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Teacher’s name: _Zach Logan_ Date of Lesson/Class/Period _____________
Subject: _World History I_ Topic: _Islam: Lesson One_
Concepts: Islam, Arabian Peninsula, Monotheistic, Five Pillars
General Objective[s]:
The student will demonstrate knowledge of Islamic civilization from
VA.HIST.WH.8
about 600 to 1000 a.d. by
VA.HIST.WH.8.A
...describing the origin, beliefs, traditions, customs, and spread of
Islam;
...assessing the influence of geography on Islamic economic, social,
VA.HIST.WH.8.B and political development, including the impact of conquest and
trade;
...identifying historical turning points that affected the spread and
VA.HIST.WH.8.C influence of Islamic civilization, with emphasis on the Sunni-Shi’a
division and the Battle of Tours;
VA.HIST.WH.8.D
...citing cultural and scientific contributions and achievements of
Islamic civilization.
NCSS I: Culture
Social studies programs should include experiences that provide for the study of
culture and cultural diversity so that the learner can:
a) analyze and explain the ways groups, societies, and cultures address human
needs and concerns;
c) apply an understanding of culture as an integrated whole that explains the
functions and interactions of language, literature, the arts, traditions, beliefs and values,
and behavior patterns;
g) construct reasoned judgments about specific cultural responses to persistent
human issues;
Learning Outcomes:
SWBAT (Identify) the origin of Islam, the ethnicity within which it originated, and the
traditions from which it was inspired by answering questions in a formative assessment
SWBAT (Analyze) the doctrinal sects within Islam and their origins by answering
questions in a formative assessment
SWBAT (Analyze) the Five Pillars of Islam and their meanings by completing an online
WebQuest
Content Outline:
Definitions:
Islam: submission to the will of God; the faith founded by the Propher
Muhammad, emphasizing belief in one God, Allah
Arabian Peninsula: peninsula located in between the Red Sea and the Persian
Gulf, consisting of nine countries: Jordan, Iraq, Kuwait, Saudi Arabia, Bahrain, Qatar,
United Arab Emirates, Oman, Yemen.
Monotheistic: a religious belief in one God
Five Pillars: five religious components that guide Muslim living
LECTURE GUIDED NOTES
Begin by handing out the Unit Assessment Plan Handout
SET INDUCTION
To begin this lesson, I will have an assortment of both mens and womens Middle
Eastern clothing. A male and female volunteer will try on the clothing while I give
an explanation behind each article.
MEN
dishdasha - long cloth gown, worn by men. Different seasons allow for the dishdasha to
be made from thicker or thinner materials, and also lighter or darker colors. While it may
look like a dress, it is fitting to the desert environment; it holds in moisture like a tarp, yet
also allows for a breeze to blow through and cool the wearer.
igal - the black rope used to hold on the shona. The bands are to remain closed, otherwise
someone might say, "Your igal is laughing."
shona - square piece of cloth worn on the head. It can be folded and manipulated, as it is
the piece of clothing used to convey one's "style."
WOMEN
abaya - is a long black gown, used for modesty. It is hung from the top of the head and
falls to the floor. The absence of buttons or zippers illustrate the required holding
together by the wearer.
hijab - a conservative head covering, used by women to convey modesty. The level of
conservatism of the wearer determines the amount of skin covered up.
It is important to note that while Westerners look at Middle Eastern women as
subjugated, they see it as a form of liberation. Baggy, concealing clothing eliminate the
desire for makeup, and in theory, the shallow, physical desires of men.
Today's lesson will be a general introduction to Islam as a religion. We will discuss the
Origins, the Story, the doctrinal sects within the religion, and several cultural traditions.
Please direct your attention to the Powerpoint Presentation.
INSTRUCTIONAL STRATEGY #1 - GROUP DISCUSSION
What do you know about Islam? Write down your thoughts, as all will contribute their
ideas to be written on the board. The instructor will then group like ideas and formulate a
working definition. The instructor will then eliminate misconceptions and
generalizations, then articulate that most of these ideas, misconceptions, and questions
will be covered by the unit.
Where Judaism and Christianity are usually considered to be related in tradition, Islam is
tended to be seen by Americans and Westerners as a separation. In fact, all three of these
religions trace themselves back to the same man, Abraham. For this reason, these
religions are considered "Abrahambic."
