SOCIAL STUDIES STANDARDS

5.2.6 Identify and give examples of individual rights in the Bill of Rights (Knowledge/Values).

Roles of
Citizens
5.2.9 Civic responsibility (Participation).

5.2.10 Examine ways to voice opinions (Intellectual).

5.4.1 Examine economic factors motivating exploration and colonization.

Social Studies Unit/Kit

Topic:  Religions of the World

Rationale: Since the beginning of time, religion has provided people with a way of understanding the world around them and of relating to one another.  As stated by Osborne (1996), “Religion comes from the Latin word, religare, which means to tie.  Every time people worship, they are tied to the sacred.  Their religion also ties them to one another, for it gives them a sense of community and purpose.” (pg. vii)  Religion, in some form, plays a part in the lives of most people in the world from the foods they eat, to the people they marry, to the clothes they wear, to what they think.   Religion has played a powerful role in almost every culture and leaders have frequently used religious beliefs to justify war. Students need a basic understanding of the myriad religions present in the world in order to understand the differences and the commonalities between what people believe, the principles that all religions share, the history of those beliefs, and their impact in our communities.  This unit should help the students understand their own beliefs and values and respect others’ beliefs.  The experiences designed in this unit should also allow the students to become advocates of tolerance, acceptance, peace, and global understanding.

5^th Grade Social Studies Standards Addressed in This Unit

Demonstrate civic responsibility in group and individual actions, including civic dispositions, such as civility, cooperation, respect, and responsibility.

General Objectives &
Generalizations for This Unit

Knowledge

Intellectual Skills

Application (study skills)

Values

Participation

a.      Descriptive (value-neutral)
         generalizations

1.

2.

3.

4.

5.

6.

7.

8.

b.      Prescriptive (value-laden)
         generalizations

1.

2.

3.

4.

5.

6.

7.

Suggested Unit Calendar

Activities:
Introduce Islam.
Read, I Am Muslim (Religions of the World) by
Jessica Chalfonte.
Discuss with whole class basic beliefs and history of Islam. Allow students to rotate through a learning center to include:  history, beliefs, music, art, and architecture of Islam.

Activities:  Introduce Hinduism.
Read, I Am Hindu (Religions of the World) by
Devi S. Aiyengar
Discuss with whole class basic beliefs and history of Hinduism. Allow students to rotate through a learning center to include:  history, beliefs, music, art, and architecture of Hinduism.

Activities: Introduce Sikhism.
Read part of, Sikhism (World Beliefs and Cultures)
by Sue Penney.
Discuss with whole class basic beliefs and history of Sikhism. Allow students to rotate through a learning center to include:  history, beliefs, music, art, and architecture of Sikhism.

Activities:
Introduce Buddhism.
Read, The Wisdom of the Crows and Other Buddhist Tales (4-6)
by Sherab Chodzin and Alexandra Kohn.
Discuss with whole class basic beliefs and history of Buddhism. Allow students to rotate through a learning center to include:  history, beliefs, music, art, and architecture of Buddhism.

Activities:
Introduce Shinto.
Read, I Am Shinto (Religions of the World) by Noriko S. Nomura.
Discuss with whole class basic beliefs and history of Shinto. Allow students to rotate through a learning center to include:  history, beliefs, music, art, and architecture of Shinto.

Activities:
Introduce Taoism.
Perform a scavenger hunt on the internet and throughout the books provided.
Discuss with whole class basic beliefs and history of Taoism. Allow students to rotate through a learning center to include:  history, beliefs, music, art, and architecture of Taoism.

Activities:  Homeland of each religion. Communities of students will research the homeland of their religion and create a map.

Activities: Field trip to Crane House.

Activities:
Leaders, prophets, or symbols Communities of students will research major leaders, prophets, or symbols and create a mobile to share with the class.

Activities:
Stories of creation or major events. Each community will read stories provided by the instructor and put on a skit for the class.

Activities:
Language/Writing
Instructor will introduce students to Hebrew writing and play hangman type game.  Students will be placed into groups and will look at important religious books such as the Bible, the Koran, and the Torah.  Students will be asked to find a passage from the book and perform a choral reading.

