The Three Major Monotheistic Religions of Our World
A Historical Perspective
Learning Module
- Creator(s):
This learning module will serve as an introduction for 8th or 9th graders to the three major monotheistic religions in the world today: Judaism, Christianity, and Islam. It will explore their individual formations, developments, important people, and significant teachings/beliefs. This learning module would typically be part of a World History course.
This learning module will help students gain a broader understanding of different cultural and religious practices around the world. Students will also be able to compare and contrast the three monotheistic religions and see their impact on the world today.
One of the most defining elements of human culture is religion. In some way or another, humans have worshipped something they believe to be bigger than themselves for thousands of years. In modern society, the two most popularly practiced religions are Christianity (2.3 billion followers) and Islam (1.8 billion followers).[1] A third religion, Judaism (roughly 15 million followers) is relatively small, but still very influential in our world today. These three religions all share one thing in common: they are monotheistic, meaning they all believe in only one God (the same God in fact). They also share some common history, teachings, and practices as well.
These three religions have had a profound impact on our modern-day society. Laws have been written based on their teachings, wars have been fought because of their belief systems, and new ideas have spread around the world as a result of these religions. Countless people have been impacted, either directly or indirectly, by some facet of at least one of these religions - if not all three. But where did these religions come from? How did they develop? What are some of their teachings? How do they impact the world today? This learning module will look at the formation and early development of the three most influential monotheistic religions today: Judaism, Christianity, and Islam.
This learning module has eight separate lessons, each one building on the previous part. The lessons will explore the religions in chronological order, based on the beginnings of each of the thre religions. At the conclusion of each lesson in the learning module, there will be an opportunity to make a "Comment" and an "Update." A "Comment" is essentially a summary of each lesson, while an "Update" is further exploration on a particular topic. These Comments and Updates should be made on the class digital community pages - provided by the teacher.
Final Project:
At the end of the learning module, students will be expected to complete a Work that will be presented orally to the rest of the class. The project should be completed through the Scholar program as a Work and will be assessed by your peers. Here's a quick description of the project:
Create a Work that compares and contrasts the three monotheistic religions, as well as explores several other facets of one of the three religions, as explained below. Use the Work to include multiple sources of information and media not necessarily found in this Learning Module. Create a Work with the idea that the audience will be your classmates - this project will be presented orally to the class. Teach them something new.
For your Work, choose one of the three monotheistic religions and include the following in the project:
- At least four comparisons and contrasts (each) between the religion you are studying and the two others (ie, teachings, beliefs, development, etc.)
- At least three sacred sites around the world (include an explanation of the site - why it is sacred, its location, etc.)
- At least two holidays of the religion (with an explanation of each one - what does it celebrate, when is it usually celebrated, etc.)
- At least one conflict that occurred between a group of one religion and another (from any time period - explain the conflict - cause, effect, etc.)
- Choose one of the following to finish the Work:
--- At least one modern-day example of how the religion you are studying and at least one other are working together to create a better society (explain thoroughly)
OR
--- A comparison of your religion of study to another religion not covered in this learning module (Hinduism, Buddhism, Jainism, etc - get teacher approval before beginning on this). Briefly sum up your second religion of choice and compare/contrast to your religion of study (Judaism, Christianity, or Islam)
- Some form of media (pictures, videos, audio, etc.) for every section in the Work
*Peer Assessment:*
Once your project is complete, it will be assessed by your peers. Here is the rubric they will be using to assess your Work:
Good Luck!
**Disclaimer**: This is a Learning Module that is looking at these religions solely from a historical point of view. The information presented here is meant to be objective, however, many of the sources will often be biased towards a particular religion. This Learning Module is not encouraging or advocating one religion over another; instead it is looking at these monotheistic religions strictly from a historical sense.
**Disclaimer #2**: All three of these monotheistic religions have split into multiple different practices at least once in their existence. This Learning Module will introduce some of those splits, but certainly not all. The beliefs and teachings addressed here encompass what most of those who follow one of these religions believes, but certainly not everyone. The information presented here is for general use only.
**Disclaimer #3**: All uploaded Word documents, PDF files, and/or Powerpoints were created by Stefan Tatroe, the creator of this learning module.
