You are currently browsing the category archive for the ‘Lesson Plan’ category.

Islam. Das Fastengebot im Islam gilt nur für die Erwachsenen, aber dieses Jahr macht auch Mustafa mit – zum ersten Mal. Die Archäologiestudentin Jasmin findet die “Schahada”, das muslimische Glaubensbekenntnis, und erfährt eine Menge über die Geschichte des Islam. Ebru Shikh Ahmad ist Karatemeisterin. Weil sie Muslimin ist, durfte sie als junges Mädchen nicht im Verein schwimmen. Sie erzählt davon, wie der Islam ihr Leben beeinflusst hat und welche Rolle die Religion in ihrem Alltag spielt.

Wir tauschen unser Leben. Sie könnten unterschiedlicher kaum sein: die deutsche Familie Schwerdtner aus dem ländlichen Spreewald und die türkische, muslimische Familie Altiok aus der Hauptstadt Berlin. Nur 80 Kilometer voneinander entfernt – aber dennoch trennen sie Welten. Lebenskultur und Mentalität der jeweils anderen Familie ist für beide Seiten unbekannt. Das Experiment: Für eine Woche tauschen Schwerdtners und Altioks ihr Leben – Beruf, Familie, Freunde, Freizeitaktivitäten und Rituale. Beide Familien erleben hautnah, welche Traditionen, Gewohnheiten und Werte gepflegt werden. Ein Experiment mit überraschenden Erlebnissen und Erkenntnissen für die Kinder und Eltern beider Familien.

De hemelreis van Mohammed

De Vijf Zuilen

Mohammed, de profeet

Het verhaal bij het Offerfeest

Allah aan de Niger

Moslims in de Moskee

Ceuta hoort bij Spanje maar ligt in Marokko

Koran en koranles

De moskee

Hoe bidden Moslims?


Bidden in de Moskee






Creatief bouwen met leem

The North Carolina Center for South Asia Studies (NCCSAS) is a consortium made up of Duke, North Carolina State University, and the University of North Carolina at Chapel Hill. The consortium promotes education and research across the disciplines, drawing on faculty who have a focus on South Asia in fields as diverse as anthropology, religious studies, and history, to business, global health, and policy studies. We work to raise awareness of the region across the consortium campuses and in the community at large.

In this lesson, students will learn about a group of people and their desire to return to their homeland, many of whom have been refugees for nearly 30 years. The struggle of the Sahrawi people to claim Western Sahara introduces students to the idea that the security of home and a place to live is not something to be taken for granted. The women and children fled Western Sahara to live in Algeria in 1976. Since that time, they have struggled to organize themselves, bring education and health care to their people, and increase international awareness of their plight. In 2000, the National Union of the Sahrawi Women started a race, the Sahara Marathon, to publicize their situation and bring resources to their community. In this lesson, students will visit a series of Web sites to learn about the history of the Sahrawi people, their relationship with neighboring countries, their lives as refugees, and how these women have used their power to organize and obtain the resources they need to thrive in such a hostile environment.

In the summer of 2006, as the Iranian-backed Hezbollah fought off Israelis in Lebanon and President Mahmoud Ahmadinejad faced down President George Bush at the United Nations, a bus full of Iranian pilgrims left Tehran on a journey to the holy city of Karbala, deep inside a shattered Iraq. “Pilgrimage To Karbala” follows this intense journey into the heartlands of Shia Islam, revealing how two ancient crimes — the murder of Muhammad’s grandson and the disappearance of a six-year-old imam became the founding legends of Shiism and increasingly dominate events and attitudes in the Middle East today.

France’s recent decision to ban the wearing of traditional Muslim headscarves in public schools — a law widely perceived in the Muslim community as an undemocratic expression of “Islamophobia” — has increased tensions between the French Republic and its largest minority population, numbering about five million people. WIDE ANGLE explores this conflict in the town of Dammarie-les-Lys, a racially diverse, working-class community on the outskirts of Paris, where young Muslim women face a choice to obey the ban – or flout it. Also featured is the local high school principal who, as a member of the commission charged with reviewing the use of religious symbols in public life, voted for the ban against headscarves. In nearby Evry, we see the rector of the grand mosque leading Friday prayers and conducting the conversion of a young French man to Islam. Europe’s Muslim population has doubled in the last decade, with the largest numbers settling in France. Their presence is challenging traditional French notions of nationhood and citizenship, and their increasingly vocal demands for integration and recognition — on their own terms — is creating a crisis in the republic. “Young, Muslim, and French” reveals the hopes, frustrations, and political aspirations of second- and third-generation French-born Muslims and explores their potential to alter the landscape of France’s national identity.

Grade: 7th – 10th Grade
Brief Description: Migration is a recurring theme in world history. Students will recognize the complex interactions between groups of people who come in contact with one another, using the Aryan migration into India and the current conflict in Darfur. They should be able to explain that conflicts in these areas have many causes including the relationship between agrarians and pastoralists.

1) Students will be able to identify that the effects of migration are evident in both ancient and
contemporary cultures
2) Students will be able to define “pastoralist” and “agrarian” and explain the relationships between these groups of people.
3) Students should be able to make some connections between the migrations of the Aryans and the settling down of pastoralists in Sudan.

Lesson Plan

GRADES: 9-12 (More appropriate for the higher-level and AP courses.)

DESCRIPTION: This lesson plan will address the current crisis in the Sudan and Darfur.

The history, including economic history, imperializing of the area, and migration patterns will have already been studied. Current issues with internal disruptions are the focus of this lesson.

TIME: one block period or two traditional class periods

Lesson Plan


Blog Stats

  • 252,928 hits