CLICK ON GEOGRAPHY SLIDE
Islam is a monotheistic religion that in the past has governed and inspired a vast empire.
To some extent, it still does. One person out of 6 in the world is a Muslim, only
outnumbered by Christians.
Islam originated in the Arabian peninsula, what is present day Saudi Arabia, along with
the countries of Yemen and Oman, in the early 7th century. This area was inhabited by
groups, sometimes called tribes, of nomads; their existence was based upon long-range
camel caravan routes connected what was then considered East and West.
SHOW DEMOGRAPHIC SLIDE - Explain the high concentrations in certain areas.
DIRECTED QUESTIONS - What could be some reasons for high concentrations in
certain areas? ANSWERS: Geographic - waterways, mountains, etc. Territorial - hostile
neighbors. Economic - dispersement of people on business or in search of work
This was a very dangerous time to live; it was a period of vast disunity, vendetta, or
revenge killings, and moral debauchery. These people were what is considered
polytheists - in that they worship multiple gods, however, there was no pervasive force
holding society together.
CLICK ON "THE STORY" SLIDE
Muhammed was a man who established himself as a wealthy caravan mercant. He had
come into money when he married his wife, Khadija. She financed the establishment of
his business. Muhammed was a bright and able man. He observed the horrors around
him, and had a drive to provide a solution. Upon his worldly business travels,
Muhammed began to study other religions. He came in contact with Christians and Jews,
and noted the hope and comfort they offered society. Upon one of his later travels,
Muhammed entered a cave. Inside this cave, he was visited by Gabriel, the same
archangel from The Bible. Gabriel revealed to Muhammed the truths behind the universe,
which he was to memorize and later transcribe.
CLICK ON THEOLOGY SLIDE
Among these were that there was one true God, Allah. Allah had appeared to Moses and
Jesus, both of whom are considered Muslim prophets. While Muhammed recognized the
importance of these two men, he felt that Jews and Christians confused their message.
Muslims have a phrase that, "God is God." That means that a son, or holy spirit, or
messiah is a form of polytheism and detracts from the single divinity of Allah. Muslims
are also called on to comply with what are known as the FIVE PILLARS. They are:
The Profession of Faith: "I believe in one God, Allah, and Muhammed is his prophet
Charity - usually in the form of a tax, or zakrat
Fasting During Ramadan
The Hajj - All Muslims, if able, are to visit the Kaaba in Mecca.
Five Daily Prayers - Muslims must pray five times daily facing Mecca.
Muhammed brought this message back to Mecca, his city of origin, and did not receive a
warm welcome. Religious leaders of the polytheist traditions had a lot at stake. Mecca
was home to a shrine of Gods, and people came to that shrine, the Kaaba, to worship. If
this religious outlook on life were overthrown, they felt Mecca would be in financial
ruins. Muhammed was run out of Mecca and fled to neighboring Medina. There he
gathered followers, dictated his visions and messages, and waited to return. When he had
amassed 10,000 or more Arabs, he re-entered Mecca and cleansed the Kaaba of idols,
forcibly. Later, versions of Muhammed's visions would be written down, making up the
Q'uran.
The Q'uran is written in Arabic, and is still studied in Arabic to this day. The spread of
Islam throughout Africa and Asia also spread literacy, as The Bible did on its travels.
Many Muslims believe that any translation of this work out of Arabic would desecrate the
Prophet's original message. Fascinatingly, this book forges a transnational bond between
Musima, which is called, "umaa."
DIRECTED QUESTION: HOW DOES THIS COMPARE TO CHRISTIANITY? HOW
DO DIFFERENT TRANSLATIONS EFFECT MEANING? ANSWERS: DIFFERENT
USAGES OF WORDS IN DIFFERENT LANGUAGES, WORDS WITH NO
COUNTERPART, INTERPRETATION OF THE READER, etc.
CLICK ON SUNNI / SHIA SLIDE
Over time, and after Islam had established itself, its leaders began to quarrel over the
succession of authority. Some felt he should be a descendant of Muhammed's family,
while others felt that he should be chosen by elders. This conflict came to a head when
Ali, the Prophet's Nephew and the last Orthodox Prophet was assassinated. After this,
several wars were fought between those who were Shi'a, or followers of Ali, and Sunnis.