This learning module explores the three major monotheistic religions of our world today: Judaism, Christianity, and Islam. It takes a look at the religions strictly from a historical perspective - when they began, how and why they developed, and their impact on our society today.
Students will look at these religions in a chronological order, based on the time period when each religion began. The learning module will start with a look at what religion is and how it can influence a society. From there, students will study the beginnings and early development of Judaism, along with its basic beliefs. Christianity arrives next, after roughly 2,000 years of Jewish history. Students will look at the early formations of the Christian church and its basic beliefs. Approximately 500 years after the beginnings of Christianity, the religion of Islam began. Students will study the life of Muhammad and how the religion of Islam spread as far and as rapidly as it did. At the end of the learning module, students will take a brief look at the modern-day conflict in Israel; a struggle that has significant ramifications on our world today.
At the conclusion of each part of the learning module, students will be expected to make a "Comment" and an "Update" about the information in each lesson. A "Comment" is more of a summary of each section of the learning module, while an "Update" is further exploration on a particular aspect of each lesson of the learning module. These Comments and Updates should be made on the appropriate digital community pages - created and curated by the teacher. The Comments and Updates should be seen as class discussions in a digital setting.
Minnesota State Standards and Benchmarks:
Standard 8.4.3.14.3: Globalization, the spread of capitalism and the end of the Cold War have shaped a contemporary world still characterized by rapid technological change, dramatic increases in global population and economic growth coupled with persistent economic and social disparities and cultural conflict.
- Benchmark: Describe varieties of religious beliefs and practices in the contemporary world including Judaism, Christianity, and Islam.
Standard 9.4.3.8.3: The development of interregional systems of communication and trade facilitated new forms of social organization and new belief systems.
- Benchmark: Analyze the emergence, development, and impact of religions and philosophies of this era, including Judaism and Christianity.
Standard 9.4.3.9.1: Hemispheric networks intensified as a result of innovations in agriculture, trade across longer distances, the consolidation of belief systems, and the development of new multiethnic empires, while diseases and climate change caused sharp, periodic fluctuations in global population.
- Benchmark: Describe the rise and significance of Islam in Southwest Asia and its expansion and institutionalization into other regions.
Common Core Standards (History/Social Studies Grades 6-8 and 9-10):
CCSS.ELA-LITERACY.RH.6-8.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
CCSS.ELA-LITERACY.RH.6-8.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
CCSS.ELA-LITERACY.RH.6-8.10: By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently.
Final Project:
The description for the final project is attached, as is the Peer Assessment Rubric. The project should be completed at the end of the learning module, once the students have had a chance to go through all of the material. The project should be completed through the Scholar program as a Work.
Good luck!
**Disclaimer**: This is a Learning Module that is looking at these religions solely from a historical point of view. The information presented here is meant to be objective, however, many of the sources will often be biased towards a particular religion. This Learning Module is not encouraging or advocating one religion over another; instead it is looking at these monotheistic religions strictly from a historical sense.
**Disclaimer #2**: All three of these monotheistic religions have split into multiple different practices at least once in their existence. This Learning Module will introduce some of those splits, but certainly not all. The beliefs and teachings addressed here encompass what most of those who follow one of these religions believes, but certainly not everyone. The information presented here is for general use only.
**Disclaimer #3**: All uploaded Word documents, PDF files, and/or Powerpoints were created by Stefan Tatroe, the creator of this learning module.
Essential Questions: What is religion? How do the ideas, beliefs, and practices of a religion spread? How have Judaism, Christianity, and Islam influenced our world today?
For thousands of years, billions of people across the world have practiced some form of religion. But what is religion? What does it mean to follow a religion? How do the ideas, beliefs, and practices of a religion spread? Once a religion has taken hold, how does it influence the surrounding socio-cultural environment?
Three religions in particular have had a profound impact on our modern-day society: Judaism, Christianity, and Islam. These three religions share a common belief - a belief in one God (the same God in fact). They also share a common beginning point in history, approximately 4,000 years ago, with a man named Abraham. Over time, these three religions have influenced many of today's cultures around the world. We owe many ideas and inventions, not only in Western Civilization, but across the planet, to the three major monotheistic religions.
