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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