Islam and homosexuality: Reframing the narrative on LGBTQ
One of the major challenges facing religious communities is the pressure to conform to the popular rhetoric of the LGBTQ movement, and to accept the movement’s stances on same-sex acts. In this unit, we help students understand what Islam says about same-sex desires and acts and empower them to challenge the principles that underlie the LGBTQ movement.
Recommended for grades 11 and 12.
Overview and objectives
Unit at a glance
Lesson 1: The rise of the LGBTQ movement
Students begin this first lesson by looking at what it means for the LGBTQ movement to be hegemonic–or so pervasive that it shapes every discussion on same-sex attraction. Students then explore the historical context that gave rise to the movement, in addition to the worldviews that support it. The lesson concludes by highlighting how the current LGBTQ movement has removed God from its worldview and given the human being full authority to determine right from wrong. Without God in the picture, humans are left to create their own (unstable) moral framework.
1.1 Worksheet - Journal prompts
1.2 Worksheet - Historical context: the rise of the LGBTQ movement
1.3 Student resource - Envelopes: Messages around us
1.4 Worksheet - Messages around us
1.5 Worksheet - Contrasting two worldviews
1.6 Teacher reference: Contrasting two worldviews
Lesson 2: Sexual ethics in Islam
In the previous lesson, students recognized that the LGBTQ movement is rooted in a humanistic worldview, where the human being–not God–determines right from wrong. In this lesson, students contrast these principles with the theocentric worldview of a Muslim, which informs our beliefs and purpose around body ownership, sex, and marriage. Students will recognize that Islam provides a holistic system that connects individual duties with a broader social vision where Muslims not only internalize the Islamic worldview on an individual level but also strive to uphold its values within their families and communities.
2.1 Worksheet - Connecting the dots
2.2 Student reference - Islam’s moral framework: Body ownership
2.3 Student reference - Islam’s moral framework: Sex
2.4 Student reference - Islam’s moral framework: Marriage
2.5 Worksheet - Reclaiming our voice: Islam’s social vision and the 3 C’s
2.6 Student reference - Personality profiles
Lesson 3: Living life true to God
In this final lesson, students will reflect on the experiences of Dawud, an individual struggling with same-sex desires. By doing so, they will learn to reconcile trial and tribulation with God’s limitless mercy, as well as identify tools to navigate difficulties that come with our desires. By the end of this lesson, students will understand that God’s doors are always open to those who turn sincerely back to Him, despite the extent of their shortcomings.
3.1 Worksheet - Dawud’s story: note-taking
3.2 Worksheet - Dawud’s story: reflection entries
3.3 Student resource - Dawud’s journey: inspired by true stories
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