Before beginning this learning module, take this Knowledge Survey to determine how much you already know about the three major monotheistic religions in the world:
After taking the survey, read through/watch the material below to better understand what religion is and its impacts on society today.
- The word "religion" is defined here, here, here, here, and here.
- The definitions of monotheism, ditheism, polytheism, and atheism
- A short video showing where and when the major religions of the world have spread:
- Readings about the spreading of Christianity and Islam
- The influences of Judaism, Christianity, and Islam
Make a Comment: Define the word 'religion' in your own words. Discuss the different 'theism' belief systems shown in this lesson. Explain how religious ideas can be spread across a region (or beyond).
Make an Update: There are many ideas, practices, and laws in our modern-day society that are a direct result of one of these monotheistic religions. Explore one idea, practice, or law (or set of laws) and explain how it was influenced by a monotheistic religion.
This is Part 1 of the Learning Module. It provides an introduction as to how a religion is defined and explores religious influences across our modern-day society.
Teachers should begin by having students take the Knowledge Survey. This will give an indication of how well-informed the students are in regards to the three monotheistic religions, as well as activating prior knowledge. After completing (and possibly discussing) the survey, students can go through the provided materials, then complete the Comments and Updates. For the entirety of the learning module, the teacher should use the Comments and Updates as the foundations for class discussions (Comments and Updates can also be used as assessments if needed). Topics of the Learning Module can be given to the class by clicking "Post Content to Community" in each section - this will post each lesson to the digital community page.
Pedagogy: This particular lesson in the Learning Module begins with activating the students' prior knowledge (Experiencing the Known), and then introducing them to new information (Experiencing the New). Students will then explore the concept of religion - its definitions, spread, and impacts (Conceptualizing with Theory). Students will then use this basic concept of religion to further their understanding on the remainder of the learning module (Conceptualizing by Naming).
Standards:
MN Standard 8.4.3.14.3: Globalization, the spread of capitalism and the end of the Cold War have shaped a contemporary world still characterized by rapid technological change, dramatic increases in global population and economic growth coupled with persistent economic and social disparities and cultural conflict.
- Benchmark: Describe varieties of religious beliefs and practices in the contemporary world including Judaism, Christianity, and Islam.
MN Standard 9.4.3.8.3: The development of interregional systems of communication and trade facilitated new forms of social organization and new belief systems.
- Benchmark: Analyze the emergence, development, and impact of religions and philosophies of this era, including Judaism and Christianity.
CCSS.ELA-LITERACY.RH.6-8.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
CCSS.ELA-LITERACY.RH.6-8.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
Supplemental Information:
If the teacher is looking for further information on a particular topic, here are a few more resources that can be explored for potential further explanation to students.
- A short rundown of the three monotheistic religions.
- A lengthy look at the definition of religion
- Here's a look at three monotheistic religions
- Information on how a religion develops
- A short video on how religion probably developed in pre-historic times (this video has nothing to do with monotheism - it's more an explanation of how religion began in early human societies):
Essential Questions: One of the earliest practicers of a monotheistic religion was a man named Abraham (originally named Abram). Who was he? Why is he considered the "Father of Three Religions?"
The first patriarch of Judaism was a man named Abraham - a man historians believe probably started one of the world's first monotheistic religions. According to Jewish beliefs, Abraham (or Abram, as he was originally known) lived in the city of Ur in the region of Mesopotamia roughly 4,000 years ago. According to Jewish, Christian, and Muslim tradition, God came to Abraham and urged him to move to the land of Canaan, modern-day Isreal. From there, God made a covenant with Abraham stating that Abraham's descendants would be as numerous as the stars in the sky and they would be God's chosen people. Abraham's story is one of the most important in all of the Jewish religion.
Judaism began in the ancient land of Canaan, in between Mesopotamia and Egypt, in the modern-day Middle East.
Read through/watch the material below to gain an understanding of Abraham, his story, and the early development of Judaism.
- Read about Abraham here and here
- Explore how Judaism developed (if you have PowerPoint, use the PowerPoint version - if you do not, use the PDF version):
- Here's a brief overview of the development of Judaism:
Make a Comment: Who was Abraham? Why is he considered the "Father of Three Religions"?
