Islam for Idiots

Islam for Idiots

Key Terms and Concepts List - Quiz Feb. 9th

Vocabulary

**disregard due date and assignment on the document

Islam: Empire of Faith Frontline Documentary

Part 1

In Depth Study of Islam

Islam In-Depth Study Rubric/Assignments

Introduction to In-Depth studies (taken from IB): In-depth studies should be approached through the themes using the key questions to focus on analysis rather than description. This is achieved by an understanding and application of the key concepts and the specific content for each religion. Each theme should be taught using a range of resources. The religions studied should be placed in their historical, social, political and cultural contexts, though the emphasis should be on contemporary practice. The diversity of expression and experience within religions should be emphasized in connection with such issues as sectarian differences, migration, conversion and adaptation. The content given in each in-depth study is detailed in order to provide thorough information to enable students to develop in-depth knowledge and understanding of the religion chosen.

These websites and texts are suggested to be the main focus and location for your research.  You are welcome to visit sites and texts outside the list but please make sure that you’ve accounted for the credibility of the source.

http://www.whyislam.org/

http://www.islamicity.com/
PBS Islam Site

http://www.bbc.co.uk/religion/religions/islam/

The World’s Religions:Islam by Huston Smith

The Complete Idiot’s Guide to Islam

Approaching the Qur’an: The Early Revelations  by Michael Sells (introduction)

The Qur’an

Your job is to create some sort of comprehensive understanding of Islam (a project of some sort) that combines all of the concepts and ideas required. You will have certain requirements for each of the sections/themes:

Rituals Assignment

Muhammad Timeline

Directions:  You will watch Part 1 of PBS Frontline's "Islam: Empire of Faith" today and tonight you will read the introduction to the Qur'an by Mohammed Marmaduke Pickthall.

Task: You will compile a timeline of important events from Muhammad's life and the growth of Islam.

After completing the timeline (and you should have a good # of events based on both resources) you will write a short reflection on which contributing factors you feel had the most significant impact on. (note: be sure to explain how/why these events had a profound impact on the religion)

Due Date: Timeline and reflection should be posted to blog by end of the day on 1/28.

Discussion Questions - 1/23

1. What do you think about the idea of "no religion" (TED talk) - valid??
2. How central is the creation of Israel to the hatred from Arabs/Islamic societies toward the West? Is it jealousy over the West's influence on their economies? 
3. (TED talk - Doubt is essential to faith) Why do you think the shift occurred within the Muslim society over the initial doubt that Muhammad felt at first?
4. (Religion/Trick Question TED Talk) How the bias of the information presented to us create/influence our thoughts on religion(s)? 
5. How does that [ex: Jesus mentioned multiple times in the Qur'an] ["People of the Book"] play into the tension between Islam/Christianity/Judaism? 
6. How do you feel about the issue of the role of women in other faiths? (Christianity)
7. To what extent does language affect faith? (knowledge question suckas)role of language/interpretation of religious texts?
8. How should we do it? study of religion - in depth study of Islam?

2nd Quarter Grades

I will reopen test corrections for the Buddhism Test for 2nd Quarter. Due date is Jan. 30th.

Discussion Breakdown

1. Break into small groups  - pick Said or Lewis to read (or both?!?!)

2.Describe the main idea(s) of each article & outline the main support for these ideas. In other words, focus on outlining articles into easy to understand chunks so it is easy to recall this information later. Since you will need to use this information for our discussion - outline now to make it easier later.

3. Look over UNC controversy (including source images)

4. Come up with discussion questions (concerning Islam, TED Talks, etc.)

5. We will have 4 people at the table at one time - 1 person will be given the title "facilitator" in which they will select the opening questions for discussion and whose responsibility is to keep the conversation going. We will rotate out occasionally. 

