Download UNIT 1: Christianity/Judaism/ Islam Quarter 1(14 Days)

WorldHistory--2109310
UNIT 1: Christianity/Judaism/ Islam
Quarter 1(14 Days)
Learning Goal
Compare and Contrast the cultural, political, social, and religious beliefs of the three major religions of Christianity, Judaism, and Islam.
Focus Content Standards
SS.912.W.3.2
1.
Compare the major beliefs and principles of
Judaism, Christianity, and Islam.
2.
SS.912.W.3.1
Discuss significant people and beliefs
associated with Islam.
3.
SS.912.W.3.3
Determine the causes, effects, and extent of
Islamic military expansion through Central 4.
Asia, North Africa, and the Iberian Peninsula.
SS.912.W.3.4
Describe the expansion of Islam into India and
5.
the relationship between Muslims and Hindus.
SS.912.W.3.5
6.
Describe the achievements, contributions, and
key figures associated with the Islamic Golden
Age.
SS.912.W.3.6
Describe key economic, political, and social
developments in Islamic history.
Literacy Standards: Ongoing
LAFS.910.RH.1.1
Cite specific textual evidence to support
analysis of primary and secondary sources,
attending to such features as the date and
origin of the information.
LAFS.910.RH.1.2
Determine the central ideas or information of
a primary or secondary source; provide an
accurate summary of how key events or ideas
develop over the course of the text.
LAFS.910.RH.1.3
Analyze in detail a series of events described
in a text; determine whether earlier events
Focus Questions
What are the major beliefs, principles,
and key figures of Judaism?
What are the major beliefs, principles,
and key figures of Christianity?
What are the major beliefs, principles,
and key figures of Islam?
Who are the important people related to
Islam?
How did the Islamic religion spread?
What are the Five Pillars of Islam?
Resources
Vocabulary
1.
2.
3.
4.
Possible Activity:
5.
Christianity DBQ:
6.
7.
Utilizing information and sources from the following site
summarize how Muhammad created a legacy of Islam including8.
vocabulary describing political, social or economic aspects of 9.
history/social studies.
10.
11.
http://www.pbs.org/muhammad/
12.
Possible Activity:
13.
Rome and Christianity
14.
https://sheg.stanford.edu/roman-empire-christianity
15.
Possible Activity:
16.
*Crash Course on Islam:
17.
http://www.youtube.com/watch?v=TpcbfxtdoI8&list=PLBDA2E52FB1EF818.
0C9 index=13
19.
DBQ on Islamic Achievements
20.
21.
•
Is an example of an activity that must be
22.
viewed/completed to meet literacy standards
23.
Web Resources
24.
The areas covered include the Islamic Middle East from the rise of the
25.
Islamic Empire to the Fall of the Ottoman Empire, India from the
26.
Mughal to the British control, Korean Art and Society.
27.
http://www.vam.ac.uk/collections/asia/index.html
28.
http://www.learner.org/courses/worldhistory/unit_video29.
Text Book Aligned Resources
Prentice Hall, World History
Chapter 2, 5 and 10
Polytheistic
Monotheistic
Judaism
Christianity
Synagogue
Torah
Bible
Anti-Semitism
Messiah
Jerusalem
Abraham
Jesus
Hajj
Jihad
Caliph
Allah
Sunni
Shiite
Koran(Quran)
Muhammad
Five Pillars
Prophet
Mosque
Kabba
Mecca
Muslim (Follower of Islam)
Moors
Caliphate
Berbers
_7-3.html (Short video on the spread of Islam.)
http://www.pbs.org/empires/islam/eduk12plan.html
(PBS video on the Empire of Faith: Islam)
http://www.thirteen.org/edonline/accessislam/lesson.ht
ml (Lesson plans on Islam as well as other resources and
timelines)
http://www.islamproject.org/education/Lessonplans.htm (Islam
project lesson plans)
http://www.islamproject.org/education/B04_SpreadofIslam.htm
Thisaworkingdocumentthatwillcontinuetoberevisedandimprovedtakingyourfeedbackintoconsideration.
4
PascoCountySchools,2016-2017
WorldHistory--2109310
caused later ones or simply preceded them.
LAFS.910.RH.2.4
Determine the meaning of words and phrases
as they are used in a text, including
vocabulary describing political, social, or
economic aspects of history/social science.
