Author:
Rebecca Corso
Subject:
Ancient History, World History
Material Type:
Lesson Plan
Level:
High School
Grade:
9
Tags:
  • Connecticut Common Core
  • ISTE
  • Islamic Civilizations
  • Muslim Civilizations
  • Social Studies
  • Spread of Islam
  • World History
  • connecticut-common-core
  • iste
  • social-studies
  • License:
    Creative Commons Attribution Non-Commercial No Derivatives
    Language:
    English
    Media Formats:
    Downloadable docs, eBook, Graphics/Photos, Interactive, Text/HTML, Video, Other

    Early Muslim Civilizations (622-1629) Unit (9th Grade World Studies)

    Early Muslim Civilizations (622-1629) Unit (9th Grade World Studies)

    Overview

    Mini-Unit Rationale:
    In this unit, the content to be covered will all fall under the subheading of early Muslim Civilizations. Previously the students have studied early river valley civilizations such as in the Fertile Crescent, the Indus River Valley, the Americas, the Huang River Valley and the Nile River Valley. The students will be able to use their previous knowledge of the basic constructs of a civilization to build upon the content in this chapter (10) that outlines the creation, spread and division of the Muslim political and religious empires of the Middle East. This mini-unit will lead students to the next mini-unit, which covered the spread of Islam into South and Southeast Asia through religious, cultural and political diffusion among other varying factors.
    This mini-unit will consist of five 45-minute lessons to be taught to a college-prep level freshman World Studies course in a private, co-educational Catholic high school classroom. There are sixteen students in the class, of varying academic abilities. Some students in the general education class have 504 accommodation plans and two have IEP’s, but they are grouped heterogeneously into this social studies course with all college-prep level students. The school is a 1 to 1 school, and all students have iPads with Ebook textbooks, internet capability, QR code readers and the whole slate of Google Apps downloaded onto their tablets. The students will all have multiple new applications downloaded onto their iPads prior to this mini-unit, and will learn how to use them during tutorial portions within this mini-unit.

    Overall Goal:
    This mini-unit is designed to help students develop as historical thinkers, critical thinkers, and digital citizens through the lens of analyzing the origins, division and spread of early Muslim civilizations.

    Overall Objectives:
    1. Students will be able to... identify the prophet of Islam, Muhammad, and explain how his teachings spread the Islamic beliefs throughout the Middle East and eventually, the world.
    2. Students will be able to... explain how Islam affected all aspects of religious and secular society for Muslims, and how this led to advancements and innovation in many parts of the world.
    3. Students will be able to... explain the divisions that emerged within Islam and the differences between their major beliefs.
    4. Students will be able to... explain the rise of the Umayyad and Abbasid caliphates and how those empires affected the Middle East and the surrounding lands.
    5. Students will be able to… read and understand detailed maps and virtual reality images of the important historical sites of Mecca and Medina, and explain their significance to the rise and spread of Islam.

    Overall Standards:
    NCSS Standards Strands:
    Time, Continuity and Change: Evaluate the impact of the institutions, values, and beliefs of people in the past on important historical decisions and developments, and compare different interpretations of the causes and consequences of these decisions and developments.
    Individuals, Groups and Institutions: Evaluate different interpretations of the influence of groups and institutions on people and events in historical and contemporary settings.
    Individuals, Groups and Institutions: Analyze examples of tensions between belief systems and governmental actions and policies.
    Power, Authority and Governance: Examine persistent issues involving the rights, responsibilities, roles, and status of individuals and groups in relation to the general welfare.
    Global Connections: Describe and explain conditions and motivations that contribute to conflict, cooperation, and interdependence among groups, societies, and nations.

    CSDE Common Core Social Studies Standards:
    GEO 6–7.2 Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions, and changes in their environmental characteristics.
    GEO 6–7.3 Explain how cultural patterns and economic decisions influence environments and the daily lives of people.
    GEO 6–7.4 Analyze the cultural and environmental characteristics that make places both similar to and different from one another.
    GEO 6–7.5 Explain the connections between the physical and human characteristics of a region and the identity of individuals and cultures living there.
    CIV 6–7.1 Explain specific roles played by citizens (such as voters, jurors, taxpayers, members of the armed forces, petitioners, protesters, and officeholders).
    CIV 6–7.3 Compare historical and contemporary means of changing societies and promoting the common good.
    HIST 6–8.1 Use questions about historically significant people or events to explain the impact on a region.
    INQ 9–12.5: Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of view represented in the sources, the types of sources available, and the potential uses of the sources.

