786
Unit One ---The Legacy of
Muhammad: Contributions of Islam to the Global Community of Humankind
The
Prophet Muhammad (peace be upon him) said: "If anyone travels on a road in
search of knowledge, God will cause him to travel on one of the roads of Paradise.
The angels will lower their wings in their great pleasure with one who seeks
knowledge. The inhabitants of the heavens and the Earth and (even) the fish in
the deep waters will ask forgiveness for the learned man. The superiority of
the learned over the devout is like that of the moon, on the night when it is
full, over the rest of the stars. The learned are the heirs of the Prophets,
and the Prophets leave (no monetary inheritance), they leave only knowledge,
and he who takes it takes an abundant portion. - Sunan of
Abu-Dawood, Hadith 1631
Dedication: Sami Mustafa Teas
Thanks to:
My beloved wife, Ann Mary
Teas; My professors at Northeastern, Shaunna Harrington and Dr. Lydia Young; Jon,
Nazaneen, and Joaquin Sadiq Khalil Naji-Otto; Dr. Nazeer Ahmed; Shaykh Hisham
Kabbani; Shaykh Nazim al-Kibrusi al-Haqqani; Karen Armstrong; Tariq Ramadan;
and all teachers and scholars who make it their life’s work to promote peace
and understanding between East, West, North and South, and educate our youth so
that they may be inspired and empowered to leave this world better than they
found it
Table
of Contents
I. Introduction
II.
Stage One
III.
Table of Understandings and Evidence
IV.
Directions and Rubric for CPT
V.
Where To?
VI.
Daily Lesson Plans
Appendix A: Massachusetts
Department of Education History and
Social Science Curriculum Framework
Appendix B: Common Core English Language Arts Standards » History/Social Studies » Grade 9-10
Appendix B: Common Core English Language Arts Standards » History/Social Studies » Grade 9-10
I.
Introduction
Dear
Educator,
We live in troubled times, where the
violence that is all to prevalent in the wider world has come to our schools,
communities, and even our homes. Most often, the victims are those with the
least power and authority in society, especially women and children, and those
living in poverty. In the wake of atrocities such as school shootings, suicide
bombings and ongoing ethnic and sectarian conflict in many parts of the world,
there is more need than ever before for us to look critically at the core moral
and ethical codes of humanity, and to educate ourselves on their significance
and continuing relevance today.
The goal of all religions is peace, both
in the external world as well as within the soul of the individual. Similarly,
the goal of education is the understanding of core ideas within the individual,
and the ability to transfer these understandings out into the wider world in
the form of meaningful social activism.
The purpose of this unit is to shed some
light on the core teachings of the Islamic faith and investigate its
contribution to all aspects of human civilization on the planet Earth.
Furthermore, it is to attempt to elucidate the recent phenomenon of Islamic
fundamentalism as both a reaction to Western colonialism, as well as a betrayal
of fourteen-hundred-year legacy of tolerance and human progress. The
culminating performance task will be for students to present an educational
lecture for the U.S. military prior to overseas deployment, with the goals
being the students’ ability to transfer of the understandings gained in this
unit, as well as the prevention of such horrific acts as torture, civilian
murder and desecration of holy places that can only stem from ignorance.
For Muslims, the Prophet represents the
ideal of all human attributes- moral, physical, intellectual and spiritual.
Muhammad’s legacy transformed a nomadic desert people into innovators of a
vibrant civilization that amalgamated the learning of Greeks, Persians,
Indians, Chinese and others, and added to them, generating the greatest
flowering of intellectual accomplishment and global commerce the world had ever
seen. The concept of Shariah (Islamic
law), a term so misunderstood in the West, gave the world the concept of trial
by jury, and had a direct influence on legal systems in England and the United
States today. It is the goal of this unit to once again present Muhammad, the
historical figure, as perhaps the most influential human being who ever lived.
It is also to present the contributions of his nation, the Ummah, to the scientific, intellectual, legal and artistic,
ethical, not to mention spiritual, advancement of humankind.
This unit supports my vision of
education as an impetus for activism in that it raises issues of social
injustice within the context of human cultures in how they relate to Islam, and
appeals to adolescents’ emotions and universal moral convictions, then inspires
them to become agents of change in their communities. This could mean
challenging racial profiling of Arabs and South Asians and the surveillance of
mosques by writing op-ed pieces for the school newspaper as an extra-credit
assignment later in the year, debating the full face-veil ban issue in France,
reading fatwas of Islamic scholars on the prohibition of domestic violence in
Islam, raising awareness about the plight of the Palestinians in the face of
Israel’s continued blockade on Gaza, or organizing a food drive for Syria.
Furthermore, this unit becomes activism
in that it exposes students to the work of both traditional as well as progressive scholars, and encourages real self-reflection and the questioning of
presupposed opinions.
This unit also supports my vision of
education as being grounded in the elucidation of traditional moral teachings. Through honoring the First Amendment separation of church and state, this unit
seeks to present the legacy of Muhammad objectively, within the context of World History. It encourages students to reflect upon the compatibility of Muslim core beliefs with those of Judaism, Christianity and
other faith traditions, including modern secularism and even Communism. With respect to all faith traditions,
later units in this yearlong course will cover Judaism, Christianity, Hinduism, Buddhism and others.
It may be asked why I designed a unit
that covers up to the present-day as a part of a yearlong course on ‘Medieval’
(500-1650 CE) history. The reason why is that I wanted to bring young Americans' perceptions of Islam out of
the Middle Ages and relate it to current events that effect the students today,
such as the wars in Iraq and Afghanistan. We will do this by exploring the rise of modern Salafi Sunni and Twelver Shi'a fundamentalism, often at the expense of more traditional Sufi Islam. We will also explore
the formation of the diverse American Muslim culture, all as background for students to be
able to succeed in their Culminating Performance Task (CPT), which will address U.S. Military being deployed overseas to Muslim countries.
In the interest of meeting state and
national standards, and students’ ability to succeed on standardized tests and
write effective college essays, the Commonwealth Massachusetts’ Frameworks for
Social Studies and the Common Core College and Career Readiness Anchor
Standards for Reading and Writing have been incorporated throughout. In addition
to the CPT and frequent ‘mini-CPTs’, there will be one 5-page research paper in
this unit. The essential skills I have dispersed throughout, with the long-term
goal being the students’ mastery of them, in order to be successful in the
workplace and higher education after graduation, and as global citizens.
II.
Stage One
Unit 1: The legacy
of Muhammad, 570 CE-present
Transfer: Students
will be able to independently use their learning to… Understand Islam as
a monotheistic religion that has shaped, and continues to shape, human
societies, and consciousness over the past 1400 years. Understand Islam as a
global religion and as a unifying force in inter-regional trade networks in
the Old World during the pre-modern era. Understand the root causes of modern
extremism.
|
|
Students will
understand…
U1: The conscience of individual people has played a
significant role in the shaping of human society.
U2: The written word and the ability of people to read and
write have played a significant role in the shaping of human society.
U3: Identities of individuals and societies are very much
influenced by kinship and family ties.
TU1: The Qur’anic emphasis on literacy and the pursuit of
knowledge led to the syncretization of knowledge systems throughout the Old
World.
TU2: Islam is a universal religion that adapted itself to
various cultures while maintaining a core set of beliefs, practices and laws.
TU3: Violent terrorist acts and suicide bombings are a recent
phenomenon, and represent the views of a tiny group of individuals, and do
not represent the views of Muslims as a whole.
TU4: Violent
extremism is the result of fringe groups, such as Al-Qaeda, acting under
their own religious and political authority. Such groups have come
about since the fall of the Caliphate. Before WWI, Muslims were united under
a Caliph, whose religious and political authority was acknowledged by all.
TU5: Religious texts can be interpreted differently by
different groups of people, in different contexts.
|
Q1: How have religions and belief systems determined the
role of the individual in human society?
Q2: How does the ability to read and write empower
individuals and change societies?
Q3: What are some of the ways that kinship and family ties
help to define the role of the individual in society?
Q4: How can nationality, religion, gender and other
factors influence the telling of history?
Q5: What are some of the ways that humans have viewed
their relationship to nature?
Q6: How did the development of cities change the ways
humans related to one another?
Q7: What are the rights and responsibilities of women and
men in different societies?
TQ1: Why is the pursuit of knowledge and learning so
important to Muslims?
TQ2: How did the Qur’an change the status of women, slaves
and poor people in Arab and Muslim society?
TQ3: How has Islam spread throughout the world?
TQ4: How is Islam related to, as well as distinct from,
Judaism and Christianity? How have the three Abrahamic religions influenced
one another for the past 1400 years?
TQ5: What constitutes a ‘golden’ or ‘classical’ age?
TQ6: How did the Islamic faith adapt differently to the
different societies that embraced it?
|
Students will be
able to…
SK1: Examine history from a variety of primary source
documents that reflect vastly different viewpoints.
SK2: Crafting Historical Arguments from Historical
Evidence, Chronological Reasoning, Comparison and Contextualization,
Historical Interpretation and Synthesis (College Board, Historical Thinking
Skills).
SK3: Conduct independent research in libraries, and online
by being able to discern reputable websites.
SK4: Gathering data through all senses- Use your natural
pathways (Habits of Mind).
SK6: Questioning previously held opinions. Thinking
flexibly- Look at it a different way (HoM).
SK7: Collaboration on group projects. Thinking
interdependently- Learning with others (HoM).
SK9: Relate historical information in various parts of the
world to current events that affect our lives today.
SK10: See the connection between past and present when
dealing with issues of social justice, human rights and equality.
|
Students will know…
(Adapted from Mass. Curriculum Frameworks for Social
Studies: see Appendix A)
|
III. Table of Understandings and Evidence
Understandings
·
The conscience of individual people has played a significant role
in the shaping of human society.
·
The written word and the ability of people to read and write
have played a significant role in the shaping of human society.
·
Identities of individuals and societies are very much influenced by
kinship and family ties.
·
The study of history is
necessary in order to understand the root causes of current events that affect
our lives every day.
·
Throughout history, there has been tension between those wanting
change and those resistant to change.
·
It is important to study history from multiple perspectives of
power, class and gender in order to gain a broader picture of ‘what actually
happened’.
·
TU1: The Qur’anic emphasis on literacy and the
pursuit of knowledge led to the syncretization of knowledge systems throughout
the Old World.
·
TU2: Islam is a
universal religion that adapted itself to various cultures while maintaining a
core set of beliefs, practices and laws.
·
TU3: Violent terrorist
acts and suicide bombings are a recent phenomenon, and represent the views of a
tiny group of individuals, and do not represent the views of Muslims as a
whole.
·
TU4: Violent extremism is the result of fringe groups, such as
Al-Qaeda, acting under their own religious and political authority. Such groups have come about since the fall of the Caliphate.
Before WWI, Muslims were united under a Caliph, whose religious and political
authority was acknowledged by all.
·
Religious texts can be
interpreted differently by different groups of people, in different contexts.
Evidence of Understanding
·
Students will complete
‘exit slip’ on the accomplishments of the Prophet during his lifetime, and three
reasons why he is considered the ‘most influential person of all time’.
·
As part of their
culminating performance task, students will identify the written word of the
Quran as central to Islamic civilization.
·
Students will be asked
comprehension check questions where they list the reasons why the Prophet was
opposed by his own kin, and why the Shi’a differ from the Sunni in terms of
their beliefs.
·
As part of their
culminating performance task, students will explain to the troops the root
causes of modern Islamic fundamentalism.
·
Students will study the life of the Prophet, Sufi saints such as
Hallaj, as well as contemporary scholars such as Dr. Amina Wadud, and Salafis
who oppose her.
·
Students will read from a variety of texts written by Muslims and non-Muslims,
men and women, as part of their assigned readings, and answer comprehension
check questions based thereon.
·
Students
will report on the science, arts, economics and legal systems of Classical
Islam, and how they were influenced by, and added to, the accomplishments of
earlier civilizations.
·
Students will read about the five pillars of Islam, and about the
spread of the faith to all continents, including North America, and answer
comprehension check questions based thereon.
·
As part of their culminating performance task, students must
convey the message that violent extremism represents
the views of a tiny group of individuals, and does not represent the views of
Muslims as a whole.
·
As part of their culminating performance task, students must convey
the message that violent extremism has come
about since end fall of the Caliphate, and that before WWI, Muslims were united
under a Caliph, whose religious and political authority was acknowledged by
all.
·
As part of ongoing assessments in the form of comprehension check
questions, students will describe conflicts within Islam dealing with
interpretation of sacred texts. Ultimately, the culminating performance task
will demonstrate this understanding, as students contrast the beliefs of
extremists with those of traditional Islam.
IV.
Directions and
Rubric for CPT
Students of the 21st
century are leaving school and entering a ‘real world’ workplace that is
increasingly global. No longer can our students afford to retain close-minded,
culturally limited views of the world into which they are becoming citizens.
