INTERCULTURALITY AND DIVERSITY, RELIGIONS
Unit 1: INTERCULTURALITY AND DIVERSITY, RELIGIONS
This lesson addresses interfaith issues in the contemporary world. The objective of this lesson is to encourage students to expand their awareness of different religions and their main elements.
Level: A1-A2
Learning outcomes:
– learn to introduce oneself
– expansion of intercultural and interreligious vocabulary and knowledge of different symbolisms
– use of do and don’t in the perspective of respect for all religions
Activities – First session: 90 minutes
Duration: 15 min |
Learning outcome: + Communication + Self-reflection + Self-respect and #self-esteem |
Language skills: Speaking |
Please introduce yourself to the group by saying your name and the place you are from, then tell one personal fact about yourself. You can start with: “Hello! My name is… and I come from… One fact about me is….“ |
Duration: 15 min |
Learning outcome: + Recognising stereotypes and prejudices + Respect for others + Open-mindedness |
Language skills: Speaking |
Open discussion: What do you know about Buddhism? Where is Hinduism practised? Who is Siddharta Gautama? Why do Catholics wear ugly clothes? When is Christmas? How do Christians celebrate easter? |
Duration: 15 min |
Learning outcome: + Changing perspective + Critical thinking + Respect for others + Open-mindedness |
Language skills: Grammar: the verb “to be” |
A list of words pertaining to the sphere of religion and the corresponding definitions is given to you. Please either individually or in pairs match them correctly and then form sentences using the verb “to be” in different persons. E.g. “An animist is a person who worships spirits and nature”; “She is an atheist. She is a person who doesn’t believe in any God”. |
Duration: 15 min |
Learning outcome: + Changing perspective + Critical thinking + Respect for others + Open-mindedness |
Language skills: Reading comprehension Speaking or Writing |
Please, answer the related questions below, either orally or in writing: During Ramadan Muslims fast. This means that they do not eat food or drink from sunrise until sunset. They fast for a month. Almost all Muslims try to give up bad habits during Ramadan, and some try to become better Muslims by praying more or reading the Qur’an. The Qur’an is the holy book for Muslims. During Ramadan it is common to give food to those who can’t afford it after sunset. During Ramadan many Muslims go to Mosques to pray. These prayers often last 1 or 2 hours and also give Muslims a chance to meet at the mosque every day. When Ramadan is finished Muslims often have big celebrations with their family and friends. When do Muslims fast? What is the Qur’an? How long do the prayers last? What is common during Ramadan? What happens after Ramadan? |
Duration: 20 min |
Learning outcome: Changing perspective Critical thinking Respect for others Open-mindedness |
Language skills: Reading Vocabulary |
Description : Please, insert the words from the list provided below in the correct section of the table attached. Hinduism – Hindu – Ashram – Vedas – Aum – Iron Age Islam – Muslim – Mosque – Shahada – 610 C.E. Christianity – Christian – Church – Cross – 0 Common Era Buddhism – Buddhist – Temple – Pali Canon – Dharma Wheel – 6th century B.C.E. Wicca – Wiccan –None – Out in Nature – Moonphases – 21st century |
Duration: 10 min |
Learning outcome: + Changing perspective + Critical thinking + Respect for others + Open-mindedness |
Language skills: Reading Vocabulary |
We are going to play the Kahoot game. Please follow the link: https://create.kahoot.it/details/4a1ad9e4-f8b0-4896-b73b-38c925b30334 After the game, please discuss the result. |
Duration: 10 min |
Learning outcome: + Creativity + Critical thinking + Self – reflection + Self-respect and self-esteem + Open-mindedness |
Please, write 3 sentences that describe “What is culture for you?”. You can use www.wordreference.com to help you. Then, discuss them among the class or in pairs, compare and contrast the different understandings and definitions of the concept of culture. |
Activities – Second session: 60 minutes
Duration: 15 min |
Learning outcome: Changing perspectives Dealing with complexity Critical thinking Open-mindedness |
Language skills: Listening Writing |
