Begin the lesson by setting the stage and discussing traditions and celebrations students may have with their families and communities. Ask students to brainstorm how they celebrate and capture the ideas on chart paper or the board. These may be religious or secular celebrations. What do their celebrations "look" like? Are there multiple generations present? How does it differ from an ordinary day? What do their celebrations"sound" like? Is there music? Prayer? Toasts? Special songs? Are there special foods served that are rarely eaten at other times? Do they dress differently for the celebration? Is the celebration something done within the family or with a larger community? How long does the celebration last?

Introduce Ramadan. Ask students what they know about Ramadan and capture their responses on the board or on chart paper. During the discussion, ensure that students understand that Ramadan is one of the Five Pillars (duties) of Islam. Muslims observe Ramadan for 29 or 30 days, and one of the most outward signs of observing (celebrating) Ramadan is the observance of the Fast. Ask students if they understand what it means to fast. Explain or clarify to them that fasting for Ramadan means to not eat or drink while the sun is up, but there are other important "tenets" around fasting as well that the class will study. What would make it difficult to fast during the day? Why would people choose to do that? Can anyone think of examples of fasting or restricting certain types of foods in other religions?

Students who may have little exposure to the Muslim community may be interested in viewing the Web site from NOW, www.pbs.org/now/society/religionstats.html, which provides some information about how many people in the United States and the World are of various faiths. According to the data on this site, 5% of America's population is Muslim and by 2050 it is expected that 25% of the world's population will be Muslim.

If you haven't already done so, print the brief description of Ramadan from the Religion & Ethics Newsweekly Web site at www.pbs.org/wnet/religionandethics/week414/observances.html. Distribute copies of the transcript to students and ask them to read it and respond to the questions on the Introductory Activity Guide. The questions included on the Introductory Activity Guide are:

After students have had the opportunity to respond to the questions independently or in pairs, discuss their responses as a group. Respond to any questions they have, and point out that what they've learned so far is just some of the basics about behaviors during Ramadan. The class will next investigate the thinking behind the duties.

After students have visited each station, allow them time in groups to develop a sentence or two answering each guiding question. Post chart paper for each question around the room. As groups complete their answers, ask them to record on the chart paper. As students complete this task, there should be 5-6 statements listed for each guiding question.

Review the chart paper responses as a class and facilitate discussion about any unclear points using the notes above as a guide. If students seem unclear, go back to the station addressing that guiding question and investigate further as a large group.

Ask students to identify some things people may find challenging about observing Ramadan and the fast. How would it be more or less difficult as a child or young adult? Remind them that fasting isn't "required" until children enter puberty, but many young people want to participate in this religious practice and fast earlier. (Students may state it would be difficult to go all day without eating or thinking mean thoughts. Prayers may be difficult to do during the day at school or work. Peer pressure may make it difficult for students to observe.) As a whole class, view the Eid al-Fitr QuickTime Video about children and fasting in schools. What are some of the ways these students modify their school experience to accommodate their fasting?

Writing assignment:

• Instruct students to consider a celebration in which they participate. From the perspective of someone unfamiliar with their tradition, write a letter to themselves stating what seems confusing about the celebration. Ask questions which would help understand this celebration better. Then, write a letter in response addressing questions and concerns voiced in the first letter. If needed, consult a family or community member for possible information to include in your response.