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Lab – and
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Printer
paper and printerWorld Religions
Regina Scotchie
8-day unit lesson plans
Objectives:
Ø
Students will demonstrate
and understanding of the concept of movement as it is applied to the five major world religions.
Ø
Students will analyze
the idea that religion drives many governments and most cultures as well as economic and education systems around
the world.
Ø
Students will demonstrate
an understanding of Judaism, Christianity, Islam, Hinduism, and Buddhism.
Ø
Students will predict
the futures of these religions and the cultures that are so heavily influenced by them.
Ø
Students will engage
in online activities to learn the Hebrew alphabet, travel as an Arab merchant, explore the catacombs of
CSOs: See SCO sheet in lesson
plan folder.
Materials:
Ø
Computers with Internet
access
Ø
List of appropriate
sites for research/Internet capabilities and printer.
Ø
Word processing software
that includes chart and graph capabilities.
Ø
Reference books for
research of World Religions listed in objectives above. These have
been reserved in the library and brought to the classroom.
Ø
Software for research
of topic – Encarta, World Book, Microsoft Bookshelf, etc.
Ø
Blank world maps and
tracing paper.
Ø
Markers, crayons,
colored pencils
Ø
Lab – and
Printer
paper and printer
Ø
Activity sheets for
students to follow.
Ø
Video on The Hajj
for 12/14.
Teaching Procedures:
substitute,
please folow this lesson plan today if you can. emergency plans and
handouts are in the substitute file on side table if you need them.
1.
Check roll and
mark roster sheet. Place bubble sheet on door immediately.
2.
Distribute the
directions/procedures for this unit of study. (Rubric)
Ø
Honors Rubric
Ø
Regular Rubric
3.
Explain to students
that they will be responsible for the following projects.
Ø
World Religion Matrix
printed and filled in. (I will run copies if we need this before we can get into the lab to make them.)
Ø
World religion map
complete with legend and overlays.
Ø
Hebrew Alphabet on-line
activity (Judaism)
Ø
Handout of questions
on the
Ø
Critical thinking
questions handout. (Oral in regular classes.)
Ø
Religions timeline
created by student. (All belief Systems.)
Ø
Chart showing number
of people practicing each religion around the world today, created by student.
Ø
Completed pie graph
of percentages of persons practicing each religion of the 5 religions.
We
will have 2 lab days to work on the Internet. Everything
else they use will come from the library, software, classroom computers, and their
textbooks.
Student
activity sheets are attached. Also, see lesson online and in notebook.
__________________________________________________________
Homework:
Work
on any part of the project they desire. Watch time
management. If
the fall behind, they are instructed to take work home with them. All work is due _____________.
Evaluation:
Observe on-task time and cooperative
learning situations. Observe computer skills and organizational skills. Observe
self-starters. Observe research skills. Assist those having difficulty.
Objectives:
Ø
Students will demonstrate
and understanding of the concepts of the five major world religions.
Ø
Students will site
examples of religious influence in governments, social institutions, and economic systems.
Ø
Students will explain
the differences among Judaism, Christianity, Islam, Hinduism, and Buddhism.
Ø
Students will examine
the similarities among these same religions.
Ø
Students will predict
the futures of these religions and the cultures that are so heavily influenced by them.
Ø
Students will engage
in online activities to learn the Hebrew alphabet, travel as an Arab merchant, explore the catacombs of Rome, and
follow Buddhism as it spread across East Asia.
Instructional Goals and Outcomes:
# 10.25, 10.28, 10.31, 10.32, 10.34,
10.38, 10.40, 10.45, 10.55, 10.63, 10.67.
Materials:
Ø
Computers with Internet
access
Ø
List of appropriate
sites for research/Internet capabilities and printer.
Ø
Word processing software.
Ø
Blank world maps and
tracing paper. (Bottom drawer of filing cabinet)
Ø
Directions, including
vocabulary list, critical thinking questions, and all online direction handouts, and matrix to create/copy and
complete. (Students created their own for Ancient Civilizations and saved them to discs. If no lab time when they
need them, simply run copies of the sample in the folder.)
