In this unit on Islam, students will use The DBQ Project's curriculum with a collaborative model and Common Core Standards in History to write a script and record a video response using FlipGrid to examine the big question stated above. Students will also respond to classmates posts and give feedback. Students must have a parent release form to record and post their responses on FlipGrid. Students will examine a background essay and five documents to gather evidence for their response. All documents will be examined using close reading techniques.

Time Frame two-three weeks.

Culminating activity: Students will write and record a video response using FlipGrid to answering the question, "Why did Islam spread so quickly?"

CALIFORNIA HISTORY CONTENT STANDARDS

7.2 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Islam in the Middle Ages..

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.

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.

COMMON CORE READING STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6–12

RH 1. Cite specific textual evidence to support analysis of primary and secondary sources.

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 8. Distinguish among fact, opinion, and reasoned judgment in a text.

WHST 6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

Students were then given 6 historical documents to analyze. The students used close reading technique to read and re-read documents to then answer text dependent questions for each document. DOK Level 1-3

After the students answered the text dependent questions individually they were then given a window to fill out a Google Form that contained some of the text dependent questions that focused on the big question. Students were to revise their answers and make sure they answered in CEI. By filling out this form they created a class data pool of information about the documents and the big question that will be shared with all the students. DOK Level 3

Students then reviewed the data pool of all their classmates answers and used Flocabulary to write a rap using the information covered in class and vocabulary words to answer the overarching question. Once their Script was written students used FlipGrid to record their raps with music. Their responses were posted so all classmates could review and respond to each others work. A sample of the videos are posted below. DOK Level 4