Yes PositivityContent Area: Global StudiesGrade Level: 9th GradeTitle of Module: The Rise and Expansion of Islam

Time Allowance: 2 weeksName: Mr. N. E. S. Taus

RationaleStudents will understand the life and struggles of classical civilizations and the contributions that

these ancient people have made to the modern world. This lesson will focus on the impact of the Islamic Empire’s government and philosophy. Studies will focus on the Islamic expansions, lifestyle & culture, as well as economics & politics. Students will study the concepts of these influences on cultures throughout time.

Objectives:1. Identify the physical features and describe the climate of the Arabian Peninsula, its

relationship to surrounding bodies of land and water, and nomadic and sedentary ways of life.

2. Trace the origins of Islam and the life and teachings of Muhammad, including Islamic teaching on the connection with Judaism and Christianity.

3. Explain the significance of the Qur’an (Koran) and the Sunnah as the primary sources of Islamic beliefs, practice, and law, and their influence in Muslims’ daily life.

4. Discuss the expansion of Muslim rule through military conquests and treaties, emphasizing the cultural blending with Muslim civilization and the spread and acceptance of Islam and the Arabic language.

5. Describe the growth of cities and the establishment of trade routes among Asia, Africa, and Europe, the products and inventions that traveled along these routes (spices, textiles, paper, steel, new crops), and the role of merchants in Arab society.

6. Understand the intellectual exchanges among Muslim scholars of Eurasia and Africa and the contributions Muslim scholars made to later civilizations in the areas of science, geography, mathematics, philosophy, medicine, art, and literature.

South Carolina Objectives:1. Analyze the spread of Islam and the achievements of the Muslim world between 600 and

1250 C.E. 2. Describe Arabia before the rise of Islam.3. Explain how Muhammad began to unify the Arabian Peninsula under Islam.4. Identify Islamic beliefs and practices.5. Describe how Muhammad’s successors spread Islam.6. List conflicts within the Umayyad state.7. Explain how rivalries split Islam. 8. Describe society under the Abbasids.9. Identify Muslim accomplishments in art and science.10. Describe Muslim attitudes towards philosophy and religion.

Focus & Motivate:1. Discuss Main Idea: Muhammad unified the Arab people both politically and through the

religion of Islam. 2. Discuss Why It Matters Now: As the world’s fastest-growing major religion, Islam has a

strong impact on the lives of millions today.3. Discuss Main Idea: In spite of international conflicts, the Muslims created a huge empire

that included lands on three continents.4. Discuss why it matters Now: Muslims’ influence on three continents produced cultural

blending that has continued into the modern world. 5. Discuss Main Idea: Muslims combined and preserved the traditions of many peoles and

also advanced learning in a variety of areas.6. Discuss Why It Matters Now: Many of the ideas developed during this time became the

basis of today’s scientific and academic disciplines.

Yes PositivityStandards:A. South Carolina-State Standards Addressed; Standards Key includes indicative symbols: T-

targeted (T), I-introduced (I), and R-reviewed ®.1. Summarize the origins and expansion of Islam. (GS-2.2);

a. Summarize the origins and expansion of Islam, including its basic beliefs, the emergence and the spread of an Islamic empire, the reasons for the split between Sunni and Shiite groups, and the changing role of women in the modern world.

C. National Professional Organization Standards Addressed (NCSS):1. NCSS-I (Culture): The study of culture prepares students to answer questions such as how belief

systems and political ideals influence economic choices. Culture includes areas of Religion, Political Ideals, Geography, history, sociology, and anthropology.

2. NCSS-II (Time, Continuity, and Change) Human beings seek to understand their historical roots and to locate themselves in time. Knowing how to read and reconstruct the past allows on to develop a historical perspective and to answer questions such as: Who am I? What happened in the past? How am I connected to those in the past? How has the world changed and how might it change in the future? Why does our personal sense of relatedness to the past change?

3. NCSS-X (Civic Ideals and Practices): An understanding of civic ideals and practices of citizenship is critical to full participation in society and is a central purpose of the social studies.