Teaching Procedures:
substitute,
please folow this lesson plan today if you can. emergency plans and
handouts are in the substitute file on side table if you need them.
Time Magazine readings for current events they have not yet
covered.
1.
Check roll and
mark roster sheet. Place bubble sheet on door immediately.
2.
Distribute the
lab directions and list of appropriate sites.
3.
Explain to students
that they will be using this time primarily to view and practice the Hebrew alphabet, and to tour Buddhist and
Hindu temples and art. They will be filling in the matrix and completing
the vocabulary list.
4.
These
2 lab days will allow everyone to work on the Internet together.
When we return to the classroom, they will work in groups again, and they will use books and magazines
from the library, software, classroom computers, and their
textbooks.
5.
If time allows,
all students need to attempt the online World Religions quiz on the www.mrdowling.com
site. (It is excellent!)
***Student
activity sheets are in bottom drawer of filing cabinet. Also, see lesson online and printed copy in notebook on
the bookcase. http://reinvent.k12.wv.us
look up Alternative Belief Systems by Regina Scotchie.
__________________________________________________________
Homework:
Work
on any part of the project they desire. Watch time
management. If
they fall behind, they are instructed to take work home with them. All work is due before Christmas break.
Evaluation:
Observe on-task time and cooperative
learning situations. Observe computer skills and organizational skills. Observe
self-starters. Observe research skills. Assist those having difficulty.
Discuss problems and new information. Share with all students.
Objectives:
Ø
Students will demonstrate
and understanding of the concept of movement as it is applied to the five major world religions.
Ø
Students will site
examples of religious influence in governments, social institutions, and economic systems.
Ø
Students will explain
the differences among Judaism, Christianity, Islam, Hinduism, and Buddhism.
Ø
Students will examine
the similarities among these same religions.
Ø
Students will predict
the futures of these religions and the cultures that are so heavily influenced by them.
Ø
Students will engage
in online activities to learn the Hebrew alphabet, travel as an Arab merchant, explore the catacombs of Rome, and
follow Buddhism across East Asia.
Instructional Goals and Outcomes:
# 10.25, 10.28, 10.31, 10.32, 10.34,
10.38, 10.40, 10.45, 10.55, 10.63, 10.67.
Materials:
Ø
Computers with Internet
access
Ø
List of appropriate
sites for research/Internet capabilities and printer.
Ø
Word processing software
that includes chart and graph capabilities.
Ø
Reference books for
research of World Religions listed in objectives above. These have
bee reserved in the library and brought to the classroom.
Ø
Software for research
of topic – Encarta, World Book, Microsoft Bookshelf, etc.
Ø
Blank world maps and
tracing paper.
Ø
Markers, crayons,
colored pencils
Ø
Lab and
Printer
paper and printer
Ø
Activity sheets for
students to follow.
Ø
Video on The Hajj
for 12/20.
Teaching Procedures:
substitute,
please folow this lesson plan today if you can. emergency plans and
handouts are in the substitute file on side table if you need them.
1.
Check roll and
mark roster sheet. Place bubble sheet on door immediately.
2.
Distribute the
directions/procedures for this unit of study.
3.
Instruct students
to return to their assigned groups. They are to work together
in groups to facilitate the use of the classroom computers and resource material. Students are working at their
own pace to complete each task.
4.
Explain again
to students that they will be responsible for the following projects. (It
has been a long Christmas break and Thurs. and Fri. were spent in the lab.)
Ø
World Religion Matrix
printed and filled in
Ø
World religion original
location map complete with legend.
Ø
World religion map
overlays showing movement and growth.
Ø
Hebrew Alphabet on-line
activity
Ø
Handout of questions
on Buddhism.
Ø
Online quiz directions.
Ø
Critical thinking
questions handout. (Honors classes.)
Ø
Religions timeline
created by student.
Ø
Chart showing number
of people practicing each religion around the world created by student. (May use Excel or do this by hand
on graph paper.)
