Islamic Golden Age Lesson Plan (Lecture)
Goals and Objectives
Goal: Students will be aware of contributions from the Islamic golden age.
Objective: Students will identify and describe the achievements of the Islamic golden age.
Objective: Students will identify and describe the achievements of the Islamic golden age.
California Content Standards
7.6 Understand the intellectual exchanges among Muslim scholars of Eurasia and Africa and the contributions Muslim scholars made to later civilizations in the areas of science, geography, mathematics, philosophy, medicine, art, and literature.
Common Core Literacy Standards
CCSS. ELA-Literacy.WHST.6-8.9 Draw evidence from informational texts to support analysis reflection, and research.
Driving Historical Question
What are the major contributions of ancient Islamic culture in the areas of art, medicine, math, and astronomy that can still be seen in today’s society?
Lesson Introduction
The teacher will give students key words that will appear in the lecture on slips of paper. The teacher will give categories into which the students will sort the words. In their table groups, students will receive 5 minutes to sort the words into each group. We will have a short discussion as to why they chose to put certain words in their respective categories.
Vocabulary
· Optics
· Golden Age
· Abbassids
· Mecca
· Lusterware
· Merchant Economy
· Agricultural Economy
· Golden Age
· Abbassids
· Mecca
· Lusterware
· Merchant Economy
· Agricultural Economy
Content Delivery
Teacher will give a lecture on the achievements of the Islamic golden age. Guided notes will accompany the lecture.
Student Engagement
There are moments throughout the lecture in which the teacher will pause and ask questions from Costa's various levels. Students will either respond through written conversation, think-pair-share, or raised hands in whole class discussion.
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Lesson Closure
Exit Ticket: The teacher will pass out 3x5 cards to each student. Each student will write one thing that they learned from the lecture and one question that was sparked by the lecture.
Assessments
Formative: Teacher will listen to responses during the mini-discussions and assess their reasoning skills, especially their using prior knowledge of unit on Ancient Rome, i.e. recognizing historical patterns.
Summative: The exit ticket will be used to assess the variety of answers of one thing they learned and which sections need clarification or further explanation for the next lesson.
Summative: The exit ticket will be used to assess the variety of answers of one thing they learned and which sections need clarification or further explanation for the next lesson.
Accommodations
The anticipatory set will expose students to key words and ideas before the lecture begins. The teacher will give a set of guided notes to each student and the vocabulary is defined in slides. The teacher will circulate during discussion time to check in with these students, and vary the format by lecturing and then stopping for student engagement activities.
Resources
Images
http://snews.bnl.gov/popsci/ancients.html
Muhammad bin Musa Al-Khwarizmi
http://americandigest.org/mt-archives/driveby/the_golden_age_of_islam_j.php
Dome of the Rock
http://www.whyislam.org/muslim-world/baghdad-libraries-house-of-wisdom/
House of Wisdom
http://muslimheritage.com/article/eye-specialists-islam
Muslim physician with patient
http://www.fitzmuseum.cam.ac.uk/gallery/cyprus/pottery.html
Greek pot
http://www.metmuseum.org/toah/hd/abba/hd_abba.htm
Persian pot
http://archaeology.about.com/od/lterms/qt/lustreware.htm
Info about luster glazing
General info about Abbasids period
http://www.irfi.org/articles/articles_401_450/golden_age_of_islam.htm
http://islamichistoryonline.com/islamic-golden-age/
http://www.metmuseum.org
http://snews.bnl.gov/popsci/ancients.html
Muhammad bin Musa Al-Khwarizmi
http://americandigest.org/mt-archives/driveby/the_golden_age_of_islam_j.php
Dome of the Rock
http://www.whyislam.org/muslim-world/baghdad-libraries-house-of-wisdom/
House of Wisdom
http://muslimheritage.com/article/eye-specialists-islam
Muslim physician with patient
http://www.fitzmuseum.cam.ac.uk/gallery/cyprus/pottery.html
Greek pot
http://www.metmuseum.org/toah/hd/abba/hd_abba.htm
Persian pot
http://archaeology.about.com/od/lterms/qt/lustreware.htm
Info about luster glazing
General info about Abbasids period
http://www.irfi.org/articles/articles_401_450/golden_age_of_islam.htm
http://islamichistoryonline.com/islamic-golden-age/
http://www.metmuseum.org
Muhammad and The Founding of Islam Lesson Plan (Reading)
Goals and Objectives
Goal: Students will develop the knowledge of Muhammad’s life and the founding of Islam.
