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Lesson 6: Wrapping it up
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Overview:
This culminating lesson focuses on helping students reflect on what they have learned about Islam and working together to combat stereotyping. Through a class discussion, students clarify their understanding of the broad understandings for the unit as they are identified in each lesson. Finally students work together to develop an action plan for a realistic, effective and doable plan for working together to overcome stereotyping.
Broad Understanding:
All people share in the responsibility for combating stereotyping of cultural, ethnic and religious groups.
Objectives:
Knowledge:
Students will be able to:
- outline some of the reasons why stereotyping occurs
- explain how knowledge helps overcome stereotyping
Skills:
Students will be able to:
- develop a positive action plan that will help overcome stereotyping of cultural, ethnic and religious groups
Attitudes:
Students will begin to:
- appreciate the challenges inherent in overcoming stereotyping
- recognize their own responsibility in working to change attitudes about cultural, ethnic and religious groups
Procedure:
Session One:
- When all groups have shared their projects, review with students some of the ideas developed in the presentations.
- Help students clarify their understanding of the broad understandings for the unit identified in each lesson:
- Stereotypes of cultural/ethnic/religious groups are based on unfair generalizations that fail to recognize the diversity within the group. Knowledge is a tool for overcoming stereotyping.
- Islam is a faith community in a world of faith communities.
- Calligraphy is a transmitter of knowledge about Islam and Muslim culture as well as an artistic signature of Islamic art.
- There has been a long-standing Muslim presence in Canada. Muslims have made and continue to make a rich contribution to the broader society.
- All people share in the responsibility for combating stereotyping of cultural, ethnic and religious groups.
- In the discussion, ask some or all of the following questions:
- Why do you think people make generalizations about cultural, ethnic and religious groups?
- What have you learned during this unit that has altered your perceptions of Islam and other cultural or ethnic groups? How important would it be for others to learn this and why?
- What do you think it means to be a member of a faith community?
- Although there is great diversity among the world's faith communities what do they have in common? (members lead their lives according to their beliefs)
- Why does calligraphy play such an important role in Islam?
- How has the Muslim presence in Canada changed over the years?
- Whose responsibility should it be to work toward combating stereotyping?
- What are some ways in which we can take responsibility for combating stereotyping?
- As a class project, you may choose to have students implement one of the projects suggested in the presentations or develop a new action. Encourage students to consider plans that they can work together to implement locally rather than a large-scale project that would require time or money beyond their means.
- Suggest the following criteria for an action plan: realistic, effective and doable. Encourage students to apply the criteria to the suggested plans.
- Point out to students that they will need to consider how their plans can be evaluated to find out how effective they are.
Extension:
- To encourage students to implement their proposed plans for overcoming stereotypes about Islam, suggest that they volunteer to speak to elementary school classrooms. You may want to contact grade six teachers to make arrangements for your students to contribute to the grade six study unit about world cultures.
References:
Overview |
Lesson 1 |
Lesson 2 |
Lesson 3 |
Lesson 4 |
Lesson 5 |
Lesson 6
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