Islam and The Middle East Unit Plan Compressed

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History(of(the(Middle(East(
Unit!2!Plan!
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Alison!von!Werder!
World!History!A!
9th!Grade!
Allendale!High!School!
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History!of!the!Middle!East!2!
Table(of(Contents(
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Table(of(Contents(.........................................................................................................(2!
Unit(Overview(Materials(..............................................................................................(3!
Introduction(.......................................................................................................................(3!
Essential(Questions(.............................................................................................................(3!
Unit(Goals(...........................................................................................................................(3!
Instructional(Objectives(......................................................................................................(4!
PreDAssessment(..................................................................................................................(4!
Grade(Level/Curriculum(Standards(.....................................................................................(4!
General(Accommodations(...................................................................................................(5!
Lessons(........................................................................................................................(6!
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Lesson(1:(Introduction(to(World(Religions(...........................................................................(6!
Lesson(2:(The(Geography(of(the(Middle(East(.......................................................................(9!
Lesson(3:(The(Beliefs(of(Islam(............................................................................................(12!
Lesson(4:(Divisions(of(Islam(...............................................................................................(15!
Lesson(5:(Islamic(World(Views(..........................................................................................(18!
Lesson(6:(Persuasive(Essay(on(Problems(in(the(Middle(East(...............................................(20!
Lesson(7:(The(Three(Muslim(Empires(................................................................................(23!
Lesson(8:(Accomplishments(of(the(Muslim(Empires(..........................................................(26!
Test(..................................................................................................................................(28!
Unit(Overview(Materials(
Introduction(
This!unit!will!cover!the!History!of!the!Middle!East!before!1500.!It!will!include!the!history!of!
Islam,!the!basics!of!the!religion!and!how!it!has!shaped!the!Middle!East.!The!unit!also!includes!a!
overview!of!the!main!empires!in!the!region!and!look!at!the!major!accomplishments!that!came!
out!of!these!empires.!Additionally,!the!students!are!asked!to!use!this!information!to!connect!
both!historical!and!current!Middle!East!to!their!lives!today.!This!unit!allows!students!to!achieve!
a!brief!but!thorough!history!of!the!Middle!East,!which!gives!them!a!great!look!into!how!the!
geography,!religion,!and!history!affect!the!growth!of!a!region,!its!culture,!and!its!interactions!
with!other!areas!of!the!world.!!
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Essential(Questions(
Why(were(people(motivated(to(change(in(the(Middle(East(during(this(time(period?(
What!role!has!religion,!Islam!in!particular,!played!in!the!advancement!and!history!of!the!
Middle!East?!
How!have!schisms!in!Islam!impacted!the!culture!in!the!Middle!East!and!the!world?!!
How!do!Muslim!world!views!and!culture!affect!the!rest!of!the!world?!
How!does!the!religion!and!culture!of!the!Middle!East!affect!its!relationships!with!other!
countries?!
Unit(Goals(
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The!learner!will!list!the!5!pillars!of!Islam!and!understand!their!importance.!
The!learner!will!compare!and!contrast!the!3!sects!of!Islam:!Sunni,!Shiite,!and!Sufi.!
The!learner!will!analyze!how!DarPalPHarb!and!DarPalPIslam!affect!relationships!with!other!
cultures.!
The!learner!will!explore!accomplishments!of!Muslim!achievements.!
The!learner!will!understand!the!different!characteristics!of!the!Ottoman,!Safavid!and!
Mughal!empires.!
The!learner!will!connect!historical!Middle!East!to!current!Middle!East!and!his!or!her!own!
life!today.!
Instructional(Objectives(
I!can!list!the!5!pillars!of!islam.!
I!can!compare!and!contrast!the!3!sects!of!islam:!Sunni,!Shiite,!and!Sufi.!
I!can!analyze!how!DarPalPHarb!and!DarPalPIslam!affect!relationships!with!other!cultures.!
I!can!identify!accomplishments!of!Muslim!achievements.!
I!can!describe!the!different!characteristics!of!the!Ottoman,!Safavid!and!Mughal!empires.!
I!can!actively!connect!historical!Middle!East!to!current!Middle!East!and!his!or!her!own!
life!today.!
