1. Review the three major monotheistic world religions, especially Judaism and Christianity. (Islam will be addressed in the next session.)
2. Distribute copies of the video-viewing guide, and go over it with the students. Then, show the selected video. Have students use the video-viewing guide while watching and immediately following the showing in order to summarize important points, make connections, and draw conclusions.
3. Have students research on the Internet a topic related to Judaism and/or Christianity (optional activity).
4. Assign a teacher-selected reading or other reinforcement activity.
Session 3: The Five Pillars of Islam
Pictures of two types of pillars—a supporting post for a superstructure and a freestanding ornamental column supporting a statue (for example, the Jefferson Davis monument on Monument Ave. in Richmond)
Attachment A: Five Pillars of Islam
Colored pencils or markers
Textbook and other instructional resources
Teacher-selected resources that explain the Five Pillars of Islam
1. Display pictures of two types of pillars, and discuss the meanings of the word pillar:
a supporting post for a structure
a freestanding ornamental column supporting an object, such as a statue, for a monument
a supporting, integral, or upstanding member (“a pillar of society”)
a fundamental precept (“the Five Pillars of Islam”)
Discuss the relationships among these four meanings.
2. Distribute copies of Attachment A, colored pencils or markers, and research resources. Have students use the textbook and/or other instructional resources to draw a picture in each box of the handout to represent one of the Five Pillars. Instruct them to leave room at the bottom of each box to add written notes.
3. As a class, discuss the Five Pillars. Instruct students to complete the Five Pillars chart by writing in each box the related information discussed.
Electronic presentation of the two world religions chart (see below)
1. Display two columns with the headings “Buddhism” and “Hinduism.” Ask students to name any belief, term, person, or holiday they might know related to these religions, and write their responses under the appropriate headings.
2. Distribute index cards, rulers, and colored pencils and/or markers. Explain that each student will create a flash card containing basic information on these two major world religions. Display the following chart for students to copy onto both sides of the card, filling the entire surface of each side. Direct students to use a different color for each religion. Discuss the meanings of the terms doctrine and belief and the differences between them.
3. Help students complete the chart on one side of the card by asking students questions about each religion and having them write in the answers. Supplement discussion with teacher-selected resources.
Teacher-selected resources containing information about Buddhist beliefs and leaders
1. Pass out paper, rulers, colored pencils and/or markers, and teacher-selected resources.
2. Instruct students to use their knowledge, the textbook, and other resources to create a colorful drawing that includes the following terms and people: Siddhartha Gautama (Buddha), Four Noble Truths, Eightfold Path to Enlightenment, Nirvana, and Asoka, labeling each one.
3. Assign a teacher-selected reading or other reinforcement activity.