* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Download UNIT 1: Christianity/Judaism/ Islam Quarter 1(14 Days)
Islamic terrorism wikipedia , lookup
Islamic Golden Age wikipedia , lookup
Sources of sharia wikipedia , lookup
History of the Muslim Brotherhood in Egypt (1928–38) wikipedia , lookup
Muslim world wikipedia , lookup
International reactions to Fitna wikipedia , lookup
Islam and war wikipedia , lookup
Islam and Mormonism wikipedia , lookup
Islam and secularism wikipedia , lookup
Censorship in Islamic societies wikipedia , lookup
Islamic ethics wikipedia , lookup
Criticism of Islamism wikipedia , lookup
Islamic democracy wikipedia , lookup
Soviet Orientalist studies in Islam wikipedia , lookup
Islamofascism wikipedia , lookup
Islamic–Jewish relations wikipedia , lookup
Islamic socialism wikipedia , lookup
Morality in Islam wikipedia , lookup
Islam and violence wikipedia , lookup
Islam and Sikhism wikipedia , lookup
Islam in Somalia wikipedia , lookup
Political aspects of Islam wikipedia , lookup
War against Islam wikipedia , lookup
Islam in Bangladesh wikipedia , lookup
Schools of Islamic theology wikipedia , lookup
Hindu–Islamic relations wikipedia , lookup
Islam and other religions wikipedia , lookup
Islam and modernity wikipedia , lookup
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