Please, watch the video “Animated map shows how religion spread around the world” and then fill in the blanks using the words given. In addition, you may craft additional simple sentences describing what you have seen and present it to the teacher. Words: – Rapidly – Mecca – Spread – Discovery – Hinduism, Judaism, Buddhism, Christianity, Islam – Time – India – Religions |
Duration: 25 min |
Learning outcome: Changing perspectives Dealing with complexity Critical thinking Open-mindedness |
Language skills: Writing |
Please, watch the video “Scenes from schools around the world” and then: Write 10 sentences about the video or answer the following questions, related to it: |
Duration: 15 min |
Learning outcome: Changing perspectives Respect for others Open-mindedness |
Language skills: Reading comprehension |
Read the text and answer the questions below: Dan is 8 years old. His family is Catholic. They go to church on Sundays. Catholics believe in God and they read the Bible transmitted by many prophets. In the Bible there is the Gospel. Sam has a friend: Abung. Abung is from Indonesia. His family is Muslim. They go to a Mosque on Fridays. Muslims believe in a God they call Allah and in the Koran, transmitted by the prophet Mohammad. Muslims read the Koran. Sam has another friend, Harish. He is Buddhist. Buddhists do not go to church or Mosque, they go to temple or pray at home. Buddhists do not believe in God, Allah or the prophets. They read and listen to the teachings of Buddha. Sam, Abung and Harish are best friends even though they have different religions. They go to school together, play soccer together and spend time together on the weekend. 1. Who are Sam’s friends? 2. Which religion goes to church? 3. Which religion believes in Allah? 4. Which religion can pray at home? 5. Why do we respect other religions?? 6. Do you have a friend who is of a different religion than you? Who? |
Activities – Third session: 60 minutes
Duration: 30 min |
Learning outcome: Recognising stereotypes and prejudice Changing perspectives Intercultural communication Dealing with complexity/contradictions Critical thinking Empathy |
Language skills: Listening |
Please, watch the following video and take notes, focusing on the themes of the GE skills and values.
Norway’s Muslim immigrants attend classes on western attitudes to women: https://www.youtube.com/watch?v=oKY600o3CXw What happened to Hare Krishnas | What happened to | ABC Australia: https://www.youtube.com/watch?v=hbQ3P0UlipE The Differences Between ISLAM and HINDUISM: |
Duration: 15 min |
Learning outcome: Intercultural communication Self-reflection |
Language skills: Writing Grammar: Do and Don’t |
Please, write a small paragraph on religion’s dos and don’ts. (about 75 words) Ask your teacher for support, guidance and feedback, if needed. |
Duration: 25 min |
Learning outcome: Dealing with complexity Critical thinking Open-mindedness Self-reflection |
Language skills: Writing |
Please, write a small paragraph about how religion makes the life of people better and how it makes the life of people worse. (about 75 words) Ask your teacher for support, guidance and feedback, if needed. |
Activities – Fourth session: 90 minutes
Duration: 15 min |
Learning outcome: Intercultural communication Self-reflection |
Language skills: Speaking Grammar: Do/Don’t, Does/Doesn’t |
Topic to discuss “Things that are forbidden in religious practices and things that should not be done to not offend religious people”. |
Duration: 25 min |
Learning outcome: Intercultural communication Self-reflection Self – respect and self-esteem |
Language skills: |
Topic to discuss “Speaking of different religions in a non-aggressive way” Please, speak about at least one of these points: – My experience with religion – Something I have recently learnt about religion – Something more I’d like to learn about religion |
Duration: 15 min |
Learning outcome: Intercultural communication Empathy Social responsibility and solidarity |
Language skills: Speaking Inclusive vocabulary |
Your task is to define the meaning of the following vocabulary items on cultural identity and tolerance: – Culture – Diversity – Gender – Tolerance – Identity – Belonging – Inclusion – Equality – Accessible – Privilege Tip: the definitions can be found in any dictionary or on www.dictionary.com Now when all definitions are revealed, try to use them in a sentence. |
Duration: 30 min |
Learning outcome: Intercultural communication Self-reflection |
Language skills: Speaking |
Topic to discuss: “Try to speak about your experience of interaction with different religions and cultures” |
