Teach Primary Issue 18.4

eai.org.uk get there? Explain to pupils that due to advancement in air travel, travelling to Makkah is now relatively easy. However, air travel only became accessible to the masses during the 1970s. Ask the children how they think pilgrims would have travelled to Makkah prior to this. Describe to pupils how, initially, pilgrims would travel to Makkah by camel caravans. For pilgrims travelling from Syria, Egypt and Iraq, this could take up to three months! Following the Second World War, railways and steamships became a lot more common and affordable to the masses. With this, the number of pilgrims travelling to Makkah from across the globe drastically increased. (Before the Second World War, the number of Hajj pilgrims was approximately 100,000 per year.) Share the images and videos embedded within slides 27–32 and pose the suggested questions. Now hand each pupil a copy of the Lesson 5 worksheet . Using the graph data, reflect upon the number of pilgrims over the years. Explain to pupils that Covid resulted in a huge decrease in the number of pilgrims allowed to perform Hajj. During 2020 and 2021, international pilgrims were not allowed to perform Hajj. The Ministry of Hajj restricted the pilgrimage to a limited number of Saudi nationals after strict testing. You may wish to explore how the Hajj experience has been streamlined over the years, and the impact this has had on pilgrims. See slides 33–34 for prompts. Assessment · Do pupils demonstrate an awareness of how the mode of travel to Hajj has changed over the years? · Can pupils interpret graph data to make accurate conclusions on how the number of Hajj pilgrims have changed over the years? WEEK 6 Learning objective l To explore the similarities and differences between the Hajj experience of Lady Evelyn Cobbold and the ‘eight British cyclists’. Explain to pupils that that today they will investigate two Hajj case studies. The first is the story of Lady Evelyn Cobbold, and the second explores the Bismha Afzal is a former secondary school History teacher and the current schools coordinator at Educate Against Islamophobia (EAI). story of eight British Muslims who cycled all the way from London to Saudi Arabia. Play the videos embedded within slides 43–45 . You may wish to share the quotes worksheet with pupils too. Note that Lady Evelyn’s quotes have been paraphrased. Facilitate a whole-class discussion on the similarities and differences between the two experiences. After the discussion, hand each pupil a copy of the Venn diagram worksheet . Explain that they will now make a note of the similarities and differences on the diagram. Assessment · Can pupils identify the similarities and differences between Lady Evelyn Cobbold and the eight cyclists’ Hajj experience? · Are pupils able to explain why the Hajj pilgrimage is so sacred to the individuals they have explored? TP F EATURE S P L ANN I NG www.teachwire.net | 25