Students explore the non-Islamic religions present in the region, identifying some of their similarities with Islam. Then they learn about hijab and the part it plays in the lives of Muslim women. Finally, students explore an inside look at some Saudi women, focusing on what students and these women have in common.
Students read an introduction to the experience about religious and cultural traditions in Iraq and Arabia, including the role of women. They examine photos of women from different Middle Eastern religions and respond to a collaborative wall prompt explaining what the women have in common, then read a short explanation about head coverings as signs of modesty and cultural tradition.
Teacher MovesPresent the lesson overview and objectives. Guide students to notice that all the women are wearing some form of head covering and connect this to religious and cultural practices. Invite students to add questions they have about the topic to their wall posts, and prepare them for further exploration of non-Islamic religions in the region.
Students view charts showing religious affiliation in Iraq and Kuwait and post to a wall comparing the numbers of Muslims and Christians in each country. They then learn about religious diversity in Iraq and watch Christians of Iraq and Who Are the Yazidis? to understand the situation of Christian and Yazidi minorities, followed by a class discussion about the threats these groups face.
Teacher MovesSupport students in interpreting the religion charts, highlighting that both countries have Muslim majorities and Christian minorities, with relatively more Christians in Kuwait. Facilitate a class discussion about the videos, prompting students to connect what they see with prior knowledge or current events, and encourage further research on recent conditions for Yazidis and Christians and the role of ISIS in the region.
Students read selected sections (“Saudi Culture” and “Role of Women”) from Arabs, Islam, and Oil to learn how Islamic beliefs and values shape cultural practices in Saudi Arabia, then post to a wall about what surprised them and why. Next, they watch a video and read an article, including the section “Why Muslim Women Wear the Veil” from Why and When Do Muslim Girls Wear the Hijab?, to explore reasons for veiling and different styles of hijab. They write a paragraph explaining in their own words why women wear hijab and the various ways they might do so.
Teacher MovesHighlight and share thoughtful student responses from the reading to prompt comparison rather than judgment of Saudi cultural practices, and help students connect religious beliefs to daily life, inviting personal examples when appropriate. After the veiling resources, clarify that many Muslim women wear hijab as an expression of modesty and religious commitment and that levels of coverage vary. If time and maturity allow, lead a respectful discussion about religious freedom and differing views of hijab in the United States.
Students first respond on a wall with their expectations about how women in Saudi Arabia dress in public versus at home. They then read The Changing Face of Saudi Women and imagine planning a visit to Saudi Arabia, posting reflections comparing how such a visit would differ from one within the United States and how daily life in Saudi Arabia is both different from and similar to their own.
Teacher MovesElicit and acknowledge students’ initial assumptions about Saudi women’s appearance in public and private spaces. After the reading, spotlight insightful student posts and guide a class discussion that notes differences but emphasizes similarities in everyday life—such as socializing, working, and enjoying family time. Encourage students to share positive surprises from the article and to consider how recognizing commonalities can shape their views of cultures different from their own.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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