Pillars of Islam

1. During a unit of study focused on Saudi Arabia, invite students to identify the Five Pillars of Islam. The Five Pillars of Islam provide a framework for Muslims traditions. Student groups investigate each of these pillars. Organize a variety of text and electronic resources for students to view during their research.
2. Extend student research with the inclusion of Islamic architecture. Encourage students to look at some pictures of columns found in Islamic architecture. Students study the designs and color schemes in preparation for making a 3-D reminder of the Five Pillars.
3. Construct the pillars. With Crayola® Scissors, students cut five short cardboard rolls and one roll long enough to span their tops. Illustrate the columns and top with Islamic geometric designs using Crayola Twistables. Write the name of each pillar on a column and label the top.
4. Students cover their work areas with recycled newspaper. Paint a cardboard base with Crayola Multicultural Washable Paint. Paint the columns. The crayon will show through (resist) the paint. Air-dry the paint.
5. With Crayola Model Magic compound, shape a top for each of the columns. Air-dry the tops overnight. Attach the pieces with Crayola School Glue. Air-dry your structure.
6. Display student artwork in a prominent place in the classroom. To accompany the Pillars artwork, students compose a summary paragraph reflecting their learning.

LA: Read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grade level text complexity band independently and proficiently.

LA: Engage effectively in a range of collaborative discussions with diverse partners on grade level topics and texts, building on others' ideas and expressing their own clearly.

LA: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

LA: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

SS: Describe ways in which language, stories, folktales, music, and artistic creations serve as expressions of culture and influence behavior of people living in a particular culture.

SS: Use appropriate resources, data sources, and geographic tools to generate, manipulate, and interpret information.

SS: Give examples of and explain group and institutional influences such as religious beliefs, laws, and peer pressure, on people, events, and elements of culture.

SS: Identify and use various sources for reconstructing the past, such as documents, letters, diaries, maps, textbooks, photos, and others.

VA: Intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of experiences and ideas.

VA: Select and use the qualities of structures and functions of art to improve communication of ideas.

VA: Integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks.

VA: Analyze contemporary and historic meanings in specific artworks through cultural and aesthetic inquiry.

Possible classroom resource includes: Muslim Holidays by Faith Winchester

Invite an expert on the Muslim faith to visit with the class. Prior to the meeting, students prepare questions and focus on specific topics they would like to learn more about. After the meeting, students post learning to a class blog.

Students work in teams to identify other symbols of the Muslim faith. Investigate their meaning and role in the religion.

Students investigate other popular religions. Identify symbols of selected religion. How do these compare with the Pillar of Islam?