Download EO1 TSW`s File

CULTURAL STUDIES-12/13 COURSE II
ESSENTIAL UNIT 1 (E01)
(History of Islamic Civilizations)
(July 2015)
Unit Statement: In this unit, the student will explore Islam. The unit describes life on the
Arabian Peninsula and the role of Muhammad in the creation and spread of Islam. Thereafter,
the unit explores the expansion and split of the Muslim empire after the death of Mohammed,
and the contributions of Muslim scholars in the fields of science, mathematics, art and
literature. The divide that causes the continued rift between Sunni and Shiite should be
explored in further study and discussion.
Essential Question/s:
● How do location and place affect the people of the Middle East and North Africa?
● How are the beliefs of Islam reflected in its followers' lives?
● How are religion and culture connected?
● How did Islam spread so quickly?
Essential Outcomes: (must be assessed for mastery)
1. The Student Will infer how people’s lives and lifestyles in the Arabian peninsula and North
Africa were shaped by the environment (pp. 446-451, student atlas, Google Earth).
2. TSW summarize the life and teachings of Muhammad (pp. 451-459).
3. TSW explain the Five Pillars of Islam (pp. 456-459).
4. TSW compare and contrast Judaism, Christianity and Islam (not in book - technology
link #2 is a good resource for this topic).
5. TSW interpret the cause for the split early in Islam’s history and illustrate how it has
shaped Islam today (463-467).
6. TSW construct a basic event line of Islamic history from 630 ce - 1600 ce (pp. 460-467).
7. TSW analyze the reasons behind Islam’s expansion into non-Arab areas (pp. 460-475).
8. TSW explain how the Umayyads created a strong Muslim kingdom in the Iberian
Peninsula (A World in Transition, pp. 40-43).
9. TSW discuss the significance of accomplishments and contributions that Islam gave
to the historical and modern world (468-475).
Introduced Outcomes: (introduced, but not assessed)
1. The Student Will research and discuss how Islam’s division into Sunni and Shiite
have shaped the Muslim world of today.
2. TSW investigate the modern day interactions between Islam and other cultures.
6
QSI CULTURAL STUDIES-12/13 COURSE II E01
Copyright © 1988-2015
Practiced/Ongoing Outcomes: (ongoing development, but not assessed)
1. The Student Will identify key terms and concepts.
2. TSW list historical events on a timeline to compare people and events over time (see
selective unit 1).
3. TSW determine connections with the 5 Themes of Geography (e.g. Movement is
essential to the cultures of the Arabian Peninsula and the Sahara logically
leading the practice of Hajj).
4. TSW address document based questions (see Suggested Assessment Tools).
5. TSW use maps, charts and data in order to synthesize logical conclusions (see
Suggested Assessment Tools).
Key Terms and Concepts:
nomad
oasis
migration
revelation
interpret
submission
hajj
mosque
devotion
succession
calligraphy
textile
Bedouin
monotheism
Kaaba
Hijra
Quran
Sunnah
Sharia
caliph
Sunni
Shia
sultan
Cross-curricular Suggestions:
Mathematics:
● Arabic Numeral System and the concept of zero. Mathematics and Art by
tessellations.
Art:
● Use tessellations to organize space
Science:
● Resource management and/or desert biome
Suggested Materials: (provided by school)
● My World History - Survey Print Student Edition with myWorldHistory.com Premium
6-year License isbn10: 0133176126 isbn13: 9780133176124
● All textbook ancillary materials
● A World in Transition ISBN: 0-03-065034-8
● A few copies of the old Ancient Civilizations text
Additional Resources: (may not be provided by school)
● Student Atlas (Different schools have different atlases, but Nat’l. Geo. and Rand
McNally are good)
7
QSI CULTURAL STUDIES-12/13 COURSE II E01
Copyright © 1988-2015
Technology Links:
● Destiny Webpath Express (see Librarian). Use this search engine to find ageappropriate websites that align with your unit.
● http://www.religionfacts.com/islam/comparison_charts/islam_judaism_christianity.htm
● Google Earth
Suggested Assessment Tools:
1. Attached rubric or teacher-generated rubric that assesses ALL essential outcomes
(TSWs). An effective rubric is presented and discussed with the student at the
beginning of the unit, referred back to throughout the unit, and used to assess at
the end. Students will collaborate with peers and the teacher to assess mastery of
the unit with final judgment by the teacher.
2. Document Based Questions (DBQ) and Primary Sources on pp. 477 - 479
3. Maps, Charts, and Data pp. 452, 461, 469,
RUBRIC FOUND ON FOLLOWING PAGE………………………
8
QSI CULTURAL STUDIES-12/13 COURSE II E01
Copyright © 1988-2015
Student Name:___________________________
Date: ________________________
CULTURAL STUDIES-12/13 COURSE II- E01 RUBRIC
(History of Islamic Civilizations)
To receive a ‘B’, the student must show ‘B’ level mastery on ALL Essential Outcomes (TSW’s).
To receive an ‘A’, the student must show ‘A’ level mastery on 4 of 5 available TSW’s and ‘B’ level mastery on all TSW’s.
The Student Will
‘A’ Level
‘B’ Level
1. TSW infer how people’s
lives and lifestyles in the
Arabian peninsula and North
Africa were shaped by the
environment (pp. 446-451,
student atlas, Google Earth).
The student is able to infer
how the environment affected
the culture and religion of
Islam.
The student is able to
recognize how living in a
desert affects how you live.
2. TSW summarize the life
and teachings of Mohammed
(pp. 451-459).
The student is able to
summarize the life of
Mohammed.
3. TSW explain the Five
Pillars of Islam (pp. 456-459).
The student can explain the
Five Pillars of Islam.
4. TSW compare and contrast
Judaism, Christianity, and
Islam
The student can create a
detailed comparison/contrast
of these three religions.
The student can conduct a
comparison of these three
religions.
5. TSW interpret the cause
for the split early in Islam’s
history, and illustrate how it
has shaped Islam today (463467).
The student is able to show
this conflict through history
and link it to the percentages
of Sunni and Shiites of
modern countries.
The student can explain why
the split occurred and how it is
a conflict in Islam that still
exists today.
6. TSW construct a basic
event line of Islamic history
from 630 ce - 1600 ce (pp.
460-467).
The student is able to create a
chronological timeline with at
least 6 significant events in
Islamic history.
7. TSW analyze the reasons
The student is able to tie this
behind Islam’s expansion into expansion in with practices
non-Arab areas (pp. 460-475). and beliefs of the Islamic
culture.
The student is able to give a
basic explanation that explains
why Islam spread so quickly
and successfully.
8. TSW explain how the
In addition, the student can
Umayyads created a strong
deduce how this culture
Muslim kingdom in the
affected Europe.
Iberian Peninsula (A World in
Transition, pp. 40-43).
The student is able to describe
at least two examples of the
culture and importance of the
kingdom of Cordoba.
9. TSW discuss the
significance of
accomplishments and
contributions that Islam gave
to the historical and modern
world (468-475).
The student is able to discuss
at least 3 examples of
innovations or ideas from
Islam that affected the world.
9
QSI CULTURAL STUDIES-12/13 COURSE II E01
Copyright © 1988-2015
‘P’- in progress