Objective: Students will describe Muhammad’s life and then dramatize one aspect of his life.
Objective: Students will describe Muhammad’s life and then dramatize one aspect of his life.
California State Content Standards
7.2.2 Trace the origins of Islam and the life and teachings of Muhammad, including Islamic teachings on the connection with Judaism and Christianity.
Common Core Literacy Standards
CCSS. ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS. ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS. ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
Driving Historical Question
What is the story of Muhammad’s life and the origin of Islam?
Lesson Introduction
Dramatic Role-Play (Pre-Reading Strategy): Teacher asks for two volunteers. Students come to the front of the classroom and teacher gives them directions for a quick role-play: One student is Muhammad meditating in a cave and another plays the angel Gabriel. The teacher tells the student playing Muhammad to introduce himself to the audience and explain that it’s time to pray and meditate in a cave. The teacher tells the student playing Gabriel to approach Muhammad and tell him it is time for him to proclaim. The teacher tells the other student to answer Gabriel’s question with whatever naturally comes to mind. The teacher then connects this story with Muhammad’s experience. She then explains they will be reading about Muhammad’s life, the founding of Islam and creating a short role-play of the different parts of his life.
Vocabulary
(During Reading Strategy) Students will create a foldable in which the paper is folded into sections and partially cut so the vocab word is on one side with the definition on the other. A small illustration will accompany the word.
· Muhammad
· Gabriel
· Revelation
· Islam
· Muslim
· Hirja
· Muhammad
· Gabriel
· Revelation
· Islam
· Muslim
· Hirja
Content Delivery
Procedural Directions: How to create a foldable for key words in bold throughout the text. Because revelation is not directly defined, I will model by defining this word as a class.
Because of the brevity of the text selection, the teacher will read a short passage from PBS on Muhammad’s life that covers an aspect that is not in the textbook, and while reading, she will do a think-aloud to model the during reading strategy for the students.
Muhammad Takes his Message Public (From PBS)
After several similar experiences, Muhammad finally began to reveal the messages he was receiving to his tribe. These were gathered verse by verse and later would become the Qur'an, Islam's sacred scripture. In the next decade, Muhammad and his followers were first belittled and ridiculed, then persecuted and physically attacked for departing from traditional Mecca's tribal ways. Muhammad's message was resolutely monotheistic. For several years, the Quraysh, Mecca's dominant tribe, levied a ban on trade with Muhammad's people, subjecting them to near famine conditions. Toward the end of the decade, Muhammad's wife and uncle both died. Finally, the leaders of Mecca attempted to assassinate Muhammad.
While reading, the teacher will stop and model how to find the main idea of the paragraph and a few important supporting ideas. The teacher will also show the students how to use bullet points for just a few key words that the students can refer to when writing their scene. The teacher will remind the students to define bold words in their section, and when complete, to find the other words in bold either in the text or in the glossary and define them on their foldable.
Because of the brevity of the text selection, the teacher will read a short passage from PBS on Muhammad’s life that covers an aspect that is not in the textbook, and while reading, she will do a think-aloud to model the during reading strategy for the students.
Muhammad Takes his Message Public (From PBS)
After several similar experiences, Muhammad finally began to reveal the messages he was receiving to his tribe. These were gathered verse by verse and later would become the Qur'an, Islam's sacred scripture. In the next decade, Muhammad and his followers were first belittled and ridiculed, then persecuted and physically attacked for departing from traditional Mecca's tribal ways. Muhammad's message was resolutely monotheistic. For several years, the Quraysh, Mecca's dominant tribe, levied a ban on trade with Muhammad's people, subjecting them to near famine conditions. Toward the end of the decade, Muhammad's wife and uncle both died. Finally, the leaders of Mecca attempted to assassinate Muhammad.
While reading, the teacher will stop and model how to find the main idea of the paragraph and a few important supporting ideas. The teacher will also show the students how to use bullet points for just a few key words that the students can refer to when writing their scene. The teacher will remind the students to define bold words in their section, and when complete, to find the other words in bold either in the text or in the glossary and define them on their foldable.
Student Engagement
Directions for Student Engagement Activity: The teacher will divide the class into groups. Most likely, there will be two groups per section. Each group will read their assigned section silently to themselves, completing their vocab foldable, and writing down key phrases about Muhammad’s life (during reading strategy) on a separate piece of paper. After each person is finished, the group will get together and write a short script that includes the main points of his life. They will divide up roles. Each person must have a role. Students are free to create extra appropriate historical characters that will help convey the story, i.e. a talking camel. The vocabulary words must be included in the script and defined during the role-play. The directions for this activity will be posted on the document camera. Scenes are not to be longer than one minute. Each group will perform their scene in order of his life.