Activities: 2 weeksWeek 1Day I:

1. Vocabulary: Look up the following words:a. Sheikhb. Quranc. Islamd. Hijrahe. Hajjf. Shari’ ahg. Muhammadh. Bedouinsi. Muslimsj. Caliphk. Jihad

l. Shiite m. Sunnin. Vizero. Sultanp. Mosqueq. Abu Bakrr. Mu’awiyahs. Husseint. Harun al-Rashidu. Saladinv. Bazaar

w. Dowryx. Abbasidsy. Fatimidsz. Astrolabeaa. Minaretbb. Muezzincc. Arabesquedd. Ibn-Rushdee. Ibn-Sinaff. Ibn-Khaldungg. Omar Khayyam

2. Lecture: Introduction points to Islama. Muhammad was told to Recite the Qur’an by the Angel Gabriel in 610 C.E., at his desert

camp, where he recovered the black rock of Kabba. b. The Qur’an is seen by Muslims as the third and final installment of God’s word (Torah &

New Testament). Muhammad is the “Seal of the Prophets.” c. Muslims believe in Allah (God), and that Muhammad is his final prophet, following

Abraham, Moses, and Jesus.d. Theocracy: A government that is run by its nation’s religious leaders.

3. How are you connected to the Muslim World: Handout. a. Pass out to teams. Allow teams five minutes to discuss and complete.b. Class discussion and sharing between teams.

Women In BURKAs

Yes Positivity4. Lecture: Read; *1. Life of the Bedouin, Center, and Spreading outward from the center.

a. Bedouin:i. No Center : A Bedouin is a nomad who lives in the desert. He belongs to a

family, a clan, and a tribe. He lives in a tent and migrates from place to place. There is logic to his movement: He moves from one oasis to another. An oasis is land that lies atop an underground river or lake. An oasis has grass. Grass feeds his livestock. His is, after all, a herder of livestock. Above all, he prizes his camels. Below that, he values his sheep and goats.

ii. The Center : The people of the Arabian Peninsula were scattered in the desert. There was nothing to unify the Arabian tribes. There was no center. Muhammad appreciated the fact that the Jews and Christians both had a book – another unifying factor. Muhammad provided the center – Mecca. Muhammad provided the book – from then on, people recited its verses. Every day, five times a day, the Bedouin faced Mecca to pray. Once in his lifetime, he made a religious pilgrimage to Mecca.

iii. Spreading Outward from the Center : From then on the religion of Islam spread outward in all directions;

1. Muslim armies conquered land – and carried Islam with them.2. Muslim merchants sold goods – and carried Islam with them.3. Muslim merchants were the center of the Silk Road. They were the

“middle men” between Europe and China. 4. Overland: Camel caravans traveled in all directions. To china. To

Europe. To North Africa. 5. By Sea: Arab merchants became a seafaring people. They sailed down

the coast of East Africa. 5. Map Skills; Introducing and locating important areas of the Middle East: Flip “connected”

handout for “Map of the Arabian Peninsula.” a. Underline the seas

i. Arabian Seaii. Red Sea

iii. Persian Gulfb. Circle Istanbul. When Muhammad lived…

i. It was called Constantinopleii. One of the biggest cities in the world

iii. On the Bosporus – strait between the Mediterranean Sea & Black Seaiv. It was a Christian cityv. It was the heart of the Byzantine Empire.

vi. In 1453, it was conquered by Islamic armiesc. Underline Saudi Arabia and the city of Mecca.

6. A Colorful but Sketchy History; Two sided maps; Using i. Map 1:

1. Each team of four students takes one crayon for each member, and each Team Leader commands three Markers. The crayons rotate b/w turns.

2. With a Marker, each team colors a star over the following locations: Mecca, Medina, and Jerusalem (3 Muslim Sacred Cities), with another color marker Istanbul (Constantinople – a Christian City), and with the third marker Baghdad (Caliph’s Home, Capital of Islamic Empire).

3. Every team member selects a crayon and colors the following gulfs: Gulf of Aden, Gulf of Oman, and the Persian Gulf.

4. Switch crayons and color the following seas: Arabian Sea, the Red Sea, and the Indian Ocean.

5. Then switch colors and color the following countries the same color: Saudi Arabia, Israel, Turkey, Syria, Iraq, Iran, and Afghanistan.

Yes Positivityii. Map 2:

1. Mecca: Draw the Kaaba with people swirling around it.2. Baghdad: Draw a bag and a father.3. Jerusalem: Draw a city. Write: “Sacred to 3 Religions”4. Constantinople: Draw a person in prison (he is a “con” or convict),

Draw a stick man & label him “Stan,” Draw a tin can, Draw a ring with an arrow to the stone that says “Opal.”