Create an Update: Pick another Jewish patriarch, prophet, or significant figure - male or female (e.g.: Moses, Elijah, David, Solomon, Miriam, Deborah, Esther, etc.) and explain their importance to Jewish history and culture.
This is Part 2 of the Learning Module. This will give an overview of the early development of Judaism, beginning with Abraham and proceeding on to around the time of the Roman occupation in the 1st Century BCE.
Begin with a class discussion from the previous lesson (What is Religion?). Use the Comments and Updates from the students for the conversation. Following the discussion, students can begin lesson 2 of this learning module - exploring one of the first monotheistic religions in the world: Judaism. Have the students go through the material in the lesson, then make the Comments and Updates in the digital community for further discussion.
Pedagogy: Students in this lesson of the learning module will be learning some new information (Experiencing the New) as well as taking a look at how the concept of religion applies to the early development of the Jewish religion (Conceptualizing by Naming). In their Comments and Updates, students will be making connections (Analyzing Functionally) and explaining effects people have had on the religion of Judaism (Analyzing Critically).
Standards:
MN Standard 8.4.3.14.3: Globalization, the spread of capitalism and the end of the Cold War have shaped a contemporary world still characterized by rapid technological change, dramatic increases in global population and economic growth coupled with persistent economic and social disparities and cultural conflict.
- Benchmark: Describe varieties of religious beliefs and practices in the contemporary world including Judaism, Christianity, and Islam.
MN Standard 9.4.3.8.3: The development of interregional systems of communication and trade facilitated new forms of social organization and new belief systems.
- Benchmark: Analyze the emergence, development, and impact of religions and philosophies of this era, including Judaism and Christianity.
CCSS.ELA-LITERACY.RH.6-8.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
CCSS.ELA-LITERACY.RH.6-8.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
Supplemental Information:
- Some information on important people in Judaism - here and here
- A lengthy look at women in Ancient Jewish society
- Here's a couple videos on the history of Judaism:
Essential Questions: What are some of the main teachings of the religion of Judaism? What do Jewish people believe? How do they practice their religion?
Abraham is seen as beginning the religion of Judaism, a monotheistic religion that teaches there is only one god: Yahweh. Jewish tradition holds that after Abraham, Yahweh sent many other prophets to his people for them to understand the rules and expectations of daily life. Many of these laws are still followed today by Jewish people, along with beliefs and traditions that can be traced back to the time of the early Jewish patriarchs. These practices are still around today thanks to the writings of Judaism - the Torah, Tanakh, Talmud, and others.
Read through/watch the material below to explore basic Jewish beliefs, practices, and writings.
- Here's a short overview on Jewish beliefs:
- Read about the major Jewish beliefs here and here
- Read about the Hebrew Bible
- Here's a short video on the core beliefs of Judaism:
Make a Comment: Describe the main beliefs of Judaism. Where are these beliefs written down?
Make an Update: The religion of Judaism has been around for thousands of years. As time has gone on, different denominations (groups) of Judaism have formed: Conservative, Orthodox, Reform, Zionism, etc. Choose one of the sects of Judaism and thoroughly explain the origin, specific beliefs, and other important factors of that branch of Judaism.
This is Part 3 of the Learning Module. This provides information on the teachings, beliefs, and practices of the religion of Judaism. Much of the information is from a Jewish perspective, allowing students to get an understanding for how Jews can view the world.
Use the Comments and Updates from Part 2 (Who was Abraham?) to activate schema for the students. Have a class discussion regarding their Comments and Updates. That should lead into this part of the learning module - exploring the beliefs of Judaism. Students should go through the materials and make their Comments and Updates for part 3 of the learning module.
Pedagogy: Students in this lesson of the learning module will be learning new information (Experiencing the New), as well as analyzing parts of Judaism in their updates (Analyzing Functionally). As they are going through the information, they will naturally be comparing their own perspectives to Jewish perspectives (Analyzing Critically).
Standards:
MN Standard 8.4.3.14.3: Globalization, the spread of capitalism and the end of the Cold War have shaped a contemporary world still characterized by rapid technological change, dramatic increases in global population and economic growth coupled with persistent economic and social disparities and cultural conflict.
- Benchmark: Describe varieties of religious beliefs and practices in the contemporary world including Judaism, Christianity, and Islam.
