Why Comics? Key Stage 3 Religious Studies Lesson Plan

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Why Comics? Key Stage 3 Religious Studies Lesson Plan

Why Comics? Key Stage 3 (age 11- 14) Religious Studies Lesson Plan: Learning about Islam

IntroductionLooking to engage your students in contemporary human rights and social issues? Based at SOAS University of London, Why Comics? Education Charity brings contemporary humanitarian and social issues into the classroom (such as racism, conflict, migration, trafficking and climate change) through interactive literary comic books based on real-life testimony.

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Why Comics? Key Stage 3 Religious Studies Lesson Plan

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Table of ContentsIntroduction.....................................................................................................................................................2

UK National Curriculum Religious Studies requirements................................................................................3

Learning about Islam.......................................................................................................................................4

Aims.............................................................................................................................................................4

Learning Objectives......................................................................................................................................4

Lesson plan 1................................................................................................................................................4

Additional Follow on Lesson: Variations within Islam....................................................................................6

Aims.............................................................................................................................................................6

Learning Objectives......................................................................................................................................6

Lesson plan 2................................................................................................................................................6

Feedback..........................................................................................................................................................8

Future Plans.....................................................................................................................................................8

Who backs Why Comics? - About PositiveNegatives..................................................................................8

UK National Curriculum Religious Studies requirements: [Source: UK Religious Education in Schools ]

Key Stage 3 in religious studies should:

develop students’ knowledge and understanding of religious beliefs, teachings, and sources of wisdom and authority, including through their reading of key religious texts, other texts, and scriptures of the religions they are studying

develop students’ ability to construct well-argued, well-informed, balanced and structured written arguments, demonstrating their depth and breadth of understanding of the subject

challenge students to reflect on and develop their own values, beliefs and attitudes in the light of what they have learnt and contribute to their preparation for adult life in a pluralistic society and global community

teach students’ to develop respect for others with different faiths and beliefs, and challenge prejudice.

Please note Teacher’s Notes are in purple.

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Why Comics? Key Stage 3 Religious Studies Lesson Plan

Why Comics? Religious Studies Lesson Plan: Learning about Islam

Here is a suggested introductory lesson plan about daily observation of religion and migration told through Sagal or Shamso’s eyes. It is 45 minutes long consisting of a reading in class, followed by a group discussion and an assigned homework. We have also included ideas for a follow up lesson. The class can either read the comic collectively via projector, or at home via the web (http://www.whycomics.org/comics).

This lesson will provide students with an understanding of the various doctrines within Islam. It will use the comics to depict how individuals understand and incorporate Islam in their daily lives. Students will explore the several meanings attached to religion and understand how differently held values, expectations and beliefs sometimes are the causes of conflict.

Aims:This lesson will explore some aspects of certain beliefs and daily religious observances in Islam. Students will:

Examine the basis for the beliefs and teachings in Islam Learn the various practices of Islam Learn various forms of expression and Islamic ways of life.

Learning Objectives:

By the end of this session, students will be able to: Understand the basis for beliefs and teaching Identify the various practices concerning Islam Identify various forms of expression and Islamic ways of life.

Lesson plan 1:

1. Read through the comics as a group: Project the story in class and go through the comic panel by panel. Ask different pupils to read out each page. (20 mins)

2. Classroom Discussion: Read out the article found in the Teacher’s Notes below describing the basic pillars of faith and then have a discussion about where they can see evidence of the pillars of faith in the selected comic. (20 mins)

Teacher’s Note: Here you could analyse the way Shamso tries to incorporate some principles in her children’s upbringing and her care for the old or you could think about Sagal's decision to wear her

hijab.

3. Homework: ask each student to revise their notes and concepts from class (Sunnah, Salat, Pillars of Islam, Quran) from class and summarise in written form how Shamso or Sagal practice their religion. Additionally, they will read the following BBC article: What is the hijab? (5 mins)

Teacher’s Notes[Source : Islam at a Glance ]

Muslims believe that Islam was revealed over 1400 years ago in Mecca, Arabia.

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Why Comics? Key Stage 3 Religious Studies Lesson Plan

Followers of Islam are called Muslims. Muslims believe that there is only One God. The Arabic word for God is Allah.