Furthermore, no longer can our youth remain ignorant of the cultural
contributions of diverse peoples throughout history. The need for an education
that emphasizes the interconnectedness of different cultural regions throughout
history and their influence on one another and on the United States in the 21st
century is imperative. With this in mind, in addition to the “skills for the 21st
century” Wagner has inspired us with, I propose the following for my
Culminating Performance Task (CPT).
In response to ongoing events
related to the ‘War on Terror’, there has been an increase in disrespectful
acts by members of the US armed forces, including maltreatment of Muslim
civilians and prisoners of war, and desecration of the Qu’ran. Such acts only
stem from a deep ignorance, and an inability to separate the actions of a few
extremists and those who mean to harm innocent people, from the vast majority
of peace-loving Muslims around the world. More than ever, there is a need for
education, particularly of the troops who represent the sole 'superpower' left in the
world today. As its representatives, they are
responsible for upholding the values not merely of Euro-Christianity, but of the
combined heritage of all the world’s peoples, who have long looked to the United
States as a beacon of hope and freedom.
One of the overarching
understandings of the yearlong plan entitled ‘the Elephant in the Dark’ is the
interconnectedness of all the world’s peoples, with particular attention to the
role of Islam, from the medieval period to modern times. If ever there was an
international, multicultural civilization preceding that of the modern United States,
it was Dar-al-Islam, with its far-flung trading networks that spanned much of
the globe, from West Africa to the Far East. The Renaissance and
voyages of discovery that propelled Euro-Christianity to the forefront of
global civilization in recent centuries was very much influenced by Islam.
The rise of modern Europe and, subsequently, the United States as the
sole superpower of the 21st century would be impossible without the
scientific, cultural and spiritual contributions of the nation of Muhammad. The
overarching understanding that I wish to convey is the interconnectedness of all cultures, religions and
ways of life, as part of one human community.
Goal
- Your task is to prepare a
presentation for US soldiers and officers going abroad on the
contributions of Islam to world history.
- The goal is to present the
scientific, artistic and intellectual accomplishments and the effect of
Muslim civilization on the rise of modern Europe by the year 1650. It is
also to articulate the reasons for the recent rise in tensions between
Islamic fundamentalism and the West, and to present the United States not
as a Crusader state but as a tolerant, multicultural entity not at war
with Muslims, but one possessing a rich Muslim heritage (albeit
indirectly, through Moorish Spain and the Atlantic slave trade) of its
own.
- The problem or challenge
is pervasive stereotypes about Islam due to biased information from the
media. It is also in response to the ‘Clash of Civilizations’ theory that
portrays world regions as monolithic entities, and inevitable future
conflicts as being based on ideologies.
- The obstacles to overcome
are anti-Muslim prejudice, preformed opinions about Islam, other cultures
and/or world history, and accusations of religious proselytizing from
detractors. There is no hidden agenda here: the goal of this project is to
educate, inform and share historical insight with the goal of promoting
dialogue and respect.
Role
- You are scholars on world
history from the medieval period to the present.
- You have been asked to
present a history of Islam and its influence on Europe, the United States,
and global science and intellectual advancement. Furthermore, it is to
examine some of the root causes for modern Islamic fundamentalism.
- Your job is to inform and
create respect for the cultural diversity of the Muslim world, and the
contributions of Muslims to world civilization, including Europe and the
West. To dispel myths and misinformation about a different culture. To
present possibilities for the recent rise in Islamic fundamentalism, as
distinct from what we will term ‘Classical Islam’.
Audience
- Your clients are the US
Military.
- The target audience is
soldiers and officers on their way to serve in Iraq and Afghanistan.
- You need to convince
military leaders and personnel of the need for respecting traditions other
than their own. That European civilization was historically very much
influenced by Islam. That the United States possesses a vibrant Muslim
culture of its own, and its founding fathers were influenced by the
Islamic ideal of equality and brotherhood. That modern Islamic fundamentalist
‘terrorists’ (i.e., whom we are at war with) by no means represents either
a global majority or a long-standing historical movement, within Islam.
That their actions toward Muslim civilians will reflect the United States
and its citizens as a whole, that they must act as respectful ambassadors,
knowledgeable about history, and respectful of other cultures.
Situation
- The context you find
yourself in is a military base where troops are departing for overseas.
- The challenge involves
speaking to relatively uneducated recruits whose understandings of the
influence of Islam on world civilization may be lacking due to preformed
opinion. Challenges might include detractors accusing presenters of
pursuing a hidden agenda (in league with the ‘enemy’), or religious
proselytizing. The challenge will be to dissuade these views, and
deconstruct the xenophobic ‘Clash of Civilizations’ theory to emphasize
the history of multicultural tolerance and cross-pollination between all
world cultures. It will also be to educate about the contributions of
Islam to world history, while at the same time being able to ‘weed out’
the causes of extremism. Perhaps most difficult, it will be to urge U.S.
soldiers to look at their own country as it must be seen by outsiders, and
to ask themselves to critically ask themselves, “how can I best represent
the best of the United States?” This means challenging what is often a
very deeply ingrained ethnocentrism.
Product, Performance
and Purpose
- You will create a group
presentation that includes PowerPoint slides, as well as a written
‘educational newsletter’ document, with properly cited sources, in order
to present to the troops upon their departure. Presentations should
include an audio-visual component as well. All group members need to be
equally involved in the presentation, and equally responsive to questions
in the subsequent question-and-answer session.
- You need to develop a
strong presentation so that the troops who are representing the United
States are going away with a well rounded, well informed, lasting
impression of Islamic contributions to world history.
Standards and
criteria for success
- Your performance needs to
effectively demonstrate the overarching skills, knowledge and
understanding of the year.
- Your work will be
evaluated by the teacher, yourselves, and by other students, who will play
the role of military personnel.
- Your product must meet the
following standards (see rubric).
Rubric for
Culminating Performance Task
May 26, 2013
Criteria
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3 – Exceeds Standard
|
2 – Meets Standard
|
1 – Does Not Meet
Standard
|
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Critical Thinking
|
Shows application of credible and relevant knowledge, and
evidence of original thought.
Displays more than a synthesis of the facts, makes
relevant connections between the past and present that effectively influence
the target audience.
|
Shows some application of relevant knowledge, and evidence
of some original thought. Some facts may seem to be taken out of context.
Displays a synthesis of the facts, makes relevant connections
between the past and present that effectively influence the target audience.
|
Shows little application of relevant knowledge or evidence
of original thought. Facts seem irrelevant and taken out of context.
Displays an incomplete synthesis of the facts, makes
irrelevant connections between the past and present that ineffectively
influence the target audience.
|
||
Historical Research
|
Provides clear evidence of, and proper citation of,
multiple primary-source documents from a wide variety of historical perspectives.
|
Provides adequate evidence of, and proper citation of,
primary-source documents from more than one historical perspective.
|
Evidence of historical research, if any, lacks proper
citation, primary sources, or multiple perspectives.
|
||
Multiple Perspectives
|
Takes into account not only multiple historical
perspectives, but the various perspectives of the target audience as well.
|
Takes into account more than one historical perspective,
as well as considers more than one perspective of the target audience.
|
Does not take into account more than one historical
perspective, nor more than one perspective of the target audience.
|
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Collaboration
|
Report shows the result of teamwork that is exceptionally
democratic, caring, and displays superior communication skills.
|
Report shows the result of teamwork that is democratic,
caring, and displays adequate communication skills.
|
Report shows the result of teamwork that is unequal,
indifferent, and displays poor communication skills.
|
||
Presentation
|
Exceptionally clear and concise. Inspirational. Speaker
enunciates his/her words, maintains eye contact and supplements his/her
presentation with outstanding, original materials.
|
Somewhat clear and concise. Speaker enunciates most of
his/her words, maintains eye contact and supplements his/her presentation
with some original materials.
|
Unclear and hard to follow. Speaker does not enunciate
his/her words and/or fails to maintain eye contact. Speaker supplements his/her presentation
with materials that are generic and uninteresting.
|
||
Persuasiveness of Argument
|
Argument is extremely convincing and thought provoking.
Presenter is able to expertly defend his/her argument from detractors during
question/answer period.
|
Argument is reasonably convincing and thought provoking.
Presenter is able to adequately defend his/her argument from detractors
during question/answer period.
|
Argument is weak and predictable. Presenter is unable to
defend his/her argument from detractors during question/answer period.
|
||
Map Skills
|
Presenter shows a high degree of understanding of the art
and science of different kinds of maps in terms of scale, legend, theme and
aesthetics.
|
Presenter shows some understanding of the art and science
of different kinds of maps in terms of scale, legend, theme and aesthetics.
|
Presenter shows a lack of understanding of the art and
science of different kinds of maps in terms of scale, legend, theme and
aesthetics.
|
||
Writing Skills
|
Presenter employs correct grammar, punctuation and mastery
of the mechanics of the English language, including demonstration of
vocabulary derived from other languages.
|
Presenter displays mostly correct grammar and punctuation,
as well as an adequate understanding of the mechanics of the English
language.
|
Presenter displays frequent errors in grammar, punctuation
and in the mechanics of the English language.
|
||
Technological Skills
|
Presenter demonstrates proficiency in the use of modern
technology in his/her presentation, including PowerPoint, Excel, Word and
hyperlinks.
|
Presenter uses some modern technology in his/her
presentation, including at least two of the following: PowerPoint, Excel,
Word and hyperlinks.
|
Presenter does not include modern technology in his/her
presentation, and if they do, it shows an insufficient understanding of its
proper use.
|
||
Works Consulted: http://www.k12.wa.us/graduationrequirements/culminatingprojects/handbooks/MercerIslandHandbook.pdf
V.
Where To?
W= What will they be learning? Why is this
worth learning? What evidence will they show of their learning? In an age
of increasing global communication and immigration, as well as ongoing conflict
involving the United States and many parts of the Muslim world, it is in the
best interest of humanity to cultivate deeper understanding of, and
appreciation of, other cultures. Students will be learning about the basic
tenets of the Islamic faith, the life of the prophet Muhammad, the spread of
the faith, its arts and culture and its influence on global society.. Students
will also learn about the rise of fundamentalist interpretations of Islam in
recent decades, and begin to contrast these with traditional Islam. Evidence of
learning will be shown in presentations that culminate in a final presentation
on the contributions of Islam to global culture, including the United States.
H= How will I hook and engage the learners? In
what ways will I help them connect desired learning to their experiences and
interests?
As a form of pre-assessment, have them write a paragraph on:
“In what ways have Muslims influenced the world?” Be prepared to address
popular misconceptions. Ask what influence Islam has on both the United States
and global culture. Draw student’s attention to the following facts: 1) Michael
H. Hart’s (1978) ‘100 Most Influential People in History’, 2) Representation of
Muhammad at the U.S. Senate as one of the great lawgivers, 3) Thomas
Jefferson’s Quran, upon which Congressman Keith Ellison, D-MN, swore his oath
into office.
E= How will I equip students to master
identified standards and succeed with the targeted performances? What learning
experiences will help develop and deepen understanding of important ideas?
·
Students will read biographical accounts of
Muhammad, and highlight an individual aspect of his life (moral-religious,
legal, intellectual, diplomatic, political, military, domestic, etc.) that they
feel was the most influential to the establishment Muslim culture, and to
global society as a whole.
·
Students will read passages from Quran and
Hadith emphasizing knowledge, as well as the works of early Muslim scientists. Students
prepare a presentation on the scientific (mathematical, medical, astronomical,
technological, etc.) contributions of the Islamic world to the global
intellectual heritage of humankind.
·
Students will read passages from Quran, Hadith
and texts by early Muslim jurists pertaining to economic transactions. Students
will prepare a presentation on the economic (banking, trade and finance)
contributions of the Islamic world to the global community, with regard to
cross-cultural relations.
·
Students will read passages from Quran, Hadith
and texts by early Muslim jurists pertaining to law. Students prepare a
presentation on the legal (courts, judges, juries, etc.) contributions of the
Islamic world to the global community, in particular on the English and U.S.
legal systems.
·
Students will listen to Islamic music and view
Islamic art, and prepare their own visual or performing arts presentation.
·
Students will complete maps and timelines
relating to the growth of Dar al-Islam in the years 610-1500 CE.
·
Students will be given a brief overview of the
Islamic world since 1500, including European colonialism and the decline of the
Caliphate, and the rise of modern secular nationalism and fundamentalist extremism.
Students will also read the work of leading Muslim intellectuals of today,
including Tarik Ramadan, Hisham Kabbani, Asra Nomani and Amina Wadud.
·
Students will read about the history of Islam in
the African-American experience, its influence on popular culture and, combined
with that of immigrants from many lands, the formation of a uniquely American
Muslim culture.
·
Students will study the roots of post-9/11
Islamophobia in the U.S. and its proponents, including neoconservative scholar
Samuel Huntington’s theory of the ‘Clash of Civilizations’.