5. Persian Gulf: Draw a Persian Rug and a stick man playing “golf.”6. The Red Sea: Draw a box of crayons, with one out labeled “red,” and

draw an eye to “see.”7. The Arabian Sea: Draw an Arab person with a turban on his head, then

some water with waves.8. Arabian Peninsula: Draw an Arab with a turban on his head and a pen.9. Turkey: Draw a Turkey 10. Iran: Draw an eye, and then draw a stick man who is running.11. Iraq: Draw an eye, and then draw a coat rack.12. Syria: Draw a bowl of cereal.

Day II:7. Q&A Map Skills; Pass out Two Sided Map; Middle East on side A, and the Middle East Flanked

by Europe and Asia on side B. On a sheet of paper, title part A. “Map of Middle East Q&A” #’s 1-7, and title part B. “Map of Asia Q&A” #’s 1-6. Students will locate areas on their map and answer specific questions relative to geography.

a. Map of the Middle East: i. What is the biggest country in the Middle East? Saudi Arabia

ii. The city of Mecca lies in what country? Saudi Arabia iii. True or False: The Arabian Peninsula is a piece of land that has water on three

sides. True.iv. The Arabian Peninsula lies between two seas. What are they? Arabian Sea, Red

Seav. The Arabian Peninsula lies west of the ____ Gulf. Persian Gulf (refers to Iran)

vi. The Arabian Sea is an arm of what ocean? The Indian Oceanvii. Judaism and Christianity were born in Israel. Muhammad was born in Mecca,

Saudi Arabia. Is Saudi Arabia close to Israel? Yes.b. Map of Asia

i. True or False: The Middle East lies on the continent of Asia. True (from Europe, Turkey is the first country in Asia)

ii. True or False: The Middle East lies southeast of Europe. Trueiii. True or False: The Middle East lies east of Africa. Trueiv. From Europe, what is the first country in Asia? Turkey (hint: Byzantium,

Constantinople, and Istanbul.v. Speculate: Why did Europeans call it the “Middle” East? Lies ½ between

Europe and China vi. Modern Geographers refer to this region as “Southwest Asia.” Why? It lies in

the southwestern corner of Asia. 8. What’s the weather like in Mecca?

a. List the following on the board. Students copy into their notes. Month Rain Fall Temperature

i. January 0.2” 84* Fii. February 0 84

iii. March 0 85iv. April 0 91v. May 0 95

vi. June 0 97vii. July 0 99

viii. August 0 99ix. September 0 96x. October 0 95

xi. November 1.0 91xii. December 1.2 86

Yes Positivityb. Class works individual answering the following questions below this chart. Afterwards,

we go over it together as the class discusses the environment at Mecca. i. Temp: What general statements can you make about the temperature?

ii. Rain: What general statements can you make about the rainfall? (Arid, x-dry)iii. Rain: New York City gets about 3 inches of rainfall every month of the year. Is

this place the same? (it doesn’t rain 3 inches a year in Mecca)iv. Rain: If an inch of rain makes up to 30 inches of dry snow, then what is the

maximum amount of snow this place might have in January? (None…ha, ha!)v. Seasons: Does this place have 4 different seasons? (Just summer)

vi. Vegetation Zone: Judging from the weather, what vegetation zone would you expect to find here? (Hint; Tundra, forest, rainforest, grasslands, or desert?”

vii. Type of Climate: What would you call this type of climate? (desert climate)viii. Population: Judging from the weather, where would you expect to find a large

population? (Wherever there is shade & swimming pools: Oasis) ix. What U.S. state has a climate similar to this? (Arizona)

Day III:9. Muhammad: Lecture & Notes

a. Mecca: The people were scattered in the desert…Muhammad created a center for the Bedouin tribes. Everyday, they faced Mecca. Once in a lifetime, each person visited Mecca.

b. Profess the Faith: To become a Muslim, you need to do only one simple thing. Recite: “There is no god but God, and Muhammad is his messenger.”

c. The Qur’an: An excellent explanation of the Qur’an: Muslims regard Muhammad as God’s last and greatest messenger. For this reason, the Qur’an supersedes the Old & New Testaments.

