Responding to a growing demand for global curriculum, Link TV

(www.linktv.org), an independent television channel

dedicated to presenting diverse international perspectives,
is proud to launch the Global Link of World Educators (GLOWE)
pilot initiative. The GLOWE project uses Link TV programming to
develop global cultural understanding and media literacy. All media
is delivered free of charge, online (www.linktv.org/teachers) or
via DVD, and accompanied by standards-based, participatory
learning guides. To contact us: teachers@linktv.org

CHANGING FAITH

Content Learning Objective:

Students play a variety of roles in group discussions (e.g., active
listener, discussion leader, facilitator). Students ask questions to
seek elaboration and clarification of ideas. Students Use viewing
skills and strategies to understand and interpret visual media.

GRADES: 6-8, 7-12 SUBJECTS: LANGUAGE ARTS

TIME REQUIRED: 1 class session (or a 15-20 minute “mini-lesson”)

MATERIALS: Online media (www.linktv.org/teachers), computer(s) with Internet access,
projector or interactive whiteboard (aka SmartBoard)
Overview: Changing Faith (5:10) presents the story of Nichole Mossalam. Formerly Catholic, Nichole
finds Islam and puts faith in her new religion. Finding liberation in the hijab, and a newfound peace, now
she has to convince her family. (The film was a finalist for the American Muslim Women category.)

Prerequisite Knowledge: NONE

This lesson plan was created by Sally Carless, founder of Global Village School (international):
www.globalvillageschool.org
Background Information / Teacher Resources:
Optional: you may wish to review these before presenting the lesson

This is an article about Nichole Mossalam’s conversion:

http://www.ummah.net/forum/showthread.php?p=1339952

Link TV educators have created Fast Facts sheets to supplement these learning guides with
basic background information:

Learn about Islam and Muslims - http://www.linktv.org/teachers/onenation/facts_islam

pdf version: http://www.linktv.org/sitecontent/teachers/fastfacts_islam.pdf

Learn about Women and Islam - http://www.linktv.org/teachers/onenation/facts_women

pdf version: http://www.linktv.org/sitecontent/teachers/fastfacts_women.pdf

For more information on Islam and Muslims in America, please visit the One Nation website:
http://www.onenationforall.org/

Rethinking Schools also has some excellent information:

What is Islam? http://www.rethinkingschools.org/war/readings/what162.shtml
Also available as a pdf for student handouts:
http://www.rethinkingschools.org/special_reports/sept11/pdf/Islam.pdf

1. PREPARING TO WATCH THE FILM: (10-15 minutes)

Geographical context (Optional)

Where is Italy? Using a map, atlas, globe, or the Internet, have someone point out its location.

Discussion

Discuss either as a full class or in small groups. If you use groups, ask students to choose a
discussion leader/facilitator, remind them about active listening, etc.

1. What do you know about Muslim head scarves? Do you know why women wear them?
How the women feel about it? Have you heard people talking about it? What do they
say?
2. Ask students to list the countries where Muslims live. See if/when they mention the US.
3. Ask how many Muslims they think there are in the US, and to remember their guesses
so they can compare it to the actual figure shown in the film.
4. Conversion – do you know of anyone who has converted to another religion? If so, what
was it like for them? If not, what do you imagine it might be like?

Vocabulary

Hijab: the types of head covering traditionally worn by Muslim women (For more detail, please
see the “Fast Facts” handout)
2. WATCH THE FILM (6 min)

3. REFLECTION, INTEGRATION (20-30 minutes, more if desired)

Activity/discussion options - Depending on your students’ grade level, needs and abilities, skills
they need to practice, standards you need to emphasize, time constraints, etc., you can have
students reflect on some or all of the following questions in a number of ways, such as:

• Discuss in small groups (pick a leader, report back to class, etc.)

