|
|
|
|
|
|
|
|
|
|
|
|
|
What
is the aim of these lesson plans?
|
|
The aim of these
lesson plans is to provide a systematic means for building a foundation
for understanding the nature and purpose of religion and humanity’s
relationship with God. Recent world events have demonstrated that our
lives literally depend on a unified understanding of the concepts of God
and religion. A simple misinterpretation of these concepts, by only a
few, can be devastating. Our children will not be able to live in peace
until a majority of the people of the world adopt an all inclusive
perspective of religion and spirituality. Much as the peoples and nations
of the world have come to recognize and promote the fundamentals of
universal human rights, so should they come to accept the essential
oneness of God’s religions. These lessons are an attempt to promote
this acceptance.
|
|
«GO BACK
|
|
|
|
|
|
|
|
What
is the difference between a curriculum and a set of lesson plans?
|
|
A curriculum
defines the pattern of broad topics and learning objectives. Lesson plans
“"operationalize"” these topics and learning
objectives, in a hopefully easy-to-follow and semi-scripted fashion. Our
lesson plans are materials that can be taken straight to the classroom
and used for teaching the concepts and achieving the learning objectives
that the curriculum sets forth.
|
|
«GO BACK
|
|
|
|
|
|
|
|
Do
all these lesson plan books cover the same topics?
|
|
Yes, each book
covers the same basic topics, but at a different level. Childrens’
capacities to understand these concepts increase as they get older. Books
1 and 2 cover the concepts at a more simple level than books 3, 4, and 5.
Additionally a myriad of concepts, stories, ideas are introduced through
the framework of these lessons. For example the children will learn a
great deal about the holy scriptures and sacred traditions as they move
through these course. This training will provide them with the basis to
continue an in depth study of the world's religions, and at the same time
understand their relevance to their daily lives.
|
|
«GO BACK
|
|
|
|
|
|
|
|
What’s
the rationale behind following these topics in this particular order? Can
I use the lessons in a different order?
|
|
The lessons follow
a sequence of learning objectives that build upon one another. Pulling
certain sections or topics ahead or delaying others would lead to gaps
that may confuse the students’ deeper or fuller understanding of
the overall concepts.
|
|
«GO BACK
|
|
|
|
|
|
|
|
Why
are there so many parts to each lesson?
|
|
One reason is that
each lesson tries to convey a number of different objectives that are
qualitatively different and appeal to different cognitive “senses
and skills”. As such, they require different instructional methods.
The various parts ensure that the topics and concepts are understood in
complementary cognitive modes.
|
|
|
|
«GO BACK
|
|
|
|
|
|
|
|
Why
are there so many lessons for one simple concept?
|
|
Each topic is based
on multiple objectives that incrementally instruct the student. The topic
is not completed until all of the objectives have been met. So, in some
cases, while the difference between learning objectives seems slight,
this slightly different vantage point can make-or-break a student’s
fuller understanding of the topic.
|
|
«GO BACK
|
|
|
|
|
|
|
|
What
if some students miss some of the class sessions?
|
|
There are a number
of ways to catch up. The teacher can forward a copy of the lesson to the
parent for completion at home. The teacher can also refer the parent to
the web site for the missed lesson. Additionally, periodic review
sessions will ensure that the students are regularly updated about the
topics covered during that past several sessions. The review documents
are available on the site, interspersed among the regular lessons for
each book.
|
|
«GO BACK
|
|
|
|
|
|
|
|
What
if I don’t complete the lesson in the available time?
|
|
You can assign some
sections that you missed as additional homework assignments. You will
also have a brief opportunity to review each lesson during the subsequent
session. At the end of each topic, you should also conduct a review
session to ensure that all the students are fairly familiar with the
concepts that have been covered. The review documents are available on
the site, interspersed among the regular lessons for each book.
|
|
«GO BACK
|
|
|
|
|
|
|
|
When
will all the lesson plan books be available?
|
|
The lesson books on
this site are under “active” development. The speed of
progress is entirely dependant upon the number of volunteer collaborators
that we have at any moment in time. Book 3 is currently available for
full use. The first ten lessons of book 2 will be ready by the end of the
summer of 2003. We are searching for collaborators for the other books.
|
|
«GO BACK
|
|
|
|
|
|
|
|
How
many lessons will each book contain?
|
|
Each book will
contain approximately 30 lessons. This does not include the review
sessions. This number should cover weekly class sessions for a nine month
period.
|
|
«GO BACK
|
|
|
|
|
|
|
|
Each
book spans two age groups. Won’t the children know the topics after
the first year?
|
|
Although many of
the topics appear simple on the surface, their implications and
application in daily life can be difficult to bring out in one session.
These topics and concepts comprise the fundamental basis of religious,
philosophical, and ethical thought throughout history. It would be
unreasonable and unrealistic to expect that children will be able to
immediately and completely absorb these topics including their vast
implications after only one exposure.
|
|
«GO BACK
|
|
|
|
|
|
|
|
Can
I change the format of the lessons?
|
|
The format seems to
work well under most circumstances and conditions. If you feel compelled
to change the format for some reason, you should, at least, remain within
the guidelines of the stated learning objectives. We strongly discourage
removing the direct use of the Sacred Writings from the lessons. We would
be interested to hear from you if you find alternatively successful
formats.
|
|
«GO BACK
|
|
|
|
|
|
|
|
Can
I use other quotes, stories, or activities for the lessons?
|
|
Of course.