Activities:  Music: Invite guest speakers to play and discuss various religious music.

Activities: Games: Students will rotate through learning centers to play and learn about games children of various religious beliefs are likely to play.

Activities:
Foods: Students will prepare two religious recipes.

Activities:
Customs. Communities will research customs of their religion and create a graphic organizer of customs associated with their religion and share their findings with the class.

Activities:
Holidays, Celebrations, and Festivals.  Communities
will create a book of all of the major holidays, celebrations or festivals associated with their religion.

Activities:  Field trip to a local Eastern Orthodox church and a Catholic church.

Activities: Whole class discussion of the Shared Values/Shared Aspects Bulletin Board.

Activities:
Community Festival of Religions.

Basic Content

The United States of America Bill of Rights includes freedom of religion.

Many people immigrated to the United States for economic and religious reasons.

Native Americans lived in groups known as tribes.

Beliefs varied greatly among the tribes but all shared a close relationship with the natural world.

First monotheistic religion in history .

The Jews believe they are God’s chosen people.

Major Activities and Resources for Lessons

Brief Summary of Day 1 on the Unit Calendar

Brief Summary of Day 2 on the Unit Calendar

Brief Summary of Day 3 on the Unit Calendar

Brief Summary of Day 4 on the Unit Calendar

Brief Summary of Day 5 on the Unit Calendar

Brief Summary of Day 6 on the Unit Calendar

Brief Summary of Day 7 on the Unit Calendar

Brief Summary of Day 8 on the Unit Calendar

Brief Summary of Day 9 on the Unit Calendar

Brief Summary of Day 10 on the Unit Calendar

Brief Summary of Day 11 on the Unit Calendar

Brief Summary of Day 12 on the Unit Calendar

Brief Summary of Day 13 on the Unit Calendar

Brief Summary of Day 14 on the Unit Calendar

Brief Summary of Day 15 on the Unit Calendar

Brief Summary of Day 16 on the Unit Calendar

Brief Summary of Day 17 on the Unit Calendar

Brief Summary of Day 18 on the Unit Calendar

Brief Summary of Day 19 on the Unit Calendar

Brief Summary of Day 20 on the Unit Calendar

Brief Summary of Day 21 on the Unit Calendar

Brief Summary of Day 22 on the Unit Calendar

Brief Summary of Day 23 on the Unit Calendar

Brief Summary of Day 24 on the Unit Calendar

Sources

Aboody, C.  Chanukah: A Singing Celebration.

This cassette contains Hanukkah celebration songs including a children’s chorus, instrumentals, and various vocal numbers. 

Barnes, T. (1999). The Kingfisher Book of Religions: Festivals, Ceremonies and Beliefs From Around the World.  Kingfisher:  New York:  New York.

This is a reference book detailing major religions of the world. Includes major art works representing significant events of each religion. 

Brown, A. & Langley, A. (1999). What I Believe. The Millbrook Press:  Brookfield ,CT.

This book, written for students in 4th through 6th grade, provides general information allowing them to compare the major religions of the world. The book is attractively organized and would be easy for students to find the needed information.

Bruchac, J. & London, J. (1992). Thirteen Moons on Turtle’s Back: A Native American Year of Moons.  Scholastic, Inc.: New York, New York.

This book is a beautifully illustrated book of poetry about the moons. The book also provides a diagram of the turtle’s back depicting the areas on the back that reflect the moon. This book would be appropriate for students in grades 2 – 6.

De Paola, T. (1988). The Legend of the Indian Paintbrush.  Scholastic Inc.: New York, New York.

In this story, Little Gopher, a small Native American boy, is visited in a dream by his grandfather in the form of a spirit who tells him about the colors of the sunset. This book is well-written and illustrated. This book is appropriate for students in 1 – 6.

Doherty, G. & Claybourne, A. (2001). The Usborne Book of Peoples of the World. Usborne Publishing, Ltd: Saffron Hill, London, UK.