LAFS.910.RH.2.5
Analyze how a text uses structure to
emphasize key points or advance an
explanation or analysis.
LAFS.910.RH.2.6
Compare the point of view of two or more
authors for how they treat the same or similar
topics, including which details they include
and emphasize in their respective accounts.
LAFS.910.RH.3.7
Integrate quantitative or technical analysis
(e.g., charts, research data) with qualitative
analysis in print or digital text.
LAFS.910.RH.3.8
Assess the extent to which the reasoning and
evidence in a text support the authors claims.
LAFS.910.RH.3.9
Compare and contrast treatments of the same
topic in several primary and secondary
sources.
(Frontline: Muslims; The Spread of Islam in the 7th - 21st Centuries)
http://www.tolerance.org/supplement/arab-americans-focus (Teaching
Tolerance: Who are the Arab Americans?)
http://www.pbs.org/muhammad/film2.shtml (Information on
Muhammad, a legacy Prophet)
http://worldhistoryconnected.press.illinois.edu/7.1/levanoni.html
(Shajar al-Durr: A Case of Female Sultanate in Medieval Islam)
Statistics on Islam and other religions www.adherents.com
Islamic Society of Britain- Muslim Contributions Exhibition- This
interactive site provides information about Muslim contributions to
society in science, math, the arts and literature.
http://www.isb.org.uk/muslim-exhibition/
Crash Course 13: Islam, Quran and Five Pillars
(https://www.youtube.com/watch?v=TpcbfxtdoI8)
History teacher video, Illuminated manuscripts
(https://www.youtube.com/watch?v=81tmuA2Ddd)
Empress Theodora
(https://www.youtube.com/watch?v=_GBnJe_x8sA)
Constantine (https://www.youtube.com/watch?v=uYhMQNPa8mM)
Viva Roma No V
(https://www.youtube.com/watch?v=me4E5wDCK2Q)
Charlemagne (https://www.youtube.com/watch?v=cTTaVnZyG2g)
Crash Course 12: Fall of the Roman Empire
(https://www.youtube.com/watch?v=3PszVWZNWVA)
ESE/ESOL Strategies:
Pairs Check
Cornell Notes
Thinking Maps
Ticket out the Door
3-2-1
Mix-Pair-Share
Literacy Circles
Provide students with the opportunity to use the
Language
Experience Approach
http://www.literacyconnections.com/InTheirOwnWords
.php
Games and activities for the ELL Classroom
Thisaworkingdocumentthatwillcontinuetoberevisedandimprovedtakingyourfeedbackintoconsideration.
5
PascoCountySchools,2016-2017
WorldHistory--2109310
http://iteslj.org/c/games.html
This ELL website offers free blank printable graphic
organizers and semantic webs:
http://www.everythingesl.net/inservices/graphic_organi
zers.php?ty=print
What are read-a-louds, and what can they do for
instruction?
http://www.learner.org/workshops/tml/workshop7/teach
ing2.html
This ELL website offers free blank printable graphic
organizers and semantic webs:
http://www.everythingesl.net/inservices/graphic_organi
zers.php?ty=print
Brigham Young University offers printable World
History blank outline maps, divided by region:
https://geography.byu.edu/pages/resources/outlinemaps.
aspx
Advanced & Honors
For all advanced/honors classes the expectation is to
increase the rigor, research and writing expectations
along with the speed at which the
Thisaworkingdocumentthatwillcontinuetoberevisedandimprovedtakingyourfeedbackintoconsideration.
6
PascoCountySchools,2016-2017
WorldHistory--2109310
WorldHistoryUnit1:Christianity/Judaism/Islam
Score
LearningProgression
Tracking
Ican:
r
4.0
3.5
HavestudentsanalyzetheinfluenceofIslamonselectedculturesandworld
Analyze significant people and beliefs associated with Islam, such as Muhammad, civilizations.
Islamiclaw,andtherelationshipbetweengovernmentandreligion.
