Legislative Branch/Islam After Muhammad

December 8-9

Correlation to State Content Standards

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

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

8.2.6: Enumerate the powers of government set forth in the Constitution and the fundamental liberties ensured by the Bill of Rights.

8.2.3: Evaluate the major debates that occurred during the development of the Constitution and their ultimate resolutions in such areas as shared power among institutions, divided state-federal power, slavery, the rights of individuals and states (later addressed by the addition of the Bill of Rights), and the status of American Indian nations under the commerce clause.

Expected Student Outcomes (Objective)

Students will be able to:

8th Grade

1. Understand and Identify the structure of the Legislative Branch.

2. Identify the qualifications to be a member of the Legislative Branch.

3. Identify the powers granted to the Legislative Branch.

7th Grade

1. Describe the role of Islamic leaders in the spread of Islam after Muhammad's death.

2. Identify the issues behind the split in the Islamic community.

Common Core Literacy Standard

RH 2: 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.

RH 4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

WHST 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.

WHST 9. Draw evidence from informational texts to support analysis reflection, and research.

Anticipatory Set (10 min.) Daily Journals: Students will read two excerpts from "This Day in History" and identify the 5 W's (who, what, when, where, why).

Direct Instruction (15 min.)

8th Grade-SDAIE: Direct Teach/Model: Article 1: Legislative Branch: Finish up the 3/5 Compromise explanation from last class. Teacher will explain and model the task for today. Teacher will demonstrate where to find the answers. Graphic Organizer and the reading are color coded so students will know what section goes with what part of the graphic organizer.

7th Grade-SDAIE: Chunk Read/Annotate: First Four Caliphs: Teacher will lead students in a chunked reading and annotation dealing with Islam after Muhammad's death. Teacher will guide students in what to annotate. Teacher will provide insight on the origins of the struggles between the Shiites and Sunni.

Guided Practice (15 min.)

8^th Grade-SDAIE: TPS: Article 1 Legislative Branch: Teacher and students will go over the answers to the workings of the Legislative Branch.

7^th Grade-SDAIE: TPS: Four Caliphs Focus Notes: Teacher and students will review their answers to the four focus questions and essential question.

Independent Practice (25 min.)

8^th Grade-SDAIE: Chunked Reading/Graphic Organizer/Video Clip: Article 1 Legislative Branch: Students will read and complete a graphic organizer dealing with the workings of the Legislative Branch. Reading will be chunked and matched to the graphic organizer by color. After 10 minutes teacher will show a video that contains two more answers not found in the book. Video will be played twice, third time if student need it.

8^th Grade-SDAIE: Nearpod: Legislative Branch Review: Teacher will create a Nearpod session to check for understanding dealing with the workings of the Legislative Branch.

7^th Grade-SDAIE: Visual/TPS: Islam Spread and Myth v. Fact: Students will label a map that visual depicts the spread of Islam after Muhammad's death. After students label their map they will have to answer three questions ranging from a DOK 2-4. Finally, students will use their acquired knowledge to answer four statements dealing with Islam and decide if it is a Fact or a Myth followed by their justification.

Homework.

EdPuzzle due by Friday at 5 p.m.

Closure (5 min.)

1. Clean up.

2. Take question/comments/announcements

3. Dismiss Class.

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