Lesson Closure
(Post-Reading Strategy) Mapping: Students will complete the timeline to demonstrate comprehension of the events of Muhammad’s life.
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Assessments
Formative: The teacher will circulate through the classroom and listen into discussion about writing their scene and check for understanding by asking the students questions. The play will indicate whether the students grasped the main events of his life.
Summative: The timeline will show whether students can recall and synthesize the reading and dramatization of Muhammad’s life.
Summative: The timeline will show whether students can recall and synthesize the reading and dramatization of Muhammad’s life.
Accommodations
The pre-reading activity of a quick dramatic role-play will prompt students to the seminal event in Muhammad’s life, which is especially helpful for the visual and auditory learners. All of the procedural directions will be written and remain posted under the document camera for the entirety of the activity. The foldables give the students an interactive method for learning vocabulary. The discussion after each student reads will assure the striving readers have a chance to hear the main events of their section if they did not fully comprehend what they read. The opportunity to act out a short scene will activate any students who are kinesthetic learners and give ELLs, striving readers, and students with special needs an opportunity to see his full life story without having to struggle through a longish text book passage for seventh graders. Finally, the closing activity gives these students a chance to synthesize his life’s events and connect them with dates without feeling the stress of having to memorize them.
Resources
Textbook
Timeline Handout
Paper for foldables
Pen or Pencil
Blurb from PBS on Muhammad’s Life (http://www.pbs.org/muhammad/timeline_html.shtml)
Timeline Handout
Paper for foldables
Pen or Pencil
Blurb from PBS on Muhammad’s Life (http://www.pbs.org/muhammad/timeline_html.shtml)
The Five Pillars of Islam (Inquiry)
Goals and Objectives
Goal: Students will learn about some of the passages from which the five pillars of Islam are derived.
Objectives: Students will analyze passages from the Qur’an and connect that passage with one of the five pillars of Islam.
Objectives: Students will analyze passages from the Qur’an and connect that passage with one of the five pillars of Islam.
California Content Standards
7.2.3 Explain the significance of the Qur’an and the Sunnah as the primary sources of Islamic beliefs, practice, and law, and their influence in Muslims’ daily life.
Common Core Literacy Standards
CCSS. ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS. ELA-Literacy.WHST.6-8.1b Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
CCSS. ELA-Literacy.WHST.6-8.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.
CCSS. ELA-Literacy.WHST.6-8.1b Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
CCSS. ELA-Literacy.WHST.6-8.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.
Driving Historical Question
What are the key tenets of Islam, and how did they affect the daily lives of medieval Muslims?
Lesson Introduction
To accesses the students’ prior knowledge, the teacher will lead a brainstorming activity. The intention of this brainstorm is for students to draw their own associations with the key words of the five pillars: declare faith, prayer, charity, pilgrimage, and fasting. The teacher will put the first key phrase (the rest are key words) on the document camera and give the students 30 sec to 1 min to write down any words that come to mind. The students are not to edit their thoughts. Quantity is valued. The teacher will call for volunteers to share some of their associations, and she will write their words on the class brainstorming sheet. After the class completes all five words, then the teacher will connect these words to the five pillars of Islam by displaying the five pillars on the document camera. The teacher will point out any similarities or differences from the brainstormed words with the actual practice of Islam and define any unknown words.
Vocabulary
The vocabulary words are in bold within each passage. I have defined the words for the students because I want them to spend the bulk of the time paraphrasing and finding the key words that connect the passage in the Qur’an to the relevant pillar. The brainstorming activity is largely a vocabulary activity.
Content Delievery
The teacher will display step-by-step directions on document camera while giving the directions orally as well. The teacher will explain that the students will work with a partner to paraphrase a passage from the Qur’an, circle the key words that connect that passage to one of the pillars, and connect their passage to one of the pillars. The teacher will display the five pillars on the document camera and give a brief explanation about each one and how they came to be a part of Islam. The teacher will then model a think-aloud with a passage that is not on the student worksheet.
Student Engagement
Each pair will do just one passage that will be assigned by the teacher. After the pair has completed their worksheet, they will find students who have completed a different passage. Each pair must explain their reasoning behind their choice before they exchange their information.
