PLAN: (a)Goal Objective/(b)Learning Target – (What do students need to learn)
Standard being taught/assessed:
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
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?
How did the expansion of Islam impact the allocation of resources and economic incentives?
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?
What are the similarities and differences between political institutions of various Islamic Empires?
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 –
Cornell Notes Check
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
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
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
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
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
Thinking Like a Historian
Vocabulary Focus/Word Wall