Middle East Lesson Plan

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Lee Reighard Monotheistic Religions of the Middle East Subject Area: Social Studies Grade Level: 9th Grade – Valley Southwoods – I have been sitting in on the class and working with the classroom teacher for multiple weeks. We came up with this as a good lesson for me to teach as I have a significant background in the subject matter. There are 5 class periods in which I will be teaching. 4 of them are a regular level class (Global Cultural Studies) and one is an accelerated class (Global Understanding). I have been made aware that the 8th period GCS class is a collaboration class that has multiple special needs students in it. Due to this factor, we specifically designed the groups to maximize the academic benefits while making sure to not group together students who had attitude conflicts in the past. Date: 3/22/2011-3/24/2011 Objective and Timeframe: Define Monotheism, and identify the three (3) major Middle Eastern monotheistic religions. Summarize the major features of each religion. Compare and contrast those features in order to recognize how similar these religions are, historically speaking. Analyze the relationship that each of these religions have with Jerusalem. Formative: I have a pre-test that I will hand out to all of the students to fill out in the final five minutes, the day before my lesson begins. This worksheet has 24 statements that will apply to 0, 1, 2, or 3 of the religions being taught. After getting these answers, I will be rearranging the room into small groups based on their level of comprehension. In each group, there will be at least one student who “gets it”, one who “kind of gets it”, and one who “doesn’t get it.” There will be between six and nine groups of between three and four students, based on the students’ initial understanding. I will color code a class

list Red/Yellow/Green to indicate and keep track of the initial level of comprehension Materials Needed: Religion Pre-Test Pop/Soda - http://popvssoda.com:2998/countystats/total-county.html World Religions Map http://www.mapsharing.org/MS-maps/map-pagesworldmap/images-map/5-world-map-religions.png YouTube Video Clips of my Senior World Religions Video Judaism – 2 min 40 sec starting at 7:00 http://www.youtube.com/watch?v=T0IRAqmmnFY Christianity – 3 min 10 sec starting at 2:00 http://www.youtube.com/watch?v=950qxD0z0s0 Islam – 2 min 40 sec starting at 1:03 http://www.youtube.com/watch?v=nhLRmCb8dJc Powerpoint Presentation of Judaism, Christianity, and Islam – I will handout copies of the slides for the students to use for note-taking. Origin, Modern Day, & Jerusalem DVD: Jerusalem – Mosaic of Faith Three Religions: One Region Worksheet Religion Comparison Chart Detailed Procedural Steps: Hand out Pre-Test to students and have them quickly fill out (5 min) Separate Groups based on results of that Formative Assessment (5 min) At this point I will already have the Pop/Soda/Coke map on the Overhead in order to raise interest (Anticipatory Set) (AS) . I will call on two students and ask them what they call “soft drinks”. Then I’ll ask for a show of hands for pop/soda/or coke. Then I’ll point out how the distinctions on the map are mostly regional, but that in all of those places, there are people who call it different things. (6 min) I will then switch to a world map that shows all of the different religions, and how they are mostly broken up by region, but again stress that, in each of those regions, there are adherents to other faiths and that all must try to coexist and respect each other’s beliefs. (2 min) Objective and Purpose - “With that in mind, a number of you in this class come from different backgrounds and cultures. Many of you have different beliefs and faiths. For the next couple days we’re going to be discussing the

origins and belief structures of Judaism, Christianity, and Islam. You might learn some things about these religions that seem strange, but here’s the deal You might be sitting next to someone who believes in these things, so we need to be careful to show respect towards the beliefs others in this classroom. So! Our specific goals: We are going to Define Monotheism, and identify the three (3) major Middle Eastern monotheistic religions; Judaism, Christianity, & Islam. We are going to Summarize the major features of each religion. We’re going to Compare and contrast those features in order to recognize how similar these religions are, historically speaking. And finally, we will analyze the relationship that each of these religions have with Jerusalem.” (2 min) Show Judaism Clip from my World Religions video [Modeling] (M) (3 min) Powerpoint of Judaism Origin, Modern Day, & relation to Jerusalem [Instructional Input] (II) (5 min) Show Christianity Clip from my World Religions video [Modeling] (M) (3 min) Powerpoint of Christianity Origin, Modern Day, & relation to Jerusalem [Instructional Input] (II) (5 min) Show Islam Clip from my World Religions video [Modeling] (M) (3 min) Powerpoint of Islam Origin, Modern Day, & relation to Jerusalem [Instructional Input] (II) (5 min) Check for Understanding (CFU) – With remaining time in the first class period, I will hand back their pre-tests. I will pick out a few of the questions that we covered in the lecture and ask, based on the new information they’ve received, if they have a change in their answers. If there are still any problems, we’ll go over the information again. DAY 2 Check for Understanding (CFU) - Hand out “3 Religions: 1 Region” to small groups. Give 1/3 of the groups Judaism, 1/3 Christianity, & 1/3 Islam. Have each group read their portion aloud to their group. Discuss and write down three (3) key features. Have each group share one feature with the entire class and have their classmates write out the information given to them. I will take the opportunity to go into more detail with the features offered by the class when they are a little too vague. (20 min) Jerusalem: Mosaic of Faith [Modeling & Instructional Input] (M) (II) (40 min) – I will hand out a film note-taking chart which will focus the students on writing notes that detail the Historical Significance of Jerusalem to each religion, as well as the Landmarks described for each religion within the city. There are key points within this film which will need to be pointed out. At these points, I will make sure to pause the DVD and ask questions that guide the students towards the important information.