d. What stories appear in all three sacred books; If you read the Torah, the Bible, and the Qur’an, you will find stories about:

i. Adam & Eveii. Noah & the Ark

iii. Abraham: Ready to sacrifice his son upon God’s requestiv. Moses and the Exodus

10. The life of Muhammad: Map with Blank Back, for Flow Map on reverse side. Student draw pictures on the map locations while I read to them the Story of Muhammad.

a. Mecca: (draw a pacifier and the date 570 C.E.)Muhammad was born in Mecca around 570 C.E. to a wealthy merchant family in Saudi Arabia.

b. Arabian Desert: (pick a point just southeast of Mecca, and draw a Stickman leading a Camel.)Just southeast of Mecca, Muhammad was an orphan. He lived as a nomad with a desert tribe, raising camels.

c. Damascus: (Draw two parallel lines between Mecca & Syria, then write S’s down it $$$).Adopted by his uncle Abu Talib, a rich merchant, Muhammad traveled by caravan between Mecca and Syria.

d. Mount Hira: (find a point just outside of Mecca, and draw a mountain peak.) Like many wealthy merchants, Muhammad often went out into the hills to pray. In those days, the people of the Arabian Peninsula believed in many gods. It was here, according to Muhammad, that the angel Gabriel appeared to Muhammad, explaining that Muhammad was to be a prophet, delivering God’s last message to the people of the world.

e. Medina: (draw a bird between Mecca and Medina, then draw a pair of crossed swords above Medina that cuts off the flow of $ to Mecca) Once Muhammad Began to preach the Message of Allah (the word for God in Arabic), the political leaders of the city of Mecca began to persecute him and his followers. (Omar, one of Muhammad’s angriest enemies, would later become a Muslim.) Threatened with death, Muhammad and his followers fled to the town of Medina. This flight (opposite of fight) is known as the Hegira. While there, Muhammad and his followers halted camel caravans traveling to Mecca, holding both people and camels for ransom. This was the custom of the day. Muhammad, however, was waging economic warfare on the merchants of Mecca. He wanted them to convert to Islam.

1. Early life: Muhammad was born into wealthy family but soon became an orphan.

2. The Spark: he was adopted by his uncle, a merchant. He travels by camel caravan between Mecca and Syria.

3. Early Action: he went out into the desert to think. His people are polytheists, unlike the monotheists – “the people of the book”.

4. The Turning Point: The angel Gabriel spoke to Muhammad: “You are God’s last and greatest Prophet.”

5. More Action: The merchants of Mecca persecute Muhammad and his followers for their beliefs. The Hegira: They fled to the city of Medina.

6. The Final Stage: Muhammad wages economic warfare against Mecca, then military warfare. Mecca falls to Muhammad and his Muslim Army.

7. The Effects: Mecca becomes the center of Islam. The Five Pillars of Islam connect the Bedouin families, clans, and tribes to Mecca.

Yes Positivityf. Jerusalem: (draw a bowl, turned upside down, with a rock on top of it.) At first,

Muhammad tried to convince the Jewish citizens of Medina of his prophethood. He explained, as the angel Gabriel had explained to him, that he descended from Abraham, the founder of Judaism. Like Abraham, he was commanded to spread the world of Allah. To convince the Jews and to pay respect to Jerusalem, Muhammad told his followers to face Jerusalem when praying. According to the Qur’an, Muhammad made a night visit to Jerusalem. There Muhammad rose into heaven to speak with Allah. On this site, Muslims built the mosque called Dome of the Rock.

g. Riyadh: (draw a crescent, like a sliver of the moon.) Although this city did not exist during Muhammad’s lifetime, it does indicate the extent of Muhammad’s travels. Muhammad could not convince the citizens of Mecca that he was a prophet. So he decided to convince the rest of the people who lived on the Arabian Peninsula. By preaching the message of Allah, he gained an army of thousands of believers. Muhammad’s army conquered almost the entire peninsula, including Mecca. The symbol of Muhammad’s army was the crescent, like a sliver of the moon.

h. Mecca: (draw an arrow from the crescent moon of Riyadh to the city of Mecca. Along the arrow write “100,000 Muslims of Islam.”) In 630 C.E., Muhammad returned to Mecca with an army of 100,000. They conquered and occupied the city. As the new political and religious leader of Mecca, Muhammad destroyed the pagan idols in the Great Mosque. For the first time, the citizens of Mecca accepted him as The Prophet. The messages sent to Muhammad by Allah would be written down as the Qur’an, the sacred book of Islam. The name of Muhammad’s religion is Islam. A follower is known as a Muslim.