This is a reference book of the various regions of the world containing graphic and pictorial depictions of the land and its peoples. Offers Internet sites for interactive viewing.

Fine, D. (1995). What do we know about Judaism? Peter Bedrick Books: New York, New York.

Information rich book appropriate for upper-level elementary students or teachers. Provides photographs of people, ceremonies, artifacts and locations important to the major religions. Touches on all aspects of each religion.

Kimmel, E.A. (2001). The Jar of Fools: Eight Hanukkah Stories from Chelm. Scholastic, Inc.: New York, New York.

This book would be appropriate for students in grades 4th – 6th.

Kindersley, B. & Kindersley, A. (1995). Children Just Like Me.  DK  Publishing, Inc.: New York, New York.

This is an excellent book for students to use to learn about children from around the world. The information about each child is provided by the child him or herself.  Photographs bring the children to life and create a sense of pen pals.

Maestro, B. & Maestro, G. (1996). The Story of Religion.  Mulberry Book: New York, New York.

This book, written for children aged 8 – 12, explores all of the major religions of the world.  Many pictures of artifacts and locales help the reader to understand the major points.

Manushkin, F. (1990). Latkes and applesauce: A Hanukkah Story. Scholastic, Inc.: New York, New York.

Excellent children’s book about the miracle of Hanukkah. Illustrations are soft chalk reinforcing the theme of the book. This book would be appropriate for students in grades K – 3.

Meredith, S. (1995). The Usborne Book of World Religions. Usborne Publishing, Ltd: Saffron Hill, London, UK.

This book is information packed and would be best used as a reference source for students in upper elementary grades. Pictures are clearly labeled and explanations are very simple. Also included a time chart of the religions and a map of the religions of the world.

Modesitt, J. (1999). Hanukkah! Scholastic, Inc.: New York, New York.

This book describes the day of Hanukkah in an extended family. Includes the Hanukkah story, why the menorah is lit, a recipe for latkes, explains the game of Dreidel, and provides a song. This book is appropriate for students in K – 3.

Moorman, M. (1994). Light the lights!: A Story About Celebrating Hanukkah and Christmas. Scholastic, Inc.:  New York, New York.

This book features a family who celebrates both Hanukkah and Christmas. This is an excellent story for demonstrating tolerance and respect for diversity. This book would be appropriate for students in K - 3.

Morris Anton Associates. Kosher Death and Marriage.

This video answers many questions about Jewish traditions and laws. May be best used as a resource for teachers.

National Geographic Video (1986). Jerusalem: Within These Walls.

This video describes the inner city of Jerusalem with separate sections for Christians, Jews, and Muslims. The inhabitants live together in the city and have even elected a common mayor.  Video does a wonderful job of explaining why the city of Jerusalem is so important for all three religions and how they share the space.

Osborne, M.P. (1996). One World, Many Religions: The Way We Worship. Alfred A. Knopf:  New York, New York.

This is an excellent book introducing the reader to major elements of various religions of the world.  It provides actual photographs of followers and quotes form the leaders of the religion. This book would be appropriate for upper elementary students.

Seay, C. (Ed.) (2001). The Usborne Internet-Linked Encyclopedia of  World Religions. Usborne Publishing Ltd.: Saffron Hill, London, UK.

This book contains a wealth of information about many of the major religions of the world. For each religion, the book discusses the history, the practices, the beliefs, and the daily lives of the followers. The book provides wonderful photographs of important artifacts and typical followers of each religion. This book could be used as a resource for teachers or students.

Stoppleman, M.  (1996). Beliefs and Cultures: Jewish.  Children’s Press: Danbury, CT.

This is an excellent book for teachers providing background information and activities to involve the students.

Young, C. (1993). The Usborne Round the World Cookbook. Usborne Ltd.: Saffron Hill, London, UK.

This book lists popular recipes by country. Provides detailed instructions for preparing each recipe, accompanied by pictures. The book provides a brief introduction to the country and its food along with the recipes. The book provides a map of each country showing where foods and livestock are readily available.

Websites

Field Trip Information