According to Muslims, God sent a number of prophets to mankind to teach them how to live according to His law. Jesus, Moses and Abraham are respected as prophets of God.

Muslims base their laws on their holy book the Qur'an, and the Sunnah.

Muslims believe the Sunnah is the practical example of Prophet Muhammad and that there are five basic Pillars of Islam. These pillars are the declaration of faith, praying five times a day, giving money to charity, fasting and a pilgrimage to Mecca (at least once).

The Five Pillars of Islam [Source : www.khanacademy.org ]

1. The Profession of Faith—The Shahada

The Profession of Faith, the shahada, is the most fundamental expression of Islamic beliefs. It simply states that “There is no God but God and Muhammad is his prophet.” It underscores the monotheistic nature of Islam. It is an extremely popular phrase in Arabic calligraphy and appears in numerous manuscripts and religious buildings.

2. Daily Prayers— Salat

Muslims are expected to pray five times a day. This does not mean that they need to attend a mosque to pray; rather, the salat, or the daily prayer, should be recited five times a day. Muslims can pray anywhere; however, they are meant to pray towards Mecca. The faithful pray by bowing several times while standing and then kneeling and touching the ground or prayer mat with their foreheads, as a symbol of their reverence and submission to Allah. On Friday, many Muslims attend a mosque near midday to pray and to listen to a sermon, khutba.

3. Alms-Giving— Zakat

The giving of alms is the third pillar. Although not defined in the Qu’ran, Muslims believe that they are meant to share their wealth with those less fortunate in their community of believers.

4. Fasting during Ramadan— Saum

During the holy month of Ramadan, the ninth month in the Islamic calendar, Muslims are expected to fast from dawn to dusk. While there are exceptions made for the sick, elderly, and pregnant, all are expected to refrain from eating and drinking during daylight hours.

5. Pilgrimage to Mecca— Hajj

All Muslims who are able are required to make the pilgrimage to Mecca and the surrounding holy sites at least once in their lives. Pilgrimage focuses on visiting the Kaaba and walking around it seven times. Pilgrimage occurs in the 12th month of the Islamic Calendar.

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Why Comics? Key Stage 3 Religious Studies Lesson Plan

Additional Follow on LessonVariations within Islam

Aims:

This lesson will allow students to further explore the aspects of daily religious practices and Islamic beliefs that are currently debated. Students will:

Discuss some issues related to the nature and purpose of the hijab Consider the roles of men and women in Islam, gender equality and discrimination Learn about how varied interpretations of sources and/or teachings may give rise to

diversity within traditions.

Learning Objectives:

By the end of this session, students will be able to: Understand issues related to the nature and purpose of the hijab Develop awareness around the roles of men and women in Islam, gender equality and

discrimination Understand how varied interpretations of sources and/or teachings may give rise to

diversity within traditions.

Lesson plan 2:

1. Recap the previous lesson: Go over the previous lesson on the basic beliefs and daily religious observances in Islam (10 mins).

Teacher's note: To aid the lesson’s main activity, highlight the ways that Sagal or Shamso understand and practice Islam. Discuss some of the similarities and differences.

2. Class Discussion: Let students watch the video embedded in this Huffington Post webpage. Have an open discussion in which students can compare the video to the BBC article they read for homework from the previous session. Are the two expressing different views on the hijab? How? (30 mins)

What are some of the divergent views on clothing? Can the pupils reflect on their own clothing choices? What influences their clothing choices?

3. Homework: Students should research the different types of Islamic beliefs (5 mins)

Teacher’s NotesHijab: an Introduction [Source: Hijab Introduction BBC ]

Hijab is an Arabic word meaning barrier or partition.

In Islam, however, it has a broader meaning. It is the principle of modesty and includes behaviour as well as dress for both males and females.

The most visible form of hijab is the head covering that many Muslim women wear. Hijab however goes beyond the head scarf. In one popular school of Islamic thought, hijab refers to the complete

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Why Comics? Key Stage 3 Religious Studies Lesson Plan

covering of everything except the hands, face and feet in long, loose and non see-through garments. A woman who wears hijab is called Muhaajaba.