6. HW: By Wednesday 1/28 - Please post a reflection of the discussion, readings, TED Talks, etc. on your blog. 

Full Size Images of UNC Sources

http://exhibits.lib.unc.edu/files/original/5e268d0551f70b94af9e6dec6da10605.jpg

http://exhibits.lib.unc.edu/files/original/c973471b2d9b50efd796dc7e5a02f9ce.jpg

http://exhibits.lib.unc.edu/files/original/74777b762e555a0a1cc5092dac1a6a7f.jpg

http://exhibits.lib.unc.edu/files/original/8f0c5f8b52fe1a9b5403a6c786f2355d.jpg

Islam In-Depth Study

Introduction to In-Depth studies (taken from IB): In-depth studies should be approached through the themes using the key questions to focus on analysis rather than description. This is achieved by an understanding and application of the key concepts and the specific content for each religion. Each theme should be taught using a range of resources. The religions studied should be placed in their historical, social, political and cultural contexts, though the emphasis should be on contemporary practice. The diversity of expression and experience within religions should be emphasized in connection with such issues as sectarian differences, migration, conversion and adaptation. The content given in each in-depth study is detailed in order to provide thorough information to enable students to develop in-depth knowledge and understanding of the religion chosen.

These websites and texts are suggested to be the main focus and location for your research.  You are welcome to visit sites and texts outside the list but please make sure that you've accounted for the credibility of the source.

http://www.whyislam.org/

http://www.islamicity.com/

http://www.bbc.co.uk/religion/religions/islam/

The World’s Religions:Islam by Huston Smith

The Complete Idiot’s Guide to Islam

Approaching the Qur’an: The Early Revelations  by Michael Sells (introduction)

The Qur’an

Your job is to create some sort of comprehensive understanding of Islam (a project of some sort) that combines all of the concepts and ideas required. You will have certain requirements for each of the following sections: (to be added by Friday 1/23)

1/21: sample IAs – discussion and grade 

• HW: create personal blog, . Roundtable assigned viewings. See below for instructions.
• HW: Chapter 2: Islam for Dummies – post to blog

1/23: Introduction to Islam – What’s the deal with Islam?? round table discussion

• ·         TED talks (1: http://www.ted.com/talks/lesley_hazleton_the_doubt_essential_to_faith    2: http://www.ted.com/talks/kwame_anthony_appiah_is_religion_good_or_bad_this_is_a_trick_question  3: http://ideas.ted.com/2014/07/10/the-untold-stories-of-the-heroes-fighting-fundamentalism/ )
• **For the ted talks, make sure you have done the following: 
• Describe the main idea(s) of each section & outline the main support for these ideas
  
  In other words, focus on outlining videos into easy to understand chunks so it is easy to recall this information later. Since you will need to use this information for our discussion - outline now to make it easier later.
• ·         Article on Islam and the West: http://www.islamic-awareness.org/Quran/orientalism.html  
• ·         Controversy @ UNC: http://exhibits.lib.unc.edu/exhibits/show/academic_freedom/summer-readings/quran-controversy
• Bernard Lewis "What Went Wrong? http://www.theatlantic.com/magazine/archive/2002/01/what-went-wrong/302387/

• *We will read these sections at the start of class on Friday - feel free to look ahead. I will ask for the same process as the videos. 

1/26 (Monday): Muhammad timeline

HW: Chapter 3: Islam for Dummies

1/28 – 217 Lab for research on project  

1/30 – 217 lab for research on project  - Part II evidence should be on blog by 2/2

2/2 Monday: In Class

HW: Chapter 4: Islam for Dummies

2/4: In Class

2/6 : 217 lab for research project – Doctrines and beliefs  - post answers to blog by 2/8

2/9 Monday:  Vocabulary Quiz and Writing assignment

                HW: Huston Smith –Part I

2/11 and 2/13: IA Work in 217 Lab

2/16:  In Class

                HW: Huston Smith – Part II

2/18: In Class

2/20 – IA Rough Drafts are due (we will peer edit)

2/23 (Monday) Paper 2 Practice Questions and Markschemes

                HW: Huston Smith – Part III

2/25 and 2/27 – 217 lab – Denominations and Practice /Key Concepts – post to blog by 3/1

3/2 – Study Guide activity

                HW: Huston Smith Part IV

March 4^th – Review and Reflection on assignment and experience/knowledge gained.

March 6^th – Test On Islam : Multiple Choice and Paper 2 

Referencing Sources for IA

Students must acknowledge all of the secondary sources they have used in their report in line with criterion E, and it is expected that a comprehensive list of references that reflects wide preliminary reading will be presented. These can include interviews, class handouts, textbooks, websites and any other published material. If students do not reference their work they could be accused of malpractice. Students who fail to cite any one of the sources they have used will lose the corresponding mark available in criterion E.

