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VITAL COURSE INFORMATION
Subject(s): World History
Topic or Unit of Study: Islamic Empire, Life After Muhammad
Grade/Level: 7th
CCSS Standards/State Frameworks:
7.2-4: Discuss the expansion of Muslim rule through military conquest and treaties, emphasizing the cultural blending within Muslim civilization and the spread and acceptance of Islam and the Arabic language.
7.2-5: 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 (e.g., spices, textiles, paper, steel, new crops) and the role of merchants in Arab society.
7.2-6: 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.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
Journal Historical
Corresponding Essential Questions:
1. How did the death of Muhammad effect the Muslim Empire?
IMPLEMENTATION
Learning Context:
This is the introduction to life on the Arabian Peninsula after Muhammad’s death. Students will be introduced to how the death of Muhammad lead to a power struggle that created a division between the Shi’ites and the Sunni.
Learning Objectives Matched to an Essential Question:
1. Describe the role of Islamic leaders in the spread of Islam after Muhammad’s death.
2. Explain how tolerance affected the expansion of the Muslim Empire.
Instructional Input:
1. Anticipatory Set: The teacher will ask students to take a few moments and ask students, what happens when a teacher is away for a day? How does this effect student behavior? After the teacher has given students a few moments to think about this, students will be asked to do a Think- Pair-Share and discuss possible answers with their group. Teacher will ask a few students to volunteer what their group came up with. The teacher will provide students with a graphic organizer. The teacher will begin with focusing on box number one of the graphic organizer. Students will complete a dialectical journal. Teacher will lead students in a reading describing Muhammad’s death. Students will be asked to write a prediction based on the passage.
2. Direct Instruction: The teacher will have students turn to page 99 in their text book. The teacher will again begin reading the text using Close Read strategies and chunking. This will provide the teacher with time to Talk through the Text. After the teacher has read the first paragraph the teacher will call on one student to read out loud. Student will call on other students to read using popcorn.
3. Guided Practice: For box number two of the graphic organizer, students will be completing Cornell Notes. After the class finishes each section of the reading, the teacher will provide students with guiding questions to help students identify the important information. After the students have been given time to fill in each section of the Cornell Notes, the teacher will go over the answers and ask students to make any corrections that are needed.
4. Independent Practice: The students will be asked to answer the Essential Question at the bottom of box two of the graphic organizer along with providing a question or summary statement.
5. Closure: Pack up and dismiss.
Procedures with Subject Specific Pedagogical Rationale for each choice (including expert references):
Students are asked during the anticipatory set to complete a Think-Pair-Share. Think-Pair-Shares is designed so that students can collaboratively work together to answer the essential question that is being introduced to them. Think-Pair-Share also allows those students that are academically lower to participate and learn from their peers. The teacher chose to provide students with a graphic organizer because it provides the teacher with another way to chunk the material into smaller sections, which helps ELL and students on and IEP.
Within the graphic organizer the teacher began the lesson with a Dialectical Journal. Dialectical Journals provides students with another way to annotate material and should be used to think about, digest, summarize, question, clarify, critique, and remember what is read. In the second box of the graphic organizer the teacher has the students organizing their reading into Cornell Notes. Cornell notes provides students with a way to condense and organize their thoughts and notes. In addition, the teacher provides students with guiding questions to help students find the information they need following the CER (claim, evidence, reason) method. Lastly the Cornell Notes themselves have been chunked into sections following the textbook.
Differentiated Instruction (Tailoring to Individual needs of specific students ELL, GATE, Special Needs):
To help students that are struggling with English language comprehension, the teacher uses Think-Pair-Share strategy as a way for students to be provided with peer support when the essential question is introduced to students. The teacher also provided students with a graphic organizer that allows the teacher to chunk the material into smaller sections. The students are also provided with guiding questions to help students determine important information. This also serves as support for students on IEP’s as well. In addition, those students that are struggling with comprehension have access to Chromebooks so that they can listen to audio of the text in Spanish or use Google Translator.
Student Products that will be collected:
The graphic organizer will be completed upon completion.
Informal Checking for Understanding that will occur:
After the teacher goes over answers for the section of Cornell Notes, the teacher will ask the class to raise their hands if they got all of them right. This will allow the teacher to determine how many students understood the important information in each section of the text. The teacher will also be walking around the classroom observing what students write down and guiding them as needed.
Student Collaboration and grouping:
Students will be grouped into five to complete a Think-Pair-Share.
Time Allotment:
Two class periods: 57 minutes each.
Author's Comments & Reflections:
MATERIALS AND RESOURCES
Instructional Materials and resources (Including Technology):
Materials need in this lesson include:
-pencil
-graphic organizer
-ELMO
-projector
-Textbook
-Laptop
STANDARDS & ASSESSMENT
Assessment/Rubrics with Connection back to an essential question and appropriate learning objectives:
Students will be assessed based on their answer to the EQ in box two of the graphic organizer as well as the questions answered in box three.
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