·
Debate on the causes of modern Islamic
fundamentalism, and the origins of the Israeli-Palestinian conflict.
·
Final Project: Presentation to US Military on
the contributions of Islam to global Civilization.
R= How will I encourage the learners to
rethink previous learning? How will I encourage ongoing revision and
refinement?
·
Presentation of new information. This is true
throughout the unit. The goal is to discourage generalizations and sweeping
statements. For example, draw attention to women scholars among the companions
of the prophet and early Muslims, and the diversity of human cultures that
accepted Islam in the past 1400 years. In the final lessons dealing with modern
fundamentalism, present historical facts (i.e. Western imperialism, the
discovery of oil and the switch to a petroleum-based economy in the 20th
century, British support for al-Saud during WWI, the unpopularity of the Shah,
and the causes and effects of the Israeli-Palestinian conflict). Encourage
students to ask questions to one another, in order to challenge their opinions,
by seeking out new information.
·
Present multiple topics for class discussion
and/or debate, such as: What is the solution to the Israeli-Palestinian
conflict? What is the Islamic position on suicide bombing? What is the best
example of an Islamic state in the world today? Is the United States a secular
country, a Christian country, or both? Is the ‘Clash of Civilizations’ theory
true?
E= How will I promote students’ self-evaluation
and reflection?
·
Metacognitive activities: ‘How am I doing?’ at
the end of each week, to be written in the students’ ‘Reflective Journals’.
T= How will I tailor the learning activities
and my teaching to address the different readiness levels, learning profiles,
and interests of my students?
·
Differentiated Instruction: Students will be
given a choice of texts, websites and creative tasks (writing, performance and
visual arts) for each lesson. By keeping the learning project-based, and
centered around pair-work and small-group work, students of different readiness
levels, learning profiles and interests will be accommodated. Ultimately, my
role will be more of ‘academic coach’ than of ‘teacher’. In addition to
lecturing, I will facilitate learning by asking questions, assigning research
projects, and encouraging student reflection, continually challenging them to
think critically.
O= How will the learning experiences be
organized to maximize engaging and effective learning? What sequence will work
best for my students and this content?
I. Daily Lesson Plans
Week One
DAY #1: Historical background of Arabia, Judaism and Christianity
WHI.1 On a map of the Middle East, Europe, Africa, and Asia, identify where Islam began and trace the course of its expansion to 1500 AD. (H)
Understandings:
• The conscience of individual people has played a significant role in the shaping of human society.
• The written word and the ability of people to read and write have played a significant role in the shaping of human society.
• Identities of individuals and societies are very much influenced by kinship and family ties.
Essential Questions:
• How have religions and belief systems determined the role of the individual in human society?
• How does the ability to read and write empower individuals and change societies?
• What are some of the ways that kinship and family ties help to define the role of the individual in society?
• How can nationality, religion, gender and other factors influence the telling of history?
• What are some of the ways that humans have viewed their relationship to nature?
• How did the development of cities change the ways humans related to one another?
• What are the rights and responsibilities of women and men in different societies?
Knowledge:
• Arab culture during the Jahiliyya (Age of Ignorance).
• Relationship of Islam to Judaism and Christianity
Skills:
• SK1: Examine history from a variety of primary source documents that reflect vastly different viewpoints.
• SK6: Questioning previously held opinions. Thinking flexibly- Look at it a different way (HoM).
Learning Objectives for Today & Evidence/Assessment of Learning:
Learning Objectives:
Students will be able to… Evidence/Assessment of Learning
Locate the cities of Mecca, Medina and Jerusalem, and the Byzantine, Sassanid and Sabean-Axumite empires on a globe. Students must correctly identify each of the three cities, and three empires, on a blank map of the Middle East.
Explain the significance of the religious teachings of Abraham, Moses, Jesus and their followers in the centuries before c610 CE. As an exit slip, students must write down three aspects of Jewish belief, three aspects of Christian belief, and explain their presence in Arabia.
Describe the social, religious, political and economic structure of Arab society in the early seventh century CE. For homework, students must describe the role of clan loyalty, tribal government, caravan trading, oasis farming, nomadic herding, idol worship and the significance of the Kaaba in Meccan Arab culture.
Essential Question(s) for Today:
• Who was Abraham? What did he believe?
• What do Jews and Christians believe? In what ways are their beliefs similar? In what ways were their beliefs similar to the religion of Abraham?
• What was the significance of Mecca in the religious and economic world of the Arabs? According to the Muslims, who built the Kaaba?
• If the Kaaba was built to honor only one God, why was it filled with idols?
• In pre-Islamic Arabia, how did the family or tribe you were born into effect your opportunities in life?
Why Learning This Matters:
Muslims are in the news a lot these days, often in a bad light. This unit seeks to clarify many common misunderstandings about Muslims and Islam. Some of us are Muslims, or have friends and family members that are. All of us, no matter what we believe, are in one way affected by the message of the Prophet Muhammad, which has had a tremendous impact on human civilization for the past 1400 years. Therefore, it is important to understand the world into which the Prophet came, and the beliefs of those communities of faith that preceded him, namely, the Jews and the Christians. Also, we must understand the nature of Arab society before Muhammad, so we are able to contrast it with afterward and recognize the sweeping changes his message brought.
• Hook: 5 minutes: Tell the class that in 1978, Michael H. Hart wrote a book called the 100 Most Influential People in History. Have students vote on who they think the #1 is.
• Pre-Assessment: 20 minutes: have students write a paragraph describing who Muhammad was, three aspects of Muslim belief, and three contributions Muslims have given to the modern world.
• Mini-Lecture: 20 minutes: Abraham, Moses and Jesus: faith communities before Muhammad. Also, the nature of pre-Islamic Arabian religion, economy and society. Teacher models the use of graphic organizer and timeline for note taking on the key beliefs, and sequence events from the time of Abraham (c2000 BCE) through to the time of Muhammad (c610 CE), including a brief overview of the Sumerian, Assyrian, Babylonian, Persian Zoroastrian and Greco-Roman empires in the region. The Christian Sabean-Axumite kingdom will also be mentioned in connection with the events in Arabia leading up to the revelations of the Prophet.
• Map-work: 10 minutes: Students, in pairs, identify Mecca, Medina, Jerusalem and the Byzantine, Sassanid and Sabean-Axumite kingdoms on a blank map of the greater Middle East. Extension: Students can label main overland and maritime trade routes, as well as other centers of civilization.
• Exit slip: 5 minutes: Students must write down three aspects of Jewish belief, three aspects of Christian belief, and explain their presence in Arabia.
Materials:
Religion: Judaism / Christianity / Islam
Founder: Moses / Jesus / Muhammad
Holy cities: Jerusalem / Jerusalem, Constantinople, Rome / Mecca, Medina, Jerusalem
Messiah: Not yet / Jesus (son of God) / Jesus (prophet)
Dietary laws: Yes (kosher) / No / Yes (halal)
Proselytizing (seeks converts): No / Yes / Yes
Holy book(s): Torah (Old Testament), Talmud / Bible: Old and New Testaments / Quran and Hadith
Language of holy book: Hebrew / Aramaic, Greek, Latin / Arabic
Global population in 2013: 13.8 million / 2.18 billion / 2.04 billion
Countries/regions with large populations: Israel, United States, Russia, Argentina, others / Latin America, Europe, Russia, United States, Australia, parts of Africa, Australia, Philippines, others / Indonesia; Indian Subcontinent; Central Asia; Middle East; Northern, Western and Eastern Africa; Southeast Europe, Southern and Central Russia; others
The Sassanid Empire around its greatest extent under Khosrau II in 621. http://en.wikipedia.org/wiki/Sassanids
Timeline of Middle East History
2000 BCE Abraham
1300 BCE Moses
1040 BCE King David
1000 BCE King Solomon
587 BCE Seige of Jerusalem by Nebuchadnezzar, king of Babylon. Temple of Solomon destroyed, and Jews carried away in captivity.
538 BCE Persian king Cyrus the Great conquers Babylonians; Jews allowed to return to Jerusalem and begin second temple.
356-323 BCE Alexander the Great conquers Persian Empire.
C4 BCE-c36 CE life of Jesus Christ
70 CE Jewish Revolt; Romans destroy the second temple, Jewish diaspora begins.
313 CE Constantine I converts to Christianity.
570 Abraha, Christian King of Yemen, unsuccessfully tries to conquer Mecca. Birth of Muhammad.
610 First revelation in a cave on Mt. Hira
614 Khosrau II of Persia sacks Jerusalem
620 Isra and Miraj
622 Hijra
DAY #2: The Life and Mission of the Prophet
WHI.1 On a map of the Middle East, Europe, Africa, and Asia, identify where Islam began and trace the course of its expansion to 1500 AD. (H)
WHI.2 Describe significant aspects of Islamic belief. (H)
WHI.4 Describe the central political, economic, and religious developments in major periods of Islamic history. (H, E)
CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
CCSS.ELA-Literacy.RH.9-10.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
Skills:
• SK4: Gathering data through all senses- Use your natural pathways (Habits of Mind). Students will examine art from the Classical Islamic world, and listen to audio recordings.
• SK9: Relate historical information in various parts of the world to current events that affect our lives today.
• SK10: See the connection between past and present when dealing with issues of social justice, human rights and equality.
Learning Objectives for Today & Evidence/Assessment of Learning:
Learning Objectives:
Students will be able to… Evidence/Assessment of Learning
Identify the major events in the Prophet’s life Comprehension check questions throughout lesson.
Understand the reasons why he was opposed, and by whom Comprehension check questions throughout lesson.
Identify the basic tenets of Islam as taught by Muhammad, and identify some of the companions Comprehension check questions throughout lesson.
Essential Question(s) for Today:
• How has the conscience of individual people played a significant role in the shaping of human society?
• How was Muhammad similar to the other prophets and religious teachers? How was he different?
• Why did the Quraysh (ruling elite of Mecca) oppose the Prophet?
• What is the relation between the Arabs and the Jews?
• What is the significance of the Prophet’s first followers being a businesswoman (his wife Khadijah), a businessman (Abu Bakr), a slave (Bilal Habeshi) and a boy (Ali)? What does this say about the broad appeal of his message?
• Why is the Temple Mount in Jerusalem a sacred site to Muslims (as well as to Jews and Christians)?
• Do all biographies of Muhammad portray his life in the same way?
Why Learning This Matters:
To Muslims, Muhammad was more than just the founder of a new religion; he was the restorer of the ancient religion of Abraham, and was a Prophet for all people, not just for his own Arab people. As we know, Jews and Christians had been living in and around Arabia for centuries, but most Arabs practiced a polytheistic religion (worshipped many gods), drank excessively, gambled, and abused women, slaves and the poor. Therefore, Muhammad not just as a prophet but as a social reformer, lawgiver, military general and politician, in that he was able to unify a vast desert peninsula of warring tribes within his lifetime, as well as initiate a great wave of human civilization. For people of all religions who are interested in religion, politics, military tactics and social reform, it is important to understand the life and teachings of the Prophet Muhammad.
• “Do Now”: 5 minutes
Writing prompt: In your journal, write about one of the following:
1. Based on what we learned about the social conditions in pre-Islamic Arabia, what kinds of hardships do you think a social reformer would face in this kind of environment?
2. How would you define a prophet? What kinds of special characteristics do prophets possess?
3. Why would Muslims and non-Muslims write about the Prophet’s life differently?
• Mini-Lesson/Mini-Lecture: 20 – 25 minutes
The life and teachings of the Prophet Muhammad, from different sources. Teacher models the use of graphic organizer for note taking, as well as timeline. Brief lecture on note-taking and critical analysis of historical texts.
• Independent Work: 20 – 25 minutes
Students, in groups, use classroom texts (see below) to complete the graphic organizer.
• Video: 5 minutes: Last scenes from The Message
• Closing & Extension: 5 – 10 minutes
Teacher brings class together again, to go over graphic organizer, continue lecture on the significance of Muhammad’s life and example to Muslims and non-Muslims today.
• Exit slip: Summarize the accomplishments of the Prophet during his lifetime, and three reasons why he is considered the ‘most influential person of all time’.
Materials
• Biographies of the prophet:
Neutral: Karen Armstrong, Muhammad, the Biography of the Prophet
Classic Muslim: Ibn Hisham, Biography of the Prophet
Orientalist: George Bush (ancestor of the former US President), The Life of Muhammad (1832)
Timeline
570 Abraha, Christian King of Yemen, unsuccessfully tries to conquer Mecca. Birth of Muhammad.
610 First revelation in a cave on Mt. Hira
614 Khosrau II of Persia sacks Jerusalem
620 Isra and Miraj
622 Hijra
624 Battle of Badr: Muslim victory
625 Battle of Uhud: Meccan victory
627 Battle of the Trench
630 Peaceful conquest of Mecca
632 Last Sermon of the Prophet
Graphic Organizer
Person, place or thing Who, what?