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PreDAssessment(
The!prePassessment!for!this!unit!is!complete!at!the!beginning!of!the!trimester!as!a!preP
assessment!for!all!topics!included!in!the!trimester.!The!students!take!a!prePtest;!very!similar!to!
the!final!exam!that!tests!the!prior!knowledge!of!all!the!students.!This!allows!the!students!to!see!
what!information!they!know!or!needed!to!pay!special!attention!to.!This!information!also!allows!
the!teacher!to!see!which!sections!most!students!already!have!knowledge!of,!allow!the!teacher!
to!arrange!the!trimester!to!the!students!knowledge.!This!way,!the!topics!the!students!know!will!
be!covered!in!a!less!intensive!way.!
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Grade(Level/Curriculum(Standards(
4.1.2!World(Religions!!Using!historical!and!modern!maps!and!other!documents,!analyze!the!
continuing!spread!of!major!world!religions!during!this!era!and!describe!encounters!between!
religious!groups!including!
Islam!and!Christianity!(Roman!Catholic!and!Orthodox)!!increased!trade!and!the!
Crusades!
Islam!and!Hinduism!in!South!Asia!
continuing!tensions!between!Catholic!and!Orthodox!Christianity!
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4.1.3!Trade(Networks(and(Contacts!!Analyze!the!development,!interdependence,!
specialization,!and!importance!of!interregional!trading!systems!both!within!and!between!
societies!including!
landPbased!routes!across!the!Sahara,!Eurasia!and!Europe!
waterPbased!routes!across!Indian!Ocean,!Persian!Gulf,!South!China!Sea,!Red!and!
Mediterranean!Seas!
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4.2.1!Growth(of(Islam(and(Dar(alDIslam(!Identify!and!explain!the!origins!and!expansion!of!Islam!
and!the!creation!of!the!Islamic!Empire!including!
The!founding!geographic!extent!of!Muslim!empires!and!the!artistic,!scientific,!
technological,!and!economic!features!of!Muslim!society!
diverse!religious!traditions!of!Islam!!Sunni,!Shia/Shiite,!Sufi!
role!of!Dar!alPIslam!as!a!cultural,!political,!and!economic!force!in!AfroPEurasia!
the!caliphate!as!both!a!religious!and!political!institution,!and!the!persistance!of!other!
traditions!in!the!Arab!World!including!Christianity!
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5.3.1!Ottoman(Empire(through(the(18th(Century!!Analyze!the!major!political,!religious,!
economic,!and!cultural!transformations!in!the!Ottoman!Empire!by!
using!historical!and!modern!maps!to!describe!the!empires!origins!(Turkic!migrations),!
geographic!expansion,!and!contraction!
analyzing!the!impact!of!the!Ottoman!rule!
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5.3.3!South(Asia/India(through(the(18th(Century!!Analyze!the!global!economic!significance!of!
India!and!the!role!of!foreign!influence!in!the!political,!religious,!cultural,!and!economic!
transformations!in!India!and!South!Asia!including!the!Mughal!Empire!and!the!beginnings!of!
European!contact.!
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General(Accommodations(
For!all!students!in!class,!those!that!need!more!time!on!a!particular!assignment!are!given!it,!
within!reason.!For!students!who!are!not!able!to!complete!a!particular!large!assignment,!for!
various!documented!reasons,!will!have!an!alternative!assignment!to!complete.!Most!work!is!
complete!in!class,!if!a!student!is!not!able!to!do!this,!due!to!concentration!or!similar!problems,!
there!is!access!to!other!classrooms!the!student!can!work!in.!For!tests!and!formal!assessments!
students!who!have!plans!are!able!to!go!to!their!resource!room!or!another!classroom.!
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Lessons(
Lesson(1:(Introduction(to(World(Religions(
Approximately!2!days!
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Standard:!
4.1.2!World(Religions!!Using!historical!and!modern!maps!and!other!documents,!analyze!the!
continuing!spread!of!major!world!religions!during!this!era!and!describe!encounters!between!
religious!groups!including!
Islam!and!Christianity!(Roman!Catholic!and!Orthodox)!!increased!trade!and!the!
Crusades!
Islam!and!Hinduism!in!South!Asia!
continuing!tensions!between!Catholic!and!Orthodox!Christianity!
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Behavior!Objective/Purpose:!
1. The!student!will!use!prior!knowledge!and!research!methods!to!obtain!a!brief!
understanding!of!the!5!main!world!religions.!
2. The!student!will!begin!to!understand!how!religion!in!the!early!ages!influenced!and!
changed!the!actions!of!civilizations!and!individuals.!!