Muslim women are required to observe the hijab in front of any man they could theoretically marry. This means that hijab is not obligatory in front of the father, brothers, grandfathers, uncles or young children.

Hijab does not need to be worn in front of other Muslim women, but there is debate about what can be revealed to non-Muslim women.

Modesty rules are open to a wide range of interpretations. Some Muslim women wear full-body garments that only expose their eyes. Some cover every part of the body except their face and hands. Some believe only their hair or their cleavage is compulsory to hide, and others do not observe any special dress rules.

In the English-speaking world, use of the word hijab has become limited to mean the covering on the head of Muslim woman. However, this is more accurately called a khimaar. The khimaaris a convenient solution comprising usually one, but sometimes two pieces of cloth, enabling Muslim women to cover their hair, ears and neck while outside the home.

Hijab, in the sense of veiling, can also be achieved by hanging a curtain or placing a screen between women and men to allow them to speak to each other without changing dress. This was more common in the early days of Islam, for the wives of the Prophet Muhammad.

Feminist writer Hanna Yusuf on the use of hijab [Source: Huffington Post ]

Not all Muslim women cover their bodies. Not all Muslim women who do are forced to do so. Like freelance writer Hanna Yusuf, who chooses to wear a hijab in a daily act of feminism.

In a new video for The Guardian, Yusuf challenges stereotypes by setting out to reclaim the choice to wear a hijab as “a feminist statement.” Though Yusuf is not speaking for all hijabi women, she wants to make her own reasoning for covering up clear: “My hijab has nothing to do with oppression,” Yusuf says.

FeedbackPlease help us by filling out a short anonymous SurveyMonkey questionnaire for our funders. This will help keep our great resources free. We will be happy to hear about how it works in the classroom, and are keen to receive any comments or feedback.

We are particularly interested if you would like to receive more resources like this. If so please include on the SurveyMonkey questionnaire which topics you would like us to cover (e.g. Divorce, Migration, Racism/Prejudice, Cyber/Bullying, Identity, Memory, Racism, Conflict, Natural Disasters, Human Trafficking/Slavery, Asylum/Refugees, Homelessness, Climate Change, Remittances & Migrant Workers, and Drug Trafficking & Addiction).

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Why Comics? Key Stage 3 Religious Studies Lesson Plan

Future Plans

Over the coming year, we’re intending to expand our bank of database for KS2 (age 7-11) and KS3 (age 11-14) and KS4-5 (age 14-18) and their teachers, and produce national curriculum based accompanying lesson plans for multiple subjects. You can view all our resources on our Teachers Resources page.

We will continue to design and test our resources to ensure that they are made by teachers for teachers.

If you would like any more information or would like to be involved further, please contact info@whycomics.org. Thank you.

With very best wishes,

Dr Benjamin Dix

Director: Why Comics? Education CharitySenior Fellow: SOAS University of London

Web: http://www.whycomics.org/Email: info@whycomics.org Twitter and Instagram: @WhyComicsOrg Facebook: Why Comics? Education Charity

Why Comics? Education Charity is based at the Faber Building, SOAS University of London.Why Comics? Charity number - 1172791

Who backs Why Comics? - About PositiveNegatives

The award-winning non-profit PositiveNegatives produce literary comics, animations and podcasts about contemporary social and human rights issues. We combine ethnographic research with illustration and photography, adapting personal testimonies into art, education and advocacy materials. Since 2012, PositiveNegatives has worked extensively for an array of international organisations such as United Nations (UN), Overseas Development Institute (ODI), Open Society Foundations (OSF), The Nobel Peace Centre, The Guardian, BBC, and with leading academic institutions such as; Harvard South Asia Centre, SOAS University of London and University of Sussex.

Our work endeavours to combine literature, journalism and education. Visual story-telling engages audiences of all ages, backgrounds and levels of literacy. Approaching subjects like conflict and forced migration through the prism of personal narratives emotionally engages general readers and students alike. We have developed comics from research, policy papers and first hand testimonies for organisations such as these and many more. Each comic has reached millions of viewers, and many have been translated into multiple languages reaching diverse international stakeholders.

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