Khadijah
Bahira
Shahada
Hajj
Sawm
Zakat
Salat
Abu Bakr
Ali
Isra and Miraj
Abu Talib
Hira
Hijra
Medina
Badr
Uhud
Battle of the Trench
Quraysh
Abu Lahab
Umar
Uthman
Quran
Hadith
Homework:
1) Students write in their journals, “what do you think happened when the Prophet died? Did all of the people agree as to who should be his successor?”
2)Read sections 1-5 in http://historyofislam.com/contents/
3)Read about the origins of Sunni-Shia conflict: http://www.npr.org/templates/story/story.php?storyId=7332087
5) Read Armstrong, p23-37
DAY #3: The death of the Prophet / origins of the Sunni-Shia conflict
WHI.4 Describe the central political, economic, and religious developments in major periods of Islamic history. (H, E)
CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
CCSS.ELA-Literacy.RH.9-10.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
Understandings:
• The conscience of individual people has played a significant role in the shaping of human society.
• Identities of individuals and societies are very much influenced by kinship and family ties.
• Religious texts can be interpreted differently by different groups of people, in different contexts.
Essential Questions:
• What are some of the ways that kinship and family ties help to define the role of the individual in society?
• How has Islam spread throughout the world?
• How did the Islamic faith adapt differently to the different societies that embraced it?
• How were leaders chosen in early Islam?
Knowledge:
• The Message of the Qur’an.
• The concept of Shura (mutual consultation) as an Islamic form of democracy.
Skills:
• SK2: Crafting Historical Arguments from Historical Evidence, Chronological Reasoning, Comparison and Contextualization, Historical Interpretation and Synthesis (College Board, Historical Thinking Skills).
• SK4: Gathering data through all senses- Use your natural pathways (Habits of Mind). Students will examine art from the Classical Islamic world, and listen to audio recordings.
• SK6: Questioning previously held opinions. Thinking flexibly- Look at it a different way (HoM).
• SK7: Collaboration on group projects. Thinking interdependently- Learning with others (HoM).
• SK9: Relate historical information in various parts of the world to current events that affect our lives today.
Learning Objectives for Today & Evidence/Assessment of Learning:
Learning Objectives:
Students will be able to… Evidence/Assessment of Learning
Identify the events that happened in the years immediately after the Prophet’s death. Comprehension check questions during independent work time.
Identify the source of the disagreement between the Sunnis and the Shi’a. Comprehension check questions during independent work time.
Debate the Sunni-Shi’a conflict. Teacher observation and mediation during debate.
Essential Question(s) for Today:
When in Muslim history did the Sunni-Shi’a split happen? Why is it necessary to be able to see both sides in any conflict?
Why Learning This Matters:
Every day, we hear news stories from Iraq, Syria and other places involving the ongoing struggle between Sunni and Shi’a Muslims. If they are all Muslims and believe there is only one God and Muhammad is his Prophet, why are they fighting? How and why do their beliefs and practices as Muslims differ?
• “Do Now”: 5 minutes
In your journal, write an answer to one of the following prompts:
1) Based on your reading from last night, how did Abu Bakr change the rules of warfare? How do you think this made the Muslims be viewed by their enemies?
2) Based on your reading from last night, what is the source of the Sunni-Shi’a conflict?
• Mini-Lesson/Mini-Lecture: 20 – 25 minutes
Teacher will lecture on the events in the years following the Prophet’s death (i.e. the ‘Rightly Guided Caliphs’: Abu Bakr, Umar, Uthman and Ali) and the important events that happened during this time (i.e. the compilation of the Quran, the collections of Hadith from various sources, and the expansion of the Dar-al-Islam at the expense of the Byzantine and Sassanid Empires) and the events that occurred at Karbala. Discussion of the Quran and hadith, and how together they form the basis of Islamic knowledge, as well as the concept of shura (consultation), a kind of early Islamic democracy.
• Video: 3 minutes: Imam Hussein’s Last Prayer
• Independent Work: 25 – 30 minutes
Students are divided into three groups; Sunnis, Shia and a panel of judges. The two sides must debate the question of successorship to the Prophet, and the judges evaluate each side based on the persuasiveness of their argument.
• Closing & Extension: 5 – 10 minutes
Brief lecture on major Shia movements in Islamic history, including the Fatimid Caliphate, the Ismailis, the Twelvers, and the Alevi. Emphasize the diversity of beliefs and cultures these diverse sects represent from the secular Alevi and Bektashi Sufis of Turkey to Hezbollah and Ayatollah Khomenei. Assign homework.
Materials:
• Video: Imam Hussein’s Last Prayer
Center: Allah. Clockwise from top: Muhammad, Ali, Hassan, Hussein, Fatima.
http://ahlulbaytway.wordpress.com/tag/muslims/
Who’s Who?!
Muhammad The Prophet
Khadijah Muhammad’s first wife
Fatima Their daughter
Aisha Muhammad’s youngest wife, in whose arms he died. Daughter of Abu Bakr
Abu Bakr Muhammad’s closest friend, first Caliph of Islam
Umar Second Caliph of Islam
Uthman Third Caliph of Islam
Ali Fourth Caliph of Islam. Husband of Fatima and son-in-law of the Prophet
Hassan Son of Fatima and Ali, grandson of the Prophet
Hussein Hassan’s twin brother
Yazid Third Umayyad Caliph
Muawiyah Fourth Umayyad Caliph
Homework:
E.. Armstrong, p41-53
DAY #4: The Early Caliphate / the spread of Islam / pre-Mongol era
WHI.1 On a map of the Middle East, Europe, Africa, and Asia, identify where Islam began and trace the course of its expansion to 1500 AD. (H)
WHI.3 Analyze the causes, and course, and effects of Islamic expansion through North Africa, the Iberian Peninsula, and Central Asia. (H, G)
WHI.4 Describe the central political, economic, and religious developments in major periods of Islamic history. (H, E)
WHI.5 Analyze the influence and achievements of Islamic civilization during its “Golden Age.” (H)
CCSS.ELA-Literacy.RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
Skills:
• SK1: Examine history from a variety of primary source documents that reflect vastly different viewpoints.
• SK4: Gathering data through all senses- Use your natural pathways (Habits of Mind). Students will examine art from the Classical Islamic world, and listen to audio recordings.
• SK6: Questioning previously held opinions. Thinking flexibly- Look at it a different way (HoM).
Learning Objectives for Today & Evidence/Assessment of Learning:
Learning Objectives:
Students will be able to… Evidence/Assessment of Learning
Identify the regions covered by the Umuyyad and Abassid Empires on a map/globe Comprehension check questions during independent work time.
Identify the role played by the ‘People of the Book’ in Muslim society Comprehension check questions during independent work time.
Work in collaborative groups to research and prepare a presentation on one of the following areas: Mathematics, Science, Economics, Law and the Arts. Teacher observation during independent research time.
Essential Question(s) for Today:
• How did the development of cities change the ways humans related to one another?
• What were some of the reasons for the Arabs’ rapid conquest from Spain to India during in first century after Hejira?
• What special rights were given to the Jewish and Christian subjects of Muslim rulers?
• What constitutes a ‘golden’ or ‘classical’ age?
Why Learning This Matters: The rapid spread of Islam after the Prophet’s death was due to many factors, including the spiritual message of the Quran and the bravery of Muslim soldiers. Contrary to what many Western Orientalists have written, however, invading Muslim armies did not force people to convert; rather, the religious freedom of Jews and Christians was protected, although many converted to the new religion for a number of reasons. Never before in human history had such a vast empire sprung up almost overnight, accompanied by such an unprecedented flowering of learning and culture. It is in awe of this phenomenon that we will study the early days of the Caliphate, which indeed set the stage for Muslim contributions to human civilization, which continue to this day.
• “Do Now”: 5 minutes: Students write in their journal an answer to the following prompt: Why were the early Muslims able to expand their dominions from Spain to India within such a short time? What do you think was the result of such a mixing of different cultures?
• Mini-Lesson/Mini-Lecture: 20 minutes: Lecture on the growth of the Caliphate during the Umuyyad period, including the annexation of Spain and the subsequent flowering of Islamic learning there. Discussion of the accomplishments of Ibn Sina, Al-Khwarizmi and others. Discuss the role of Jews and Christians as ‘People of the Book’ (i.e. exempt from military service and secure in their places of worship, but required to pay a special tax) in the Caliphate, and the flowering of Sephardic Jewish culture in Spain, as exemplified by thinkers such as Maimonides. Finally, introduce the ‘learning stations’ and assign project groups for the next two days.
• Independent Work: 30 minutes: Students, in groups, work at each of the stations to research for their presentations tomorrow.
• Closing & Extension: 5 minutes: Short mini-lecture on being able to discern reputable websites and discern bias; as well as re-iterating some of the important contributions of Muslims to various fields of knowledge during the Umayyad and Abbasid Caliphates.
The Umayyad Caliphate (661-750)
The Abbasid Caliphate (750-1258)
Homework:
1)Read Armstrong, p53-65
DAY #5: “Seek Knowledge, Even Unto China”: Islamic Mathematics, Science, Economics, Law and the Arts
WHI.2 Describe significant aspects of Islamic belief. (H)
WHI.4 Describe the central political, economic, and religious developments in major periods of Islamic history. (H, E)
WHI.5 Analyze the influence and achievements of Islamic civilization during its “Golden Age.” (H)
CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
Skills:
• SK2: Crafting Historical Arguments from Historical Evidence, Chronological Reasoning, Comparison and Contextualization, Historical Interpretation and Synthesis (College Board, Historical Thinking Skills).
• SK3: Conduct independent research in libraries, and online by being able to discern reputable websites.
• SK4: Gathering data through all senses- Use your natural pathways (Habits of Mind).
• SK7: Collaboration on group projects. Thinking interdependently- Learning with others (HoM).
Learning Objectives for Today & Evidence/Assessment of Learning:
Learning Objectives:
Students will be able to… Evidence/Assessment of Learning
Identify some of the major contributions of Muslims to mathematics, science, economics, law and the arts. Comprehension check questions throughout lesson, final presentation.
Work together in groups to read critically and take notes on important ideas. Teacher observation of group work.
Make short presentations before the whole class where all group members take part. Final presentation.
Essential Question(s) for Today:
• Why is the pursuit of knowledge and learning so important to Muslims?
• In what ways did Muslims scientists refine, and add to, and combine ancient Greek, Persian, Indian and Chinese knowledge?
• What is the Muslim belief about banking, and the charging of interest on loans? How is this different from most banking institutions today?
• What was the influence of Shari’a (Islamic Law) on the development of other legal systems, including English Common Law?
• What have been some of the contributions of Muslims to the fields of visual art, architecture, and engineering?
Why Learning This Matters:
Muslim mathematicians, scientists, economists, lawmakers and artists of all kinds have left an indelible mark on the intellectual heritage of humankind. This is perhaps the single most important lesson of the unit, as it requires students to work in collaborative groups to create a presentation, covering one aspect of the important contributions of Muslims to world civilization during the ‘Golden Age’ of the Caliphate.
• “Do Now”: 5-10 minutes: Multiple-choice Quiz (see Materials below).
• Group Work: 10-15 minutes: Students, in groups, work at each of the stations to finalize their short (5 minute) presentations.
• Group Work: 30 minutes: Presentations
• Closing/Extension: 10 minutes: Re-iterate important and/or neglected points regarding Muslim contributions to Mathematics, Science, Economics, Law, and the Arts. Assign writing assignment: Each student individually writes a 5-page research paper on one of the categories covered in today’s presentations, but not the one their group presented.
Materials:
Multiple Choice Quiz, Week One
1. The Prophet Muhammad was born in Arabia in the year
a. 750 CE
b. 570 BCE
c. 570 CE
d. 1570 CE
2. The Kaaba is
a. A holy book of the Jews containing sacred writings revealed to Moses
b. A holy building in Jerusalem sacred to three religions
c. A region of Arabia where the Prophet was from
d. A holy building in Mecca believed to have been built by Abraham
3. After the Prophet died, the majority of Muslims elected this person to be the first Caliph:
a. Ali
b. Uthman
c. Abu Bakr
d. Umar
4. Every year during Muharram, Shia Muslims mourn the martyrdom of
a. Muhammad
b. Abu Bakr
c. Yazid
d. Hussein
5. The following is not one of the five pillars of Islam:
a. salaat (prayer)
b. zakat (almsgiving)
c. jihad (holy war)
d. hajj (pilgrimage)
6. By the year 800, all of the following countries were part of the Caliphate, except:
a. Al-Andalus (Spain)
b. Anatolia (Turkey)
c. Persia (Iran)
d. Egypt
7. Which of the following is not true? In the Caliphate, Jews and Christians were:
a. persecuted, and their churches and synagogues destroyed
b. free to practice their religion, but required to pay a special tax
c. exempt from military service
d. respected as ‘People of the Book’ and their holy places respected
8. Muhammad’s first wife, and the earliest convert to Islam was:
a. Aisha
b. Fatima
c. Hagar
d. Khadijah
9. The first Muslim victory against the unbelievers was:
a. the battle of Uhud
b. the battle of the Trench
c. the battle of Karbala
d. the battle of Badr
10. Ibn Sina, known to the West as Avicenna, studied all of the following except:
a. poetry
b. astronomy
c. sculpture
d. medicine
• Mathematics:
• Science:
• Economics:
• Law:
• Arts:
• Islamic Calendar:
Homework:
1)Armstrong, p65-77
2)Write one paragraph defining Sufism.