• Discuss with the class as a whole
• Write an imaginary journal entry
• Write a paragraph or essay in class or as homework (could be expository,
persuasive, descriptive, etc.)
• Write about the question(s) and then discuss…
• Write part of a script for a play
• Proofread and edit their work
• Prepare their work for publication
• Create a short multimedia presentation

Questions:

1. Opening scene – The TV show in the background is discussing whether head scarves
should be banned or not. Do you remember hearing anything about that on the news? Was
it discussed where you live? Why do you think people would want to ban them? Do you
have an opinion about it? Why do you think the filmmaker would choose that for the opening
scene of the film?
2. The film states that there are 2.4 million Muslims in the US; about 21% are converts. How do
those figures compare to your guesses before the film? Discuss.
3. In the film, Nichole compares the head scarf to a nun’s habit. What do you think of that
comparison? List some similarities and differences.
4. Nichole comments that, “When I first started covering I felt better about myself; I felt I
was gaining pieces of myself back. Men looked at me in a different perspective.”
What do you think she meant when she said she felt like she was gaining pieces of herself
back? How do you imagine that men treated her differently? If you are a non-Muslim (or
non-covering Muslim) female, can you imagine how it might be liberating for people not to be
able to judge you by your hair or your body? If you are a male, how do you imagine you
might see girls, women, your friends and classmates, etc. differently if their heads and/or
bodies were covered?
5. For Nichole, the experience of wearing the veil has been very liberating. She doesn’t like “…
how people say that the hijab is oppressive to women, or that women shouldn’t have
to wear it…” She continues, “You’re not saying anything about the bulimic girl who
may be a model and is wearing Daisy Dukes and a pushup bra… that’s just as
oppressive. They’re shackled by society’s perceptions of them.” (Note: “Daisy Dukes”
are very short shorts.) What do you think of this comment? Can you see how wearing a veil
might feel liberating to a woman? Or wearing daisy dukes? Do you feel that women are
shackled by society’s perceptions of them? What are some of those perceptions? How are
they limiting for women? (If you have the time, this could lead to an in-depth discussion of
gender roles, stereotypes, etc.)
6. Nichole’s mother said that her first reaction to Nichole becoming a Muslim was that it tore
the whole house apart. Why do you suppose it was so difficult for them to hear that their
daughter/sister had become a Muslim? Do you think it might have been easier for them if
she had converted to a different religion instead? Why or why not?
7. Nichole’s mother stated, “To me it was like having a death in the family. And then I realized
two months later – what a fool – how silly I was.” Discuss
8. “Coming out” - Have you ever felt like you needed to tell someone something about yourself
that could potentially be very upsetting to them? Has anyone you know been in a similar
type of situation? (This could lead into discussion of many topics such as inter-racial
marriages/relationships, gay, lesbian, bisexual, and transgender young people coming out
their families, etc.)
9. Have students write an essay – either autobiographical, biographical, or imagining they are
someone in a situation similar to Nichole’s in some way.
10. What aspect/part of this film impacted you the most? Which person could you most identify
with? Which person do you have the hardest time identifying with? Explain.

Depending on the flexibility you have; the interests, talents, and learning styles of your
students, etc.; you may also wish to give students the option to create artwork, poetry, or
other projects of their choice in response to the film and/or issues that came up in class.

Mini-Lesson Option

If your time is limited, you can still provide your students with a valuable learning experience.
Depending on the amount of time you have, choose any of the above activities. We recommend
both pre-viewing and post-viewing discussions. Any additional activities you wish to include
could be assigned as homework or included in future class meetings. Here is a sample mini-
lesson:

1. Pre-viewing: Give a short overview of the film. Choose one or more of the discussion
questions above. Explain the vocabulary word.
2. View the film
3. Post-viewing: Lead a short discussion of the film. Encourage students to reflect upon
and discuss what impacted them the most, then choose one or more of the above
discussion questions.
4. Assign follow-up assignments as desired.

This lesson plan was created by Sally Carless, founder of Global Village School (international):
www.globalvillageschool.org