    Connecticut Common Core Literacy Standards:
    CCSS.ELA-LITERACY.W.11-12.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
    CCSS.ELA-LITERACY.W.11-12.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
    CCSS.ELA Literacy and Reading RH.11-12.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

    Diocese of Bridgeport Standards:
    Historical Thinking: Students will develop historical thinking skills, including chronological thinking and recognizing change over time; contextualizing, comprehending and analyzing historical literature; researching historical sources; understanding competing narratives and interpretation; and constructing narratives and interpretation.
    Diocese of Bridgeport Historical Thinking Skills:
    Skill 1: Trace the emergence and decline of Muslim civilizations.
    Skill 2: Explain how geography and history are linked.
    Skill 3: Describe the tenets of Islam.
    Skill 4: Analyze the reason for the division of Islam.
    Skill 5: Evaluate the role of religion in the development of the Muslim empires in the Middle East.
    Skill 6: Describe the major characteristics of Muslim empires.
    Skill 7: Describe examples of cultural diffusion from the Muslim Empires.
    Skill 8: Describe the characteristics and advances of the Golden Age of Islam.
    Local, United States and World History: Students will use historical thinking skills to develop an understanding of the major historical periods, issues and trends in United States history, world history, and Connecticut and local history.
    Historical Themes: Students will apply their understanding of historical periods, issues and trends to examine such historical themes as ideals, beliefs and instructions; conflict and conflict resolution; human movement and interaction; and science and technology in order to understand how the world came to be the way it is.
    Applying History: Students will recognize the continuing importance of historical thinking and historical knowledge in their own lives and in the world in which they live.

    ISTE Net Standards for Students:
    Empowered Learner: 1C: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
    1D: Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.
    Digital Citizen: 2B: Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.
    2C: Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.
    Knowledge Constructor: 3A: Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
    3C: Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
    Innovative Designer: 4A: Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
    Creative Communicator: 6B: Students create original works or responsibly repurpose or remix digital resources into new creations.
    6C: Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.
    6D: Students publish or present content that customizes the message and medium for their intended audiences.
    Global Collaborator: 7B: Students use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.
    7C: Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.
    7D: Students explore local and global issues and use collaborative technologies to work with others to investigate solutions.

    Overall Unit Assessments:
    Formative Assessments:

    • Teacher will monitor student progress by circulating and assessing student on-task behavior while providing immediate feedback and redirection if necessary.
    • Teacher will check daily student progress via student-group Google Doc sheets.
    • Students will take various Google Forms formative assessments to gauge their individual understanding of the content knowledge, as well as reflect on their collaboration and participation in lesson activities.
    • Answer Garden formative assessment will be posed to gauge their individual understanding of the content knowledge, as well as reflect on their collaboration and participation in lesson activities.
    • Students will participate in interactive Kahoot Quizzes to help both teacher and student understand individual real-time comprehension levels.

    Summative Assessments:

    • Students will create an original telecast in small groups of three to display their knowledge and understanding of the Umayyad and Abbasid Empires and/or the Golden Age of Muslim Civilization, and this mini-unit overall.
    • Students will take a summative assessment at the end of Chapter 11 (after multiple mini-units are completed) in the form of a pen-to-paper Unit test.


    Summary of Mini-Unit:
    Students will begin this unit by learning about the context of the time period, and the geography of the land and cities from where the early Muslim civilizations emanated. Then, they will learn about the major tenets of Islam and a religion and Muslims as a culture and the political systems of the early empires. Next, students will analyze the origins and spread of conflict that lead to the division of Islam into the two major sects of the religion: Sunni and Shi’a. Finally, students will learn about the Umayyad and Abbasid empires and analyze their contributions to society and culture in the Middle East, as well as trace the emergence and decline of those Muslim empires.