Lesson Closure
Review homework assignment by connecting it with the worksheet.
Assessments
Formative: The teacher will be informally assessing students during the time they are working on the worksheet. She will circulate asking questions, challenging their answers, and checking in with all the students to assure they are paraphrasing correctly.
Summative: The teacher will assign a diary entry for homework in which the students must write a journal entry about the daily life of a medieval Muslim living in Baghdad who practices the five pillars.
Summative: The teacher will assign a diary entry for homework in which the students must write a journal entry about the daily life of a medieval Muslim living in Baghdad who practices the five pillars.
Accommodations
The brainstorming at the beginning of the lesson will activate latent vocabulary and help them make a personal connection with the key words of the five pillars of Islam. This also gives striving readers one word to associate with each pillar, which hopefully will lessen the stress of memorizing an entire phrase or sentence. Because the language of the Qur’an is a bit tricky for seventh graders, the vocabulary words will already be defined on the worksheet; thus, ELLs and special needs students need not struggle through locating the word in a dictionary plus paraphrasing it. Most of the accommodations will happen during the worksheet time. The teacher will circulate and scaffold to each student’s need for this assignment. A checklist of items that need to be included in their diary entry will also accompany the homework assignment.
Resources
Trading in the Abbasids' Empire and Beyond (Simulation)
Goals and Objectives
Goal: Students will learn about trade in Medieval Islamic cultures and the mechanics of trading across a large geography.
Objective: Students will examine trade that stems from the Arabian Peninsula and simulate trade between the major medieval civilizations.
Objective: Students will examine trade that stems from the Arabian Peninsula and simulate trade between the major medieval civilizations.
California State Content Standards
7.2.5 Describe the growth of cities and the establishment of trade routes among Asia, Africa, and Europe, the products and inventions that traveled along these routes (e.g., spices, textiles, paper, steel, new crops), and the role of merchants in Arab society.
Common Core Literacy Standards
CCSS. ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
Driving Historical Question
How did trade work in the medieval Islamic culture of the Abbasids’ empire?
Lesson Introduction
The teacher will introduce the topic of trade and ask students what they about trade. The students will then complete a KWL chart about trade. They will fold their paper into three sections. In the first column, they will write what they already know about trade in general. In the second column, they will write what they would like to know about trade that is specific to the Arabian Peninsula. Because the students have done this activity previously, they know they will be completing the last column at the end of the lesson. The teacher will lead a brief discussion as the students share out their answers from the two columns.
Vocabulary Development
The teacher will give a brief explanation about some of the goods traded during the medieval time period. The teacher will lead a class discussion by checking in with the students’ prior knowledge of the goods that will be traded during the class simulation, and after allowing the students to volunteer their knowledge, the teacher will pass around items that represent each word.
· Frankincense
· Myrrh
· Sesame Oil
· Wheat
· Papyrus
· Perfume
· Ivory
· Leopard Skin
· Tortoise Shell
· Cotton
· Olive Oil
· Metal Tool
· Black Pepper
· Ginger
· Cinnamon
· Woolen Clothing
· Pottery
· Fabric Dies
· Silk
· Porcelain
· Amber
· Frankincense
· Myrrh
· Sesame Oil
· Wheat
· Papyrus
· Perfume
· Ivory
· Leopard Skin
· Tortoise Shell
· Cotton
· Olive Oil
· Metal Tool
· Black Pepper
· Ginger
· Cinnamon
· Woolen Clothing
· Pottery
· Fabric Dies
· Silk
· Porcelain
· Amber
Content Delivery
The students will read the section on trade in the World History textbook by reading round-robin style within their groups. The teacher will then show a world map that has pins representing the different regions of each merchant group and give a brief explanation with each region. The teacher will pass out the handouts explaining the trade simulation and explain that we will experience the actual mechanics of trading within and without of the Abbasids’ empire.
Student Engagement
Students engage in the trading simulation as indicated in the handout.
Lesson Closure
The students will fill out the third column in the KWL chart indicating what they learned from the reading and from the trading simulation. The teacher will also field feedback about the mechanics of the game: what went well and what needs to be improved.
Assessments
Formative: The teacher will circulate during the reading and the simulation by checking for understanding and assessing their answers and questions.
Summative: The KWL chart will serve as the summative assessment as will the results of the trade simulation.
Summative: The KWL chart will serve as the summative assessment as will the results of the trade simulation.
