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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