Islamic Civilization

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Islamic Civilization by Mind Map: Islamic Civilization

1. Geography and Origins (lecture)

1.1. Objective: Students will be able to identify where, when, and how Islam was founded.

1.1.1. Teacher will lecture on important geographic terms of the Middle East and will explain the origins of Islam.

1.1.2. Students will engage guided notes.

1.1.3. Students will fill in the Middle East map with the given geogrpahy terms.

1.1.4. Students will think critically about the origins of Islam.

1.1.5. Students will collaborate with peers to decipher vocabulary definitions.

1.2. Assessment: Formative - Vocabulary - teacher diagnosis of student responses after pair-share with partner to come up with a definition. Formative- Students will also be assessed formatively as they give answers to the critical thinking questions after pair-share with a partner. Summative- Students will complete an 8 question multiple choice test pulling in key details from lecture, including vocabualry and geography.

2. Spiritual foundations (reading)

2.1. Objective: Students will read the text assigned and engage with it through several activities of their choice and be able to write a paragraph summarizing important facts they chose about the 5 Pillars of Islam, the Qur’an, and the Sunnah

2.1.1. Students will do a quickwrite showing what prior knowledge they have of the spiritual foundations of Islam.

2.1.2. Class will read the text together. Students will be given time to discuss unfamiliar terms.

2.1.3. Students will start their Learning Menus, making choices on which activities to engage in and engaging with the text to learn the content.

2.1.4. Students will write 1 paragraph explaining what they learned from the reading lesson. This is the summative assessment.

2.1.5. Students will write an exit slip explaining what they learned and looking back at their introductory quickwrites to see what misconceptions they had initially and how these were cleared up from reading.

2.2. Assessment: Formative - Introductory quickwrite assessing student knowledge of Islamic spirituality. Summative - Students will write 1 paragraph explaining what they learned about the Quran, the Sunnah, and the 5 pillars of Islam. Summative - Students will write an exit slip explaining what misconceptions they may have had about Islamic spirituality at the beginning of the lesson.

3. Achievements (primary source)

3.1. Content and language integrated: Students will be able to identify various scientific and mathematical achievements of medieval Islamic Civilization and apply their learning to a primary source document by writing an analytical paragraph.

3.1.1. Students will draw 3 images of things they could never do without as a hook exercise.

3.1.2. Students will watch a video on Islamic achievements and answer questions about the video which focus on honing academic vocabulary.

3.1.3. Students will discuss the protocol for analyzing a primary source document.. The 6 C's are content, citation, context, connections, communications, and conclusions.

3.1.4. Students will work through the first 6 C's in groups and will come together as a class to discuss each component before moving on..

3.1.5. Students will write an 8 sentence paragraph that synthesizes all of the points on their 6 C's chart with a topic and concluding sentence.

3.1.6. Back in groups, students will review their video notes and 6 C's chart to come up with the most important Islamic achievements they learned about and will create a poster that they will then present to the class.

3.2. Assessment:: Formative - Students collaboratively work through the "6 C's chart" to analyze the primary source painting. Summative - Students write an 8 sentence paragraph that synthesizes their analysis of the "6 C's."

4. What would you choose? (simulation)

4.1. objective: Students will understand the process of making a decision by putting themselves in the shoes of an Arab person living during Muhammad’s time and creating a script that engages group members in a dialog demonstrating the decision-making process in choosing whether or not to follow Muhammad.

4.1.1. Students will weigh the pros and cons of leaving school or staying in school.

4.1.2. Teacher will lecture on the factors Arabs had to consider when deciding whether or not to follow Muhammad.

4.1.3. Students, in groups of 6, will fill in a pros and cons graphic organizer using the notes they took during the lecture.

4.1.4. In each group of 6, 3 students will choose to follow Muhammad and 3 will choose not to follow him.

4.1.5. Students will write a script and put themselves in the shoes of an Arab living at the time of Muhammad.

4.1.6. teacher will circle the room and check on student pprogress on script creation.

4.1.7. Students will act out their scripts to the class and show why they would ot would not choose to follow Muhammad and become the first Muslims.

4.2. Assessment: Formative - Formative: Each group will submit their script to me. I will also assess students’ presentation abilities when they present their ideas to the class in their scripted simulation. Summative - The exit slips will serve to show me what students learned about the decision-making process.

5. Importance of Trade (Discussion)

5.1. Objective: Students will understand the importance of trade for Islamic Civilization by engaging in a Philosophical Chairs debate where they will choose and defend a position about their thoughts on the most important aspect of trade on Islamic Civilization.

5.1.1. Students will look at a map showing just how extensive and widespread medieval Islamic Civilization trade was, stretching from west Africa to southeast Asia. Students will write down three things they observe about the map.

5.1.2. Students will be split into groups of 3 and each group will be reading the same pages.. Students will take notes as they read, looking for information to answer the driving question.. Students will focus on the parts of the text dealing with the importance of trade for Islamic Civilization

5.1.3. Teacher will explain the rules for Philosophical Chairs: each student must speak, each student must back up their opinion with evidence from the text, each student must respect the ideas of others, and each student must call peers by his/her name if referring to them

5.1.4. Teacher will designate areas of the classrooms where students will stand if they feel that that area represents the aspect of trade that they thought was most important to Islamic Civilization.

5.1.5. Students will move to the designated area based on their choice .

5.1.6. Students will share why the aspect of trade they chose is the most important and give their reasoning with evidence from the text.

5.1.7. Students will write an exit slip in which they write about what they learned from their peers during the Philosophical Chairs debate.

5.2. Assessments: Formative - Teacher will walk around the room as students are reading and taking notes to listen to student discussion.-Summative - teacher will take notes during the philosophical Chairs debate, checking on students' understanding of content as well as assessing communication skills.