Theme 6 - Becoming Ambassadors - Resource Pack

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Activity: I.S.M.A.I.L.I

Segments: ECD, Lower Primary
Objectives:
· Foster a better understanding of the rich diversity – both historical & contemporary – of
interpretations, expressions and cultures that make up Muslim Civilizations (counter
“monolithic” constructs of Islam)

· Reinforce pluralistic ethos of the Qur’an - notions of common humanity, shared heritages,
ideals and values – cosmopolitan ethics

· Nurture a better understanding and appreciation of key factors and forces (root causes)
that have influenced and impacted “Perceptions of Islam”

· Provide tools and resources (intellectual, frameworks, content, and approaches) to
enable capacity building (especially with key segments) for rationally, confidently and
comfortably responding to combating the “Clash of Ignorance” (being ambassadors).

Resources:
· Handout below
· “ISMAILI” song https://www.youtube.com/watch?v=ut_jEzM_TOA

Activity Summary:
· Each family is to listen to the Ismaili Song and reflect on the lyrics. Parents can share their
understandings of each line and share examples of each line in our community.
· For example, Ismaili – covers a very diverse group of people across the world. Share
stories of where your family lives and how their geographical location impacts the way they live
their lives. Muslims – all Muslims believe in Allah as the only God and Prophet Muhammad s.a.s
to be the final Prophet. These beliefs unite us while we come from all over the world, practice
the faith in various ways, speak many languages, eat different foods and listen to different music.
Muslims are diverse.
· We want to emphasize the values of Islam through this song while highlighting the
diversity of Islam.

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I.S.M.A.I.L.I.
I.S.M.A.I.L.I.

ISMAILI
I Ismailis we are

S Shia`s we are

M Muslims we are

A Affectionate we are

I Imami we are

L Loyal we are

I. Ismailis, we are

I.S.M.A.I.L.I.
ISMAILI

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Activity: This is ME

Segments: Lower Primary
Objectives:
· Foster a better understanding of the rich diversity – both historical & contemporary – of
interpretations, expressions and cultures that make up Muslim Civilizations (counter
“monolithic” constructs of Islam)
· Reinforce pluralistic ethos of the Qur’an - notions of common humanity, shared
heritages, ideals and values – cosmopolitan ethics
Resources:
· Handouts below

Activity Summary:
· Use the following words to complete the statements below.
· Draw a picture of yourself and glue the boxes around your self-portrait.
· Share your responses with others and debrief what it means to be an Ismaili Muslim.
Suggested Discussion:
· What are some of the values Islam teaches?
· What do your friends in school know about Islam?
· How do others learn about Islam from your actions?
· What makes you an Ismaili Muslim?
· What can we do to follow the guidance of our Imam in our daily lives?
· During our Imam’s Diamond Jubilee, how are you helping others understand Islam?

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mind heart Allah’s Creation Ismaili mouth hands
care ears Jamatkhana Imam’s feet heart

I am _________ Muslim.

With my ________ With my __________
I help others. I use ________ words.

With my eyes With my _________
I appreciate _________ I think about the __________

__________. guidance.

With my ______ I listen to my With my feet I attend
_________ and teachers. ____________ regularly.

With my _________
I _________ for others.

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This is ME!
I am proud to be who I am.

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Activity: Precious Gems

Segments: Upper Primary
Objectives:
· Foster a better understanding of the rich diversity – both historical & contemporary – of
interpretations, expressions and cultures that make up Muslim Civilizations (counter
“monolithic” constructs of Islam)
· Reinforce pluralistic ethos of the Qur’an - notions of common humanity, shared
heritages, ideals and values – cosmopolitan ethics
· Nurture a better understanding and appreciation of key factors and forces (root causes)
that have influenced and impacted “Perceptions of Islam”
· Provide tools and resources (intellectual, frameworks, content, and approaches) to
enable capacity building (especially with key segments) for rationally, confidently and
comfortably responding to combating the “Clash of Ignorance” (being ambassadors).
Resources:
· Handout below
Activity Summary:
· As a class or a family read the Farman and discuss what this means to you using the
attached document.

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Activity: The Best Part of Me

Segments: Upper Primary
Objectives:
· Foster a better understanding of the rich diversity – both historical & contemporary – of
interpretations, expressions and cultures that make up Muslim Civilizations (counter “monolithic”
constructs of Islam)

· Reinforce pluralistic ethos of the Qur’an - notions of common humanity, shared heritages, ideals
and values – cosmopolitan ethics

· Nurture a better understanding and appreciation of key factors and forces (root causes) that
have influenced and impacted “Perceptions of Islam”

· Provide tools and resources (intellectual, frameworks, content, and approaches) to enable
capacity building (especially with key segments) for rationally, confidently and comfortably responding
to combating the “Clash of Ignorance” (being ambassadors).

Resources:

· The Best Part of Me https://www.youtube.com/watch?v=Q0Sk1EAD8JY

Activity Summary:

· Read The Best Part of Me by Wendy Ewald as a class
· Have students draw and write about their favorite body part that can be seen and explain why
they believe it is the best.
· Have students pick a part of them that cannot be seen (mind, heart, religion, etc.) and explain
how you use this part to share your values as an Ismaili.

Suggested Discussion Questions:
· Why are we all made different?
· How does being different help us live our lives?
· How can working/living with people who are different help us better understand ourselves?
· What part of you makes you Muslim?
· What do your friends think Muslims are?
· How do you portray our faith to your friends?
· Why would it be important to better understand our identity and be ambassadors of Islam
during our Imam’s Diamond Jubilee year?

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