11. Flow Map of Muhammad: On the blank side of the “Life of Muhammad Map” students will create a flow map that coincides with the “Life of Muhammad Map.”

i.

12. Quickly review the 5 Pillars of Islam with students, showing them the Hand Gestures for remembering them. These are found at 11-j.

Yes PositivityDay IV:

13. 20 Notes, Part I: Students record these into their notebooks. After Notes are taken, the class will enter a discussion (teacher lead) about Islam, Muslims, and the Arabic history, to form a cohesive understanding of the Unit Lesson.

a. Islam: means “submission to God” and stresses the sanctity of human life. The purpose of Islam is to become conscious of God.

b. Allah: is the Arabic word for God.c. Muslim: One who submits to the will of God.d. Jihad: means “struggle.” To strive in the cause of God. To take up arms in defense of

Islam. Those that die in Jihad are assured a place in Paradise. e. Imam: Religious Leader.f. Hejira: means “migration.” It refers to Muhammad’s flight from Mecca to Medina in 622. g. Caliph: means “Muhammad’s successor.”h. Holiday: The holy month of Ramadan i. Muhammad (570—632 C.E.): Born of a Noble family in Mecca, he said he is descended

from Abraham’s son Ishmael. The angel Gabriel revealed Gods’ will to him over a period of 25 years. Theses revelations were written down in the Qur’an. Muslims regard the Qur’an as the final and last word of God.

j. The 5 Pillars of Islam: *Hand Jesters i. Shahaadatayn (Belief)—(finger points up) Profess the belief in one god and that

Muhammad is his messenger. ii. Hajj (Pilgrimage)—(two fingers walking) A pilgrimage to Mecca once in a

lifetime if one can afford it physically and financially.iii. Siyaam (Fasting)—(hand rubs belly with three fingers, one for each meal of the

day) Fasting in the month of Ramadan.iv. Zakaah (Charity)—(hands open outward) Charity; the rich give to the poor.v. Salaah (Prayer)—(hands together praying) Prayer 5 times a day.

k. Prayer:i. The Muslim Holyday is Friday.

ii. The Muslim place of worship is called a Mosque.iii. When Muslims pray, they must face Mecca.iv. A Muslim must pray 5 times a day.v. When Muslims pray, they recite Verses from the Qur’an.

vi. A Muslim prays in Arabic.l. Centers:

i. Religious Center: Meccaii. Political Capital: Baghdad

iii. Intellectual Centers: The Middle East—Baghdad & Damascus1. Central Asia—Samarkand & Bukhara2. India—Delhi & Agra3. Africa—Alexandria (Egypt) and Timbuktu (Mali)4. Europe—Cordoba (Spain)

m. Jerusalem: a holy city to the Big Three;i. Jews: King Solomon built the Temple of the Jews

ii. Christians: Jesus held the last supper and was crucified.iii. Muslims: Muhammad arose into heaven. Where he arose, the Muslims built a a

mosque on the spot, calling it the Dome of the Rock. The spot was on top of the Temple of the Jews, destroyed by Romans in 70 C.E.

n. Dress code:i. Men should cover from knee to navel.

ii. Women must cover everything but hands and face. o. Diet: Do not eat pork, drink alcohol, or take illegal drugs. p. Islamic Year: began with Muhammad’s flight to Medina in 622 C.E.q. Sharia: the religion of Islam is not simply a set of beliefs, it is a way of life!!!

i. Sharia is Muslim law. Islamic laws cover every aspect of daily life. In Muslim countries, the lwa is based on the Qur’an and the Sunnah—the traditions of Muhammad.

r. Sunni & Shiite: Both follow the Qur’an, the Prophet Muhammad, and the 5 Pillars of Islam. The Sunni are the majority with 85%. The Shiites are 15%, mostly in Iran.