Ø
Completed pie graph
of percentages of persons practicing each of the 5 religions.
We
had 2 lab days to work on the Internet. Now they will
continue to work in groups and share the classroom computers as well as books from the library, software, atlases,
and their textbooks.
Student
activity sheets are attached. Also, see lesson online and in notebook for more detail.
4. All work is due on Wednesday
for review. Test will be on Thursday, 1/9.
__________________________________________________________
Homework:
Work
on any part of the project they desire. Watch time
management. If
they fall behind, they are instructed to take work home with them. All work is due Thursday.
Test is Friday.
Evaluation:
Observe on-task time and cooperative
learning situations. Observe computer skills and organizational skills. Observe
self-starters. Observe research skills. Assist those having difficulty.
Objectives:
Ø
Students will demonstrate
and understanding of the concept of movement as it is applied to the five major world religions.
Ø
Students will site
examples of religious influence in governments, social institutions, and economic systems.
Ø
Students will explain
the differences among Judaism, Christianity, Islam, Hinduism, and Buddhism.
Ø
Students will examine
the similarities among these same religions.
Ø
Students will predict
the futures of these religions and the cultures that are so heavily influenced by them.
Ø
Students will engage
in online activities to learn the Hebrew alphabet, travel as an Arab merchant, explore the catacombs of
Instructional Goals and Outcomes:
# 10.25, 10.28, 10.31, 10.32, 10.34,
10.38, 10.40, 10.45, 10.55, 10.63, 10.67.
Materials:
Ø
Computers with Internet
access
Ø
List of appropriate
sites for research/Internet capabilities and printer.
Ø
Word processing software
that includes chart and graph capabilities.
Ø
Reference books for
research of World Religions listed in objectives above. These have
bee reserved in the library and brought to the classroom.
Ø
Software for research
of topic – Encarta, World Book, Microsoft Bookshelf, etc.
Ø
Blank world maps and
tracing paper. (Overhead blank map also.)
Ø
Markers, crayons,
colored pencils
Ø
Lab –, and
Printer
paper and printer
Ø
Activity sheets for
students to follow.
Ø
Video on The Hajj
Teaching Procedures:
substitute,
please folow this lesson plan today if you can. emergency plans and
handouts are in the substitute file on side table if you need them.
1.
Check roll and
mark roster sheet. Place bubble sheet on door immediately.
2.
Explain to students
that they will be creating a chart showing the growth of each of the five belief systems we are studying. (We will
use excel in the lab on a day when we can get in. For now, we will
do this on graph paper.)
3.
Students may work
with a partner or by themselves. They will need to use the Goode’s World atlases or the World Almanacs for their
information. We want to know how many people in the world practice each of these 5 faiths.
4.
Distribute the
atlases and the graph paper – one sheet per student. Show students
how to locate the information they need. On the graph paper, they
will set up the names of the systems across the horizontal axis, and the number values on vertical axis.
5.
Assist students
in locating the information. Instruct them that while the height of
their columns will vary, the width must remain constant. They may use
5 different colors for easy reading of the information.
6.
Discuss findings
when all have finished. Allow volunteers to fill in display on overhead
transparency. Award participation points.
7.
Anyone who needs
more time on this may continue working, or who needs to go back and finish yesterday’s assignment may do so. All
who are finished may research the dates they will need for a timeline or they may go to the computers and take
the www.mrdowling.com online quiz
to check their skills for Friday’s test.
4. All work is due on Wednesday
for review. Test will be on Thursday, 1/9.
5.
Remind students to check off the rubric list as they finish each assignment and
assess their own work.
__________________________________________________________
Homework:
None
unless they are behind with this work. Start reviewing for Thursday’s test.
Evaluation:
Participation points awarded to those
answering questions. Observe on-task time and cooperative learning situations. Observe atlas skills and organizational
skills. Observe self-starters.
Observe research skills. Assist those having difficulty.
Objectives:
Ø
Students will examine
the pilgrimage of the Muslims to Makkah known as the Hajj.
