY D. KENNAUGH 2013
Marking written
responses
Signed:
UNIT: Depth Study: Islam
Summative Evaluation
DEPTH STUDY ISLAM SEMESTER 1 – 2014 EDITED BY D. KENNAUGH 2013