3)First draft of paper due Day 8
4)How am I doing? Self-Assessment: Write at least one paragraph summarizing what you’ve learned this week, and how it has helped your understanding of the Prophet Muhammad and the early Muslim community and its relevance today. Write about which aspects of learning have been most difficult for you, and what aspects of your learning you want to work on.
Week Two
DAY #6: The Sufi Orders
WHI.2 Describe significant aspects of Islamic belief. (H)
WHI.3 Analyze the causes, and course, and effects of Islamic expansion through North Africa, the Iberian Peninsula, and Central Asia. (H, G)
WHI.4 Describe the central political, economic, and religious developments in major periods of Islamic history. (H, E)
WHI.5 Analyze the influence and achievements of Islamic civilization during its “Golden Age.” (H)
WHI.18 Identify the locations and time periods of the empires of Ghana, Mali, and
Songhay. (H, G)
WHI.21 Describe important economic, political, and religious developments in Indian history to 1800. (H)
WHI.37 Describe the expansion of Islam into India from the 13th through the 17th century, the role of the Mongols, the rise and fall of the Moghul Empire, and the relationship between Muslims and Hindus. (H, E)
Skills:
• SK4: Gathering data through all senses- Use your natural pathways (Habits of Mind). Students will examine art from the Classical Islamic world, and listen to audio recordings.
• SK6: Questioning previously held opinions. Thinking flexibly- Look at it a different way (HoM).
Learning Objectives for Today & Evidence/Assessment of Learning:
Learning Objectives:
Students will be able to… Evidence/Assessment of Learning
Identify Sufism and related terms (shaykh, murid, tariqat, dhikr, dervish) and explain their meaning. Comprehension check questions throughout lesson.
Compose a performance of Sufi poetry and/or music and dance, and present this to the class End-of-class performance.
Describe the activities of Sufis (sacred music and dance, veneration of tombs, mystical interpretation of the Quran, etc.) any why they remain controversial. Comprehension check questions throughout lesson.
Essential Question(s) for Today:
• How have Sufi tariqats helped to spread Islam in non-Muslim areas?
• How has Sufism allowed for vastly different cultures to become Muslim while still retaining their culture?
• Why were many Sufis persecuted?
• How did the religious authorities come to accept Sufism?
Why Learning This Matters: Did you know that Rumi is the most widely-read poet in the United States today? Many people know that he was connected with a religious movement known as Sufism, but not many people know that he was a devout Sunni Muslim who spoke Persian, and was born in Afghanistan. Sufis, as a whole, base their religion less on a formal observance of laws (although most are devout Muslims), but on a personal, spiritual understanding of God best exemplified by the love of the Prophet towards all people, and the heart-to-heart connection between the shaykh (master) and mureed (disciple). West Africa, Indonesia and the Indian subcontinent, where most of the world’s Muslims now live, became Muslim largely through the charismatic teachings and spirituality of the Sufis. Today, the traditional Islam best exemplified by the traditional, mystical tariqats (literally, ‘paths’) of Sufism is under attack by fundamentalist known as Wahaabis (or Salafis), who reject their practices, which often include music, ritual dancing and the chanting of holy phrases, as un-Islamic. Sufi shrines, usually built around the tombs of saints and holy people, are being destroyed all across the Muslim world, and with them, a rich part of global Muslim heritage is being lost forever.
• “Do Now”: 5 minutes: In their journals, students write an answer to one of the following prompts: 1. What is the advantage to having a living (spiritual) teacher? 2. Why might knowledge be better transmitted face-to-face (and heart-to-heart), rather than just through reading books? 3. How do you think that certain charismatic individuals were able to popularize religious ideas among new populations? During this time, Turkish ‘ney’ (reed flute) music plays.
• Mini-Lesson/Mini-Lecture: 20 – 25 minutes: Review of Friday’s quiz. A history of Sufism, from Rabia to Rumi, including their appeal to common folk, and the opposition they have faced by religious authorities. Also includes videos of Sufi ceremonies in various parts of the world.
• Independent Work: 15 – 20 minutes: In small groups, students read examples of Sufi poetry on the websites and books provided, then compose a quatrain ‘ghazal’ poem in the Persian style, with music and dance accompaniment.
• Closing & Extension: 20 – 25 minutes: Groups present their poetic performances before the class.
Materials:
Glossary of terms pertaining to Sufism
Tasawwuf Sufism (Islamic spirituality).
Shaykh, Murshid, Pir Spiritual guide.
Mureed Disciple of a shaykh.
Nafs The ego, or self.
Silsilah Genealogy or chain of heart-to-heart spiritual transmission, going back to the Prophet.
Dhikr Remembrance of Allah.
Tesbih Prayer-beads, usually having 99 beads.
Makam 1)Tomb of a Saint.
2)Level or ‘station’ of spirituality.
Sharia The outer ‘shell’ of Sufism, corresponds to observing the rituals of Islam. The first level of spirituality.
Tariqat The ‘path’ of following a shaykh. The second level of spirituality.
Haqiqah The station of ‘truth’ (haqq) that one arrives at by progressing on the tariqa.
Marifa Final mystical knowledge; oneness with Allah
Fana Annihilation of the Nafs in Allah
Rasulullah Muhammad, the Messenger of Allah
Nur al-Muhammadi The Light of Muhammad, that was created before anything else
Asma al-Husna The 99 names of God, often chanted by Sufis as a form of dhikr.
Maulid Celebration of birth of the Prophet, for many Sufis and Muslims, a time of celebration and song. Wahhabis do not celebrate Maulid.
Texts:
Videos:
Naqshbandi Whirling Dervishes of Indonesia: http://www.youtube.com/watch?v=EqKwrusqbTc
Naqshbandi Sufi Hadra in Cyprus: http://www.youtube.com/watch?v=oPZxrHchfCA
Tijani Zikr: http://www.youtube.com/watch?v=LCHQ-8IokLo
Poems of Rumi in Farsi, Music by Shahram Nazeri: https://www.youtube.com/watch?v=9EE6lOjNHns
Nusrat Fateh Ali Khan, ‘Allah Hoo’: http://www.youtube.com/watch?v=Sr6CNejcFRQ
Homework:
1)Armstrong, p81-111
DAY #7: The Cultural Geography of Dar-al-Islam / the importance of trade
WHI.1 On a map of the Middle East, Europe, Africa, and Asia, identify where Islam began and trace the course of its expansion to 1500 AD. (H)
WHI.3 Analyze the causes, and course, and effects of Islamic expansion through North Africa, the Iberian Peninsula, and Central Asia. (H, G)
WHI.4 Describe the central political, economic, and religious developments in major periods of Islamic history. (H, E)
WHI.5 Analyze the influence and achievements of Islamic civilization during its “Golden Age.” (H)
WHI.18 Identify the locations and time periods of the empires of Ghana, Mali, and
Songhay. (H, G)
WHI.19 Describe important political and economic aspects of the African empires. (H, E)
WHI.21 Describe important economic, political, and religious developments in Indian history to 1800. (H)
WHI.37 Describe the expansion of Islam into India from the 13th through the 17th century, the role of the Mongols, the rise and fall of the Moghul Empire, and the relationship between Muslims and Hindus. (H, E)
E.1.1 Define each of the productive resources (natural, human, capital) and explain why they are necessary for the production of goods and services.
E.2.1 Define supply and demand.
E.2.5 Explain the function of profit in a market economy as an incentive for entrepreneurs to accept the risks of business failure.
E.7.1 Explain the benefits of trade among individuals, regions, and countries.
Skills:
• SK2: Crafting Historical Arguments from Historical Evidence, Chronological Reasoning, Comparison and Contextualization, Historical Interpretation and Synthesis (College Board, Historical Thinking Skills).
• SK4: Gathering data through all senses- Use your natural pathways (Habits of Mind). Students will examine art from the Classical Islamic world, and listen to audio recordings.
• SK7: Collaboration on group projects. Thinking interdependently- Learning with others (HoM).
Learning Objectives for Today & Evidence/Assessment of Learning:
Learning Objectives:
Students will be able to… Evidence/Assessment of Learning
Understand trade as a major reason for the spread of Islam. Teacher observation of trade re-enactment, closing journal writing prompt.
Identify some of the major commodities traded by Muslim merchants during the Classical period. Teacher observation of trade re-enactment, closing journal writing prompt.
Role-play merchants from various parts of the Muslim world. Teacher observation of trade re-enactment, closing journal writing prompt.
Essential Question(s) for Today:
• How has Islam spread throughout the world?
• How have different cultures adapted to the Islamic faith?
• What was the role of the Muslims in the creation of a pan-hemispheric trade network?
• What kinds of goods were traded along these networks?
Why Learning This Matters: In the centuries before the European Age of Discovery, and the subsequent colonization of most of the world by European powers, Muslims created a network of trade throughout the Eastern Hemisphere unparalleled in history. Stretching from the interior of Africa to as far afield as Korea and Japan, Muslim merchants not only traded in silks, spices and precious gems but also facilitated the spread of Islam itself. If the last lesson taught us that Islam was spread not by the sword, but by charismatic Sufi shaykhs, then this lesson teaches us that Islam was spread not by the sword but by merchants and traders. In this light, is important to remember the vocation of the Prophet Muhammad, as well as his wife and first convert, Khadijah, and many of the people of Mecca and Arabia: they were traders, entrepreneurial buyers and sellers of goods in the world’s first truly global marketplace. In this lesson, you will not only learn about Muslim trade, but also have the chance to start a business venture of your own!
• “Do Now”: 5 minutes: Students write in their journals an answer to the following prompt: ‘Why might trade have been important to the spread of ideas? Why might people have changed their religion in order to further their business opportunities?’
• Mini-Lesson/Mini-Lecture: 10 – 15 minutes: The role of trade in the spread of Islam. Commodities traded, means of transport, role of the ‘Pax Mongolica’ in the opening-up of overland trade, and the role of the monsoon winds in facilitating maritime trade in the Indian Ocean rim. The subject of the slave trade in the Muslim world will also be addressed, although it will be contrasted with later Christian slavery of Africans (Day 11), which was purely based on skin color, and on a much greater scale.
• Independent Work: 30 – 35 minutes: For this class, the classroom has been transformed into a giant map of ‘Eurasafrica’. Have each student represent a ‘Center’ that has been set up in the room: Mali in West Africa, Venice in Europe, Kazan in Russia, Xi’an in China, Malabar in India, and Great Zimbabwe in southeastern Africa, for example. Each person/region has a key commodity (gold, linen, furs, porcelain, spices and ivory, etc.) and they must circulate around the room until they have obtained as many of the commodities as possible, taking into account the demand for each commodity in their ‘homeland’, and then return to their ‘homeland’. Students must haggle and negotiate for goods in central ‘marketplaces’ in the Muslim world. Students can act as middlemen for products. The student who returns home to his own country with the most riches wins.
• Closing & Extension: 10 minutes: Students write in their journals an answer to the following prompt: “from this exercise, how were ideas carried across vast areas as a result of trade? How could knowledge of Arabic, and the laws and responsibilities of being Muslim facilitate trade? What was the disadvantage of, say, the Christian Venetians or the Buddhist Chinese in negotiating long-distance trading expeditions?”
• Video: 5 minutes: Ibn Batutta documentary https://www.youtube.com/watch?v=EvYbXsMBJ5I
Materials:
Gold, salt, textiles, books, furs, porcelain, silk, spices, cowrie shells, ivory, etc.