Sources should be referred to in the text and a standard referencing format should be used for the references section and footnotes. Students should ensure that their method of referencing is consistent throughout, that all relevant information is provided and that their system enables the reader to locate their original sources. Sources must be placed in the references section at the end of the written analysis. Appendices can be used, for example, to present questions asked at interviews.

Titles, citations, references and appendices are not included in the word count.

List sources alphabetically by the last names of authors or editors. If there is no author or editor, list sources alphabetically by titles. If there is more than one entry with the same title, as there is no author or editor, put these in order by date. For interviews give the name of interviewee, date of interview(s), place of interview.

Books: Author’s last name and first name (or initial if first name is unknown). Date. Title (in italics). Publisher’s name.

Smart, N. 1998. The World’s Religions. Cambridge University Press.

Articles in journals: Author’s name. Date. Title of the article (in quotation marks). Name of the journal (in italics). Volume number. First and last page numbers.

Cooke, Melanie. 2009. “Barrier or entitlement? The language and citizenship agenda in the United Kingdom.” Language Assessment Quarterly. 6: 1. Pp 71–77.

Information from the internet: Author’s name, if possible. Title (in italics). Date visited. URL (address for the page). Heading as listed on the web page, if there is one.

Judaism 101. Jewish holidays. Visited 4 February 2010. http://www.jewfaq.org/holiday0.htm.

Unpublished personal interviews and personal research such as questionnaires: Name (last name first). Type of source. Pertinent identifying information. Date.

Student’s name. Interview with Mrs Khan, a Muslim living in London. 2 February 2010.

IA Rubric by Criterion

Criterion ARationale and preliminary research

This criterion assesses the rationale and focus for the investigative study, and whether an appropriate range of sources and supporting evidence have been used to inform the investigative study.

Marks	Level descriptor
0	The work does not reach the standard described by the descriptors below.
1–2	The rationale is stated with little evidence of research, or there is limited research but no rationale.
3–4	The study has been researched, and some supporting evidence has been produced, though this may not be relevant. The rationale is stated.
5–6	The study has been well researched using a range of sources, and supporting evidence has been produced. The rationale is clearly stated, with evidence of some development.
7–8	The investigative study has been thoroughly researched using a wide range of sources, and excellent supporting evidence has been produced. The rationale is clearly stated and well developed.

Criterion BPlan for study

This criterion assesses the scope and a plan for the investigative study, the focus of the research question and the relationship between the research question and the scope and plan.

Marks	Level descriptor
0	The work does not reach the standard described by the descriptors below.
1	The scope and/or plan for the study are stated but not clearly focused. There is no research question.
2	The scope and plan for the study are generally appropriate and focused. The research question is stated and is related to the scope and plan.
3	The scope and plan for the study are appropriate and focused. The research question is clearly focused and closely related to the scope and plan.

Criterion CSummary of significant findings

This criterion assesses the significant findings from the investigation, the relationship between the research findings and the research question, and whether the rationale and plan of study relate to the significant findings.

Marks	Level descriptor
0	The work does not reach the standard described by the descriptors below.
1–2	There is little indication of significant findings, and these are not related to the research question, rationale and plan for the study.
3–4	Significant findings are stated and are related to one or more aspects of the research question, rationale and plan for the study.
5–6	Significant findings are clearly stated and well developed, and the relationship between the research question, rationale and plan for the study is fully demonstrated.

Criterion DCritical reflection and evaluation

This criterion assesses the quality and analysis of the significant findings in relation to the research question and how the investigative study has deepened understanding of religious experience and/or beliefs.

