August 19-23,2019

2019/2020 Rowan County Middle School Lesson Plan

Week of: August 12-16,2019

Teacher: Rowland

Subject: Social Studies

PLAN:  (a)Goal Objective/(b)Learning Target –   (What do students need to learn)                                                                     

Standard being taught/assessed:

Learning Targets-

Unit- Islamic Empires

I can identify how the physical geography of the Arabian Peninsula influenced Arab civilization. 

I can explain how an empire was created with the spread of Islam. 

I can describe the message Muhammad preached. 

I can compare the ways in which the Turks, Safavids, and Mongols ruled their empires. 

I can discuss key components of Islam. ____ I can differentiate between Sunnis and Shiites. 

 I can summarize Muslims contributions in mathematics, science, and the arts.

Inquiry Standards: Questioning


Essential Standard(s):

  • 7.E.IC.2 Analyze the impact of growth and expansion on the allocation of resources and economic incentives

  • 7.G.MM.1 Analyze the push and pull factors that influenced movement, voluntary migration and forced migration in the societies and empires of Afro-Eurasia and the Americas between 600-1600.

  • 7.H.CO.1  Explain how religion influenced state-building, trade and cultural interactions between 600-1600.

  • 7.C.CP.1 Compare political institutions and their impacts on people in empires between 600- 1600.


Pre-Planned Questions: (2-3)

Compelling Question: How can geography and culture shape an empire?

Supporting Questions:

  1. How did the expansion of Islam impact the allocation of resources and economic incentives?

  2. What push and pull factors influenced voluntary and forced migration in the Middle East and North Africa and how did that influence the spread of religion?

  3. What are the similarities and differences between political institutions of various Islamic Empires?


DO: Instructional activities each day (How will they learn it)






Bell Ringer: 

How important  is it to respect people’s different religious views and beliefs in order to avoid division?

Plan:  I can trace the origins of Islam and th elife and teaching of Muhammad.



Journey to Mecca 

Basics of Islam

Kaaba Reading Activity


Formative Assessment – 

KWL Chart

Cornell Notes Check


Bell Ringer: 

Why did caravans go to Mecca during certain months?



Plan:  I can describe the impact that religion has on a society.


Rise of Islam presentation

Guided Notes

Brainpop- Islam


Formative Assessment-


Quizizz Review


Bell Ringer:

What potential conflict  might arise over the Ka’aba?



Plan:  I can summarize the origins and teaching of Islam.

I can describe the trade routes that developed on the Arabian Peninsula  and the trade goods that moved along these routes.


Belief and Growth of Islam 

Islam Empire of Faith PBS Clip

Interactive  NB - Beliefs of Islam

Islamic Cities and Culture- Reading Activity


Formative Assessment: 

Exit Ticket


Bell Ringer:

Why did trade often lead to cultural exchange?



Plan:  I can describe the growth and expansion of trade in Arab society in the 600’s.


Guided Notes  on Growth and Expansion

Early Caliphs in Islam

Primary Source Activity


Formative Assessment: Go Formative App

Notebook checks

Bell Ringer:

In what ways does Islam affect the personal lives of Muslims?



Plan:  I can analyze the issue behind the split in the Islamic community.



Islamic Golden Age Preview

NewsEla Article  Sunni/ Shia

Article of the Week, Current Events, Close Reading Activity/Socratic Seminar


Formative Assessment: Close Reading Assignment, Quiz


Assessment:  (How Can We Measure That They’ve Learned It)

Cornell Notes Check 

Exit Slip

Teacher Survey

Go Formative


Interventions:  (What steps are in place if they haven’t learned it)

Based on assessment data - student specific. 

Providing extra time for a student to complete the same test/assignments as his/her peers 

• Reading a test to a student 

• Providing preferential seating

• Providing an evidence-based one-on-one intervention to improve a student’s reading comprehension for 30 minutes twice per week. 

Specific Skills (non-negotiables) standard and student need specific

Close Reading

Cornell Notes 

Thinking Like a Historian 


Vocabulary Focus/Word Wall

(Critical Vocabulary)

Primary Source

Secondary Source




Close Reading 


















Differentiated Instruction:  (How do we go deeper if they’ve already learned it)   Be specific.  How are we pushing for growth? Extensions and variations

  • Design lessons based on students’ learning styles.

  • Group students by shared interest, topic, or ability for assignments.

  • Assess students’ learning using formative assessment.

  • Manage the classroom to create a safe and supportive environment.

  • Continually assess and adjust lesson content to meet students’ needs.


Study: (Data driven decisions) What does the data tell you?  What do you need to reteach? ) Share bi-weekly in PLC and do it


Act: (Continuous improvement/How will we do it differently next week?)  This should be included in your next PDSA/Lesson Plan. What do the students say worked?  What Didn’t work? Share bi-weekly in PLC