MN Standard 9.4.3.8.3: The development of interregional systems of communication and trade facilitated new forms of social organization and new belief systems.
- Benchmark: Analyze the emergence, development, and impact of religions and philosophies of this era, including Judaism and Christianity.
CCSS.ELA-LITERACY.RH.6-8.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
CCSS.ELA-LITERACY.RH.6-8.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
CCSS.ELA-LITERACY.RH.6-8.10: By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently.
Supplemental Information:
- A short reading on what Jewish people believe
- Wikipedia page on Judaism
- BBC Page on Judaism
- A look at Jewish sacred writings
- A discussion about the different sects in Judaism: here and here
Essential Questions: Who was Jesus of Nazareth? How did he begin a new religion, one that would eventually become one of the most influential in our world today? How did the religion of Christianity spread after the death of Jesus of Nazareth?
Judaism became a significant religion in the Ancient world. While the idea of monotheism never really took hold in other socities, the land of Canaan, where Judaism was very strong, still played an important role in the history of the Middle East.
After approximately 2,000 years of Jewish history though, the idea of monotheism began to spread around the European world at the time (the Roman Empire). However, it was not the monotheistic ideas of Judaism that was spreading, it was a new monotheistic religion: Christianity.
Since that time, Christianity has developed into the world's most popular religion (based on numbers of followers). According to Christian tradition, when Jesus of Nazareth died and rose from the dead, that began the religion of Christianity. Who was Jesus of Nazareth? How did he begin a new religion, one that would become one of the most influential in our world today? How did the religion of Christianity spread after the death of Jesus of Nazareth?
Here's a map looking at the spread of Christianity roughly 300 years after the death of Jesus of Nazareth:
Read through/watch the material below to explore the life of Jesus of Nazareth and see the early spread of Christianity.
- A short reading about the life of Jesus of Nazareth:
- A video about the life of Jesus of Nazareth
- A video connecting the Jewish religion to Jesus of Nazareth and the spread of Christianity:
- A brief look at the spread of Christianity
- Here's a PowerPoint (or PDF version) explaining how Christianity spread across the Roman Empire:
Make a Comment: Explain how Christians view Jesus of Nazareth. Why is he considered so important in the Christian faith?
Make an Update: Pick an important person from Christian history (e.g.: Peter, Paul, Martin Luther, etc.) and explain how they worked to spread and influence Christianity around the world.
This is Part 4 of the Learning Module. This provides students with information on Jesus of Nazareth and the beginnings of Christianity.
Begin with a class discussion on the Beliefs of Judaism using student Comments and Updates. From there, introduce the religion of Christianity and its central figure: Jesus of Nazareth. Students can go through the material on Jesus of Nazareth and the early Christian church to work on their Comments and Updates.
Pedagogy: Students in this lesson of the learning module will be learning new information (Experiencing the New) as well as tying monotheistic religions together with Judaism and Christainity (Conceptualizing with Theory). Students will also be connecting one religion to another (Applying Functionally).
Standards:
MN Standard 9.4.3.8.3: The development of interregional systems of communication and trade facilitated new forms of social organization and new belief systems.
- Benchmark: Analyze the emergence, development, and impact of religions and philosophies of this era, including Judaism and Christianity.
CCSS.ELA-LITERACY.RH.6-8.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
CCSS.ELA-LITERACY.RH.6-8.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
Supplemental Information:
- Encyclopedia Britannica excerpt on Jesus of Nazareth
- Biography of Jesus of Nazareth
- A look at how Christianity spread in the Roman Empire
- A brief video on the religion of Christianity:
Essential Questions: What are the central beliefs, teachings, and practices of Christianity?
Christianity essentially began with Jesus of Nazareth. It started as a small collection of people, but after a few hundred years, there were thousands of, perhaps more, Christians in the world. The religion spread very rapidly, especially considering Judaism never really moved beyond the land of Canaan. The Roman Empire played a significant role in the spreading of Christianity. As time went on, the religion continued to spread and grow in influence.
Now, with well over 2 billion followers, Christianity is the largest religion in the world. While not all Christians have the same beliefs about every aspect of their faith, there are some beliefs and teachings the most Christians still share.