McRel National Content Standards

Language Arts, Grades 6-8

Standard 1. Uses the general skills and strategies of the writing process

Benchmark 3. Editing and Publishing: Uses a variety of strategies to edit and publish written
work (e.g., eliminates slang; edits for grammar, punctuation, capitalization, and spelling at a
developmentally appropriate level; proofreads using reference materials, word processor, and
other resources; edits for clarity, word choice, and language usage; uses a word processor or
other technology to publish written work)
Benchmark 6. Writes expository compositions (e.g., states a thesis or purpose; presents
information that reflects knowledge about the topic of the report; organizes and presents
information in a logical manner, including an introduction and conclusion; uses own words to
develop ideas; uses common expository structures and features, such as compare-contrast or
problem-solution)
Benchmark 7. Writes narrative accounts, such as short stories (e.g., engages the reader by
establishing a context and otherwise developing reader interest; establishes a situation, plot,
persona, point of view, setting, conflict, and resolution; develops complex characters; creates an
organizational structure that balances and unifies all narrative aspects of the story; uses a range
of strategies and literary devices such as dialogue, tension, suspense, figurative language, and
specific narrative action such as movement, gestures, and expressions; reveals a specific
theme)
Benchmark 8.Writes compositions about autobiographical incidents (e.g., explores the
significance and personal importance of the incident; uses details to provide a context for the
incident; reveals personal attitude towards the incident; presents details in a logical manner)
Benchmark 9.Writes biographical sketches (e.g., illustrates the subject’s character using
narrative and descriptive strategies such as relevant dialogue, specific action, physical
description, background description, and comparison or contrast to other people; reveals the
significance of the subject to the writer; presents details in a logical manner)

Standard 8. Uses listening and speaking strategies for different purposes

Benchmark 1.Plays a variety of roles in group discussions (e.g., active listener, discussion
leader, facilitator)
Benchmark 2.Asks questions to seek elaboration and clarification of ideas

Language Arts, Grades 9-12

Standard 1. Uses the general skills and strategies of the writing process

Benchmark 3. Editing and Publishing: Uses a variety of strategies to edit and publish written
work (e.g., uses a checklist to guide proofreading; edits for grammar, punctuation, capitalization,
and spelling at a developmentally appropriate level; refines selected pieces to publish for
general and specific audiences; uses available technology, such as publishing software or
graphics programs, to publish written work)
Benchmark 6. Uses strategies to adapt writing for different purposes (e.g., to explain, inform,
analyze, entertain, reflect, persuade)
Benchmark 7. Writes expository compositions (e.g., synthesizes and organizes information from
first- and second-hand sources, including books, magazines, computer data banks, and the
community; uses a variety of techniques to develop the main idea [names, describes, or
differentiates parts; compares or contrasts; examines the history of a subject; cites an anecdote
to provide an example; illustrates through a scenario; provides interesting facts about the
subject]; distinguishes relative importance of facts, data, and ideas; uses appropriate technical
terms and notations)
Benchmark 8. Writes fictional, biographical, autobiographical, and observational narrative
compositions (e.g., narrates a sequence of events; evaluates the significance of the incident;
provides a specific setting for scenes and incidents; provides supporting descriptive detail
[specific names for people, objects, and places; visual details of scenes, objects, and places;
descriptions of sounds, smells, specific actions, movements, and gestures; the interior
monologue or feelings of the characters]; paces the actions to accommodate time or mood
changes; creates a unifying theme or tone; uses literary devices to enhance style and tone)
Benchmark 9. Writes persuasive compositions that address problems/solutions or
causes/effects (e.g., articulates a position through a thesis statement; anticipates and addresses
counter arguments; backs up assertions using specific rhetorical devices [appeals to logic,
appeals to emotion, uses personal anecdotes]; develops arguments using a variety of methods
such as examples and details, commonly accepted beliefs, expert opinion, cause-and-effect
reasoning, comparison-contrast reasoning)
Benchmark 10. Writes descriptive compositions (e.g., uses concrete details to provide a
perspective on the subject being described; uses supporting detail [concrete images, shifting
perspectives and vantage points, sensory detail, and factual descriptions of appearance])
Benchmark 11. Writes reflective compositions (e.g., uses personal experience as a basis for
reflection on some aspect of life, draws abstract comparisons between specific incidents and
abstract concepts, maintains a balance between describing incidents and relating them to more
general abstract ideas that illustrate personal beliefs, moves from specific examples to
generalizations about life)

Standard 8. Uses listening and speaking strategies for different purposes

Benchmark 2. Asks questions as a way to broaden and enrich classroom discussions

Benchmark 6. Makes multimedia presentations using text, images, and sound (e.g., selects the
appropriate medium, such as television broadcast, videos, web pages, films, newspapers,
magazines, CD-ROMS, Internet, computer-media-generated images ; edits and monitors for
quality; organizes, writes, and designs media messages for specific purposes)