Homework:
E.. Armstrong, p115-138
DAY #8: Islam in the Post-Mongol Age
WHI.1 On a map of the Middle East, Europe, Africa, and Asia, identify where Islam began and trace the course of its expansion to 1500 AD. (H)
WHI.4 Describe the central political, economic, and religious developments in major periods of Islamic history. (H, E)
WHI.5 Analyze the influence and achievements of Islamic civilization during its “Golden Age.” (H)
WHI.9 Describe the religious and political origins of conflicts between Islam and
Christianity, including the Muslim wars against Christianity before the European Crusades and the causes, course, and consequences of the European Crusades against Islam in the 11th, 12th, and 13th centuries. (H)
WHI.10 Describe the rise of the Ottoman Empire in the 14th and 15th centuries, including the capture of Constantinople in 1453. (H)
WHI.11 Describe the decline of Muslim rule in the Iberian Peninsula and the subsequent rise of Spanish and Portuguese kingdoms after the Reconquest in 1492. (H)
WHI.21 Describe important economic, political, and religious developments in Indian history to 1800. (H)
WHI.36 Describe the expansion of the Ottoman Empire in the 15th and 16th centuries into North Africa, Eastern Europe, and throughout the Middle East. (H, E)
WHI.37 Describe the expansion of Islam into India from the 13th through the 17th century, the role of the Mongols, the rise and fall of the Moghul Empire, and the relationship between Muslims and Hindus. (H, E)
E.4.1 Explain how government responds to perceived social needs by providing public goods and services.
CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
CCSS.ELA-Literacy.RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
Skills:
• SK2: Crafting Historical Arguments from Historical Evidence, Chronological Reasoning, Comparison and Contextualization, Historical Interpretation and Synthesis (College Board, Historical Thinking Skills).
• SK3: Conduct independent research in libraries, and online by being able to discern reputable websites.
• SK4: Gathering data through all senses- Use your natural pathways (Habits of Mind). Students will examine art from the Classical Islamic world, and listen to audio recordings.
• SK7: Collaboration on group projects. Thinking interdependently- Learning with others (HoM).
Learning Objectives for Today & Evidence/Assessment of Learning:
Learning Objectives:
Students will be able to… Evidence/Assessment of Learning
Understand the role the Crusades and the Mongols played in Islamic history, including the fall of the Arab Caliphates, and the rise of Western Europe Teacher will circulate during independent work time, asking comprehension check questions. Small group presentations.
Identify the post-Mongol period as being dominated by non-Arab, Turkish dynasties (Mughal, Safavid, Ottoman). Teacher will circulate during independent work time, asking comprehension check questions. Small group presentations.
Utilize reputable websites to research and complete a small-group presentation on one aspect of cultural achievement during the Post-Mongol period.
Teacher will circulate during independent work time to observe and assist students in their research, and give feedback where necessary. Small group presentations.
Essential Question(s) for Today:
• How have the three Abrahamic religions influenced one another for the past 1400 years?
• What were some of the immediate causes, and effects, of the Crusades on the Muslim and Christian worlds?
• What was the role of Altaic peoples (Mongols and Turks) in the history of the Muslim world?
• What constitutes a ‘golden’ or ‘classical’ age?
Why Learning This Matters: Two events greatly changed the Muslim world: the Crusades and the Mongol invasions. These marked the transition from the first classical age of Islam, dominated by Arab dynasties, to the second classical age of Islam, dominated by Turkish and Mongol dynasties, including the Ottomans. These two events also signaled the rise of the nation-states of Christian Europe as world powers, which was to have a devastating impact on the fate of Islamic cultures worldwide. It is because of the tremendous impact these two events have had on Muslim and world history that we are studying this.
• “Do Now”: 5 minutes: Students write, in their journals, an answer to the following prompt: Why would a conquering people adopt the way of life of the people they conquered?
• Mini-Lesson/Mini-Lecture: 20 – 25 minutes: The Crusades from the Muslim perspective; the effect of the Crusades on Europe; the 1453 siege of Constantinople and the end of the Byzantine Empire; the Reconquista in Spain and the fall of Granada; the Turkic and Mongol invasions; the ‘new wave’ of Turkic Islamic Empires (Mamluk, Ottoman, Safavid, Mughal etc.) their cultural achievements, social welfare programs including education and health care, and their resistance against European control. Teach responsible internet research skills and note-taking strategies.
• Independent Work: 20 – 25 minutes: Students research and complete a small-group presentation on one aspect of cultural achievement (music, miniature painting, Sufism, architecture, military technology, etc.) in the Ottoman, Safavid, Mughal empires or other Islamic culture during this time.
• Closing & Extension: 10 – 15 minutes: Students give brief presentations.
Materials:
Laptops: students will have access to the internet for research during this time.
The Ottoman Empire (1299-1923) at its greatest extent
Homework:
1)Armstrong, p141-156
2)Read: http://historyofislam.com/contents/onset-of-the-colonial-age/the-rise-of-the-global-credit-economy/
DAY #9: The effects of Western Colonialism
WHI.4 Describe the central political, economic, and religious developments in major periods of Islamic history. (H, E)
WHI.9 Describe the religious and political origins of conflicts between Islam and
Christianity, including the Muslim wars against Christianity before the European Crusades and the causes, course, and consequences of the European Crusades against Islam in the 11th, 12th, and 13th centuries. (H)
WHI.11 Describe the decline of Muslim rule in the Iberian Peninsula and the subsequent rise of Spanish and Portuguese kingdoms after the Reconquest in 1492. (H)
WHI.12 Explain why European nations sent explorers westward and how overseas
expansion led to the growth of commerce and the development of the trans-Atlantic
slave trade. (H, E)
WHI.22 Describe the growth of British influence in India and the emergence of the
British Raj. (H)
WHI.38 Account for the declining strength of the Ottoman Empire beginning in the17th century, including the failed siege of Vienna in 1683 and the rapid pace of modernization in European economic, political, religious, scientific, and intellectual life resulting from the ideas embedded in the Renaissance, the Reformation, the Scientific Revolution, the Enlightenment, and the Industrial Revolution. (H, E)
WHII.12 Identify major developments in Indian history in the 19th and early 20th centuries. (H, E)
WHII.15 Identify major developments of African history in the 19th and early 20th centuries. (H,E)
E.3.1 Compare and contrast the following forms of business organization: sole proprietorship, partnership, and corporation.
CCSS.ELA-Literacy.RH.9-10.6 Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
CCSS.ELA-Literacy.RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
Skills:
• SK2: Crafting Historical Arguments from Historical Evidence, Chronological Reasoning, Comparison and Contextualization, Historical Interpretation and Synthesis (College Board, Historical Thinking Skills).
• SK3: Conduct independent research in libraries, and online by being able to discern reputable websites.
• SK4: Gathering data through all senses- Use your natural pathways (Habits of Mind). Students will examine art from the Classical Islamic world, and listen to audio recordings.
• SK6: Questioning previously held opinions. Thinking flexibly- Look at it a different way (HoM).
• SK7: Collaboration on group projects. Thinking interdependently- Learning with others (HoM).
• SK9: Relate historical information in various parts of the world to current events that affect our lives today.
Learning Objectives for Today & Evidence/Assessment of Learning:
Learning Objectives:
Students will be able to… Evidence/Assessment of Learning
Identify the role that the Spanish defeat of the Aztec and Inca empires had on the Mediterranean Economy in the 16th-17th centuries.
Teacher will circulate during independent work time, asking comprehension check questions.
Small group presentations.
Identify the role that the charging of interest on loans led to European global dominance in the 17th -19th centuries. Teacher will circulate during independent work time, asking comprehension check questions. Small group presentations.
Identify the ways in which European colonialism divided colonized peoples, including Muslims, and deprived them of their wealth and power. Teacher will circulate during independent work time, asking comprehension check questions. Small group presentations.
Essential Question(s) for Today:
• What were the long-term effects of the European Rennaissance/Reformation on the Muslim world?
• How were the European ideas of the credit-based economy and the nation-state to effect non-European peoples during the 17th-19th centuries?
Why Learning This Matters: Prior to the European voyages of discovery, Europe was a peripheral zone of world civilization, and the bulk of global trade and intellectual activity was centered on the Muslim world. With European penetration into the Indian and Pacific oceans and the discovery of new trade routes, the preeminence of the Muslim world began to go into decline. Furthermore, the Europeans had devised an economic system that allowed for the borrowing of money at interest- and for individuals to buy shares in a large-scale business venture- thus setting the stage for modern capitalism, and the accumulation of massive amounts of wealth in the hands of a few rich Europeans, while much of the world became deep in poverty and debt. The origins of the inequalities between rich and poor nations has its roots in the European voyages of discovery and subsequent colonialism, during which time the Muslims as the preeminent world power was thwarted.
• “Do Now”: 5 minutes: Students write, in their journals, an answer to the following prompt: What were the most important consequences of European colonialism on the Muslim world?
• Mini-Lesson/Mini-Lecture: 15– 20 minutes: Basic overview of World History, 15th-19th centuries, and the economic concepts behind the limited-liability corporation and the charging of interest on loans and how this led to the growth of modern capitalism, and the political concept of the nation state, and how this emerged in Europe during the late Middle Ages. Review of internet research and note-taking strategies.
• Independent Work: 15 – 20 minutes: Students, in small groups, research a European power (Spain, Portugal, Holland, France, England, Russia, Austria, Germany, Italy) and how its colonial empire grew, and how this affected (directly or indirectly) Muslims. Each group is required to produce a Map of that country’s colonial empire, to overlay it onto the map of Dar-al-Islam in the year 1500 (from day 7).
• Closing & Extension: 10 – 15 minutes: Small group presentations.
Materials:
• Laptops: students will have access to the internet for research during this time.
• timelines:
• blank map: see day 7.
Homework:
1) Armstrong, p156-176
4) Rise of Colonial interests in the Middle East: http://ocw.nd.edu/arabic-and-middle-east-studies/islamic-societies-of-the-middle-east-and-north-africa-religion-history-and-culture/lectures/lecture-4
5) Salafi movement: http://en.wikipedia.org/wiki/Salafi
DAY #10: The end of the Caliphate and modern Islamic fundamentalism
WHI.4 Describe the central political, economic, and religious developments in major periods of Islamic history. (H, E)
WHI.38 Account for the declining strength of the Ottoman Empire beginning in the17th century, including the failed siege of Vienna in 1683 and the rapid pace of modernization in European economic, political, religious, scientific, and intellectual life resulting from the ideas embedded in the Renaissance, the Reformation, the Scientific Revolution, the Enlightenment, and the Industrial Revolution. (H, E)
WHII.19 Identify the major developments in the Middle East and Central Asia before World War II. (H, E)
WHII.39 Explain the background for the establishment of the modern state of Israel in 1948, and the subsequent military and political conflicts between Israel and the Arab world. (H)
WHII.42 Analyze the consequences of the Soviet Union’s breakup. (H, E)
WHII.47 Explain the rise and funding of Islamic fundamentalism in the last half of the 20th century and identify the major events and forces in the Middle East over the last several decades. (H, E)
WHII.48 Describe America’s response to and the wider consequences of the September 11, 2001 terrorist attack on the World Trade Center in New York City and the Pentagon in Washington, D.C. (H)
CCSS.ELA-Literacy.RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
Skills:
• SK1: Examine history from a variety of primary source documents that reflect vastly different viewpoints.
• SK2: Crafting Historical Arguments from Historical Evidence, Chronological Reasoning, Comparison and Contextualization, Historical Interpretation and Synthesis (College Board, Historical Thinking Skills).
• SK3: Conduct independent research in libraries, and online by being able to discern reputable websites.
• SK4: Gathering data through all senses- Use your natural pathways (Habits of Mind).
• SK6: Questioning previously held opinions. Thinking flexibly- Look at it a different way (HoM).
• SK7: Collaboration on group projects. Thinking interdependently- Learning with others (HoM).
• SK9: Relate historical information in various parts of the world to current events that affect our lives today.
Learning Objectives for Today & Evidence/Assessment of Learning:
Learning Objectives:
Students will be able to… Evidence/Assessment of Learning
Identify some of the reasons for the breakup of the Ottoman Empire, including European-style ethnic nationalism and the transition to a petroleum-based world economy. Teacher will circulate during independent work time, asking comprehension check questions.
Identify the origins of Wahhabi Islam on the Arabian peninsula, and contrast it with traditional Islam. Teacher will circulate during independent work time, asking comprehension check questions.
Summarize the key events of the 20th and 21st centuries, and how they impacted the Muslim world, including two World Wars, the creation of modern Israel, the Cold War and the Soviet and American invasions of Afghanistan. Teacher will circulate during independent work time, asking comprehension check questions.
Essential Understandings:
• Violent terrorist acts and suicide bombings are a recent phenomenon, and represent the views of a tiny group of individuals, and do not represent the views of Muslims as a whole.
• Violent extremism is the result of fringe groups, such as Al-Qaeda, acting under their own religious and political authority. Such groups have come about since the fall of the Caliphate.
• Before WWI, Muslims were united under a Caliph, whose religious and political authority was acknowledged by all.
• Religious texts can be interpreted differently by different groups of people, in different contexts.
Essential Question(s) for Today:
• How have religions and belief systems determined the role of the individual in human society?
• What are some of the reasons for the rise of Islamic fundamentalism in recent decades?
• How have the three Abrahamic religions influenced one another for the past 1400 years?