Alternate quotes, stories and activities that support the same learning
objectives can only serve to enrich the lesson. The quotes, stories, and
activities in the lessons represent a minimum set of materials, that
conform with the stated learning objectives, that can be used to conduct
a class session. If you have other materials, you should feel free to use
them, provided that they too conform and support the stated learning
objectives. If you find that these alternate materials worked well,
please make sure to let us know by sending us an e-mail at feedback [at]
spiritual-education.org, or by filling in and sending the on-line form on
the feedback
page.
|
|
«GO BACK
|
|
|
|
|
|
|
|
What
sort of preparation is necessary before teaching a lesson?
|
|
We recommend that
you review the content of the lesson the day before the class so you can
have time to prepare for the lessons and gather the necessary materials.
|
|
«GO BACK
|
|
|
|
|
|
|
|
What
additional resources do I need to be able to teach these lessons?
|
|
The lessons are
designed to be entirely self-contained. However, on occasion you may need
to make photocopies of certain pages for your students. Any other
materials that the session may require (pens, paper, etc.) are listed at
the beginning of the lesson. You will need to take a dictionary with you
to the class sessions.
|
|
«GO BACK
|
|
|
|
|
|
|
|
The
children in my class are finding the lessons too easy / too hard. What do
I do?
|
|
In most cases the
lessons reinforce the learning objectives through a set of exploratory
questions that are asked after completing an activity or reading a story.
If your students find the lessons too easy or too hard, you may want to
come up with different questions to illustrate the same points.
|
|
«GO BACK
|
|
|
|
|
|
|
|
Will
children learn about the history of the Baha’i Faith?
|
|
The lesson plans on
this site contain a rich cross-section of notable accounts and stories
from various Religious traditions, including the Baha’i Faith. So,
in effect, children learn about the history of the Baha’i Faith
alongside that of other major world religions. A supplemental set of
lesson plans for Baha’i children is being developed, which can be
taught in addition to these lessons plans.
|
|
«GO BACK
|
|
|
|
|
|
|
|
How
do you maintain the integrity of Baha’i Education with these
lessons plans?
|
|
All spiritual
education must be built on the same foundation – the recognition
and acceptance of the principle of oneness. The primary dictates and
required characteristics of the education of ALL children (Baha’i
or other) have been clearly and simply defined. According to
Baha’u’llah, “That
which is of paramount importance for the children, that which must
precede all else, is to teach them the oneness of God…”
Likewise, ‘Abdu’l-Baha states that “The method of instruction which ye have
established, beginning with the proofs of the existence of God and the
oneness of God, the mission of the Prophets and Messengers and Their
teachings, and the wonders of the universe, is highly suitable. Keep on
with this...”
|
|
«GO BACK
|
|
|
|
|
|
|
|
Who
is Baha’u’llah?
|
|
"The face
of him on whom I gazed I can never forget, though I cannot describe it.
Those piercing eyes seemed to read one's very soul; power and authority
sat on that ample brow.... No need to ask in whose presence I stood, as I
bowed myself before one who is the object of a devotion and love which
kings might envy and emperors sigh for in vain!" Baha'u'llah was thus
described by the well-known Cambridge University Orientalist Edward
Granville Browne in 1890. Baha'u'llah had, at that time, been a prisoner
and an exile for almost 40 years and His teachings were shrouded in
obscurity; today He is recognized by millions of followers around the
world as the Manifestation of God or Divine Teacher for this age.
According to Baha'i belief, Manifestations of God, including Moses,
Abraham, Christ, Muhammad, Krishna, and
Buddha, have appeared at intervals throughout history to found the
world's great religious systems. They have been sent by a loving Creator
to enable us to know and to worship Him and to bring human civilization
to ever higher levels of achievement. … Baha'u'llah's central
message for humanity in this day is one of unity and justice. "The best beloved of all things in My
sight is justice," He wrote, and "The earth is but one country, and
mankind its citizens" in two often-quoted passages. He
also stated, "The well-being
of mankind, its peace and security, are unattainable unless and until its
unity is firmly established." This is the prescription
of God, the divine and all-knowing Physician, for our ailing world.
excerpted from
http://www.bahai.org/article-1-3-0-2.html
|
|
«GO BACK
|
|
|
|
|
|
|
|
Who
is Abdu'l-Baha?
|
|
On November 29,
1921, ten thousand people – Jews, Christians, and Muslims from all
persuasions and denominations – gathered on Mount Carmel in the Holy Land to mourn the passing of One who was
eulogized as the essence of "Virtue
and Wisdom, of Knowledge and Generosity." On that
occasion, Abdu'l-Baha – Baha'u'llah's Son and chosen successor
– was described by a Jewish leader as a "living example of self-sacrifice," by a
Christian orator as One who led humanity to the "Way of Truth," and by
a prominent Muslim leader as a "pillar
of peace" and the embodiment of "glory and greatness."
His funeral, according to a Western observer, brought together a great
throng "sorrowing for His
death, but rejoicing also for His life." Throughout the Occident
and the Orient, Abdu'l-Baha was known as an ambassador of peace, a
champion of justice, and the leading exponent of a new Faith. Through a
series of epoch-making travels across North America and Europe,
Abdu'l-Baha – by word and example – proclaimed with
persuasiveness and force the essential principles of His Father's
religion. Affirming that "Love
is the most great law" that is the foundation of "true civilization,"
and that the "supreme need of
humanity is cooperation and reciprocity" among all its
peoples, Abdu'l-Baha reached out to leaders and the meek alike, to every
soul who crossed His path.
excerpted from http://www.bahai.org/article-1-3-0-4.html
|
|
|