    Technology Rationale:
    The 9th grade students will be using various technologies each day of this mini-unit, ranging from iPad applications, to QR codes, to engaging Smart-board technology. The integration of technology into this mini-unit will optimize students’ learning experience by encouraging student collaboration, providing innovative ways of communicating their own ideas, and engaging students as global citizens who demonstrate an understanding of digital citizenship and proper use of technology in an academic setting. Some of the technologies used by the teacher and students are included to streamline the transition process and create a paperless classroom environment, which will provide many benefits for the class and even transcend the classroom, such as environmental and economical.

    Day 1


    Objectives        Monday
     
    Students will be able to... identify the prophet of Islam, Muhammad, and explain how his teachings spread the Islamic beliefs throughout the Middle East and eventually, the world.
     
    Essential Question of  the Day
     
    Who was Muhammad, and how did his teachings lead to the rise and spread of Islam?

    Procedures
    Introductory Activity: Students will spend 5 minutes playing an interactive map game on their individual iPads (they may play with/against one partner) to familiarize themselves with the lands of the Middle East. (TapQuiz Maps iPad app)
    Lesson Activities: Students will use their iPad QR code readers to scan, access and watch a ten-minute introductory video from the Khan Academy about the spread of Islam as a culture and religion. They will watch the video with headphones individually.
    During and after the short Khan Academy film, students will take small group (jigsaw format) notes on their google drives in a pre-made note-taking template. Each student will use a different visible color/font to show their own notes. Each small group of four will take notes on the following four topics presented in the film: Middle Eastern geography, Muhammad’s life, the major tenets of Islam, and finally, the early spread of Islam. (25-27 minutes)
     
    Lesson Closure: Students will take a short Google Forms Quiz as an exit ticket that assesses their understanding of the topics outlined in the Khan Academy video from the beginning of the class. The quiz is their ticket out of the classroom for the day! (5 minutes)
     
     
    Materials
    -student iPads, chargers + headphones
    -Smartboard
    -Google Drive
    -Gmail
    -GoogleDocs
    -Khan Academy Video
    -QR Codes + Links
    -QR Readers
    -Google Forms Quiz Exit Ticket
     
     

    Formative Assessment
    Teacher will monitor student progress by circulating and assessing student on-task behavior while providing immediate feedback and redirection if necessary.
    Teacher will check daily student progress via student-group Google Doc sheets.
    Google Forms formative assessments to gauge their individual understanding of the content knowledge, as well as reflect on their collaboration and participation in lesson activities.
    Summative Assessment
    Students will create an original telecast in small groups of three to display their knowledge and understanding of the Umayyad and Abbasid Empires and/or the Golden Age of Muslim Civilization, and this mini-unit overall.
    Students will take a summative assessment at the end of Chapter 11 (after multiple mini-units are completed) in the form of a pen-to-paper Unit test.
     

    *See above*

    Day 2


    Objectives         Tuesday
     
    Students will be able to... identify the prophet of Islam, Muhammad, and explain how his teachings spread the Islamic beliefs throughout the Middle East and eventually, the world.
     
    Students will be able to… read and understand detailed maps and virtual reality images of the important historical sites of Mecca and Medina, and explain their significance to the rise and spread of Islam.
     
    Essential Question of  the Day
     
    Where is Islam originate and how did early Muslims live?
    How do maps of the Middle East reflect its history, politics, and economics?
     

    Procedures
    Introductory Activity: Students will work in pairs to take a 10 minute virtual reality tour of Mecca and Medina using Google Street View on their smartphones and teacher-supplied Cardboard Headsets. Students may also use their iPads to access the VR technology without the Google cardboard headsets, with a similar effect. As students are experiencing the historical sites in VR, they will discuss with their partners what they see geographically, physically, and demographically, and connect that information to what was learned yesterday.
    Lesson Activities:
    Five minutes will be spent debriefing with the entire class group on what they experienced and learned through the introductory VR activity.
    Twenty-five minutes will be spent reading and discussing the textbook, including various maps and images illustrating the origins and expansion of Islam throughout and even past the borders of the Middle East. Students will take notes of pertinent information gleaned from the class discussion on their own individual GoogleDoc previously shared with the teacher.
     