Marks	Level descriptor
0	The work does not reach the standard described by the descriptors below.
1–2	Critical reflection is very limited, with no linkage between the research question and significant findings. There may be some recognition of one or more misconceptions and inconsistencies between the research and the findings, or limited but underdeveloped reference to research methods used.
3–4	There is an attempt at some critical reflection, with little or no linkage between the research question and significant findings. There is a basic recognition of some misconceptions and inconsistencies between the research and the findings. There is some limited reference to research methods used.
5–6	There is evidence of sound critical reflection, demonstrating some understanding of religious experience and/or belief. There is an understanding of how far the research question has informed most, if not all, of the significant findings. There is some recognition of any misconceptions and/or inconsistencies between the research and the findings. There is some discussion of research methods used.
7–8	Critical reflection is sound and well developed, demonstrating an understanding of religious experience and/or belief. There is a good understanding of how far the research question has informed the significant findings. Where appropriate, any misconceptions and/or inconsistencies between the research and the findings are identified. There is an evaluation of the research methods used. Conclusions and future possibilities may be outlined.
9–10	Critical reflection is detailed and very well developed, demonstrating a sophisticated understanding of religious experience and/or belief. There is an excellent understanding of how far the research question has informed the significant findings. Where appropriate, any misconceptions and/or inconsistencies between the research and the findings are developed and evaluated. There is a thorough evaluation of the research methods used and recognition of any underlying assumptions and/or bias. Conclusions and future research possibilities are considered.

Criterion EReferences and compliance with format

This criterion assesses the extent to which the student meets the three formal requirements of writing, organizing and presenting the written analysis.

• The work is no more than the 1,800 word limit.
• The list of references consistently follows a standard format.
• The format of the written analysis has been followed as described in the section “The written analysis”.

Marks	Level descriptor
0	The work does not reach the standard described by the descriptors below.
1	The work is no more than the 1,800 word limit.
2	The work is no more than the 1,800 word limit and meets one of the other formal requirements.
3	The work is no more than the 1,800 word limit and meets the two other formal requirements.

IA Criterion

Stage 2 The written analysis

Significant findings, critical reflection, and evaluation should explicitly draw on the literature review and research. Students should complete a full draft of their written analysis according to the IB guidelines as published in the World religions guide, and plan and develop the work to match the requirements of the assessment criteria. Students might find it useful to mark their own full draft against these criteria.

The written analysis should contain specific and accurate research that is well referenced. It should be challenging and deliver constructive critical analysis. There should be a spirit of inquiry that runs throughout the work. A student may start by describing, but should move through explanation and analysis to reach an interesting, challenging and engaging evaluation.

The guide requires that each student must produce a written analysis (together with a coversheet stating the title of the investigative study and the word count) under the following five headings.

• Rationale and preliminary research
• Plan for study
• Summary of significant findings
• Critical reflection and evaluation
• References and compliance with format

Criterion ARationale and preliminary research

The rationale should include discussion as to why the topic chosen is of significance as an area of inquiry. The discussion of the preliminary research should include the works students have consulted that provide the basis of the literature review for the inquiry. These should include a full range of resources including scholarly works and, if appropriate, scripture.

Students must:

• provide a rationale for the choice of topic for the investigative study
• define the focus of the investigative study, which should be formulated as a question
• outline and justify the range of sources consulted
• select and analyse supporting evidence, showing how this evidence informs the investigative study.

Criterion BPlan for study

The plan for study should provide the reader with an account of how the inquiry was planned and give a step-by-step description with a justification for the plan devised.

Students must:

• clearly state and narrowly focus the research question
• outline the scope and plan for the written analysis
• identify the relationship between the research question and the scope and plan.

Criterion CSummary of significant findings

The summary of significant findings should reflect evidence gathered in the fieldwork and its relationship to the literature reviewed as part of the preliminary research. Thorough referencing to both the fieldwork and the literature should be made by citation to support the findings.

Students must:

• identify and outline significant findings from the investigation through observation, interview, and/or participation
• explain the relationship between research findings and the research question
• discuss the rationale and plan of study in relation to the significant research findings.

Criterion DCritical reflection and evaluation

The critical reflection section needs to show a conceptual awareness of the area of study and how the inquiry undertaken contributes to it. It also needs to reflect on how the study was planned, to what extent that was appropriate, how it might now have been done differently, and what further questions the findings have raised.

Students must:

• critically reflect on the significant findings in relation to the research question
• demonstrate how the investigative study deepens an understanding of religious experiences and/or beliefs
• identify misconceptions and inconsistencies as a result of the research plan and materials used
• understand the degree to which the research was successful in producing significant findings for analysis and justifying future research.

Criterion EReferences and compliance with format

This section is concerned with the formal requirements of word limit, references and the correct format.

Students must ensure that:

• the work is no more than the 1,800 word limit
• the list of references consistently follows a standard format
• the format of the written analysis has been followed as described in the section “The written analysis”.