Accommodations
The KWL chart will activate prior knowledge about trade and show students that they already know something about the upcoming topic. The W section of the chart will help focus the thinking of the students who need extra accommodations, and the L section will synthesize their learning for the lesson. By bringing in the physical objects that represent the items for trade, the students will have an opportunity to interact with the vocabulary through all five senses rather than just writing down the definitions. I believe this will help with their memory of these terms. They will not be tested on all of these words, but I do think it is helpful for them to experience some of the items that were valued then and now. The trade game is a natural accommodation for these students because it brings trading to life in a three dimensional manner rather than only listening a lecture or reading about it. They need not be concerned about the reading and writing aspect as they go out and haggle for the goods their merchant group needs.
Resources
World History Textbook
World Map Items for vocabulary words Tokens for trading Trading Handout Teacher’s guide to the Trade Routes *Trading simulation was adapted from a lesson plan on the Office of Resources for International Studies website (http://orias.berkeley.edu/spice/textobjects/tradegame.htm) |
Islam's Most Influential Inventions (Discussion)
Goals and Objectives
Goal: Students will put forth an opinion about which invention from Islam’s golden age has the greatest impact on today’s world and use evidence to support their opinion.
Objective: Students will evaluate inventions from Islam’s golden age and determine which invention has had the greatest impact on today’s world. Students will support their claims with evidence and reasons.
Objective: Students will evaluate inventions from Islam’s golden age and determine which invention has had the greatest impact on today’s world. Students will support their claims with evidence and reasons.
California State Content Standards
7.2.6 Understand the intellectual exchanges among Muslim scholars of Eurasia and Africa and the contributions Muslim scholars made to later civilizations in the areas of science, geography, mathematics, philosophy, medicine, art, and literature.
Common Core Literacy Standards
CCSS. ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS. ELA-Literacy.WHST.6-8.1a Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
CCSS. ELA-Literacy.WHST.6-8.1a Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
Driving Historical Question
Which inventions from Islam’s golden age have had the greatest impact in today’s world?
Lesson Introduction
Students will start with a clustering activity. The key phrase is influential inventions. Inventions will go in the center circle. The students will think of any words they associate with that phrase and connect their words to influential inventions or any other word they write down. The idea is to allow free association of thought and see how ideas are connected. Ideally, not all the words will be connected to influential inventions instead students will connect new words to other brainstormed words. The students will get approximately 1 ½ minutes to cluster words. They will then share their method of clustering with an elbow partner and explain the words and their
Vocabulary
Students will review claim, evidence, and the proper use of evidence to support a claim. The teacher will then post the words of the ten inventions from medieval Islam that they will be examining in class. This review will also segue and activate their background knowledge about these inventions.
Content Delivery
The teacher will connect the opening activity of clustering and vocabulary with the lecture of Islam’s golden age and ask students if they recall any of the notable achievements discussed in the lecture. The teacher will then introduce the larger topic for today. We will read the CNN article “Muslim Inventions That Have Shaped the Modern World” as a class.
The teacher will then pass out the discussion worksheet and display the procedure for discussion about which invention had the greatest impact on today’s world.
The teacher will then pass out the discussion worksheet and display the procedure for discussion about which invention had the greatest impact on today’s world.
Student Engagement
Students engage in the triad discussion as per directions on their worksheet and the procedural directions displayed on the document camera.
Assessments
Formative: The teacher will informally assess students during their triad discussion checking in to see who is really listening and clarifying as the questioner. The questioner will give the greatest indication as to who is listening and understands the nature of responding to a classmate’s comments. The teacher will make quick notes on a seating chart as the informal assessment.
Summative: The worksheet will be turned in at the end of class and reviewed for ideas in the brainstorm section, who used sentence frames, and the recorder’s ideas of why their classmate’s argument was strong.
Summative: The worksheet will be turned in at the end of class and reviewed for ideas in the brainstorm section, who used sentence frames, and the recorder’s ideas of why their classmate’s argument was strong.
Accommodations
The article is straightforward with a low lexile level and should be accessible to all students in the class. The worksheet has sentence frames to aid these students in forming the academic language needed for such a discussion. It also adds a basic level for the questioner role of restating the talker’s claim and evidence with the option of offering a counterargument if the student feels comfortable. The teacher will also circulate through the room during the brainstorm portion of choosing the invention with the biggest impact to scaffold accordingly for each student who needs assistance.
Resources
Article
Discussion Worksheet Procedural Directions Pencil or Pen |