    Lesson Closure: Students will spend 5-7 minutes playing a class-wide game of Kahoot.it as a formative assessment of student understanding. The students will access the correct website by scanning the QR code displayed on the smart board, and then entering the class pin when invited to do so.
    Materials
    -student iPads, chargers + headphones
    -Smartboard
    -Google Drive
    -Gmail
    -GoogleDocs
    -QR Codes + Links
    -QR Readers
    -VR headsets
    -Google StreetView App (iphone and ipad compatibilities)
    -Smartphones
    -Kahoot Game
     
     
     

    Formative Assessment
    Teacher will monitor student progress by circulating and assessing student on-task behavior while providing immediate feedback and redirection if necessary.
    Teacher will check daily student progress via student-group Google Doc sheets.
    Students will participate in interactive Kahoot Quizzes to help both teacher and student understand individual real-time comprehension levels.
    Summative Assessment
    Students will create an original telecast in small groups of three to display their knowledge and understanding of the Umayyad and Abbasid Empires and/or the Golden Age of Muslim Civilization, and this mini-unit overall.
    Students will take a summative assessment at the end of Chapter 11 (after multiple mini-units are completed) in the form of a pen-to-paper Unit test.

    *See Above*

    Day 3


    Objectives                Wednesday
     
    Students will be able to... explain the divisions that emerged within Islam and the differences between their major beliefs.
     
    Essential Question of  the Day
    What were the origins of the Sunni/Shi’a split and how did their different beliefs divide the early Muslim community?

    Procedures
    Introductory Activity: Students will play a matching game on the Smartboard with vocabulary terms from their chapter and notes for five minutes.
     
    Lesson Activities:
    Students will watch and analyze a 15-minute “Crash Course World History” video that explains the Sunni/Shi’a split together on the Smartboard.
    Then, they will spend five minutes discussing the origins of the division with a partner, and then five minutes will be spent as a class debriefing together. There will be a QR code that students can scan on their own to go back to the video when discussing to find evidence to support their claims.
    After the video and debrief, students will be invited to respond to an AnswerGarden prompt: “What were the origins of the Sunni/Shi’a divide?” The students will use their iPads to access and respond, adding to the word cloud. This will serve as a formative assessment of student understanding of the material.
    Lesson Closure: Students will spend 3 minutes answering the prompt and the remaining time of class (5-7 minutes) discussing their answers and defending them to the class.
     
    Materials
    -student iPads, chargers + headphones
    -Smartboard + Linked Game
    -Google Drive
    -Gmail
    -GoogleDocs
    -QR Codes + Links
    -QR Readers
    -“Crash Course World History” Video
    -Answer Garden + Prompt
     

    Formative Assessment
    Teacher will monitor student progress by circulating and assessing student on-task behavior while providing immediate feedback and redirection if necessary.
    Teacher will check daily student progress via student-group Google Doc sheets.
    Answer Garden prompts will be posed as formative assessments to gauge their individual understanding of the content knowledge, as well as reflect on their collaboration and participation in lesson activities.
    Summative Assessment
    Students will create an original telecast in small groups of three to display their knowledge and understanding of the Umayyad and Abbasid Empires and/or the Golden Age of Muslim Civilization, and this mini-unit overall.
    Students will take a summative assessment at the end of Chapter 11 (after multiple mini-units are completed) in the form of a pen-to-paper Unit test.

    *See Above*

    Day 4


    Objectives        Thursday
     
    Students will be able to... explain how Islam affected all aspects of religious and secular society for Muslims, and how this led to advancements and innovation in many parts of the world.
     
    Students will be able to... explain the rise of the Umayyad and Abbasid caliphates and how those empires affected the Middle East and the surrounding lands.
     
    Essential Question of  the Day
    How were the Umayyad and Abbasid empires developed and spread? What were the major achievements of the Islamic Golden Age (Abbasid Empire)?