Ø
Students will demonstrate
an understanding of what they are watching by completing the handout on the Hajj.
Ø
Students will identify
the Five Pillars, the Ka ‘Ba, and the purifications and sacrifices.
Instructional Goals and Outcomes:
# 10.25, 10.28, 10.31, 10.32, 10.34,
10.38, 10.40, 10.45, 10.55, 10.63, 10.67.
Materials:
Today is club day and periods
are shorter. Please watch the clock.
Ø
Arabian Embassy Video
– section on the Hajj only.
Ø
Teacher questions
for students to answer during the video.
Teaching Procedures:
substitute,
please folow this lesson plan today if you can. emergency plans and
handouts are in the substitute file on side table if you need them.
1.
Check roll and
mark roster sheet. Place bubble sheet on door immediately.
2.
Distribute the
questions students will be responsible for answering. Place video in VCR.
The tape is marked with a marker as to where to begin.
3.
Instruct students
to count off. They will only be responsible for the numbered question
that they called out. Everyone will share their answers after the video
and participation points will be awarded.
4.
Circulate around
the room to see that everyone is paying attention. Anyone sleeping
will receive a day of structured lunch.
Ø
Allow students time
to discuss possible answers and exchange information as a class at the end of the video.
Ø
Collect all handouts
for a grade.
__________________________________________________________
Homework:
None.
Merry Christmas!!
Evaluation:
Observe attention during the video.
Participation points for correct answers at the end of the video.
Video Handout
– Saudi Journey to Makka
1.
What
is the holiest time of the year in the Islamic faith?
________________________________________________
2.
How
do the people get to Makka? _______________
_____________________________________________________
3.
What
are they doing when they arrive at their first destination?
a.
_____________________________________________________
b. _____________________________________________________
c. _____________________________________________________
d. _____________________________________________________
4.
Why
are they doing these things? ________________________
5.
How
many mosques are there in
6.
How
many worshippers will the Mosque at Makka hold when renovations are complete?
__________________
7.
How
many Pillars are there for the Muslims to move through during the Hajj? _________________________________
8.
What
do they do at the first Pillar? ______________________
9.
What
do they do at the last Pillar? ________________________
10.
All
Muslims want to be at Arafat on the 10th day. What
do the men do on this day? ______________________________________
11.
What
happens to all of the meat from the goats? ________________________________________________________
12.
What
are two of the biggest concerns of the government during Rhamadan? ________________________________and
_________________________________________
13.
About
how many people participate in the Hajj each year? ______
14.
How
much money did it cost to complete the road system through the Five Pillars? _________________________________________
15.
What
was the attitude of the men throughout this ordeal of the Hajj? ______________________________________________
16.
Do
you think they have very strong faith? ______________
17.
Explain
why you think they have such strong faith.
___________________________________________________________
___________________________________________________________
___________________________________________________________
18.
Write
and explain in complete sentences at least three reasons why we need to study the Islamic culture and understand
their convictions to their beliefs.
Objectives:
Ø
Students will compile
the data they have discovered throughout the World Religions unit.
Ø
Students will compare
and contrast world religion populations using excel tables and pie charts.
See technology standards and World History Religion Standard.
Materials:
Ø
Seating Charts for
lab 208
Ø
Excel Directions handout
Ø
Excel software/ Internet
sites already previewed.
Ø
Diskettes – one per
student
Teaching Procedures:
substitute,
please folow this lesson plan today if you can. emergency plans and
handouts are in the substitute file on side table if you need them.
1.
Check roll and
mark roster sheet. Place bubble sheet on door immediately.
2.
Explain that we
will be creating charts and tables today on Excel to show the population numbers of religious groups in the Middle
East, then again to show the locations and numbers of various religious groups worldwide.
Ask who has used Excel in the past. Distribute Excel directions
handout with Internet site for statistics. www.about.com or http://cia.org/worldfactbook
3. Instruct students to log on and open the office folder on the desktop. Distribute directions while they are doing this. Go over the directions. They may work at their own pace. If they