FILM WILL CARRY OVER TO DAY 3 Guided Practice (GP) & Check for Understanding (CFU) - Jeopardy! Game with 4 categories (Judaism, Christianity, Islam, Name That Religion!) of 5 questions each. Small group will combine to make 3 larger groups. Each will have a “buzzer”. These groups will be based on the “3 Religions: 1 Region” article they read; One of the Groups will have all read the Judaism article, one will have read the Christianity article, and the third will have read the Islam article. This way, each group will be “expert” in one category, but will have had to listen to the other groups in order to succeed. There will be one Final Jeopardy question that will focus on the feature objective (each religion’s relationship to Jerusalem), and the team with the most money will win. (25 min) Finally, I will hand out the Comparative Religions Chart which will serve as a study guide for this section of the unit. I will ask for any final questions, and that will conclude the lesson. (3 min) Differentiation can go here or in procedural steps (optional): The small groups will be set up in a way that there will be students of different levels of comprehension put together in order to help each other out. Furthermore during small group work, I will be stopping by each group and asking questions specifically to those students who were behind, in order to ensure that they are understanding the key concepts. Student Evaluation: There will be two forms of student evaluation for this lesson. The first will be the Jeopardy! game which will serve as both an understanding check and guided practice to conclude the lesson. The second is that I will be writing quiz and exam questions that consist of Multiple Choice, True/False, Matching, Fill-in-the-blank, Short Answer, and Two (2) essay questions. Some of these will be included on the Unit Exam. Reflections: Pretest – This did a good job separating the students into three groups of initial comprehension. Originally, that was going to be its only purpose…however when we got done with the Powerpoint presentation and the origin story cut scenes, I decided to hand them back to them. They were then allowed to correct any mistakes and use it as a study aid. This was highly effective in seeing what changes they made as a way of gauging understanding from the first set of instruction.

Pop v Soda Map – Perfect. The subject seemed to intrigue the students. Many had passionate thoughts about what they called “soft drinks” yet very few of them knew the origin of why people in the southeast called everything “Coke”. It created a perfect metaphor for the rest of the lesson. World Religions Map – Worked well as a link from the soda map. Could definitely tell that a lot of the students “got it” when they saw the change from one map to the next. They then understood the purpose of the soda map which, by itself, held very little purpose. One thing I might change is that I’d like to find a map with a little clearer delineation between both the countries and the predominant religions within those countries Powerpoint – The slides themselves are very good. They cover the proper information and they are not too detailed. Furthermore, the pictures provide reference for some of my discussion (i.e. The Dome of The Rock, and the picture of an Orthodox Jew). The problem that I saw very quickly was that the lecture does not stand on its own. I have created markers on my copy of the slides to target points where I will ask questions to the class as a whole. This will allow me to avoid the type of disconnect that I ran into during the first class period to which I presented. Video Clips – One of my classmates has been working with re-editing the video, but in order for the new edits to work, they need to be transferred to a different format. This will be an ongoing project. Even in their current form though, these are a perfect representation of modeling. The students not only get to see the origin stories of these religions in a different format than they’re used to, but they also get to see me, their teacher, as a 17 year-old student himself…involved in learning many of the same concepts. The kids really seemed to get a kick out of seeing me acting in the videos as well as my comment afterward; “Now you may know a little more as to why I went into teaching instead of acting!” “3 Religions, 1 Region” Articles – These did a nice job of reinforcing of information given in the Powerpoint and the origin stories. Jigsawing the articles so that different groups read different parts also allowed the information to be understood more completely. Each small group was able to focus on one religion, and then share with the entire class, which allowed everyone to highlight the important features, making them fresh in their

minds for the upcoming video on Jerusalem, where they could tie everything together into that one feature objective. “Jerusalem: Mosaic of Faith” – Terrific film with a wealth of information about how each of these religions were tied to Jerusalem. Upon the first viewing, there was not enough time spent pausing and discussing the important factors of the film. That was quickly remedied by finding good pause spots to ask review questions to the whole class over what the film just said. In highlighting the specific features within the city that are held sacred by all three religions, I was able to see some of the students begin to synthesize all of the information and start to see how this all comes together and why it is important. Jeopardy! Game – The questions were good. Mostly very answerable. The students were enthusiastic and competitive without any concrete reinforcement. It also became apparent very quickly that most of the students knew the information. This was very exciting…especially since going in, a vast majority knew very few things about any of these religions, let alone how they compared with each other. Having an assistant (in this case, the classroom teacher Taylor McClure) was imperative to the success of the game. It would have been impossible to run the Powerpoint, read the questions, call on the proper team, and keep track of the scores. A second person is something I’ll need to make sure I have use of when attempting to do this in the future. Also, I had three different buzzers that all made different sounds, which was good because I could tell them apart, but bad because they did not all have the same speed or loudness. I have to consider better buzzers in the future. Overall – I thought it was a very effective lesson in which the students seemed to grasp all of the objectives. As with anything else, there will be things to tweak from year to year, but for the most part I thought it was very successful. The breaking up into teams, based on initial understanding, seemed to help pull the kids who were a little behind to a more equal playing field. Then combining the groups into the three different religions, based on the group they read the article on, allowed the students to identify with and become ‘experts’ on a specific group, which created a level of parity that is difficult to come across otherwise. I look forward to seeing the results of the summative assessment and to teaching this lesson again in the future.

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