    Procedures
    Introductory Activity: Students will watch a model Touchcast video for 3 minutes.
     
    Lesson Activities:
    Students will be taught a mini-lesson for 15-20 minutes consisting of a tutorial on usage of the TouchCast Studio iPad app.
     
    Students will then begin small group research (3 students per group) and create documentary videos (3-5 minute long clips) (using the iPad app TouchCast Studio) about the Umayyad and Abbasid caliphates OR a specific invention/innovation from the Islamic Golden Age explained in their book. The options for the invention documentary are: Arabic Numerals, Calligraphy, Astrolabes, Quadrants, al-Jabr (Alegebra), or Mosaics.
    Closure: Students will spend the last 2 minutes of class answering a reflective Google Form as an exit ticket. The form addresses student use of the Touchcast App technology and their current status on the small group project! The quiz is their ticket out of the classroom for the day! (5 minutes)
     
    Materials
    -student iPads, chargers + headphones
    -Smartboard
    -Google Drive
    -Gmail
    -GoogleDocs
    -QR Codes + Links
    -QR Readers
    -model TouchCast Video
    -TouchCast iPad App
    -TouchCast tutorial
    -Google Form Exit Ticket
     

    Formative Assessment
    Teacher will monitor student progress by circulating and assessing student on-task behavior while providing immediate feedback and redirection if necessary.
    Teacher will check daily student progress via student-group Google Doc sheets.
    Google Forms formative assessments to gauge their individual understanding of the content knowledge, as well as reflect on their collaboration and participation in lesson activities.
    Summative Assessment
    Students will create an original telecast in small groups of three to display their knowledge and understanding of the Umayyad and Abbasid Empires and/or the Golden Age of Muslim Civilization, and this mini-unit overall.
    Students will take a summative assessment at the end of Chapter 11 (after multiple mini-units are completed) in the form of a pen-to-paper Unit test.

    *See Above*

    Day 5


    Objectives          Friday
     
    Students will be able to... explain how Islam affected all aspects of religious and secular society for Muslims, and how this led to advancements and innovation in many parts of the world.
     
    Students will be able to... explain the rise of the Umayyad and Abbasid caliphates and how those empires affected the Middle East and the surrounding lands.
     
     
    Essential Question of  the Day
     
    How were the Umayyad and Abbasid empires developed and spread? What were the major achievements of the Islamic Golden Age (Abbasid Empire)?

    Procedures
    Introductory Activity:
    Teacher will address the main concerns of students expressed in their Google Forms exit tickets from yesterday. 5 Minutes will be spent reviewing student goals and objectives, answering questions, continuing tutorial of TouchCast App and/or troubleshooting problems.
     
    Lesson Activities: Students  will work in their small groups to finish their TouchCast videos. The teacher will circulate to provide assistance and redirection if and when needed.
     
    Closure: Teacher will assign homework and review rubric for the Touchcast group project.
     
    Homework: Students will complete their TouchCast videos remotely with their partners and share link with the teacher by 10pm on Sunday, to be presented on Monday in class. The Teacher will input the due date into the shared class Google Calendar, which will automatically remind the students about the Monday due date for the project.
    Materials
    -Google Form
    -student iPads, chargers + headphones
    -Smartboard
    -Google Drive
    -Gmail
    -GoogleDocs
    -QR Codes + Links
    -QR Readers
    -model TouchCast Video
    -TouchCast iPad App
    -TouchCast tutorial
     
     

    Formative Assessment
    Teacher will monitor student progress by circulating and assessing student on-task behavior while providing immediate feedback and redirection if necessary.
    Teacher will check daily student progress via student-group Google Doc sheets.
    Students will share their Touch Casts with the teacher by Sunday at 10pm for formative teacher approval prior to their final presentations.
    Summative Assessment
    Students will create an original telecast in small groups of three to display their knowledge and understanding of the Umayyad and Abbasid Empires and/or the Golden Age of Muslim Civilization, and this mini-unit overall.
    Students will take a summative assessment at the end of Chapter 11 (after multiple mini-units are completed) in the form of a pen-to-paper Unit test.
     

    *See Above*