Yes Positivityi. A Shiite (aka: Shi’ah, Shi’ite, & Shiat Ali) believes that the leader of Islam

should be a direct descendant of Muhammad. Today’s leader should descend from Fatima (his daughter) and Ali (her husband).

s. Tolerance: Muhammad forbade Muslim armies to destroy churches and synagogues. Jews were welcomed and flourished in the Muslim Spain even when they were persecuted in the rest of Europe. Jews and Christians (respectfully) held the first two parts of God’s word.

i. The Qur’an calls them “People of the Book”—those who received divine scriptures before Muhammad. Muslims are told to treat them with respect and justice and do not fight with them unless they initiate hostilities or ridicule their faith. The Muslims ultimate hope is that they all will join them in worshipping one God and submit to His will.

t. Membership: To become a Muslim, you simply recite: “There is no God but God and Muhammad is his prophet.”

Day V: 14. Compare and Contrast Islam with other religions of the world; Pass out Religion Bubble-Map.

Students will take time, individually, to identify Islamic codes from other religious codes. Then, teams will share information in a class discussion. Followed by a discussion on common aspects among the Big Three religions (found on the opposite side of the Compare Contrast handout).

15. Compose and Contrast: Help Visual Students with making connections by having students copy my drawings into their notes.

a. Show students how to draw “Impressionistic Art.” Such that too much detail will kill the impression wanting to be conveyed to the observer. Many students seem to be impressed with my drawings during lessons, and don’t think they can do it. The secret is being very vague with each pen stroke, and the magic is in the coloring afterward. Showing students how to make quick sketches in the peripheral of their notes will boost their learning curve in many other classes, and later in college. As pictures are worth a thousand words, this will save them hand cramps. ;)

b. Student Notes: Have Students copy the drawings from the board:i. Moses—holding two tablets of 10 commandments.

ii. Jesus—crucified on the crossiii. Muhammad—without a face holding the Qur’an while a little angel (Gabriel)

tells him to recite. c. Each Prophet has and arrow pointing to a center point above them, that says “YHWH,

God, Allah=Same God.” On each of the arrows, respectfully, students write, “Torah, Bible, and Qur’an.”

16. Spread of Islam: Color Map; Pas out Middle East Map. a. Each Team leader takes three crayons back to their section; Yellow, Orange, and Green.

i. By 632 C.E.–Yellow—during Muhammad’s lifetime. 1. Saudi Arabia2. Yemen

ii. By 750 C.E.–Orange1. The Middle East—Oman, Iraq, Iran, Syria, Jordan2. North Africa—Egypt, Libya, Tunisia, Morocco3. Southern Europe—Spain4. Central Asia (“the Stans”)—Afghanistan, Pakistan, Turkmenistan,

Tajikistan, Uzbekistan, Kyrgyzstan, Kazakhstan.iii. By 1500 C.E.—Green

1. India—It was called the Mongul Empire2. Turkey—In 1453, Constantinople fell and ended the Byzantine Empire. 3. The Caucasus—Azerbaijan4. Southwestern Europe—Albania, Serbia, Bosnia, Macedonia5. North Africa—Western Sahara, Mauritania, Mali, Niger, Chad, Sudan,

Ethiopia, Somalia.

Yes Positivity17. The Essence of Islam: Students Record into their Notebooks: Afterwards, we discuss what

connections they can make between Judaism, Christianity, and Islam. a. God created Man in his own image. b. God expects love for him and others in society.c. A day of Doom, Judgment, where the righteous go to heaven and unrighteous burn in

Hell. (each person has two angels, one records the good the other the bad acts)d. God places emphasis on 5

i. All Created Equal (from Emperor to Peasant). ii. No church doctrine, organization, or priesthood between you and God

iii. Jihad – struggle iv. Muslims represent the Mystery of god – don’t try to think & figure out God.v. Share God’s creation with other intelligent beings

Week IIDay I:

18. Pass out “Who, What, When, Where, and How” Bubble Map (Thinking Map) and have students fill it out individually, using their notes and books. Then engage students in a review and correction of their answers.

19. People, Places, & Things of Interest: a. Omar Khayyam: Scholar, Mathematician, astronomer, and poet.b. Averroes: Put knowledge to the test of reason (all except the religion of Islam)c. Muhammad al-Razi: Physician, studied measles and smallpox. d. Minaret: the tear shaped dome towers of a Mosque. e. Taj Mahal: Tomb built by Shah Jahan for his Wife. f. Sufi: A Muslim faction that seeks communion with God through meditation and fasting. g. Seljuks: Central Asian invaders who adopted Islam and threatened the Byzantine empire. h. Sultan: name given to Seljuk rulers.i. Vizier: a prime minister & advisor to the Caliph. j. 1001 Nights: Collection of Arab Stories.

20. Time Line, Part I: Muhammad’s Story; Construction of Short Time Lines: Students will record a time line of Highpoints in the History of the Islamic Empire into their notebooks, establishing a connection and continuity between the past and present.

a. Students will construct a timeline of Muhammad’s establishment of Islam, and the expansion of Islam during his life.

i. 570—Birth of Muhammad in Mecca.ii. 610—Muhammad receives first vision upon Mount Hira.

iii. 610-622—Muhammad Preaches in Mecca.iv. 622—Muhammad and his followers flee to Medina. Islamic Calendar (AH,

Anno Hegirae) begins.v. 624—Muslims successfully attack Meccan caravans at Badr.

vi. 625—Muslims are defeated by Mecans at Uhud.vii. 630—Muslims capture Mecca. Ka’ba (Kaaba) is cleansed, draping it in black

silk that is embroidered with Qur’an verses, tribes of Arabia vow allegiance to Muhammad.

viii. 632—Muhammad is taken into Heaven. 21. Time Line, Part II: The Rest of the Story: Construction of Long Time Lines: Use of Zig/Zags in

timelines to jump larger chunks of non-eventful history in when making timelines. a. In 632 C.E. Muhammad Leaves Earth. b. 1st Caliph: Abu Baker (Muhammad’s Father-In-Law) a wealthy merchant who was

selected to become Caliph (successor to M) after Muhammad was taken into heaven. c. 2nd Caliph: Assassinated d. 3rd Caliph: Uthman; has Qur’an written down in 650. Assassinated in 656.e. 4th Caliph: Ali; Muhammad’s Son-In-Law—Assassinated after 5 yearsf. 5th Caliph: Mu’awiyah (Ali’s Biggest Rival)—Established the Umayyad Caliphate (661-

750). Moves capital from Medinah to Damascus.i. Hussein (2nd Son of Ali, the Son-In-Law of M) revolted against Umayyad, 680,

causing a split in the Muslim world. 1. Shiite: accept only the descendents of Ali as the true ruler of Islam. 2. Sunni: not all of them agree with Umayyad rule but accepted them as

rulers anyway. g. 710—Muslim warriors enter Spain from Africa, by crossing the Strait of Gibraltar.

Yes Positivityh. 732—Battle of Tours; Muslim advance into Europe halted.i. 750-1258—Many Caliphs Later: Abu al-Abbas—a descendent of M’s Uncle overthrew

the Umayyad dynasty, in 747, and by 750 they setup the Abbasid dynasty, which lasted until 1258. Moved capital from Damascus to Baghdad.

i. The Golden Age of Islam—800-1100 C.E.ii. Harune Al-Rashid—(786-809) this Abbasid Caliph headed the golden age of the

Abbasid empire. Best known through the stories of 1001 Nights. His son,iii. Al-Ma’mun—(813-833) a great patron of learning, funded astronomy and the

study & translation of Greek & Roman writings.j. 1099—Christian Crusaders take Jerusalem. k. 1221—Genghis Khan and the Mongols enter Persia. Mongols take Punjab, capture

Baghdad (sacking the city and killing the caliph); Ending Abbasid Caliphate.l. 1281-1324—Reign of Uthman (Osman), who founds the Ottoman Empire. Muslim

merchants and missionary Sufis settle in S.E. Asia. m. 1453—Mehmet Fatih (rules 1451-81) conquers Constantinople. The two halves of the

Ottoman Empire are united and the sultan becomes Byzantine emperor. n. 1492—Castile and Aragon capture Granada. All Muslims (and Jews) expelled from

Spain. o. 1918—Fall of the Ottoman Empire. League of Nations grants Britain mandatory status

over Palestine and Iraq, and France over Lebanon and Syria. p. 1945-60’s—Islam spreads to the West with mass migrations from Asia, Africa, and India.q. 1947—Pakistan founded as an Islamic nation, making Islam a minority religion in India. r. 1979—Shah of Iran is overthrown by Ayatulla Ruhulla Khumayni, who establishes strict

fundamentalist rule of Shi’a principles, creating a Theocracy. s. Late 1990’s—Taliban come to power in Afghanistant. 2001—Muslim extremists attack the United Statesu. 2003—Saddam Hussein ousted by Western Forces and Iraq is occupied with hopes of

establishing Democracy. Day II:

22. Role Play: Sunni & Shiite: Divide the class; Identify two groups, group one (Sunni) chooses their leader; where as the second group’s leader (Shiite) will be chosen by the instructor. Group 2’s leader chooses their successor, where as Group 1 decides after each leader is “removed.” Since I will pick Group 2’s leader from a smaller “Click,” it is easy to predict that Group 2 will have lesser numbers than Group 1. The Groups must compete to win the prize of decision making, which will require the smaller group to be more extreme in order to win out. The winning teams get to decide the pre-selected learning aid music C.D.s that will be played in class.

a. The difference between Sunni & Shiite is leadership. This Role-Playing lesson will have a great impact on the students, and will solidify this difference in their long-term memories.

23. Text Book: Islam: Sections 1 &2: Reading out loud. The only way to become a stronger reader is by reading. Students will be graded in participation, not by how well or how much they read, but by their willingness to contribute to the welfare and enrichment of classroom environment. Social studies classes embody more the rudimentary, and students should learn to make willing self sacrifice towards Social Capital. Many students are weak readers, and feel self conscious about their mistakes. Being dyslexic, I read first; Not being a fast or sure reader, even I make mistakes. During student reading, students are encouraged to barrel through pronunciations, without inserting extra words (“whatever”) or skipping. Laughing at other students is expressly forbidden, as is telling them the words (enforced through deductions in their class participation grade). Things go slow at first, but as the classes progress, students become confident as their reading skills increase.

a. Students will be assigned sections of a chapter, according to teams (1-6). All teams will be given 10 minutes to divvy up reading sections, and to pre-read, silently, each individuals section.

b. Students will then take turns (by teams) reading each section of the chapter on Islam. 24. Study Guide for Test Issued. Students are given the remainder of the class to complete Study

Guide, and quiz one another in teams of two.

Day III:25. Text Book: Islam: Sections 3&4: Reading out loud.26. Last Man Standing: All the students take a piece of paper and write their names on it. As I go

through the study guide asking questions from the test bank. If a student answers incorrectly, their

Yes Positivitypaper is taken. This proceeds until there is only one student remaining. This individual wins one of my “magic pens” that has all the right answers “programmed” into it.

27. Study Guide for Test: Students are given the remainder of the class to complete Study Guide, and quiz one another in teams of two.

Day IV:28. Pre-Test Review: Students are engaged & lead through the Study-Guide, to ensure completion and

mastery of material during this review. Day V:

29. Test!!!

Context of Lesson:1. 2 column notes2. Thinking Maps3. Geography Maps4. Artistic Developments 5. Think, Pair, Share activities. 6. Read Aloud.7. Lecture.8. Essay Writings.9. Student Debate.10. Individual Projects.11. Group Projects.12. Public Speaking.13. Research Projects

Resources:1. Guided Reading and Review.2. Historical Cartoons3. Section Quizzes.4. Role Playing History5. Maps6. Crayons & Markers & Highlighters7. Subject related resources & Source Documents.8. Activity handouts. 9. Thinking Maps10.Guides to Chapter Essentials. 11.Chapter Tests & Study Guides12.Group Activities to Reinforce Learning. 13.Text Book

Yes Positivity14.

Who, what, when, where,and how?

ISLAM

What?8. What must you do to become a Muslim?

What?9. What are the Five Pillars of Islam?

What?10. What do you call a Muslim house of prayer?

What?11. When the muezzin calls people to prayer, where does he stand?

What?12. When a Muslim prays, what does he recite?

Where? 4. Where did the religion of Islam begin?

Where? 5. What city is sacred to Muslims, Christians, & Jews?

Where? 6. Where was the Intellectual center of the Middle East?

Where? 7. During the Golden Age, where was the headquarters of the Islamic Empire?

Who?1. Who was the founder of Islam?

Who?3. What was the title of the ruler of the Islamic Empire?

Who?2. What do you call a follower of Islam?

When?14. When was the Golden Age of Islam?

When?13. When did the founder live?

How?15. How was the religion of Islam spread?