A Day Without Sharia

[Kidlicious]

Doesn't sound like he's being prosecuted for "eating bacon in public".

Yes it does.

[rah]

Well what can you expect from a devotee of breibart. They have conceded all independent thought.

[Kidlicious]

Well what can you expect from a devotee of breibart. They have conceded all independent thought.

Reporting this may seem strange because you have been brainwashed into thinking that being arrested for so-called "hate speech" is acceptable. Soon you will think it's acceptable to be arrested for eating bacon.

[rah]

Eating bacon in public is islamaphobic and punishable. I wonder how long before rah becomes a Muslim.

http://www.breitbart.com/london/2017..._medium=social

You were the one that stated eating bacon was punishable, not me. Moron.

Go up to a black person and wave a rib in his face and call him a N****R and see what happens. And yes I believe you would deserve to be punished for it, regardless of who does the punishement.

[Kidlicious]

You were the one that stated eating bacon was punishable, not me. Moron.

Go up to a black person and wave a rib in his face and call him a N****R and see what happens. And yes I believe you would deserve to be punished for it, regardless of who does the punishement.

I have no idea what was said. I'm sure that people who were offended by a man eating bacon said that he made racial slurs. It wasn't even reported what he said. So again, we are talking about something that a liberal THINKS happened but which probably didn't happen.

That said, calling someone a racial slur should not be punishable by law. So thank you for proving my point.

[rah]

Where did I say that you should be punished by the law? All I said was regardless of who does the punishment. But yes, if excessive and they have a law against incitement to racial hatred, then yes he should be prosecuted and have a judge or jury decide if he was indeed guilty of breaking the law.

I do love the way you said that you have no idea what was said, but you were SURE that the slur was made up. Facts are never necessary, you just believe what you want.

[Aeson]

So Kid is now discrediting the source he posted as unreliable, while simultaneously relying on the source?

[Kidlicious]

So Kid is now discrediting the source he posted as unreliable, while simultaneously relying on the source?

Man eating bacon in public was arrested because muslims said he was islamaphobic is what happened. The police in Sweden call that criminal speech and conduct, and arrest people. I really don't care what he said. Also, we don't know. For all we know is he asked them if they wanted some of his bacon.

[rah]

Man eating bacon in public was arrested because muslims said he was islamaphobic

Please quote in the article where it said that. Hurling insults is not the same thing.

[giblets]

It seems that Kidicious hates women and believes that any time a woman reports something to the police she must be lying.

[Proteus_MST]

It seems that Kidicious hates women and believes that any time a woman reports something to the police she must be lying.

If this is the case, Kid has a lot in common with muslims who "believe in Shariah"
The rules of Sharia also see women as rather unreliable witnessses which is why, if a woman speaks in court, she is only believed if there are 2 other women who can confirm her story

[Kidlicious]

The Five Pillars of Islam


In this lesson, students explore and understand the basic beliefs of Islam as well as the Five Pillars that guide Muslims in their daily life: belief, worship, fasting, almsgiving, and pilgrimage. They will view segments from Religion & Ethics Newsweekly and information from Internet sources to look closely at each pillar. Then, as a culminating activity in groups, students will create posters about the Five Pillars for classroom display.



Lesson Summary

Overview

The foundation of Islamic religious practices is the Five Pillars. These basic duties -- belief, worship, fasting, almsgiving, and pilgrimage -- guide Muslims in their daily life and their worship of God. Through the materials presented in this lesson, students will explore and understand the basic beliefs of Islam and the Five Pillars. They will view segments from Religion & Ethics Newsweekly and information from Internet sources to look closely at each pillar. Then, as a culminating activity in groups, students will create posters about the Five Pillars for classroom display. Objectives

• Describe the basic beliefs of Islam;
• Explain the meaning of each of the Five Pillars of Islam;
• Compare and contrast the Five Pillars of Islam with the duties of other religions with which they are familiar.

Grade Level:

5-12 Suggested Time

Three to four 45-minute class sessions Media Resources

• Muslim Prayer QuickTime Video
• Zakaat QuickTime Video
• Islamic Celebrations QuickTime Video
• Hajj - Part I QuickTime Video
• Hajj - Part III QuickTime Video

Use these resources to create a simple assessment or video-based assignment with the Lesson Builder tool on PBS LearningMedia. Materials

For the class:

• A chalkboard, whiteboard, or poster paper (for brainstorming activities)
• The appropriate writing utensil for your writing surface
• Tape (necessary if you are using poster paper so that you can display the students' work)
• TV and VCR/DVD player

For each student:

• Pen or pencil
• Computer with Internet access
• Student Response Sheet 1: The Five Pillars of Islam
• Student Response Sheet 2: The Five Pillars of Islam

Web Sites

• Major Beliefs of Islam
  This Center for Islamic Education site gives a clear description of the basic beliefs of Muslims and the Five Pillars of Islam.
• Islam's Customs (The Five Pillars)
  This BBC Web site clearly defines each of the Five Pillars, and offers a detailed description of each.

