Download Unit 7- Islam - Edward R. Murrow High School

9th Grade Semester One
Unit 7: Islam
Stage 1: Desired Outcomes
Topic / Unit Title: Islam
NYS Content Standards
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Common Core Skills
Key Idea 1: The study of world history requires an
understanding of world cultures and civilizations,
including an analysis of important ideas, social and
cultural values, beliefs, and traditions. This study also
examines the human condition and the connections and
interactions of people across time and space and the
ways different people view the same event or issue from
a variety of perspectives.
Key Idea 2: Establishing timeframes, exploring different
periodizations, examining themes across time and within
cultures, and focusing on important turning points in
world history help organize the study of world cultures
and civilizations.
Key Idea 4: The skills of historical analysis include the
ability to investigate differing and competing
interpretations of the theories of history, hypothesize
about why interpretations change over time, explain the
importance of historical evidence, and understand the
concepts of change and continuity over time.
Understandings:
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Reading-Social Studies (RH)
1. Use relevant information and ideas from documents to support
analysis
2. Determine the main idea of a document
Speaking and Listening (SL)
1. Initiate and participate in collaborative discussion
Language (L)
1. Demonstrate appropriate grammar usage in writing and speaking
(sentence complexity)
Essential Questions:
The Islamic religion has set beliefs and practices while
following a strict moral code.
Islam unifies peoples in the Middle East to form their
own specific culture (government, art and architecture,
political systems, culture)
The Islamic civilization expands its influence outward to
become the “crossroads between Europe and the
Middle/Far East”.
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How can religion unify people yet cause conflict?
How does technology affect people’s lives?
How did religion motivate people in society?
What contributed to the success and failures of the various Islamic
Empires?
Could we benefit from the beliefs of Islam?
How has Islam shaped the lives of its followers?
Is Islam similar or different from the other religions of the world?
What are the main beliefs of Islam?
Can religion build empires?
Stage 2: Assessments and Tasks
Common Core Literacy Task
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Fact or fiction: Students in pairs will determine if
statements about the Muslim world are “fact” or “fiction”.
Letters: Students will write a historic account of the
beginnings of Islam. Students will be given a list of 7
academic words that need to be used in their letters.
The letters must be 6-7 sentences long.
Advertisement: students will create a 5-6 sentence
jingle for one of the contributions of Islamic civilization.
The advertisement must include a catchy phrase or
saying to draw the reader in.
Exit ticket: students will create a set of 3 drawings in a
comic strip showing the influence of Islam on Spanish
culture. Students will then create a 4-5 sentence
description of their drawing.
Performance Task(s) – Other Evidence
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List and explain the beliefs and practices of Islam
Identify 3 accomplishments of Islamic civilization
Understand the impact of Islamic culture on Spain and Europe.
Understand how a belief can have an impact on the development of
society.
How will students reflect upon and self-assess their learning?
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Handouts will contain self-assessment quizzes such as 5-7 true false questions about the topic, 2-3 multiple choice questions related to the
topic.
Students will take the quiz toward the end of class, the quiz will only be based on that days lesson.
The instructor will spot check individual students responses and provide feedback to individuals as well as the whole class.
Rubrics specified for all common core literacy tasks.
Product
Process
Content
Accommodations: Scaffolds and Differentiation
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Modify primary source texts (variety, complexity, length)
Incorporate alternative materials (visual, video, audio, internet)
Provide supplementary resources for supports
Group with a purpose
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Model skills, task and/or product
Utilize graphic organizers / note taking template
Provide individual or group intervention and support
Re-enforce vocabulary / concept development
Provide choice / variety of activities or tasks
Group with a purpose
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Assign specific, purposeful assessments to individuals or groups
Allow students to choose from a variety of assessments
Provide scaffolds / supports (outlines, templates, models)
Provide extension activities to expand thinking or understanding
Group with a purpose
Stage 3: Learning Plan
Instructional Activities and Materials (W.H.E.R.E.T.O.)
Aim: Did the rise of Islam provide cultural unity for southwest Asia (Arabia)?
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Identify the following terms: Bedouin, Hegira, Allah, and “Five Pillars”.
Describe the emergence of Muhammad as a prophet of Islam.
Explain the “Five Pillars of Islam” and compare them to similar ideas and practices found in Judaism and Christianity.
Explain how Muhammad unified most of the Arabian Peninsula and Southwest Asia under Islam.
Aim: To what extent doe Islam control the way of life of its followers?
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Identify the following terms: Allah, Koran/Q’uran, and Shariah.
Explain the influence of Islamic traditions upon the way Muslims marry, divorce, raise their children, organize their family and economic affairs,
deal with sin and evil, and cope with death.
Analyze how the tenets and traditions of Islam affect the daily lives of Muslim people.
Evaluate the role Islam in the everyday lives of its followers.
Aim: Was it conquest and/or conversion that caused the Islamic empire to expand and prosper?
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Identify/define: jihad
Explain the reasons for the expansion of Islam.
