Text Options for the Visually Impaired Font Size: a- A+ Color: A A A Revert 
Close vision bar
Open vision bar
Week 13/ October 30 to November 3

October 30 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 wrote an influential text that dealt with medicine.  Sina had a vast collection of books and studyied many arts and sciences.  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.  

(Judaism, Christinaity, Islam) 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

 

October 31 2017

Essential Question:

Who was Mansa Musa and how did he influence civilization and Islam in Africa?

Standard:

SSWH6 Describe the diverse characteristics of early African societies before 1500 CE/AD.

a. Describe the development and decline of the Sudanic kingdoms (Ghana, Mali, Songhai);

include the roles of Sundiata, and the pilgrimage of Mansa Musa to Mecca.

 

Activator:

Socrative pretest covering next two days 

Teaching Strategies:

Classnotes-

Ghana, Mali, and Songhai were all kingdoms in the Sahara/ West Africa region, and were based on the trade of gold (which went north across the Sahara) and salt (which went south across the Sahara).  Ghana was the earliest West African kingdom.  In 1234 the Malinke people overthrew Ghana and established the Kingdom of Mali.  Mali was founded by the warrior king Sundiata.  Sundiata converted to Islam, and as Mali was a great trading empire, most merchants and traders were Muslim and the Kingdom of Mali became a truly Muslim Empire.  The greatest ruler of Mali was Mansa Musa, who was the richest man to ever live because of the gold and salt trade.  The city of Timbuktu became a center for education under Mansa Musa.  The city had a large university that attracted scholars from Egypt and Arabia.  Mansa Musa, a Muslim, went on the ritual pilgrimage to Mecca, known as the Hajj.  He brought back Islamic scholars which helped enrich his kingdom, and symbolized the emergence of Mali as a truly Muslim kingdom.  Disputes over who would rule when Mansa Musa was gone weakened Mali.  In 1468 the rebel leader Sonni Ali captured Timbuktu and built the empire of Songhai.

Students will complete two activities on Mansa Musa on this and the following day.  Both these activities will expand on African history more broadly.

Today students will read and answer questions related to primary sources related to Mansa Musa.

Mansa Musa Primary Source Activity CLICK HERE

African Empires Socrative CLICK HERE

Summarizer:

Students will submit their Ibn Battuta primary source document assignments.

Differentiation:

Primary source document examination

 

 

November 1 2017

Essential Question:

What role did geography play in the development of Africa?

Standard:

SSWH6 Describe the diverse characteristics of early African societies before 1500 CE/AD.

a. Describe the development and decline of the Sudanic kingdoms (Ghana, Mali, Songhai);

include the roles of Sundiata, and the pilgrimage of Mansa Musa to Mecca.

b. Describe the trading networks and distribution of resources by examining trans-Saharan

trade in gold, salt, and slaves; include the Swahili trading cities.

c. Understand the blending of traditional African beliefs with new ideas from Islam and

Christianity and their impact on early African societies.

 

Activator:

In your notebook define:

Mali-

Gold for Salt Trade-

Sahara-

Islam and Mali-

Teaching Strategies:

Classnotes-

The Songhai Kingdom started after the fall of the Mali Empire.  The kingdom centered around the trading city of Gao.  The Empire stretched from the Atlantic Ocean to Lake Chad.  The empire faced outside threats and eventually fell because of internal anarchy and outside forces armed with gunpowder weapons.

The Swahili were trading cities in eastern Africa.  These cities grew wealthy as a result of trade over the Indian Ocean.  The Swahili language was a combination of the local Bantu and Arabic language, displaying how native and foreign cultures combined because they are brought to an area because of trade.

Syncretism involves one religion incorporating elements from another religion.  In Africa, Islam, Christianity, and traditional African beliefs blended and coexisted together.  As Islam and Christianity spread throughout Africa, traditional beliefs were not supplanted or removed but combined with traditional beliefs.

 

Students will complete a second activity related to Mansa Musa.

They will complete a sensory figure on Mansa Musa.

Mansa Musa Sensory Figure CLICK HERE

Summarizer:

Socratibe post-test covering past two days 

Differentiation:

Sensory figure and quiz

 

 

November 2 2017

Essential Question:

What influence did gunpower empires have on the world?

Standard:

SSWH12 Describe the development and contributions of the Ottoman, Safavid, and

Mughal empires.

a. Describe the development and geographical extent of the Ottoman, Safavid, and the

Mughal Empires.

Activator:

We will discuss the nature of "gunpowder empires."