Before The Lesson

Prior to teaching the lesson, review all of the Web sites and segments used in the lesson to make certain that they are appropriate for your students. Bookmark the Web sites used in the lesson on each computer in your classroom, or upload them to an online bookmarking utility such as www.portaportal.com. Download the Acrobat Reader plug-in from www.adobe.com to each computer in your classroom. Download the free RealPlayer plug-in from www.real.com to play the video segments.

Download, print, and copy all of the student organizers listed above for each student in your classroom.

Prerequisite: Before beginning this lesson, be sure to do the Introductory Activity from the "Religion and the First Amendment" lesson with your class. The Lesson

Part I: Introductory Activity

The Basic Beliefs and Practices of Islam

1. Explain to your students that they will be learning about some of the basic beliefs and practices of Islam, the religion followed by Muslims. Ask students to begin by brainstorming a list of things that they know about Islam. Have students record their thoughts about Islam privately, without discussing the responses as a class. Ask students to hold on to their responses (or you may collect them). Explain to them that throughout the course of the next activity they will learn more about the basic beliefs and practices of Islam, and that after they complete the activity they will have time to review and revise their responses.
2. Explain to students that in this lesson they are going to learn about the basic beliefs of Islam and focus on learning about the core duties of Muslims, the Five Pillars. Divide the class into pairs and direct students to the Council on Islamic Education Web site. Provide them with a focus for media interaction, instructing them to read the sections: "The Major Beliefs of Islam," "The Five Pillars," and "Many Dimensions" and record, on their Student Response Sheet 1: The Five Pillars of Islam, the five major beliefs and the name of each of the Five Pillars and a description of that pillar. After students have recorded this information, review the five major beliefs and the Five Pillars as a whole class, addressing any questions, such as vocabulary and definitions, during the discussion. Record a list of the Five Pillars on the board during the class discussion so students have a clear visual reference to all of the pillars throughout the rest of the lesson.

Part II: Learning Activity #1

Shahadah

1. Explain to students that you will be looking at each pillar in detail beginning with the first pillar, which is Shahadah or belief. To begin, go to the BBC Web site www.bbc.co.uk/religion/religions/islam/customs/shahadah/index.shtml. Have students read about what it means to proclaim faith or belief as a Muslim. Have students, individually, silently read the Shahadah. Ask the students to think about what the Shahadah means. Why do they think that this statement is a significant part of being a Muslim? Record their thoughts on their Student Response Sheet 2: The Five Pillars of Islamhandout, and discuss these questions as a class.
   • How is this statement of belief similar to other religions? How is it different? Some examples are the Shema Israel and the Thirteen Articles of Faith in Judaism or the Nicene Creed in Christianity.

Part III: Learning Activity #2

Salat

1. Next, students will look more closely at the second pillar, which is Salat or prayer. Have students watch the Muslim Prayer QuickTime Video as well as read the information from the BBC at www.bbc.co.uk/religion/religions/islam/customs/salat/index.shtml and www.bbc.co.uk/religion/religions/islam/worship/index.shtml and watch the two streaming video segments about prayer preparation and the set of movements for prayer. Provide them with a focus for media interaction, instructing students to view the segments and record answers to the following questions on their Student Response Sheet 2: The Five Pillars of Islam.
   • Describe the process that Muslims go through to prepare to pray.
   • Describe the process of praying in Islam. How many times each day, and when, do Muslims pray?
   • What do the prayers sound like?
   • What do the movements look like?
   • In which direction do Muslims pray?
   • Why do they face this way?
   • What are some of the things Muslims say during prayer?
   • Why do Muslims pray?
   • How is prayer in Islam similar to prayer in other religions?
   • How is it different?
   • Why is prayer important in Islam

Part IV: Learning Activity #3

Zakaat

1. Next, students will examine the third pillar, which is Zakaat or almsgiving. Have students watch the Zakaat QuickTime Video and read the information about Zakaat at www.bbc.co.uk/religion/religions/islam/customs/zakat/index.shtml. Provide them with a focus for media interaction, instructing students to view the video segment and record answers to the following questions on their Student Response Sheet 2: The Five Pillars of Islam:
   • What is Zakaat?
   • What is emphasized in Zakaat?
   • Why do Muslims make donations?
   • How much money is a person expected to give to charitable causes?
   • What is the relationship between prayer and money?
   • How is zakaat different from ordinary charity that Muslims might give?
2. After students have viewed the segment and the Web site, discuss what they have learned about Zakaat. What other religions ask believers to donate money? How is this similar to other religions? How is this different.