Describe the ways in which the Muslim Arabs treated conquered peoples.
Describe organization of the territories conquered by the Muslim Arabs.
Assess the reasons why the Islamic Empire expanded and prospered (during the period A.D. 630 to 1300).
Aim: To what extent did Islamic civilization make lasting contributions to world civilization? OR Do we owe a debt of
gratitude to the Arab world?
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List and describe the most important innovations of Islamic science, mathematics, medicine, and philosophy.
Explain how Islamic civilization preserved and expanded much of the knowledge of ancient Greece and Rome.
Analyze the contributions made by Islamic civilization to world culture.
Assess to what extent Islamic culture wad advanced for its time.
Aim: Has Islam had a significant / positive impact on Spanish culture?
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Describe significant contributions of Muslim civilization to Spanish culture in such areas as agriculture, architecture, business, centralized
government, irrigation systems, technology, religious toleration, and urbanization.
Explain how Umayyad Spain became a great center of learning which featured outstanding universities, preservation of classical knowledge,
and scholarly achievements in astronomy, literature, mathematics, medicine, and science that were disseminated throughout Europe.
Evaluate the significant impact that Islamic (Muslim) civilization has had on Spanish (as well as European) culture.
Teacher Reflection for Future Planning
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Evaluate student work and response to questions during discussion
Will explore test results and essay writing skills on class exams to shape future writing lessons
August 2009
Theme: Belief Systems
A belief system is an established, orderly way that groups or individuals look at religious faith or philosophical principles.
These systems have often affected politics, society and the economy in the nations or regions in which they are practiced.
Task: Select two belief systems from your study of global history and for each
● Explain one major idea of the belief system
● Discuss the effects the belief system has had on the politics, society, and/or the economy of a specific
nation or region
You may use any belief systems from your study of global history. Some suggestions you might wish to include Buddhism,
Christianity, Confucianism, Daoism, Hinduism, Islam and Judaism.
June 2015
Theme: Belief Systems—Movement
Belief systems are an established, orderly way that groups or individuals look at religious faith or philosophical principles.
Some belief systems have spread outside their places of origin. The diffusion of these belief systems has affected other
societies and regions in various ways.
Task: Select two belief systems that have spread outside their place of origin and for each
 Discuss a central principle of this belief system
 Discuss how this belief system spread to another region
 Discuss an effort of the spread of this belief system on a society or region
You may use any belief system from your study of global history and geography. Some suggestions you might wish to consider
Buddhism, Confucianism, Judaism, Christianity, Islam, and communism.
Multiple Choice
1 The Ten Commandments, the Eightfold Path, and the Five Pillars of Faith each serve to
(1) provide followers with a guide for living
(2) establish systems of justice
(3) establish distinctions between social classes
(4) provide regulations for government workers
2 What was one important result of Mansa Musa’s pilgrimage to Mecca?
(1) creation of a large navy
(2) translation of the Qur’an from Arabic to Swahili
(3) establishment of diplomatic ties with other Muslim states
(4) preservation of animistic traditions in the Arabian Peninsula
Base your answers to questions 3 and 4 on the passage below and on your knowledge of social studies.
... It was during the Arab period, particularlyunder the Umayyads (756–1031), that Qurtubah [Cordova] enjoyed its
prime and grandeur and took its place as the most civilized city in Western Europe. None of the other Spanish
historic cities — Toledo, Seville, and Granada — approached it in material prosperity and intellectual attainments.
When Christendom was deep in its Dark Ages, Moslem Cordova was rearing men, evolving ideas, writing books,
erecting buildings, and producing works of art that constituted a unique civilization. In the West it had one peer in
Constantinople and in the East another, Baghdad. At no time before or after did any Spanish city enjoy such
distinction....
— Philip K. Hitti, Capital Cities of Arab Islam
3 Based on this passage, what is a major criterion used to measure the distinctive civilization found in Cordova?
(1) unique religious beliefs
(2) distance from Baghdad
(3) intellectual achievements
(4) depth of the Dark Ages
4 Which term is best illustrated using this passage?
(1) golden age
(2) divine right
(3) spheres of influence
(4) global interdependence
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• Islamic scholars made significant contributions to astronomy.
• Muslim architects excelled in design.
• Schools and libraries were built in Islamic urban centers.
Which conclusion about Islamic society during its Golden Age can best be supported by these statements?
(1) Social status of Muslims was determined at birth.
(2) Achievements relied on a knowledge of math and science.
(3) People of diverse faiths were required to convert to Islam.
(4) Cities developed self-sufficient economies.
6 Which statement about the Islamic Golden Age is a fact rather than an opinion?
(1) Islamic medicine was more advanced than Chinese medicine.
(2) Poetry and literature were more important fields of study for Muslims than was mathematics.
(3) Knowledge of astronomy was used by Muslims to fulfill religious obligations.
(4) Islamic philosophies relied less on Greek philosophical masters than on Indian philosophical masters.