Why Learning This Matters: 9-11 shocked us all. From what we’ve learned about Islam as a religion based on peace, tolerance and respect for life, how could something so devastating possibly be carried out in the name of Islam? In order to understand 9-11, or any act of terror, we must understand the roots of Islamic fundamentalism, and the social, political, and historical forces that have shaped it. Most importantly, we need to look at the events of the 20th century: a gradual de-stabilizing of the Muslim world as the discovery of oil, the breakup of the Caliphate, and the re-establishment of the ancient state Israel, among other forces, have all contributed to a rising extremism, causing some to label it a ‘Clash of Civilizations’. However, since Muslims have been contributing to global cultural advancement in many fields for the past 1400 years, and since most of the extremists are acting for political, rather than religious, motives, and since the vast majority of Muslims worldwide disapprove of terrorism, it becomes necessary for us to ‘weed out’ the strains of extremism from the ‘garden’ of our understanding of Islam, and examine them from their historical sources.
• “Do Now”: 5 minutes: Students write, in their journals, an answer to the following prompt: ‘Up until 1923, all Muslims were united under one Caliph (successor to the Prophet’s leadership), the Sultan of the Ottoman Empire. What do you think have been some of the consequences of not having a Sultan?’
• Mini-Lesson/Mini-Lecture: 30 – 25 minutes: Lecture on Abdul Ibn Wahhab and the Wahhabi movement, the breakup of the Ottoman Empire, including the rise of European-style Turkish nationalism, political Zionism, the discovery of oil in the early 20th century and the reliance on oil by the modern Western economy, the formation of the Wahhabi Saudi state, two World Wars, the Holocaust and establishment of modern Israel, the plight of the Palestinians, the Cold War era, the Iranian revolution, the Soviet invasion of Afghanistan, and the creation of Al-Qaeda as an international terrorist organization. Teacher models the use of graphic organizer.
• Independent Work: 10 – 15 minutes: Students, in small groups, discuss the events in the Muslim world during the 20th century, and discuss the reasons for the rise of Wahhabi Islam in recent decades. Teacher circulates and assists. Completion of graphic organizer.
• Closing & Extension: 10 – 15 minutes: Lecture on the Israel-Palestine peace process, the introduction of European-style anti-Semitism into the Arab world after the creation of the Israeli state in 1948, the selective use of Quranic verses out of context to justify anti-Semitism and intolerance of other religions, and the contrasting views of religious Jews, Christians and Muslims on the future of Jerusalem.
Materials:
Classical Islam Wahhabi (Salafi) Islam
Veneration of Saints
Preservation of traditional tombs and Sufi shrines
Dominant culture
Loud dhikr
Interpretation of Quran
Regions where practiced
View toward other religions
• Timeline of Events in the Muslim World in the 20th Century:
• Article from Time Magazine on the destruction of ancient Sufi shrines in Timbuktu, Mali by Salafi militants:
Homework:
1) Armstrong, p176-187
2) How am I doing? Self Assessment: Write at least one paragraph about how what you’ve learned this week has helped your understanding of the Muslim community since the time of the Crusades, the legacy of the Prophet, and its relevance today. Write about which aspects of learning have been most difficult for you, and what aspects of your learning you want to work on.
Week Three
DAY #11: Islam in the African American Experience / final paper due
WHI.2 Describe significant aspects of Islamic belief. (H)
WHI.4 Describe the central political, economic, and religious developments in major periods of Islamic history. (H, E)
WHI.12 Explain why European nations sent explorers westward and how overseas
expansion led to the growth of commerce and the development of the trans-Atlantic
slave trade. (H, E)
WHI.18 Identify the locations and time periods of the empires of Ghana, Mali, and
Songhay. (H, G)
WHI.19 Describe important political and economic aspects of the African empires. (H, E)
USI.29 Describe the rapid growth of slavery in the South after 1800 and analyze slave life and resistance on plantations and farms across the South, as well as the impact of the cotton gin on the economics of slavery and Southern agriculture. (H)
USII.9 Analyze the post-Civil War struggles of African Americans and women to gain basic civil rights. (H)
USII.25 Analyze the origins, goals, and key events of the Civil Rights movement. (H)
USII.26 Describe the accomplishments of the civil rights movement. (H, E)
USII.28 Analyze the important domestic policies and events that took place during the presidencies of Presidents Kennedy, Johnson, and Nixon. (H)
USII.33 Analyze the course and consequences of America’s recent diplomatic initiatives. (H,C)
CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
CCSS.ELA-Literacy.RH.9-10.10 By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.
Skills:
• SK1: Examine history from a variety of primary source documents that reflect vastly different viewpoints.
• SK2: Crafting Historical Arguments from Historical Evidence, Chronological Reasoning, Comparison and Contextualization, Historical Interpretation and Synthesis (College Board, Historical Thinking Skills).
• SK4: Gathering data through all senses- Use your natural pathways (Habits of Mind).
• SK6: Questioning previously held opinions. Thinking flexibly- Look at it a different way (HoM).
• SK7: Collaboration on group projects. Thinking interdependently- Learning with others (HoM).
• SK9: Relate historical information in various parts of the world to current events that affect our lives today.
• SK10: See the connection between past and present when dealing with issues of social justice, human rights and equality.
Learning Objectives for Today & Evidence/Assessment of Learning:
Learning Objectives:
Students will be able to… Evidence/Assessment of Learning
Identify major empires and ethnic groups in Muslim West Africa, and the extent of the Atlantic slave trade. Teacher will observe student response to lecture by asking relevant comprehension check questions.
Recount the history of slavery, emancipation and the struggle for African-American self-determination during the 19th and 20th centuries Teacher will observe student presentations, and ask relevant comprehension check questions.
Recount the history of African American Islam from the early 20th century – present, and the influence it has had on the world. Teacher will observe student presentations, and ask relevant comprehension check questions.
Essential Question(s) for Today:
• What has been the role of Muslims in the History of the United States?
• Who were the first Muslims in America?
• What is unique about the African-American experience?
• What was it about the message of the Nation of Islam (NOI) that had so much appeal to Black people in the Northern ghettoes? How did the message of Malcolm X contrast with that of other civil rights leaders?
• How did the Islamic faith adapt differently to the different societies that embraced it?
Why Learning This Matters:
Quite possibly, from the time of the earliest European explorers to these shores, there has been an Islamic presence here in the Americas. Without a doubt, a great many of those brought over in chains and shackles from Africa were Muslims of Fulani, Mandinka, Hausa and other ethnicities. Under the oppressive conditions of slavery and institutionalized racism in the United States, they nevertheless preserved many aspects of their Muslim identity, emerging in the 20th century in movements such as the Nation of Islam, and its subsequent merge with mainstream Sunni Islam in the 1970s. The culture of the United States, and indeed the world, has been profoundly influenced by African-American Muslims in the fields of education, professional sports, music and the arts, and many more. To look at the United States as a Christian nation is only to look at the religion of the Europeans that was forced upon conquered and enslaved peoples. To look at the United States as a pluralist nation is to recognize, and celebrate, the indigenous traditions that have grown up on these shores as a response to 400+ years of separation from an ancestral culture.
• “Do Now”: 5 minutes: Watch the educational preview for the film, New Muslim Cool https://www.youtube.com/watch?v=Ne-dhZckbIk
• Mini-Lesson/Mini-Lecture: 10 – 15 minutes: Discussion of last night’s readings on the possibility of pre-Columbian Muslim contact with the Americas. Islam in West Africa and the trans-Atlantic slave trade. Review note-taking strategies.
• Video: Prince Among Slaves trailer: http://www.youtube.com/watch?v=-ukNZizqrrg
• Independent Work: 10 – 15 minutes: Jigsaw readings on different Muslim movements/time periods in US History:
Group One: Islam during the time of Slavery: http://www.muslimsinamerica.org/index.php?option=com_content&task=view&id=16&Itemid=1
Group Two: The Melungeons: http://www.mediamonitors.net/brentkennedy1.html
Group Three: Malcolm X and the Nation of Islam: http://www.ushistory.org/us/54h.asp
• Presentations: 10-15 minutes: Groups present their findings to the class.
• Video: Malcolm X after hajj, discussion of race and re-education: http://www.youtube.com/watch?v=j4ZJ4_RD3kc
• Closing & Extension: 10 – 15 minutes: Short talk about African-American Muslims’ effect on US and global culture, the influence of both native-born and immigrant Muslims in recent decades in the establishment of uniquely American Muslim culture, and the role the United States plays as the sole superpower in the world today, and what that responsibility entails. Finally, Introduce Culminating performance task and rubric.
Homework:
1)Work on CPT
3)Amina Wadud: http://www.thejakartapost.com/news/2009/11/19/dr-amina-wadud-for-a-progressive-islam.html
5)Skim this article (it’s really long, just try to get the main idea): http://www.worde.org/wp-content/uploads/2011/09/TheProhibitionofDomesticViolenceinIslam-summary-added-sep-21-2012.pdf
DAY #12: Women in Islam / final paper due
WHI.2 Describe significant aspects of Islamic belief. (H)
CCSS.ELA-Literacy.RH.9-10.10 By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.
CCSS.ELA-Literacy.RH.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claims.
CCSS.ELA-Literacy.RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.
Skills:
• SK3: Conduct independent research in libraries, and online by being able to discern reputable websites.
• SK6: Questioning previously held opinions. Thinking flexibly- Look at it a different way (HoM).
• SK7: Collaboration on group projects. Thinking interdependently- Learning with others (HoM).
• SK9: Relate historical information in various parts of the world to current events that affect our lives today.
• SK10: See the connection between past and present when dealing with issues of social justice, human rights and equality.
Learning Objectives for Today & Evidence/Assessment of Learning:
Learning Objectives:
Students will be able to… Evidence/Assessment of Learning
Identify the origin of the custom of the veiling of women in many Muslim cultures. Informal assessment during research time; teacher will ask students if the hejab/niqab is cultural or religious.
Discern bias in websites and search through web content for reliable information. Teacher will circulate and monitor student choices of websites.
Read independently, take notes, and summarize the reading in a small group presentation before the whole class. Teacher will observe and assist students working independently and in small groups.
Essential Question(s) for Today:
• What are the rights and responsibilities of women and men in different societies?
• How did the Islamic faith adapt differently to the different societies that embraced it?
Why Learning This Matters: Of all the ways in which the Islamic faith is misunderstood by non-Muslims, the most is perhaps with regard to issues of gender. This lesson explores the topic of women’s rights in Islam and in Muslim societies.
• “Do Now”: 5-10 minutes: Quiz #2 (see under Materials)
• Mini-Lesson/Mini-Lecture: 15 – 20 minutes: Discussion of assigned readings, in particular the last (long) one, regarding the issue of domestic violence. Lecture on women in Islam: from Khadijah and Aisha to the present day. Discuss the phenomenon of patriarchy and its prevalence in many human cultures, including most Muslim and Christian societies. The veiling of women in Muslim societies and its non-Islamic origins in Persia and Byzantium; verses in the Quran regarding male and female modesty and the lowering of the gaze; how to differentiate between different types of clothing (hejab, niqab, etc.) Short lecture on responsible internet research.
• Independent Work: 25 – 30 minutes:
Group One: Women’s Rights in Saudi Arabia
Group Two: Women’s Rights in Iran
Group Three: Women’s Rights in Indonesia
Group Four: Women’s Rights in Turkey
• Closing & Extension: 10 – 15 minutes: Groups present summaries of their readings before the whole class.
Materials:
• Laptops: students will have access to the internet for research during this time.
Quiz #2 (Multiple Choice)
1. The great mathematician Al Khwarizmi (c780-850 CE) lived in:
a. Al-Andalus (Spain)
b. Baghdad (Iraq)
c. Cairo (Egypt)
d. Tunis (North Africa)
2. Which of the following was not a follower of Sufism?
a. Jelalluddin Rumi
b. Ibn Abdul Wahhab
c. Rabia al-Basri
d. Ibn Battuta
3. Which of the following countries did Ibn Battuta not visit?
a. China
b. India
c. France
d. Mali
4. The name of the Muslim leader who drove out the Crusaders from Palestine was:
a. Kemal Ataturk
b. Yasir Arafat
c. Saladin Ayubi
d. Mehmet the Conqueror
5. Granada, the last Moorish stronghold in Spain, fell to the Christians in:
a. 1453
b. 1299
c. 1492
d. 1924
6. The Ottoman Caliphate lasted from:
a. 750-1258
b. 1258-1517
c. 1517-1924
d. 909-1171
7. The last Ottoman sultan to rule with absolute authority was:
a. Abdul Hamid II (1876-1909)
b. Abdülmecid II (1922-1924)
c. Mehmet the Conqueror (1444-1481)
d. Selim I (1512-1520)
8. Ibn Abdul Wahhab, the founder of Wahhabi Islam, was from what is now:
a. Iran
b. Turkey
c. Pakistan
d. Saudi Arabia
9. Wahhabis, also known as Salafis, dislike all of the following except:
a. pilgrimage to the tombs of saints
b. pilgrimage to the Kaaba in Mecca
c. celebration of the Prophet’s birth
d. loud dhikr in groups
10. Many of the slaves brought to the America were Muslims, whose original language was:
a. Fulani
b. Yoruba
c. Hausa
d. all of the Above
Homework:
1)Work on CPT.
