Unit 8, Lesson 3: Islamic Empire Overview
Learning Target: I can visually represent the main ideas of the Islamic Empire
Class Activities:
1. Students came in and took an half sheet "trading card", which we used to take notes on the Islamic Empire. There was no do now. This half sheet is a new thing I'm trying out instead of regular notes. We'll see how it goes.
2. We read the story of Muhammad and the founding of Islam, then added the main ideas to our half sheet under the "religion" area. Important things we picked out included: Muhammad was the founder of Islam. Islam's monotheistic, similar to Christianity and Judaism. He felt that the word of God had been corrupted by humans in the Bible (including the Old Testament), and wrote down directly what God told him in the Qu'ran. He also felt that Christians and Jews were worshipping idols (false images of God) instead of God Himself.
3. In all the classes, this spilled into really excellent, thought-provoking discussion about ISIS, religious extremism, etc. It means that we didn't finish the lesson, but that's okay. It was worth it.
4. Each student took a map or excerpt from a text and analyzed it to determine why/how Islam spread so quickly. Some common answers were:
The caliphates used military force
The region of control was at a major trade crossroads, which brought in money and also made it easier to travel.
The caliphates were tolerant of other religions, insofar as you could remain Christian or Jewish as long as you paid a tax.
There was a power vacuum at the time, so it was easy for them to step in and take charge.
Papers handed in today:
Unit 8 Geography worksheet
Homework:
None
Class Activities:
1. Students came in and took an half sheet "trading card", which we used to take notes on the Islamic Empire. There was no do now. This half sheet is a new thing I'm trying out instead of regular notes. We'll see how it goes.
2. We read the story of Muhammad and the founding of Islam, then added the main ideas to our half sheet under the "religion" area. Important things we picked out included: Muhammad was the founder of Islam. Islam's monotheistic, similar to Christianity and Judaism. He felt that the word of God had been corrupted by humans in the Bible (including the Old Testament), and wrote down directly what God told him in the Qu'ran. He also felt that Christians and Jews were worshipping idols (false images of God) instead of God Himself.
3. In all the classes, this spilled into really excellent, thought-provoking discussion about ISIS, religious extremism, etc. It means that we didn't finish the lesson, but that's okay. It was worth it.
4. Each student took a map or excerpt from a text and analyzed it to determine why/how Islam spread so quickly. Some common answers were:
The caliphates used military force
The region of control was at a major trade crossroads, which brought in money and also made it easier to travel.
The caliphates were tolerant of other religions, insofar as you could remain Christian or Jewish as long as you paid a tax.
There was a power vacuum at the time, so it was easy for them to step in and take charge.
Papers handed in today:
Unit 8 Geography worksheet
Homework:
None
9global_unit_8_flashcards.pdf | |
File Size: | 171 kb |
File Type: |
the-spread-of-islam-dbq.pdf | |
File Size: | 390 kb |
File Type: |
9global_islamic_empire_overview_handout.docx | |
File Size: | 142 kb |
File Type: | docx |