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K–12 teaching and learning · from the UNC School of Education

Pilgrimage: Mission

The students view symbols and traditions of world religions in artwork as a source for discussion of the effect of “mission” in world history. This discussion also parallels texts usually taught in English II.

A lesson plan for grades 9–10 English Language Arts and Social Studies

By Betty Eidenier

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Learning outcomes

Students will:

  • survey artwork which depicts symbols from world religions.
  • discuss mission as a concept common to all world religions.
  • articulate a personal point of view of the concept “mission.”
  • identify specific arguments to present their understanding of “mission.”

Teacher planning

Time required for lesson

3 Days

Materials/resources

Technology resources

  • Data projector
  • Computer with word processing program

Pre-activities

This is an introductory lesson to world religions. It is helpful for students to know basic information about Christian, Jewish, Hindu, Moslem, and Buddhist traditions.

Students need to know how to outline or web an argumentative essay.

Activities

Day One

  1. The teacher should ask the class to brainstorm a list of what all religions have in common. A student can record the list on the board or overhead.
  2. The teacher will ask the class to focus on “mission” as a common concept in world religions. Have students write down their personal definition of the word “mission” and take 5 minutes to write about a time they felt that they had a “mission” to do something.
  3. The teacher will hand out the Guided notes for the students to write on during the PowerPoint presentation. Students can write their own personal answers or can write the points made in the class discussion. The teacher will show the Pilgrimage PowerPoint presentation and lead the class through a discussion of questions on each slide.
  4. After the PowerPoint and discussion, the students will need an opportunity to fill in any blanks on the guided notes.
  5. Have students revise their original definition of “mission” to fit what they have learned. Have students write for 2 minutes to explain how their definition of “mission” has changed.

Day Two

Students will write an argumentative essay choosing a side to the statement, “A mission does/does not have a good effect on everyone who is affected by it.” Students will choose one side to argue, and will write a thesis statement. Students will make a web or outline. Students will write a draft for the essay.

Day Three

  1. Using the rubric, students will have a conference with the teacher or a peer editor to complete a second draft of the essay.
  2. Students will staple the guided notes, plan, and first and second drafts of the essay, and then hand it in to the teacher for evaluation.

Assessment

  • Students will write answers to all of the guided notes questions.
  • Students will write a plan, draft, and second draft of the essay, following the Rubric for essay.
  • The teacher will evaluate the final draft.

Supplemental information

This lesson is an interesting prelude to world literature texts such as Chinua Achebe’s Things Fall Apart or the French epic poem Song of Roland that explore the effect of a mission on a culture.

Related websites

Five Faiths, Ackland Art Museum

North Carolina Curriculum Alignment

Social Studies (2003)

Grade 9

  • Goal 8: Patterns of History - The learner will assess the influence of ideals, values, beliefs, and traditions on current global events and issues.
    • Objective 8.02: Compare major Eastern and Western beliefs and practices, including but not limited to Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, and Shintoism, and locate their regions of predominance.

English Language Arts (2004)

Grade 9 — English I

  • Goal 3: The learner will examine argumentation and develop informed opinions.
    • Objective 3.01: Study argument by:
      • examining relevant reasons and evidence.
      • noting the progression of ideas that substantiate the proposal.
      • analyzing style, tone, and use of language for a particular effect.
      • identifying and analyzing personal, social, historical, or cultural influences contexts, or biases.
      • identifying and analyzing rhetorical strategies that support proposals.

Grade 10 — English II

  • Goal 3: The learner will defend argumentative positions on literary or nonliterary issues.
    • Objective 3.01: Examine controversial issues by:
      • sharing and evaluating initial personal response.
      • researching and summarizing printed data.
      • developing a framework in which to discuss the issue (creating a context).
      • compiling personal responses and researched data to organize the argument.
      • presenting data in such forms as a graphic, an essay, a speech, or a video.
    • Objective 3.03: Respond to issues in literature in such a way that:
      • requires gathering of information to prove a particular point.
      • effectively uses reason and evidence to prove a given point.
      • emphasizes culturally significant events.
  • Goal 5: The learner will demonstrate understanding of selected world literature through interpretation and analysis.
    • Objective 5.01: Read and analyze selected works of world literature by:
      • using effective strategies for preparation, engagement, and reflection.
      • building on prior knowledge of the characteristics of literary genres, including fiction, non-fiction, drama, and poetry, and exploring how those characteristics apply to literature of world cultures.
      • analyzing literary devices such as allusion, symbolism, figurative language, flashback, dramatic irony, situational irony, and imagery and explaining their effect on the work of world literature.
      • analyzing the importance of tone and mood.
      • analyzing archetypal characters, themes, and settings in world literature.
      • making comparisons and connections between historical and contemporary issues.
      • understanding the importance of cultural and historical impact on literary texts.