2)Skim Huntington, Clash of Civilizations: http://www.hks.harvard.edu/fs/pnorris/Acrobat/Huntington_Clash.pdf
3)Mohamed Usman’s review of Tariq Ramadan’s Islam, the West and the Challenges of Modernity: http://manitobamuslim.com/wp-content/uploads/2011/12/Islam-the-West-and-the-Challenges-of-Modernity.pdf
4)Frederic and Mary Ann Brussat’s review of Feisal Abdul Rauf’s What’s Right with Islam: A New Vision for Muslims and the West:
DAY #13: Debate: Islam in Europe
WHI.2 Describe significant aspects of Islamic belief. (H)
USI.3 Explain the influence and ideas of the Declaration of Independence and the political philosophy of Thomas Jefferson. (H, C)
CCSS.ELA-Literacy.RH.9-10.6 Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
CCSS.ELA-Literacy.RH.9-10.10 By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.
CCSS.ELA-Literacy.RH.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claims.
CCSS.ELA-Literacy.RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.
Skills:
• SK6: Questioning previously held opinions. Thinking flexibly- Look at it a different way (HoM).
• SK7: Collaboration on group projects. Thinking interdependently- Learning with others (HoM).
• SK10: See the connection between past and present when dealing with issues of social justice, human rights and equality.
Learning Objectives for Today & Evidence/Assessment of Learning:
Learning Objectives:
Students will be able to… Evidence/Assessment of Learning
Understand opposing viewpoints regarding Muslim immigration to Europe. Teacher observation and mediation of debate on issues regarding immigration and cultural clash.
Formulate, articulate and defend an argument. Teacher will circulate the classroom and observe/offer feedback when necessary.
Understand the controversial ‘Clash of Civilizations’ theory, and debate its credibility. Teacher observation and mediation of debate on issues regarding immigration and cultural clash.
Essential Question(s) for Today: Essential Questions:
• How have religions and belief systems determined the role of the individual in human society?
• What are the rights and responsibilities of women and men in different societies?
• How have the three Abrahamic religions influenced one another for the past 1400 years?
• How did the Islamic faith adapt differently to the different societies that embraced it?
• What are some of the reasons for the rise of Islamic fundamentalism in recent decades?
Why Learning This Matters: In Europe in particular, issues involving Muslim immigration and integration into majority (historically) Christian societies are controversial, and far-right groups have attacked Muslim immigration as a perceived threat to their culture, while leftist groups have most often stood in solidarity with Muslim immigrants. Here in the United States, many of the same issues affecting Europeans, Christian and Muslim alike, continue to face us everyday as we strive to create a peaceful, tolerant, multicultural society where everyone gets along.
• “Do Now”: 5 minutes: Students write, in their journals, an answer to the following prompt: Do you tend to agree with Huntington, that there is a ‘Clash of Civilizations’ between Islam and the West, or do agree with Rauf, that Islam and the west are not ‘monolithic entities’, but instead part of a much larger, Abrahamic tradition?
• Mini-Lesson/Mini-Lecture: 10 – 15 minutes: Summary of last night’s readings, including the neoconservative ‘Clash of Civilizations’ theory and its appeal. Brief discussion of Rauf’s talk about the shared ‘Abrahamic tradition’ (as opposed to separate, Judeo-Christian and Islamic traditions). Also, Thomas Jefferson’s Quran and the Islamic influence on the founding documents of the United States. Then, summary of Tariq Ramadan’s scholarship on Islam in Europe.
• Videos: Swiss minaret ban: https://www.youtube.com/watch?v=rAL1J9vwT-U
French people for ban: http://www.youtube.com/watch?v=ONZ10Hjtor0 French people against ban: http://www.youtube.com/watch?v=Eba3hVm9Xa8
• Independent Work: 30 – 35 minutes: Debate a hypothetical ‘burqa ban’, like the one proposed in France, in Malden. Debate the ‘Clash of Civilizations’ theory.
• Closing & Extension: 10 – 15 minutes: Further discussion on the ‘Clash of Civilizations’ and ‘Common heritage’ theories. Relation of this to a brief review of the unit’s themes, the ‘War on Terror’ and future role of the US (and the EU, Russia and China) in world affairs.
Homework:
1) Work on CPT
2) Read Omid Safi’s response to the Boston Marathon bombings: http://omidsafi.religionnews.com/2013/04/20/10-essential-points/
DAY #14: Work on Culminating Performance Task
E.3.10 Identify skills individuals need to be successful in the workplace.
Skills:
• SK2: Crafting Historical Arguments from Historical Evidence, Chronological Reasoning, Comparison and Contextualization, Historical Interpretation and Synthesis (College Board, Historical Thinking Skills).
• SK3: Conduct independent research in libraries, and online by being able to discern reputable websites.
• SK7: Collaboration on group projects. Thinking interdependently- Learning with others (HoM).
• SK9: Relate historical information in various parts of the world to current events that affect our lives today.
Learning Objectives for Today & Evidence/Assessment of Learning:
Learning Objectives:
Students will be able to… Evidence/Assessment of Learning
Research their topic using a variety of primary sources, both online and print. Teacher will circulate the classroom to work with individual groups, and offer feedback.
Develop effective note-taking strategies to help them with their presentations. Teacher will circulate the classroom to work with individuals, and offer feedback.
Work collaboratively, each group member assuming an equal share of the responsibility. Teacher will circulate the classroom to observe individuals and groups, and offer feedback.
Essential Question(s) for Today:
• How can I become a better public speaker?
• What kind of note-taking strategies can help me to become a better reader?
• What are some skills that can help me when researching online materials?
• How can I be a more productive team member?
Why Learning This Matters: To successfully complete your CPT, as well as be successful in the workplace once you graduate, you will need to have mastered these skills.
• “Do Now”: 5-10 minutes: Reflection: students write, in their journals, an answer to the following prompt: What makes an effective presentation? What is my unique role that will contribute to my group’s success?
• Mini-Lesson/Mini-Lecture: 10 – 15 minutes: Note-taking strategies, public speaking essentials, review of rubric
• Independent Work: 40 – 45 minutes: Students work, in groups, on their presentations. Teacher circulates and offers feedback.
Materials:
• Laptops: students will have access to the internet for research during this time.
Homework:
1)Complete CPT
2)How am I doing? (self Assessment).
DAY #15: CPT Presentations
Skills:
• SK7: Collaboration on group projects. Thinking interdependently- Learning with others (HoM).
• SK9: Relate historical information in various parts of the world to current events that affect our lives today.
Learning Objectives for Today & Evidence/Assessment of Learning:
Learning Objectives:
Students will be able to… Evidence/Assessment of Learning
Stand before a live audience and give a presentation. Rubric: self, peer and teacher.
Collaborate with group members in giving a presentation. Rubric: self, peer and teacher.
Answer questions and effectively interact with a live audience. Rubric: self, peer and teacher.
Essential Question(s) for Today:
• How can we effectively deliver a moving, informative presentation that captures the attention of our audience?
Why Learning This Matters: The essential skills that have been developed in this unit, including academic research skills, group dynamics and multimedia presentation, are skills that are important in any career, from political activism, entrepreneurism, the corporate boardroom and the military. Furthermore, all careers should value intellectual curiosity, scientific inquiry, and artistic expression, all of which will be evaluated in this presentation.
Learning Experiences: Students will present their CPTs before an audience of ROTC students at a local college.
Appendix A
History and Social Science Curriculum Framework
World History I
WHI.1 On a map of the Middle East, Europe, Africa, and Asia, identify where Islam began and trace the course of its expansion to 1500 AD. (H)
WHI.2 Describe significant aspects of Islamic belief. (H)
WHI.3 Analyze the causes, and course, and effects of Islamic expansion through North Africa, the Iberian Peninsula, and Central Asia. (H, G)
WHI.4 Describe the central political, economic, and religious developments in major periods of Islamic history. (H, E)
WHI.5 Analyze the influence and achievements of Islamic civilization during its “Golden Age.” (H)
WHI.9 Describe the religious and political origins of conflicts between Islam and
Christianity, including the Muslim wars against Christianity before the European Crusades and the causes, course, and consequences of the European Crusades against Islam in the 11th, 12th, and 13th centuries. (H)
WHI.10 Describe the rise of the Ottoman Empire in the 14th and 15th centuries, including the capture of Constantinople in 1453. (H)
WHI.11 Describe the decline of Muslim rule in the Iberian Peninsula and the subsequent rise of Spanish and Portuguese kingdoms after the Reconquest in 1492. (H)
WHI.12 Explain why European nations sent explorers westward and how overseas
expansion led to the growth of commerce and the development of the trans-Atlantic
slave trade. (H, E)
WHI.18 Identify the locations and time periods of the empires of Ghana, Mali, and
Songhay. (H, G)
WHI.19 Describe important political and economic aspects of the African empires. (H, E)
WHI.21 Describe important economic, political, and religious developments in Indian history to 1800. (H)
WHI.22 Describe the growth of British influence in India and the emergence of the
British Raj. (H)
WHI.36 Describe the expansion of the Ottoman Empire in the 15th and 16th centuries into North Africa, Eastern Europe, and throughout the Middle East. (H, E)
WHI.37 Describe the expansion of Islam into India from the 13th through the 17th century, the role of the Mongols, the rise and fall of the Moghul Empire, and the relationship between Muslims and Hindus. (H, E)
WHI.38 Account for the declining strength of the Ottoman Empire beginning in the17th century, including the failed siege of Vienna in 1683 and the rapid pace of modernization in European economic, political, religious, scientific, and intellectual life resulting from the ideas embedded in the Renaissance, the Reformation, the Scientific Revolution, the Enlightenment, and the Industrial Revolution. (H, E)
World History II
WHII.12 Identify major developments in Indian history in the 19th and early 20th centuries. (H, E)
WHII.15 Identify major developments of African history in the 19th and early 20th centuries. (H,E)
WHII.19 Identify the major developments in the Middle East and Central Asia before World War II. (H, E)
WHII.39 Explain the background for the establishment of the modern state of Israel in 1948, and the subsequent military and political conflicts between Israel and the Arab world. (H)
WHII.42 Analyze the consequences of the Soviet Union’s breakup. (H, E)
WHII.47 Explain the rise and funding of Islamic fundamentalism in the last half of the 20th century and identify the major events and forces in the Middle East over the last several decades. (H, E)
WHII.48 Describe America’s response to and the wider consequences of the September 11, 2001 terrorist attack on the World Trade Center in New York City and the Pentagon in Washington, D.C. (H)
US History I
USI.3 Explain the influence and ideas of the Declaration of Independence and the political philosophy of Thomas Jefferson. (H, C)
USI.29 Describe the rapid growth of slavery in the South after 1800 and analyze slave life and resistance on plantations and farms across the South, as well as the impact of the cotton gin on the economics of slavery and Southern agriculture. (H)
US History II
USII.9 Analyze the post-Civil War struggles of African Americans and women to gain basic civil rights. (H)
USII.25 Analyze the origins, goals, and key events of the Civil Rights movement. (H)
USII.26 Describe the accomplishments of the civil rights movement. (H, E)
USII.28 Analyze the important domestic policies and events that took place during the presidencies of Presidents Kennedy, Johnson, and Nixon. (H)
USII.33 Analyze the course and consequences of America’s recent diplomatic initiatives. (H,C)
Economics
E.1.1 Define each of the productive resources (natural, human, capital) and explain why they are necessary for the production of goods and services.
E.2.1 Define supply and demand.
E.2.5 Explain the function of profit in a market economy as an incentive for entrepreneurs to accept the risks of business failure.
E.3.1 Compare and contrast the following forms of business organization: sole proprietorship, partnership, and corporation.
E.3.10 Identify skills individuals need to be successful in the workplace.
E.4.1 Explain how government responds to perceived social needs by providing public goods and services.
E.7.1 Explain the benefits of trade among individuals, regions, and countries.
Appendix B
English Language Arts Standards » History/Social Studies » Grade 9-10
• CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
• CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
• CCSS.ELA-Literacy.RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
Craft and Structure
• CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
• CCSS.ELA-Literacy.RH.9-10.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
• CCSS.ELA-Literacy.RH.9-10.6 Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
Integration of Knowledge and Ideas
• CCSS.ELA-Literacy.RH.9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
• CCSS.ELA-Literacy.RH.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claims.
• CCSS.ELA-Literacy.RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.
Range of Reading and Level of Text Complexity
• CCSS.ELA-Literacy.RH.9-10.10 By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.