Read through/watch the material below to understand the Christian religion further.
- A short Powerpoint (or PDF) describing the beliefs of Christianity (and a couple holidays!)
- A short article describing basic Christian beliefs and their justification in the Bible (the Christian Holy Book)
- Here is a short video on Christianity Beliefs and Practices:
To begin with, the Christian church was one large group - Catholics. However, in 1054CE, the Christian church experienced a major split - both with ideas and geography. The Catholic Church became the primary Christian group in Western Europe while the Orthodox Christian Church developed in Eastern Europe. Read about that here and here.
Later on, in the year 1517, Martin Luther began another major split in the Christian Church. This one was known as the Protestant Reformation. Read about that here and here
Make a Comment: Explain how the beliefs of Christianity are similar to and different from the beliefs of Judaism.
Make an Update: Explore one of the splits in the Christian church. Each had many causes as to why a split occurred. Analyze one (or two) of the causes of the split in the Christian church. How and why did the church split? How has that impacted Christians today?
This is Part 5 of the Learning Module. Students will gain a further understanding of what Christians believe and how they practice their faith. There is also information regarding the splits in the Christian Church.
Begin with a class discussion regarding the beginnings and spreading of Christianity from lesson 4 (Who was Jesus of Nazareth?). Use student Comments and Updates to facilitate discussion. From there, introduce students to this lesson: The Beliefs of Christianity. Allow students to go through material, then have them create their own Comments and Updates for future discussions.
Pedagogy: Students in this lesson of the learning module will be learning new information (Experiencing the New), connecting information from previous lessons to this one (Analyzing Functionally), understanding the concepts of Christian beliefs (Conceptualizing by Naming) and in their updates, applying their knowledge of Christianity to today's world (Applying Appropriately).
Standards:
MN Standard 9.4.3.8.3: The development of interregional systems of communication and trade facilitated new forms of social organization and new belief systems.
- Benchmark: Analyze the emergence, development, and impact of religions and philosophies of this era, including Judaism and Christianity.
CCSS.ELA-LITERACY.RH.6-8.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
CCSS.ELA-LITERACY.RH.6-8.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
CCSS.ELA-LITERACY.RH.6-8.10: By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently.
Supplemental Information:
- A look at Christian Beliefs in more detail
- Wikipedia page on Christianity
- An overview of some Christian holidays
- Information on the 1054CE split of Christianity
- Further information on the Protestant Reformation
Essential Questions: Who was Muhammad? What was his role in the formation and spread of the religion of Islam?
In the year 570CE, the religion of Judaism was still alive and well, although the Jews themselves were scattered throughout Europe, having been forcibly removed from their homeland by conquering emperors. Christianity had been around for over 500 years and was widely practiced throughout Europe. However, in the modern-day country of Saudi Arabia, the society there was still made up of tribal groups that were typically strongly devoted to their polytheistic ways. It was at that time and place where a man named Muhammad was born, and he brought about a massive change in the Arabian Peninsula.
Here's a look at the important cities of the ancient middle east (with modern-day political boundaries added in):
Muhammad was born in the city of Mecca (in modern-day Saudi Arabia) around the year 570CE. He would eventually grow to become the most important person for the religion we now know as Islam. How and why did this happen? Who was Muhammad? What happened to the religion of Islam after his death?
Read through/watch the material below to gain a better understanding of the life of Muhammad and the early spread of Islam.
- Here's a Powerpoint (or PDF) discussing Muhammad and the development of Islam:
- Take a look at this timeline of important events in Muhammad's life.
- Here's another look at the life of Muhammad as well as the spread of Islam here and here.
- Shortly after the death of Muhammad, a split formed in the Islamic faith - Sunnis and Shiites.
Make a Comment: Explain the prophet Muhammad according to Muslim tradition. Who was he and why is he so important to the Islamic faith?
Make an Update: Explore how the Sunni and Shia conflict has manifested itself in conflicts today. Where are these conflicts taking place? Between whom? Why?
This is Part 6 of the Learning Module. This part provides students with information on the life of the prophet Muhammad and the early development of the religion of Islam. There is also a section in this part regarding the split between Sunni and Shia in the religion of Islam.