Teaching Strategies:

Classnotes-

The Ottoman Empire was a major Islamic Empire.  Their power was exemplified early in their existence by their capture of Constantinople.  Suleyman the Magnificent  came to power in 1520 and ruled for 46 years.  Suleyman was a great military leader who lead Ottoman conquests in the Mediterranean, Eastern Europe, and North Africa.  Keeping the Ottoman Empire together was Suleyman’s biggest achievement.   In Christian areas, Christian boys were kidnapped and brainwashed. They were trained, and the Ottomans educated them and converted them to Islam.  Suleyman  liked the arts.  He studied, poetry, history, geography, astronomy, mathematics and architecture.   At the height of the Ottoman’s power they controlled Eastern Europe, Mesopotamia, North Africa, and the Mediterranean Sea.

 

Prezi that covers similarities and differences:CLICK BELOW

https://prezi.com/wzk9dk93rycc/the-mughal-ottoman-and-safavid-empires/

Students will begin working on a project that asks them to research the Ottomans, Safavids, and Mughals.  They will be provided a handout that covers these there dynasties and be asked to fill this out.  Each block should have 2-3 sentences.  They should spend about two days filling out this handout.  They will then create a poster that covers the same content on the first page of the handout.  In addition to the information in the handout, they must also include an image to represent each of the “blocks” on the poster they create.  The overall “theme” of this project should be designed in the form of a recruitment or propaganda poster slanted toward one of these empire.  That means that even though students must cover all the topics on the handout, it should be, and must be designed to highlight one empire as the best.  This can be a collage type project.  Students may create a digital poster or collage, using Poplet, glogster, or any other poster making app, but no additional time will be provided.

The final project will not be graded without the handout, which will be taken as a daily grade.  Each “block” on the poster, which should come from the first page of the handout will be worth 7 points.  So 3.5 points for the info and title, and 3.5 points for the image.  The total grade possible is 105.  Only the information from the first page of the handout needs to be included on the final product.

Project Graphic Organizer CLICK HERE

Project Instructions CLICK HERE

Summarizer:

Questions of Project

Differentiation:

Graphic Organizer turned into project

 

 

November 3 2017

Essential Question:

What influence did gunpower empires have on the world?

Standard:

SSWH12 Describe the development and contributions of the Ottoman, Safavid, and

Mughal empires.

a. Describe the development and geographical extent of the Ottoman, Safavid, and the

Mughal Empires.

 

Activator:

We will look at the geography of these Empires.

Teaching Strategies:

Classnotes-

The Safavid Empire was a major dynasty descended from the Persian Empire.  Shah Abbas took the throne in 1587.  He created a golden age of culture that drew from the best from Ottoman, Persian and Arab worlds.  Shah Abbas reformed some aspects of the empire.  He created two new armies that would be loyal to him alone, one being made up of Persians and the other of Christian recruits that he modeled after the Ottoman janissaries.  Both armies were equipped with modern weapons.   To convince European merchants of his religious tolerance, he brought Christian religious orders to the empire.    This caused a large exchange of art, trade, and industry between the Europeans and Safavid empire.  The empire declined after Shah Abbas’ death.  

Students will continue working on project.

Summarizer:

Questions of Project?

Differentiation:

Same for project day

 

(pushed to next week)

November 6 2017

Essential Question:

What influence did gunpower empires have on the world?

Standard:

SSWH12 Describe the development and contributions of the Ottoman, Safavid, and

Mughal empires.

a. Describe the development and geographical extent of the Ottoman, Safavid, and the

Mughal Empires.

 

Activator:

Define the following:

Sulyeman the Magbificant

The Ottoman Empire-

Janissaries-

Shah Abbas-

Teaching Strategies:

Classnotes-

The Mughal Empire was founded by Babur.  Babur was a great military general.   His grandson, Akbar, took control after his father passed away.  Akbar which means “Greatest One”, ruled from 1556-1605.  Akbar’s military power was the root of his strength.  Just like the Safavids and Ottomans, Akbar equipped his troops with heavy artillery.  He used cannons to take on cities with walls  to expand into the Deccan Plateau area in India.  He appointed some rajputs (native Indian kings) as officers which helped him turn potential enemies into allies.  This military and political wisdom allowed Akbar to unify a land of around 100 million people, more than all of Europe combined. 

Students will continue working on project.

Summarizer:

Questions for project

Differentiation:

Same for project

Contact Us
Polk School District 612 South College St.
Cedartown, GA 30125
View Map & Directions
Phone: 770-748-3821
Fax: 770-748-5131
Translator     
Google-Translate-Chinese (Simplified) BETA Google-Translate-English to French Google-Translate-English to German Google-Translate-English to Italian Google-Translate-English to Japanese BETA Google-Translate-English to Korean BETA Google-Translate-English to Russian BETA Google-Translate-English to Spanish Google-Translate-English to Tagalog Google-Translate-English to Portuguese Google-Translate-English to Vietnamese