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.

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.

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.