By the end of this project, students will be able to:

1. Research Skills:

   • Locate and evaluate at least three credible sources (such as museum, academic, or cultural heritage websites) to gather accurate information about a selected piece of Islamic architecture.

2. Historical Understanding:

   • Summarize the historical and cultural context of the architectural piece, including who commissioned it, when and where it was built, and its intended purpose within Islamic society.

3. Artistic Analysis:

   • Analyze how the structure reflects key characteristics of Islamic art and architecture—such as geometric design, calligraphy, symmetry, use of light, or avoidance of figurative imagery.

4. Critical Thinking & Synthesis:

   • Explain how the chosen architectural work expresses broader Islamic values, beliefs, or cultural influences through its design and function.

5. Communication & Presentation:

   • Present findings clearly and coherently in written, visual, or oral form, integrating evidence from research to support interpretations.

• Understand how the creation of Islam led to great changes in the social and political systems of Southwest Asia. 
• Describe how trade routes of the Arabs expanded, communities prospered, and tensions among the rich and poor increased. 
• Explain how the revelations of Muhammad led to the creation of the Islamic religion. 
• Relate how Islam is also both a set of religious beliefs and a way of life.

• Identify and analyze the key elements of a biblical hero’s journey.
• Explain how Old Testament stories communicate moral and ethical lessons.
• Evaluate how these narratives function as civic myths that establish authority, order, or values within a community.
• Connect the story of an Old Testament hero to broader themes of human behavior, leadership, and faith.
• Create a visual and written presentation that demonstrates critical thinking, textual analysis, and proper citation of sources.

• Identify key characteristics of Hasidic Judaism, including its beliefs, practices, and community structures, as represented in the film.

• Analyze the challenges and consequences faced by individuals who choose to leave insular religious communities, especially in terms of identity, family, and belonging.

• Compare the Hasidic Jewish experience with other religious traditions studied in class, noting similarities and differences in community dynamics, authority, and cultural preservation.

• Evaluate the role of religious communities in shaping personal identity and life choices, using examples from the documentary.

• Reflect on the tension between individual autonomy and communal expectations in religious traditions, articulating multiple perspectives with empathy.

• Discuss the ways in which religious groups maintain boundaries (through language, dress, education, and social structures) and consider the social implications of these boundaries.

• Critically examine the portrayal of Hasidic Judaism in media, considering how documentaries can both reveal and limit understanding of complex traditions.

• Students will create a poster, or writing response, that explains how one of the following religions fulfills the four functions of religion: Judaism, Christianity, Islam, Hinduism, Buddhism or Taoism. The four functions of religion are: creates understanding, creates hope/promise, dictates behavior, and creates a framework for systems. 
• Students will examine how Life of Pi illustrates the coexistence of multiple religious traditions—specifically Hinduism, Christianity, and Islam—and will compare the core beliefs, practices, and themes of these faiths to evaluate how they influence the protagonist’s understanding of self, suffering, and meaning.