Havestudentsdeterminehowthemovementsofpeopleandtheirresulting
r AnalyzemajordifferencesinbeliefsandprinciplesofJudaism,Christianity,andIslam.
r Analyze effects of Islamic military expansion through Central Asia, North Africa, and interactionaffecttheeconomic,social,andgeopoliticalinstitutionsof
theIberianPeninsula,suchastheCrusades,thecaptureofJerusalem,andconversion society.
oftheMongolstoIslam.
r Analyze factors that led to the expansion of Islam into India, such as traders,
missionaryactivities,invasions,andtheintroductionoftheIslamicfaithtoHindusin Havestudentscreateacomparativechartoutliningthemajortenetsof
IslamandHinduism.Studentsshouldincludeimportantpeople,rituals,
India.
r Analyze achievements, contributions, and key figures associated with the Islamic religioustextsandlaws,figures,architecture,aswellasthecurrentstateof
GoldenAge,suchasinmedicine(Avicenna),mathematics,andphilosophy(Averroes). thereligion.
r Analyze key developments in Islamic history, such as the form of government http://www.42explore2.com/religion.htm
(caliphate), the formation of different religious groups—Sunni and Shi'a, and the
importanceofslavetrade.
Icandoeverythingata3.0andIcandemonstratepartialsuccessatscore4.0.
Ican:
r
r
r
r
3.0
r
r
ComparethemajorbeliefsandprinciplesofJudaism,Christianity,andIslam
DiscusssignificantpeopleandbeliefsassociatedwithIslam.
Determine the causes, effects, and extent of Islamic military expansion through
CentralAsia,NorthAfrica,andtheIberianPeninsula.
DescribetheexpansionofIslamintoIndiaandtherelationshipbetweenMuslimsand
Hindus.
Describetheachievements,contributions,andkeyfiguresassociatedwiththeIslamic
GoldenAge.
Describekeyeconomic,political,andsocialdevelopmentsinIslamichistory.
Have students create a map illustrating the spread of Islam as well as
the trade of goods throughout the Islamic Empire.
Have student’s research current conflicts and issues between the
Sunnis and Shiites and prepare a written report.
http://www.csmonitor.com/2007/0117/p25s01-wome.html
http://www.pbs.org/wnet/religionandethics/episodes/september-292006/shia-sunni-conflict/1795/
http://findarticles.com/p/articles/mi_m0BUE/is_13_138/ai_n17212798/
Have students participate in a virtual Hajj, where they will keep a
journal of everything they see and do along the way.
http://www.pbs.org/muhammad/virtualhajj.shtml
Have students create a travel brochure of an Islamic city and
describe what people are doing, what they are wearing, and daily
activities as well as buildings within the city.
Thisaworkingdocumentthatwillcontinuetoberevisedandimprovedtakingyourfeedbackintoconsideration.
7
PascoCountySchools,2016-2017
WorldHistory--2109310
http://www.muslimheritage.com/geography
2.5
2.0
1.5
Icandoeverythingata2.0anddemonstratepartialsuccessatscore3.0.
Iknow:
r The definition of the following terms: polytheistic, monotheistic, Judaism,
Christianity, synagogue, Torah, Bible, anti-semitism, messiah, Jerusalem, Abraham,
Jesus,hajj,jihad,caliph,Allah,Sunni,Shiite,Quran,Muhammad,FivePillars,prophet,
mosque,Kabba,Mecca,Muslim,Moors,caliphate,Berbers
r how to recognize a difference in beliefs or principles of Judaism, Christianity, and
Islam.
r how to recognize a significant person or belief associated with Islam, such as
MuhammadorIslamiclaw.
r how to recognize an effect of Islamic military expansion through Central Asia, North
Africa,andtheIberianPeninsula,suchasthespreadofIslam.
r howtorecognizethatachievementsintheIslamicGoldenAgeincludedadvancements
inmanyareasoflearning.
r howtorecognizeakeydevelopmentinIslamichistory,suchastheformof
government(caliphate),theformationofdifferentreligiousgroups—SunniandShi'a,
ortheimportanceofslavetrade.
Icandosomethingsata3.0withlittlesuccess.
Have students create a Venn Diagram comparing the belief systems
between the Sunnis and Shiites.
http://www.npr.org/templates/story/story.php?storyId=7332087
http://www.npr.org/templates/story/story.php?storyId=5230529
Ineedalotofhelpwithmostthingsat3.0
Have students create a chart highlighting the important Muslim
contributions and where they were subsequently diffused to other
parts of the world.
1.0
Thisaworkingdocumentthatwillcontinuetoberevisedandimprovedtakingyourfeedbackintoconsideration.
8
PascoCountySchools,2016-2017