Part V: Learning Activity #4

Sawm

1. Next, students will examine the fourth pillar, which is fasting or Sawm. Have students watch the Islamic Celebrations QuickTime Video and read the information at www.bbc.co.uk/religion/religions/islam/customs/sawm/index.shtml. Provide them with a focus for media interaction, instructing students to view the video segment and record answers to the following questions on their Student Response Sheet 2: The Five Pillars of Islam:
   • As part of the Muslim religion, what does it mean to fast?
   • Why do Muslims fast?
   • What and when is Ramadan?
   • What is Eid al-Fitr?
2. After students have viewed the segment and read the information on the Web site, discuss what they have learned about Sawm. How does fasting from eating and other activities affect people's spiritual state of mind? What other religions include fasting? How is Sawm similar to fasting in other religions? How is it different?

Part VI: Learning Activity #5

Hajj

1. Finally, students will examine the fifth pillar, which is pilgrimage or Hajj. Have students view the Hajj - Part I QuickTime Video and the Hajj - Part III QuickTime Video from Religion & Ethics Newsweekly. Provide them with a focus for media interaction, instructing students to view the segment and record answers to the following questions on their Student Response Sheet 2: The Five Pillars of Islam:
   • How often must Muslims participate in Hajj?
   • Where do Muslims go during Hajj?
   • How many Muslims participate in Hajj?
   • What is the goal of Hajj?
   • What and where is the Ka'bah? Describe this place.
   • What does it mean to enter spiritual purity?
   • What is the purpose of the special garments?
   • How does Mubarek describe his experiences as a pilgrim?
2. After students have viewed the segments and recorded the information, discuss the questions with the class. What do they think it is like to be a pilgrim in Mecca? Why do they think Hajj is one of the Five Pillars? What is the significance of Abraham to pilgrims? What other religions incorporate the idea of pilgrimage?

Part VII: Culminating Activity

1. After students have looked more closely at each of the Five Pillars, divide them into pairs. Instruct each pair to create a poster about the Five Pillars to be displayed in the classroom and around the school to help educate their schoolmates about Islam. Drawing on the information they gathered and recorded on their Student Response Sheet as a resource, each poster must include: a listing of the Five Pillars, a description of each of the practices and how people fulfill these obligations, and illustrations or images that relate to each of the pillars. (For the illustrations and images, it may be helpful for students to view the segments and Web sites again, looking specifically for prevalent visual images and symbols, if they do not remember what they have seen previously. They can also look at the sites below for imagery.) Have students share their completed posters with the class, discussing the information and images used on the posters.
   
   Useful Web sites for Islamic art/architecture images:
   • Go to http://collections.lacma.org/ and search for their Islamc Art and Architecture collection
   • www.metmuseum.org/Works_Of_Art/department.asp?dep=14
   • www.islamicart.com/main/architecture/index.html
2. Ask students to take out the list they brainstormed in the introductory activity. Ask them to review and revise the list based on what they've learned in this lesson. How have their conceptions of Islam changed?

Extensions

World Cultures/ Comparative Religion

• Have students research other religions, such as Judaism and Hinduism, and learn about their basic practices and duties. Students will then create a project that illustrates the similarities and differences among these religions, and Islam, in relation to practices and duties.

Sociology/ Culture/ Religion

• • Leading a religious life and fulfilling religious duties can sometimes seem to conflict with modern life and society. Contact local mosques or community centers and have students speak with Muslims in their community about how they fulfill their duties as outlined in the Five Pillars and how these practices fit into their busy lives with work, school, and family. If students cannot speak with Muslims in their community, use resources such as

Religion & Ethics Newsweekly

• , the BBC, and NPR, which have features on Muslims and their daily lives and practices.

Community Connections

If possible, have your students meet with Muslims in your community to learn about their religious practices and views. Interview Muslims who have participated in Hajj, and talk to Muslims during the month of Ramadan to learn about fasting and almsgiving. Contact religious leaders or scholars to learn more about prayer and belief.

A lesson plan promoted by the DoE. This is a violation of religious freedom. Parents don't want their children brainwashed into a death cult.

[Kidlicious]

Montana democrats oppose law against Sharia because it would affect muslims.

http://www.breitbart.com/big-government/2017/03/31/montana-democrats-vote-against-bill-banning-sharia-law-call-it-repugnant/?utm_source=facebook&utm_medium=social

[giblets]

Stop calling Islam a "death cult", you're making it sound cooler than it actually is.

[Kidlicious]

I don't understand you liberals.