Begin this lesson by having a class discussion about lesson 5 (The Beliefs of Christianity). Note that it after around 600 years of Christianity and Judaism existing together that a third (and very significant) monotheistic religion developed in the Arabian peninsula - not too far from the land of Canaan.
Explain the following to the students:
The religion of Islam traces itself back to Abraham, just as Christianity and Judaism do as well. However, a major difference between Islamic and Christian and Jewish traditions is the importance of Abraham's sons.
In all three monotheistic traditions, Abraham had multiple sons. At one point, God came to Abraham and commanded him to sacrifice his son to God. Abraham complied with the request, but an angel came at the last moment and stopped Abraham from sacrificing his son.
This is where the traditions begin to differ, and separate religions are born. The Jewish and Christian traditions both state that the son who was set to be sacrificed was Isaac, and all his descendants (primarily Jews, and later Christians) were God's chosen people. However, Islamic tradition believes that the son to be sacrificed was Ishmael, who is widely seen as the primary ancestor to Arabic-speaking people, who are a majority Muslim. Because Muslims believe that Ishmael was the son set to sacrificed, all of his descendants would be God's chosen people - who are now mostly Muslim.
With that knowledge, have students go through the material to learn how the religion of Islam began with Muhammad and how it quickly spread throughout the Middle East (and beyond). Use their Comments and Updates for future discussions.
Pedagogy: Students in this lesson of the learning module will be learning new information (Experiencing the New), as well as learning some new concepts (Conceptualizing by Naming), and begin to tie everything together (Conceptualizing with Theory). They will also be understanding causes and effects (Analyzing Functionally) and relating to other people's perspectives (Analyzing Critically).
Standards:
MN Standard 8.4.3.14.3: Globalization, the spread of capitalism and the end of the Cold War have shaped a contemporary world still characterized by rapid technological change, dramatic increases in global population and economic growth coupled with persistent economic and social disparities and cultural conflict.
- Benchmark: Describe varieties of religious beliefs and practices in the contemporary world including Judaism, Christianity, and Islam.
MN Standard 9.4.3.8.3: The development of interregional systems of communication and trade facilitated new forms of social organization and new belief systems.
- Benchmark: Analyze the emergence, development, and impact of religions and philosophies of this era, including Judaism and Christianity.
MN Standard 9.4.3.9.1: Hemispheric networks intensified as a result of innovations in agriculture, trade across longer distances, the consolidation of belief systems, and the development of new multiethnic empires, while diseases and climate change caused sharp, periodic fluctuations in global population.
- Benchmark: Describe the rise and significance of Islam in Southwest Asia and its expansion and institutionalization into other regions.
CCSS.ELA-LITERACY.RH.6-8.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
CCSS.ELA-LITERACY.RH.6-8.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
Supplemental Information:
- A couple of biographies of Muhammad: here and here
- Wikipedia page on the spread of Islam
- NPR has a lengthy series on the Sunni and Shia split
Essential Questions: What are the central beliefs, teachings, and practices of the religion of Islam?
After the death of Muhammad in 632CE, the religion of Islam spread very rapidly, much faster than any other monotheistic religion to that point. Much of that was due to the Islamic Empire conquering territory, but conversions were rarely forced. Instead, most people converted to Islam by choice, much like many had converted to Christianity several centuries earlier.
Islam has today expanded to include over 1.5 billion followers, and it is the second largest religion in the world today, and its numbers continue to grow. What are some of the basic teachings of the religion of Islam? What are some of the core beliefs and practices of the Islamic faith?
Read through/watch the material below to get an understanding of the beliefs, practices, and teachings of the religion of Islam.
- Read about the beliefs of Islam here and here
- Here are a couple of videos on the beliefs and practices of Islam:
Make a Comment: Explain the main beliefs of Islam and compare and contrast them with the beliefs of Christianity and Judaism.
Make an Update: Choose an important person from Islamic history (Abu Bakr, Khadija, Abu Hurairah, etc.). Explain their contribution to Islam and their importance to its culture.
This is Part 7 of the Learning Module. This is the last section that deals singularly with one religion. This would be a good time to try and wrap some things together as to how these three religions are related (geographically, historically, politically, spiritually, etc.).