Sunnis and Shi'a have different doctrinal beliefs. To make generalizations, but not
actualities, Shi'a usually prefer political leaders to also lead spiritually, while Sunni
traditionally prefer separation. This manifested itself when later leaders, or caliphs, were
accused of lacking moral fortuity and leadership. Later leaders based in different areas
were traditionally Sunni, while Shi'a was more visible in Arabia. Shi'a have what is
comparable to a Catholic-like church hierarchy, with spiritual leaders. In Sunni Islam,
everyone is their own spiritual guide. Shi'a tend to draw more tradition from the past,
including glorifying historical martyrs. Sunnis, on the other hand, tend to draw their
tradition and culture a little less from the past.
CLICK ON THE HAJJ SLIDE
To highlight the hajj, we shall look at its cultural implications. Firstly, it calls Muslims to
the holy city of Mecca, Muhammed's hometown. Secondly, it reinforces this idea of
"umaa," or an international Muslim familyhood. No matter how rich, poor, uneducated,
educated, or what your country of origin is, you come and celebrate in Mecca. All
pilgrims are to surround the Kaaba and circle it seven times.
To Conclude this lesson, we will take a short quiz. Answer the following questions alone,
then with a neighbor. We will then review the answers together. INSTRUCTIONAL
STRATEGY # 2 - Think, Pair, Share.
FORMATIVE ASSESSMENT
Students will complete a 15 question quiz for the teacher to gauge their readiness level.
WEBQUEST EXERCISE
Students will go to the following website and complete STEPS 2-4. They will be divided
into groups of 4 based on their scores from the formative assessment.
http://www.taleb.net/islamwq/index.html
Teams will produce a packet of information which, after the class reviews some answers,
will be turned in as an EXIT PASS.
Student and Teacher Activities with Estimated Time Blocks:
Students
Teacher
Attendance –
teacher will take
care of attendance
and other
housekeeping
necessities
Explaining – the
teacher will present
the information to
students regarding
Middle Eastern
clothing
Lecture – the
teacher will present
the PowerPoint
lecture to students
Bellwork Questions – students will
answer the questions given to them for
the bell work exercise.
10
Minutes
Set Induction / Clothing – students will
observe an explanation / demonstration
of Middle Eastern clothing. One male
and one female student will need to
volunteer.
20
Minutes
Taking Notes – students will take notes
and follow the teacher’s instruction
during the PowerPoint presentation
20
Minutes
Offering Assistance
– the teacher will
walk around the
room offering help
to those who need
it.
Leading Review
Discussion –
teacher will review
the information
covered today
Understanding Islam Webquest –
students will complete the directions for
the Webquest exercise. They will work
individually.
Reviewing Information – students will
listen to the teacher, who will be
reviewing key information from the day’s
work.
40
Minutes
10
Minutes
Bell work Questions
What do you know about Islam?
From where does Islam originate?
Who is the founder of Islam?
How large of a religion (in number of adherents) is Islam?
Discussion Questions:
The discussion questions are included within the Content Outline.
Materials Needed for the Lesson:




Computer with PowerPoint and projector
Copies of 15 review questions
Middle Eastern clothing
Computer access for students’ WebQuests
Methods of Evaluating Student Progress/Performance:
Students will complete an Exit Pass for this lesson. It will demonstrate to the
teacher how effectively the introductory information was taught. Also, it provides
flexibility for students to show more what more specific aspects of Islamic
civilization interest them.
Differention for Special Needs:
Students showing a lack of readiness or with LD/ADHD will be given guiding
notes with blanks to fill in. Students showing exceptional readiness will be sent
to read primary documents in full rather than relying on a teacher summary.
Subject Matter Integration/Extension:
This lesson is the foundation of Muslim society. It, along with the history of the
first three caliphates will illustrate an important era in world history. In the future,
it can be built upon when discussing confrontations with the West.
Reflections/PPT’s in Lesson:
This lesson presents information in a variety of ways, providing multiple avenues
of comprehension. It includes direct lecture, multi-media, guided notes, and
graphic organizers. It has room for differentiation based on student readiness.
Finally, it allows students to draw their own conclusions.
www.alternative-learning.org/.../middleast.html
www.taleb.net/islamwq/index.html