Professional+Development+Resource+-+Learning+from+One+Another

Eeqbal Hassim and Jennet Cole Adams National Centre of Excellence fo Islamic Studies, University of Melbourne
 * Learning From One Another**-Bringing Muslim Perspectives Into Australian Schools

This text is a comprehensive resource for teachers in Australian schools, it is designed to accompany the workshop. Interestingly the inspiration for the title comes from the Quran: //'People, We created you from a single man and a single woman, and made you into nations and tribes so that you should all get to know one another//.' (Quran, 49: 13) It offers insights, suggestions, and practical advice in a range of areas affecting Muslim students, as well as presenting curriculum content and sample learning sequences of relevance to all Australian students. The following are a summary of all learning sequences given in the text. =__**English**__= Students explore a poem written by the famous Muslim poet, Jalaluddin Rumi
 * Searching inside ourselves, upper primary**

This learning sequence explores, through an analysis of Muslim issues, how langauge is used in the print media to influence the way articles are read
 * Muslims, meaning and the media, middle secondary**

=﻿__Maths__= Students explore tessellation throught the tiles found at the Alhambra in Granada, Spain. Built in the 13th century, Alhambra is an exquisite example of Muslim architecture
 * Tessellating tiles of Alhambra, upper primary**

Highlights the contribution of a great Muslim scholar, Alkhwarezm. It invloves students exploring his six standard forms. from which algebra today developed
 * Alkhwarezm's six standard forms, middle secondary**

=﻿__History__= Students analyse historical sources to explore the contribution made by Muslim cameleers to the opening up of the Australian outback from the mid-19th century to the early 20th century. The cameleers were some of the earliest Muslim settlers in Australia
 * Afghans, camels and the outback, middle primary**

Explores the Crusaders from the perspective of the Muslim world. It is designed to complement a unit of work on the Crusaders. Students are involved in investigating source material to broaden their perspective on these events
 * The Crusades, a Muslim perspective, lower/ middle secondary**

=__﻿Geography__= Students learn about the significance of Mecca and why Muslims need to know the direction of Mecca whenever they pray. Students will learn about finding the direction of Mecca without a compass and then create their own compass rose to identify the direction of Mecca from five cities around the world
 * Where in the world is Mecca? middle primary**

Engages students in analysis and graphing of statistics about Australia's Muslim population.It also aims to challenge misconceptions regarding Australia's Muslim population.
 * Get the fact, Muslims in Australia, lower secondary**

=﻿__Art__= Students explore features of Muslim architecture and use this knowledge in two activites: 1)create a Islam inspired streetscape using silhouettes; and 2) Printing an arabesque design
 * Minarets and mosques, the art of Muslim buildings, middle/upper primary**

Explores the tradition of calligraphy in the Muslim world and asks students to identify its role and purpose. Students reflect on the tradition from their own context and perspective
 * Calligraphy and Islam, upper/ middle secondary**

=__﻿Cross- Curricular perspectives__= Students take on the role of curators and create a Museum of Religion in their classroom to increase interfaith understanding
 * Museum of Religion, middle primary**

This explores ethnic stereotyping through a focus on a 2009 Australian National University (ANU) study about names and employer discrimination
 * Its all in a name, middle/ upper primary**

Activities from these learning sequences can be change and developed to suit students needs and age group.

Caroline Collins and Naomi Falconer