Introduction to the Abrahamic Religions
Introduction to the Abrahamic Religions
Students will be exposed to the Abrahamic Religions throughout the duration of my course, and this activity is for when we get to our discussion on Islam. Students are to explore their prior knowledge and biases when it comes to speaking about Islam. Throughout the lesson, students will have the opportunity to acquire knowledge on the Abrahamic Religions, and with the provided graphic organizer, discuss with their classmates and reflect on what similarities and differences they noticed about the faiths. As they join the larger class discussion, students will get the opportunity to address their biases and uncover ways that learning about the history and connections the Abrahamic Religions have their benefits in perhaps lessening some of the religious discrimination the groups face.
Students will be able to compare and contrast the various histories, elements and tenants of belief that are found in the 3 Abrahamic Religions; Christian, Islam, and Judaism.
How are the religions of Christianity, Islam and Judaism connected? How can learning about these connections help to counter religious discrimination?
KWLA chart
Graphic Organizer (design should include space for Judaism, Christianity, and Islam)
Warm Up: Students will get a chance to fill in the K (know) and W (what they’d like to know) columns on the KWLA Chart looking at the Abrahamic Religions, and Islam in particular. Students will get to discuss and compare their responses with the class.
Activity: Students will then utilize any number of resources to help complete the Compare/Contrast Pyramid graphic organizer looking at the Abrahamic Religions. Students will then pair up with a classmate and find the similarities the religions have with one another. At the same time, students will then complete the L (learned) column on their KWLA Chart, and notice if they’ve changed their thinking about some of these religions, while completing the A (apply) column in hopes that learning about the faiths will then help alleviate some of the conflicts that arise due to the differences, and to understand the connections the faiths have with one another.
Closing/Exit Ticket: Students will then get a chance to share their responses with their classmates and discuss in large groups what it means to see these connections, and how we can use this understanding in our own interactions with those of different faiths in our lives.
Students will fill in the Compare/Contrast Pyramid graphic organizer, utilizing materials presented in class, as well as any sources at their disposal. After the discussion, students will complete the KWLA chart looking at what they notice about the Abrahamic Religions and how they could apply this knowledge to combat any negative rhetoric or reporting religious discrimination they noticed in the world around them.
A Reflective or Comparative essay for a summative grade would be suggested as a possible assessment.
Ryan Cox is a 3rd-year Early World History teacher and Social Studies Department Chair at Cristo Rey Jesuit High School in Baltimore, MD, where his curriculum expands across multiple religious perspectives over time and place. Prior to teaching, Ryan Cox has over 10-years experience conducting historical archival research utilizing primary and secondary source documentation as well as organizing and hosting educator pedagogical seminars at the Maryland State Archives in Annapolis, MD. A Howard County native, and graduate of Salisbury University (BA ‘02, MA ‘05), he currently resides in Towson, MD with his wife and 2 children.