The Rise of Islam Brian Andrews World History B

Classroom Class- Sophmores Approx 95% Content Byzentine Empire- French Revolution 85-90% Kinesthetic Learners If Kinesthetic was not first, it was usually a close second My big picture- Learning Fair

Unit Summary The Islamic faith is currently the largest growing religion in the world. The ability to identify and explain the origins and expansion of Islam and the creation of the Islamic Empire is relevant to today ’ s society. This unit meets the standards for the State of Michigan ’ s Social Studies High School Content Expectations. It utilizes the various ‘ lenses ’ proposed in the document for examining the early modern world.

Unit Rational Current (post 9/11) historical events have prompted the need for greater study of the origin and belief system of the Islamic faith. Students will know the foundation of the Islamic faith and the leaders that developed this religion. In addition, the students will understand the principle beliefs held by members of this faith and the impact on modern society.

Lesson 1 Objective Students will be able to discuss what they know about Islam, research a provided article in groups. Students will then read and discuss Islam affects the cultures in which it is practiced, and produce an illustration about a topic in the article. The students will then share their illustration and summarize the groups article with two other students.

Lesson 2 Given a map, students will be able to identify and locate the geographic fixed (Southwestern Asia, Modern Saudi Arabia) and relative (Middle East, bordering countries) physical geographic origin of Islam, and know the physical geographical features.

Lesson 3 The Student will be able to identify the key terms regarding the Islamic faith, and be able to answer who Muhammad ibn Abdullah was and his reason for the creation of Islam as well as the purpose of understanding its historical relevance. Strategy- Lincs Flash Cards

An Overview of the LINCS Strategy Step 1: L ist the parts Step 2: I dentify a Reminding Word Step 3: N ote a LINCing Story Step 4: C reate a LINCing Picture Step 5: S elf-test

Creating LINCS Study Cards Draw the LINCing Picture on the bottom half of the second side. Chief of his land Land given by king for fighting in army fief chief

Lesson 4 Students will be able to explain and summarize Islam ’ s rise and Mohamed ’ s role in the foundation of the religion Learning Strategy-Writing Breaks Essay assigned-

Lesson 5 Students will be able to explain the differences between Shia, Sunni, and Sufi sects of the Islamic Faith. Learning Strategy- Venn Diagram

Lesson 6 TSW be able to understand the Caliph (deputy) duties to uphold religious and political power Learning Strategy- using a Venn Diagram compare the changes in Islam after Mohamed ’ s death, and summarize the growth of the Islam as an economic force in Afro- Eurasia, using a map; Learning Strategy -illustrate the expansion of the empire.

Lesson 7 The students will present their essay projects in written, illustrative, or digital format on a topic relating to Islam to the classroom. (5-10 min per student).

Lesson 8 & 9 1. The students will review the key terms and concepts from the unit. The students will be tested on the key terms and concepts from the unit

Unit Methods Textbook: This Unit will use the book, World History: Connections To Today as a shared classroom resource

Multiple Intelligences: This unit engages several multiple intelligence groups. The lectures, notes, and readings engage the linguistic-verbal learners. Collaborative group work engages the interpersonal learners. The digital photo essay incorporates technology with peer learning. The illustration project incorporates collaborative learning with visual and kinesthetic learning. Using organizers and maps engages the visual- spatial learners.