Begin with a class discussion about lesson 6 (Who was Muhammad?) using student Comments and Updates. Use that discussion to flow into this lesson. Have students go through the material to learn about the beliefs of Islam.
Pedagogy: Students in this lesson of the learning module will be learning new information (Experiencing the New), as well as learning some new concepts (Conceptualizing by Naming), and beginning to tie everything together (Conceptualizing with Theory).
Standards:
MN Standard 8.4.3.14.3: Globalization, the spread of capitalism and the end of the Cold War have shaped a contemporary world still characterized by rapid technological change, dramatic increases in global population and economic growth coupled with persistent economic and social disparities and cultural conflict.
- Benchmark: Describe varieties of religious beliefs and practices in the contemporary world including Judaism, Christianity, and Islam.
MN Standard 9.4.3.8.3: The development of interregional systems of communication and trade facilitated new forms of social organization and new belief systems.
- Benchmark: Analyze the emergence, development, and impact of religions and philosophies of this era, including Judaism and Christianity.
MN Standard 9.4.3.9.1: Hemispheric networks intensified as a result of innovations in agriculture, trade across longer distances, the consolidation of belief systems, and the development of new multiethnic empires, while diseases and climate change caused sharp, periodic fluctuations in global population.
- Benchmark: Describe the rise and significance of Islam in Southwest Asia and its expansion and institutionalization into other regions.
CCSS.ELA-LITERACY.RH.6-8.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
CCSS.ELA-LITERACY.RH.6-8.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
CCSS.ELA-LITERACY.RH.6-8.10: By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently.
Supplemental Information:
- A look at the beliefs of Islam: here, here, and here
- A short synopsis of important people in the life of Muhammad
- Information on Islamic sacred texts
- The actual text of the Qur'an and other Islamic writings
Essential Questions: The modern-day country of Israel and its neighbors are rife with conflict, and have been for almost a century. Why is this the case? What is the Arab-Israeli conflict? How and why did it begin? Is there a peaceful end in sight?
Originally called Canaan, and the home of the beginnings of both Judaism and Christianity, the modern-day country of Israel has been the site of one conflict after another. The land was often conquered by different empires of the ancient world (Babylonian, Assyrian, Egyptian, Greek, Roman, Persian, etc.), and even now continues to see its fair share of conflict. The modern version of the conflict began about a century ago, at the end of WWI. Why? What happened that resulted in multiple wars being fought in this area?
The history of what is often referred to as the Arab-Israeli conflict is long and complex. There is a plethora of information out there as each side has their own views as to how and why this conflict began, as well as what the end result should be.
Here's a map briefly showing how the land has changed hands over the last 70 years:
Read through/watch the material below regarding the Arab-Israeli conflict:
- Arab-Isreali Conflict Timeline
- A more modern view of the conflict, from BBC
- A video about the history of the Arab-Israeli conflict:
- A second video about the history of the Arab-Israeli conflict:
Make a Comment: Provide a short overview as to the cause of the modern-day Arab-Israeli conflict. How and why did this conflict start? Do you see a peaceful end?
Make an Update: Choose one of the wars that have been fought in the last century in this area (Six Days War, War of Yom Kippur, etc.). Explore this war and explain its significance. What changed as a result of the war? How did that war influence the conflict seen today?
This is Part 8 of the Learning Module. This is probably the most complex of all the lessons given the plethora of information available regarding the conflict. Approach this part carefully as much of the information can be biased and misinterpreted. A comprehensive history of the conflict is relatively easy to find and convey, but causes of its continuation are more difficult as each side consistently blames the other for the unending skirmishes.
Pedagogy: Students in this lesson of the learning module will be dissecting a lot of information looking for relationships, cause and effect, making connections, and making explanations (Analyzing Functionally and Analyzing Critically).
Standards:
MN Standard 9.4.3.8.3: The development of interregional systems of communication and trade facilitated new forms of social organization and new belief systems.
- Benchmark: Analyze the emergence, development, and impact of religions and philosophies of this era, including Judaism and Christianity.
CCSS.ELA-LITERACY.RH.6-8.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
CCSS.ELA-LITERACY.RH.6-8.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
CCSS.ELA-LITERACY.RH.6-8.10: By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently.
Supplemental Information:
- A seven-part NPR series on the conflict