Students must produce a written analysis of 1,500–1,800 words but no more than 1,800 words. If the word limit is exceeded, the teacher’s assessment of the work must be based on the first 1,800 words. Work that exceeds the stated word count will also be penalized under criterion E. Work that significantly falls beneath the stated range of the word count of the task is likely to receive low marks.

Titles, citations, references and appendices are not included in the word count.

Islam for Idiots...

Islam Readings: 

A note on each of the chapters: Whether or not you answer these, you should know each of the following ideas or concepts. You can do it in note form, writing a chapter summary, writing an essay or by answering the questions... the choice is yours. Just show you know / understand the concepts. You will be graded on completion and eventually you will be tested on the materials.

**You can find the pdf on my blackboard site. Simply read / analyze a chapter for each week. So complete chapter 2 for the week of January 19th. Chapter 3 for the next week. Chapter 4 for the last.

Chapter 2: Food for the Soul

1. What is the purpose of the Ayatul Kursi: "Verse of the Throne"
2. What, according to Muslims what are the four areas that prove the existence of God / Allah
3. What does it mean to "surrender to Allah"?
4. What is the role of free will in Islam and following God's will -
5. Fitrah: Why is it important to have this in addition to free will? According to Islam, how is it that all of us have Fitrah, even if we are not Muslim?
6. In your own words explain Fitrah

Chapter 3: Looking at life the Islamic Way

1. According to Islam, we are all born "good" - how does it then explain the "bad" that exists?
2. What are the purposes of the 3 levels of self development in Islam?
3. How does Islam both accept other religious ideas but is the "last installment of God's will"
4. What do you think is the role of the Tawba? How does this play a role in the daily responsibility of individuals? How is this different (or similar) compared to other religions?
5. Why is Islam not a faith of "good deeds" even if it superficially may seem to be - or as claimed in the reading, it is a form of "religious capitalism"
6. What is meant in the sentence: "Salvation in Islam comes from making the choice while alive to accept Allah and mold like according to the way of life He has established."
7. Revisit / expand on the concept of the Fitrah

Chapter 4: All About Allah

1. What is intriguing / interesting / insightful about the benefits of Islam forbidding the use of any representations of Allah? More about this later as well.
2. How in some ways is the God of Islam similar to the Hindu concept of Bramha
3. What is the meaning of the phrase "La ilaha ill Allah" and what are some of the implications of this phrase? (What reasons do Muslims give for this steadfast belief?)
4. Why can't Muslims blame anyone or anything (such as Shaytan) at the time of their judgment?
5. What, according Muslim beliefs, is the role of Jesus and how is he much like Adam? What then are the reasons they do not accept Jesus as the son of God or redeemer of sin?
6. If Muslims are forbidden from depicting God in any way, how do they then conceptualize Allah?
7. Why is "He" used to describe Allah if you cannot attribute physical traits to God?
8. Look at the last paragraph of the chapter - This is a great overview of the chapter. Understand this and you understand the chapter.

Blog-o-signment #1: set up blog

Due Date for this task: Monday January 26th

So being the super techno, hyper-crazy computer nerd (insert chuckle here... ), I decided to embark on a mission to use the blog as an entry point for the 2nd semester. I think it will make class interesting, innovative and interesting for all.

You will be creating your own blog for world religions, so your job this week is to set up your history blog.

Create your "home" blog to answer weekly journal / essential questions, historical inquiries and general queries about history.

Here are your tasks for this week:

1) Go to blogger.com and set it up.

It is pretty self explanatory, the only direction is you must email me your blogger.com web address / URL. Email me at dbeller2@wcpss.net. Keep it simple.

You can choose the color, the layout and design. Please avoid immediately putting a ton of photos and links, this is an academic page, so lets keep it fun and interesting, but focused on the task at hand.

-----------
Your academic task: 

Read the Duke Chapel article below. Write a short response outlining your opinion on the situation. Also, please come up with one discussion question and post on your blog at the bottom of your reflection.

Duke Chapel article - thoughts?

http://www.latimes.com/nation/la-na-duke-muslim-prayer-controversy-20150116-story.html

Welcome!

This is meant to serve as a means of communication for the IB World Religions class. Feel free to leave comments, ask questions, post links, etc. to assist us in our journey to learn about new religions and to see our world differently.