The should be on The class could be asked to create a Access to a Hajj The role and presentation on the rites and rituals of 22-23 looking at the rites of Hajj, computer/laptop. Id-ul-Adha significance of the Hajj, the teacher could divide up the including the observance Information on the Pilgrimage to Makkah class and ask each small group to of Id-ul-Adha and their Hajj. This could be including: the origins; research one area of the Hajj to show significance to Muslims. in the form of a how hajj is as a PowerPoint presentation to the relevant worksheet, performed; the actions rest of the class. The main parts might information in text pilgrims perform at be: books or video. including the Ka’aba at (i) Background to the Hajj, Access to Makkah, Mina, Arafat, (ii) and its significance, computers/laptops Muzdalifah and their (iii) The Ka’aba, for research and significance; the role of (iv) Safa and Marwah, creating a diary hajj, why it is (v) Plain of Arafat and its importance, entry or travel performed. (vi) Mina stoning the devil, – brochure. The origins, meanings (vii) Sacrifice and the story of Ibrahim, and ritual of Id-ul-Adha. (viii) Id-ul-Adha. Websites such as Students could also be asked to write a explain the diary in the first person about of the ‘greening’ someone’s first-hand experience of Hajj hajj. or they could be asked to make a travel brochure explaining Hajj to someone participating for the first time. This should include practical details as well as information about the purpose of Hajj and the stages of the pilgrimage. Extension opportunity: Students could examine how environmental concerns have affected the hajj.
22-23 Hajj Id-ul-Adha The role and significance of the Pilgrimage to Makkah including: the origins; how hajj is performed; the actions pilgrims perform at including the Ka’aba at Makkah, Mina, Arafat, Muzdalifah and their significance; the role of hajj, why it is performed. The origins, meanings and ritual of Id-ul-Adha. The should be on looking at the rites of Hajj, including the observance of Id-ul-Adha and their significance to Muslims. The class could be asked to create a presentation on the rites and rituals of Hajj, the teacher could divide up the class and ask each small group to research one area of the Hajj to show as a PowerPoint presentation to the rest of the class. The main parts might be: (i) Background to the Hajj, (ii) and its significance, (iii) The Ka’aba, (iv) Safa and Marwah, (v) Plain of Arafat and its importance, (vi) Mina – stoning the devil, (vii) Sacrifice and the story of Ibrahim, (viii) Id-ul-Adha. Students could also be asked to write a diary in the first person about someone’s first-hand experience of Hajj or they could be asked to make a travel brochure explaining Hajj to someone participating for the first time. This should include practical details as well as information about the purpose of Hajj and the stages of the pilgrimage. Extension opportunity: Students could examine how environmental concerns have affected the hajj. Access to a computer/laptop. Information on the Hajj. This could be in the form of a relevant worksheet, information in text books or video. Access to computers/laptops for research and creating a diary entry or travel brochure. Websites such as explain the ‘greening’ of the hajj.
AQA-80631-SOW-I.DOCX