My Way Is Not the Only Way

This lesson is the second in a series called “The Rich Tapestry of Religion in the United States [1].”

Framework

This lesson helps students learn about many different belief systems in the United States and examine how they are the same, how they are different, and how they are all equally important. Students should be encouraged to view what they learn in the context of their own lives, helping them to understand each other’s beliefs and the beliefs of those in their communities. 

Glossary

belief (bih-leef)
(noun) Something that is believed, like an opinion.

denomination (dih-nom-uh-ney-shuhn)      
(noun) A religious group. 

diversity (dih-vur-si-tee)
(noun) Being different.

religion (ri-lij-uhn)
(noun) A set of beliefs about why we are here on Earth, our purpose in life, what happens after we die, what is moral, and what is sacred.

unaffiliated (un-uh-fil-ee-ey-tid)
(adj) Not part of a formal group.

Resources

A Teacher’s Guide to Religion in the Public Schools [3]
A series of questions and answers to help teachers integrate the study of religion into their classrooms. It helps to answer legal or constitutional questions, too.

“One World, Many Religions: The Ways We Worship.” Mary Pope Osborne, Alfred Knopf Publishing, 1996.
In this highly acclaimed book, Mary Pope Osborne introduces readers to the seven major religions of the world. “One World, Many Religions” covers the history, beliefs and practices of Judaism, Christianity, Islam, Hinduism, Buddhism, Confucianism and Taoism.

Activities

1. Show students the photographs of the religious articles of clothing or symbols. Ask them to describe to a partner what they see. Refer back to the definition of the word “religion” from Lesson 1 and ask students to talk with partners about how religion relates to the pictures. Explain that all of the pictures show a special piece of clothing or a symbol that is important to someone’s religion. 
2. Ask students to guess what is special about each symbol or piece of clothing. Examples include:
   • A yarmulke, or kippah, is worn on the heads of some Jewish males to show respect for God.
   • A hijab is worn by some Muslim women to conceal their faces so that only husbands or family members can see them.
   • A turban is worn by Sikh men and women to show complete commitment to the religion.
   • Some Buddhists wear plain robes as the sign of a simple life.
   • Some Hindus wear a tilak on their foreheads to show where the spiritual eye opens. It helps to remind them of their religious goals.
   • Some Christians wear a cross to represent sacrifice.
3. Ask students to talk with their partners about this: How might their lives be different if everyone believed the same thing? Direct them to present their answers to another pair of students.  
4. List the following religions on signs or flip chart paper around the room: Buddhism, Christianity, Hinduism, Islam, Judaism, Sikhism, Wicca, Bahai and/or Zoroastrianism. Using markers placed at each sign, ask students to write anything they know about each religion on its corresponding sign. Review answers.
5. Distribute the “All About Religions [2]” student book. Ask students to read the story independently. Then, ask student volunteers to take turns adding information, based on what they learn from the book, to the signs around the room. You can scribe for students or allow partners to scribe for each other.
6. Direct small student groups to stand by one of the religion signs around the room. Distribute two long pieces of string (each of a different color) to each group. Ask them to use information from the “All About Religions” book to identify one way that the religion on their sign is “similar” to another religion. Once they have an answer, direct them to hold one end of the string and ask the group standing next to the religion that is similar to hold the other end, connecting the two groups by the string. They then must explain to the rest of the class what is similar about the two religions. For example: “The Jewish religion is similar to the Buddhist religion because they both pray in a temple.” Ask students to hold the strings in place until all connections are made.
7. Repeat the exercise by asking students to identify what is “different” from the religion on their sign and the religion on another sign, using a different-colored string.

Extension Activity

Ask students to write and illustrate a book about their own religion or belief system, or about a religion or set of beliefs about which they would like to learn. Each page should include a different fact about foods, prayer, history, leaders, celebrations, rituals, places of worship, or clothing. When the books are finished, invite other classes and family members to a book reading where students can showcase learning, and community members can have an opportunity to learn what is unique and similar about different religions.

Standards

Activities and embedded assessments address the following standards from the Common Core State Standards for the Language Arts.

College and Career Readiness Anchor Standards for Writing

Production and Distribution of Writing

Standard 4: Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience.

College and Career Readiness Anchor Standards for Speaking and Listening

Comprehension and Collaboration

Standard 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

Standard 2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

College and Career Readiness Anchor Standards for Language

Standard 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Standard 2: Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing.