Kim Frum

FACDIS

Summer Institute 2004

Lesson Plans

Islam

Monday

Lesson Objective: 

Identify the basic beliefs and practices of Islam

Bell Ringer

Daily Warm Ups-Colored cards with the following key terms will be displayed around the room for students:  Allah, Muhammad, Islam, Muslim, Quran, Sunni, Shiite, imam, hajj, jihad, zakat, Kaba, Mecca.  Students will be introduced to these words and they are responsible for knowing them for the test.  These key terms will be their test and they must write a sentence about 10 of the 13 terms in order to pass.  Students can receive a higher grade if they write at least 2 sentences on 10 of the 13 terms.

 Activities:

1.     Layered Look Book

a.      Stack 7 sheets of paper so the back sheets are one-forth an inch higher than the front sheet.

b.     Fold up the bottom edges of the paper to form fourteen tabs.  Align the edges so that all of the layers or tabs are the same distance apart.

c.     When all the tabs are the same size, crease the paper to hold the tabs in place and staple or glue the sheets together along the valley or inner center.  Fold or staple along the mountain top.

d.      Students will print a term on each stair step and write the definition on the backof the sheet.  This will help students to organize and assist them in studying for the test.  (Dinah Zike’s Foldables–Reading and Study Skills Mc Graw Hill Glencoe)

2. What are the basic beliefs and principles of Islam?  Students will copy from the board:  The Five Pillars of Islam

1.       Shahada-(witness), no god but Allah, Muhammad is the messenger of God

2.       Salah-(prayer) 5 times daily facing Mecca

3.       Zakat-(almsgiving) share of incomes or property taxed for charity or needy

4.       Saum-(fasting)  dusk to sunset during Ramadan

5.       Hajj-(pilgrimage)- to Mecca once in a lifetime if you are able.

Islamic principles include belief in one all-powerful, just, and merciful God, the belief that God’s message was revealed to Muhammad and recorded in the Quran, and basic moral values similar to those of Christianity and Judaism. What contributions has Islamic civilization made to world knowledge and culture? Islamic civilization has made significant contributions in fields ranging from mathematics and the physical and biological sciences to literature and the arts.  Discussion

3.      Innovations-Discuss how innovations can occur in any field-in religion as well as in science and technology.  Ask students to name some of Muhammad’s innovative ideas:  (belief in one God, the equality of all who believe in God, the responsibility of the wealthy to help the poor, placing loyalty to the Islamic community above tribal loyalty.  Discussion will follow.

4.      Learning Style: Verbal Linguistic Activity:  Students are to imagine they are followers of Muhammad in Madinah during his lifetime.  Have them write letters to Muhammad praising him for improved status of women under Islam.  Letters should mention specific improvements, such as abolishing the killing of female infants.

Evaluate

 Section Quiz on the following 5 Terms:  Mecca, Quran, Allah, Muslim, Muhammad

Close

Explain to students that in the next section they will learn about the spread of Islam.  Ask them to name Muhammad’s achievements as described in this section. 

Write achievements on the chalkboard:

1.       The growth of a monotheistic religion that stood on an equal level with Judaism and Christianity

2.        A well-organized political-religious community that increased the Arabs’ power and influence.

Content Standards

Citizenship SS10.1.1, SS10.1.2, SS10.1.3, SS10.1.4, SS10.1.5

Civics/Government SS10.2.1, SS10.2.2, SS10.2.3, SS.10.2.4, SS10.2.5, SS.10.2.3

Economics SS10.3.1, SS10.3.2, SS10.3.3, SS10.3.4, SS10.3.5, SS10.3.6

Geography SS.10.4.1, SS10.4.2, SS10.4.3, SS.10.4.4, SS10.4.5, SS10.4.6, SS10.4.7, SS10.4.8, SS10.4.9, SS10.4.10, SS10.4.11

History SS.10.5.1, SS10.5.2, SS.10.5.3, SS.10.5.4, SS10.5.5, SS10.5.6,

SS 10.5.7, SS10.5.8, SS10.5.9, SS10.5.11, SS10.5.12, SS10.5.13, SS10.5.14, SS10.5.15, SS10.5.16, SS10.5.17, SS10.5.18, SS.10.5.19, SS10.5.20, SS10.5.21, SS10.5.22, SS10.5.23, SS10.5.24

Tuesday

Lesson Objective:

Explain how the Islamic state expanded.

Bell Ringer

Daily Warm Ups- On transparency or on board

Where am I?  I am standing in the courtyard of the Great Mosque.  I can see I the center of the Great Mosque.  I can see in the center of the courtyard the large square building called the Kaaba.  On the outside corner of the Kaaba is the sacred black stone, given to Ismael by the angel Gabriel.  Hundreds of pilgrims crowd toward the Kaaba to reverently kiss the black stone as part of their hajj, or pilgrimage.  Where am I?   Answer:  You are in Mecca

Technology

 Computers, overhead projector

Activities

1.     Students are to discuss how they think the spread of Islam enriched the Islamic state.  They may discuss such topics as:  new tax monies, trading opportunities, natural resources, and skills of conquered peoples.  Explain that the Arabs also absorbed the traditions of conquered peoples and synthesized them into a unique culture.

2.     Students are to imagine they have moved to a foreign country.  Have them speculate about the changes they would have to make in their lives to adapt to a new culture.  What facets of the students’ culture would people in the new environment be likely to absorb?  Have them to relate these concepts to the expansion of the Islamic state.

3.     Technology- Students are to research, copy, print, and write a one-page report about the four Rightly Guided Caliphs.

Close

Write these names from the section on the board:  Abu Bakr, Ali, Umayads, Abbasids.  Students will identify the names and explain the importance of each in the history of Islam and the expansion of the Islamic state.

Evaluate

Students will be quizzed on the following terms:  Sunni, Shiite, imam, hajj, jihad,

Content Standards

Citizenship SS10.1.1, SS10.1.2, SS10.1.3, SS10.1.4, SS10.1.5

Civics/Government SS10.2.1, SS10.2.2, SS10.2.3, SS.10.2.4, SS10.2.5, SS.10.2.3

Economics SS10.3.1, SS10.3.2, SS10.3.3, SS10.3.4, SS10.3.5, SS10.3.6

Geography SS.10.4.1, SS10.4.2, SS10.4.3, SS.10.4.4, SS10.4.5, SS10.4.6, SS10.4.7, SS10.4.8, SS10.4.9, SS10.4.10, SS10.4.11

History SS.10.5.1, SS10.5.2, SS.10.5.3, SS.10.5.4, SS10.5.5, SS10.5.6,

SS 10.5.7, SS10.5.8, SS10.5.9, SS10.5.11, SS10.5.12, SS10.5.13, SS10.5.14, SS10.5.15, SS10.5.16, SS10.5.17, SS10.5.18, SS.10.5.19, SS10.5.20, SS10.5.21, SS10.5.22, SS10.5.23, SS10.5.24

Wednesday

Lesson Objective:  Name the achievements of Islamic civilization and explain how they were spread to other parts of the world.

Bell Ringer

Daily Warm Up-(Put this on a transparency)

 One of the most sophisticated and opulent cities in the world during the ninth century was Baghdad, home of the Abbasid dynasty.  This was the city of Aladdin captured in the tales of The Thousand and One Nights, a place of vibrant culture, trade, and commerce.  Merchants were very important in this rich and urban center.  Contrast this culture with conditions in Western Europe at the same time.

Answer:  While Baghdad was a sophisticated city of culture and commerce, conditions in Western Europe were quite primitive in comparison.

Technology

Overhead projector, Computers

Materials

Paper, markers, pencils

Activities

Cultural Diffusion

Write this statement on the chalkboard:  Merchants traded freely throughout the Islamic world.  Have students give examples from the section to illustrate this statement.  They will write 2 sentences explaining how such trade influenced Islamic civilization.  Ask students to read their sentences aloud.  Students should conclude that contact with many different cultures modified and expanded the original Islamic civilization.

5.     Critical Thinking Activity:  Muslims made important contributions in many fields of human knowledge and endeavor:  Mathematics, astronomy, geography, chemistry, medicine, philosophy.  Students are to decide in which area they think Muslim contributions were the most significant and write a one-page paper defending their choice.  Arguments should include comparisons with Islamic achievements in other fields.  Students must turn in copies of material from internet with their papers.

Evaluate

Quiz-Define terms:  Mecca, Quran, Allah, zakat, Kaba

Content Standards

Citizenship SS10.1.1, SS10.1.2, SS10.1.3, SS10.1.4, SS10.1.5

Civics/Government SS10.2.1, SS10.2.2, SS10.2.3, SS.10.2.4, SS10.2.5, SS.10.2.3

Economics SS10.3.1, SS10.3.2, SS10.3.3, SS10.3.4, SS10.3.5, SS10.3.6

Geography SS.10.4.1, SS10.4.2, SS10.4.3, SS.10.4.4, SS10.4.5, SS10.4.6, SS10.4.7, SS10.4.8, SS10.4.9, SS10.4.10, SS10.4.11

History SS.10.5.1, SS10.5.2, SS.10.5.3, SS.10.5.4, SS10.5.5, SS10.5.6,

SS,10.5.7, SS10.5.8, SS10.5.9, SS10.5.11, SS10.5.12, SS10.5.13, SS10.5.14, SS10.5.15, SS10.5.16, SS10.5.17, SS10.5.18, SS.10.5.19, SS10.5.20, SS10.5.21, SS10.5.22, SS10.5.23, SS10.5.24

Thursday

Lesson Objective-

Students gain insight about the history of Muslims through their literature, art, and architecture.

Daily Warm Ups-(You may want to put question on overhead transparency)

Seeing Muslim women with their heads covered is an increasingly common experience in the United States.  Why do they cover their hair?

Answer:  The Quran teaches that women should be modest.

Technology

Overhead projector

Introduction

Literature

Muslims believed the Quran was their greatest work of literature, but other forms of pre-Islamic  literature were used.  One of the most familiar is The Rubaiyat of Omar Khayyam, who was a poet, astronomer, and mathematician.  In his work, he wondered about the meaning of life. 

Another important work of Arabic literature is The Arabian Nights, also called 1001 Nights.  These stories were first told orally and later written down.  It is a collection of romances, folktales and fables.

Art and Architecture

-Islamic art is a mixture of Arabic, Persian, and Turkish traditions.  You will see it in the Mosques.

-The Great Mosque of Samarra was the world’s largest mosque when it was built.  It is located in present-day Iraq.  Its minaret is famous.  A minaret is a tower from which the muezzin or crier calls its followers to prayer 5 times a day.  Another famous mosque is in Cordoba, Spain.

-Palaces were designed as fortresses.  They are decorated in floral and abstract patterns.

Most decorations on Islamic art are of geometric patterns, plants, and Arabic letters.  The geometric patterns are called arabesques.  You will not see animals or people in Islamic art because of the prophet’s warning against imitating God by creating living things.

Activities

Discussion

1.  Question:  Why is understanding a people’s literature, art, and architecture helpful for understanding their history? 

Answer:  Through their literature, art, and architecture writers often convey their culture’s values, desires, and interpretations of meaning.

2.  Question:  Why did not only the mosques, but also the palaces, reflect the glory of Islam?

Answer:  Muslim religion combines spiritual and political power into one.

3. Learning Style-Visual/Spatial- Students will work individually to prepare posters that highlight aspects of daily life and culture in the Islamic Empire.  Students should be encouraged to embellish their drawings with decorative borders using a floral design similar to the one on the tile pictured on this page.  Students are to write brief captions to identify the subject of each scene.  Display the completed posters in the room.

4. Writing- Students are to write paragraphs defending or rebuting the following statement:  “Outside the home, Islamic society was a man’s world.”  Use students’ paragraphs as a springboard for a class discussion of gender roles in Muslim society

Evaluate

 Section Quiz on the following 5 Terms:  Mecca, Quran, Allah, Muslim, Muhammad

Content Standards

Citizenship SS10.1.1, SS10.1.2, SS10.1.3, SS10.1.4, SS10.1.5

Civics/Government SS10.2.1, SS10.2.2, SS10.2.3, SS.10.2.4, SS10.2.5, SS.10.2.3

Economics SS10.3.1, SS10.3.2, SS10.3.3, SS10.3.4, SS10.3.5, SS10.3.6

Geography SS.10.4.1, SS10.4.2, SS10.4.3, SS.10.4.4, SS10.4.5, SS10.4.6, SS10.4.7, SS10.4.8, SS10.4.9, SS10.4.10, SS10.4.11

History SS.10.5.1, SS10.5.2, SS.10.5.3, SS.10.5.4, SS10.5.5, SS10.5.6,

SS,10.5.7, SS10.5.8, SS10.5.9, SS10.5.11, SS10.5.12, SS10.5.13, SS10.5.14, SS10.5.15, SS10.5.16, SS10.5.17, SS10.5.18, SS.10.5.19, SS10.5.20, SS10.5.21, SS10.5.22, SS10.5.23, SS10.5.24

Friday

Lesson Objectives-Students will gain an understanding of terrorism. Students will express as both a group and individually how the United States should respond to terrorist attacks.

Bell Ringer

Daily Warm Ups –The Challenge of International Terrorism

On September 11, 2001, coordinated terrorist attacks destroyed the twin towers of the World Trade Center in New York City and a section of the Pentagon.  One of the biggest challenges of the late twentieth and early twenty-first centuries has been how to deal with international terrorism.

Choose one of the following terrorist groups and discuss its purpose and demands:

Al Queda-The aims of this group include the overthrow of the Saudi Arabian Royal family, destruction of the state of Israel, removal of the influence of the United States worldwide, and the ascendancy of fundamentalist Islamic groups

IRA-The Provisional Wing of the Irish Republican Army has used terrorism against the United Kingdom because they wish to see Northern Ireland unified with the Republic of Ireland.

Hamas-A militant Palestinian Islamic movement in the West Bank and Gaza Strip, founded in 1987, it is dedicated to the destruction of Israel and the creation of an Islamic state in Palestine.  Hamas opposes the1993 peace accords between Israel and the Palestinian Liberation Organization.

Red Brigade-Active in Italy during the 1970’s, they claimed to represent the masses against big business and the government.  The used “knee-caping (crippling people by shooting them in the knee caps) as an instrument of terror and assassinated the Italian prime minister.

Black September-Black September:  In the 1970’s, this terrorist wing of the PLO killed 11 Israeli athletes at the Munich Olympic Games while millions of people watched on television.  They wish the extermination of Israel.

 Technology

Overhead projector

Activities

1.  Introduce the lesson- Define Terrorism-While there is no universal definition for terrorism, various experts point out that there are common elements to most terrorist acts.

a. Terrorism is usually committed by groups of people who do not possess the political power to change policies they view as intolerable.

b.     Terrorists choose targets and actions to maximize the psychological effect on a society or government

c.     Terrorists plan their acts to get as much media exposure as possible.

d.     Terrorists often justify their acts on ideological or religious grounds arguing they are responding to a greater wrong or a greater good.

2.  Attack on the United States-How should the US Respond?

      (The American Forum for Global Education Issue No. 169 2001-02 pp. 15-19.)

In the aftermath of the September 11 attacks on the World    Trade Center and the Pentagon, and the US response, we are in a new world. What follows is a framework of policy “Options” that are designed to help you think about a range of possible policy alternatives and the ramifications of each.  Each of the Policy Options listed below highlights a very different policy approach and the values that underlie it.

                Option 1-Act alone if we must to defeat terrorism

Option 2-Maintain the US-led coalition

Option3-Encourage the UN to take the lead in seeking justice

Option4-Address the Underlying causes of terrorism

Group Activity

1.  Divide the class into 4 groups and assign each group a policy option.  They need to consider the pros and cons of each and then develop a class presentation supporting their position. 

2.  Students not presenting, will prepare one challenging question for each of the options and ask the advocates after their presentations, which is a total of 4 questions. (Students will turn in for a grade)

Individual Activity

3.  After all the groups have presented the assigned options in class, students will be assigned Option 5-To write about their own views.  Students will write a one-page paper with the heading-Attack on the United States:  How Should the US Respond?

 As students frame “Option 5”, they might want to think about the following questions:

·        Why did the terrorist attacks happen?

·        Who is the enemy?

·        What steps should we take in the coming weeks and months?

·        What should we do about security at home?

·        What should our long-terms goals be?

·        What are the pros and the cons of this approach?

Evaluate

Students will be tested on the following terms:  Allah, Muhammad, Islam, Muslim, Quran, Sunni, Shiite, imam, hajj, jihad, zakat, Kaba.

Content Standards

Citizenship SS10.1.1, SS10.1.2, SS10.1.3, SS10.1.4, SS10.1.5

Civics/Government SS10.2.1, SS10.2.2, SS10.2.3, SS.10.2.4, SS10.2.5, SS.10.2.3

Economics SS10.3.1, SS10.3.2, SS10.3.3, SS10.3.4, SS10.3.5, SS10.3.6

Geography SS.10.4.1, SS10.4.2, SS10.4.3, SS.10.4.4, SS10.4.5, SS10.4.6, SS10.4.7, SS10.4.8, SS10.4.9, SS10.4.10, SS10.4.11

History SS.10.5.1, SS10.5.2, SS.10.5.3, SS.10.5.4, SS10.5.5, SS10.5.6,

SS10.5.7, SS10.5.8, SS10.5.9, SS10.5.11, SS10.5.12, SS10.5.13, SS10.5.14, SS10.5.15, SS10.5.16, SS10.5.17, SS10.5.18, SS.10.5.19, SS10.5.20, SS10.5.21, SS10.5.22, SS10.5.23, SS10.5.24