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Week 12/ October 23 to October 27

October 23 2017

Essential Question:

All apply test day

Standard:

All apply test day

Activator:

Questions?

Teaching Strategies:

Test

Summarizer:

None, test day

Differentiation:

None test day

 

October 24 2017

Essential Question:

What conditions lead to the emergence of Islam?

Standard:

SSWH5 Examine the political, economic, and cultural interactions within the Medieval

Mediterranean World between 600 CE/AD and 1300 CE/AD.

a. Analyze the origins of Islam and the growth of the Islamic Empire.

 

Activator:

Students will do a 3,2,1 on Islam in your notebooks.

Teaching Strategies:

Classnotes-

The Arabs were descended from Bedouins, who were nomadic peoples in the Arabian Peninsula.  The Arabs of pre-Islamic times were polytheistic, but were acquainted with Jewish and Christian beliefs.  Mohammad, the founder of Islam, believed Allah had already revealed himself in part through Moses and Jesus and that the final revelations were now being given to him.  The Qur’an provided guidelines by which Muslims were to live.  Like the Christians and the Jews, Muslims were a “people of the Book,” believers in a faith based on Scripture.  Discouraged by systematic persecution in Mecca, in 622 Muhammad retreated from Mecca to Medina.  This flight is known as the Hegira.  While in Medina, Muhammad and his followers formed the first Muslim community—the umma. Muhammad eventually conquered Mecca and converted the townspeople to the new faith.  At the center of Muslim life is the Qur’an, the Five Pillars of Islam, and Sharia Law, which is a Muslim law code.

Students will then take the write the five pillars of Islam.  They will write each pillar in their own words, and create an illustration for each pillar.

Summarizer:

Students will be asked in a paragraph to do the following: How do the Five Pillars, which you completed the handout about, help link Muslim peoples from all around the world together?

Five Pillars Handout CLICK HERE

Study Guide CLICK HERE

Differentiation:

Students will complete and activity and creative writing about Islamic culture

 

 

October 25 2017

Essential Question:

How did Islam split?

Standard:

b. Understand the reasons for the split between Sunni and Shi’a Muslims.

 

Activator:

Students will be reminded about the importance of the Hajj.

Teaching Strategies:

Classnotes-

The leader of Ialsm was given the title of “caliph”, meaning “successor to the Prophet.”   The Islamic system of government allowed the caliph’s to exercise great power & authority.  However, people had a hard time agreeing about who should be caliph.  Eventually these disagreements split the Muslim community.  Muslims disagreed with who should be caliph.  The two groups that formed as a result of this disagreement were the Sunni and Shi’a.  The Sunni were followers of Sunna, or “the way of the prophet”.  They believed that agreements among the Muslim people should settle religious matters.  The Shi’a were a group of people who believed that only descendants of Ali (a previous caliph) should be caliphs.  They believed that descendants of Ali, called imams, should settle religious matters.  

Students will watch a video that covers the Hajj to Mecca.

https://www.youtube.com/watch?v=PWhPSk5pfHg

Summarizer:

Video will go to bell.

Differentiation:

Students will watch video that discuses content we discuss in class.

 

 

October 26 2017

Essential Question:

What path did Muhammed follow to create a religion and an Empire?

Standard:

b. Understand the reasons for the split between Sunni and Shi’a Muslims.

c. Assess the economic impact of Muslim trade routes to India, China, Europe and Africa.

Activator:

As an activator we will discuss how the Sunni vs. Shia conflict is still present today.

http://www.ibtimes.com/how-sunni-shiite-conflict-frames-current-crisis-iraq-1603528

Or…

Students will be asked to research and find an example of the Sunni vs. Shia struggle today.

Teaching Strategies:

Classnotes-

Within 100 years of Muhammad’s death, Muslims had conquered part of India, much of North Africa, and many islands in the Mediterranean Sea.  Control of these areas helped give them control of important trade routes.  In 711 A.D., the Muslims invaded Spain – bringing Islam to Europe.  Several different groups lead Islam andthese Islamic empires shared some common traits.  Trade flourished within the empires, there was no separation between church and state, science and philosophy flourished, and other religions were tolerated (as long as non-Muslim’s paid a tax).  The Islamic caliphate lay directly in many major trade routes of the ancient world and benifited from and fostered this trade.  Trade also spread Islam.

 

Students will watch a video that covers the Hajj to Mecca and answer a prompt that relates video to content.

https://www.youtube.com/watch?v=PWhPSk5pfHg

Summarizer:

In a paragraph answer the following:  How does the Hajj, which you learned about in the video, help link Muslim peoples from all around the world together?

Differentiation:

Students will watch video that discuses content we discuss in class and write a response to a prompt.

 

 

 

October 27 2017

Essential Question:

Standard:

d. Identify the contributions of Islamic scholars in science, math, and geography

e. Analyze the relationship between Judaism, Christianity, and Islam.

Activator:

We will discuss the following: Who was Marco Polo?  Who is Ibn Battuta?

Teaching Strategies:

Classnotes-

Ibn Sina (also known as Avicenna) wrote an influential text that dealt with medicine.  Sina had a vast collection of books and studyied many arts and sciences.  His works on medicine were used widely, even in Europe centuries later.  Ibn Battuta was an Islamic explorer who travelled widely.  Battuta traveled across most of Islamic world during his lifetime, including making the traditional Hajj to Mecca.  His travels displayed that even though Islamic cultures and lands differed greatly there a great deal of religious and cultural uniformity.

All these religions are Monotheistic.  Jerusalem is important to all of them.  Abraham was the father of all three.  Although they had much in common they were often involved in conflicts.  Islam considered Christians and Jews as “people of the book.”  They viewed them as being better religions than other polytheistic religions.

 

Students will complete a set of questions that relate to documents on Ibn Battuta, world traveler.  Students will be asked to assess the validity of Battuta’s claims.

Ibn Battuta Primary Source Activity CLICK HERE

Summarizer:

Students will submit their Ibn Battuta primary source document assignments.

Differentiation:

Primary source document examination

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