The!purpose!of!this!activity!is!to!introduce!the!student!to!aspects!of!belief!and!the!basis!of!the!5!
main!world!religions.!This!lesson!is!necessary!to!make!the!student!understand!that!we!will!be!
teaching!about!religion!to!understand!how!beliefs!cause!people!to!make!decisions!and!how!
religion!has!changed!the!course!of!history.!This!gives!the!students!a!chance!to!be!introduced!to!
many!ways!of!thinking!that!may!be!different!than!their!own.!It!allows!them!to!see!just!how!
similar!or!different!these!religions!are!to!each!other!and!will!also!allow!for!the!removal!of!some!
stereotypes.!This!is!included!as!an!introductory!lesson!for!History!of!the!Middle!East!because!
much!of!the!history!is!based!around!the!fundamentals!of!Islam!and!it!is!necessary!for!the!
students!to!see!how!that!religion!compares!to!others.!
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Anticipatory!Set:!
1. Students!will!answer!the!following!question:!
a. How!do!you!define!religion?!
2. Students!will!share!their!definitions!and!compare!to!an!academic!definition!of!religion:!
a. "[Religion!is]!a!unified!system!of!beliefs!and!practices!relative!to!sacred!things,!
that!is!to!say,!things!set!apart!and!forbiddenPPbeliefs!and!practices!which!unite!
into!one!single!moral!community."!P!Sociologist!Emil!Durkheim!
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Input:!
1. Task!Analysis!
b. Introduce!ground!rules!for!classroom!to!students.!
i. We!will!be!approaching!religion!from!a!very!historical!and!scientific!point!
of!view.!Looking!at!facts,!causes,!and!consequences.!
ii. Must!be!respectful!of!other!cultures.!
c. Facilitate!a!classroom!discussion!about!how!we!will!approach!religion!in!this!
class,!using!questions!such!as!
i. How!does!what!we!believe!shape!how!we!act!towards!others!and!toward!
other!belief!systems?!
ii. Is!it!important!to!learn!objectively!about!other!cultures!and!beliefs?!why!
or!why!not?!
iii. Why!should!we!study!religion?!
d. Count!students!off!by!5.!Each!number!has!a!corresponding!religion!
i. Judaism!
ii. Hinduism!
iii. Buddhism!
iv. Christianity!
v. Islam!
e. Students!will!get!20!minutes!to!use!the!World!History!Textbook!and!the!websites!
provided!to!fill!in!the!column!on!the!chart!to!their!corresponding!religion!on!
their!own.!!
i. Go!over!each!category!with!students!before!beginning.!
ii. The!students!only!need!the!basic!information,!not!too!detailed.!
f. Students!will!get!15!minutes!to!compare!answers!with!others!who!are!
researching!the!same!religion.!!
g. Students!will!then!get!10!minutes!to!write!a!summary!paragraph!about!their!
religion,!making!sure!all!information!listed!in!the!chart!is!included.!!
h. Break!students!into!5!groups!of!5!(with!3!groups!have!6!students)!making!sure!
each!groups!has!at!least!one!student!who!will!be!reporting!on.!
i. The!groups!with!more!than!one!student!will!present!their!information!
together.!
i. The!students!will!then!get!20!minutes!to!present!their!findings!to!the!rest!of!the!
group,!making!sure!each!person!in!the!group!has!all!the!information!needed.!!
j. After!all!students!have!presented!their!information,!go!over!any!and!all!
important!pieces!of!information!about!each!religion!using!the!powerpoint!to!give!
the!students!a!visual!representation!of!the!religions.!
k. Answer!any!questions!the!students!may!still!have.!!
l. Facilitate!a!class!discussion!to!wrap!up!lesson,!using!the!following!questions.!
i. What!was!something!interesting!you!learned!while!researching!or!
listening!to!others!discuss!the!religions?!
ii. What!are!some!similarities!you!saw!between!the!religions?!
iii. What!are!some!differences?!
iv. Can!you!think!of!any!historical!events!that!may!have!been!influenced!by!
any!of!these!religions?!
v. Why!is!it!important!to!learn!about!these!5!religions!specifically?!!
2. Thinking!Levels!
a. Remembering:!Identifying!aspects!of!assigned!religion.!
b. Understanding:!Summarizing!religion!in!paragraph.!
c. Applying:!Teaching!assigned!religion!to!other!students.!
d. Analyzing:!Discussing!implications!of!religions!on!societies!and!cultures.!
e. Evaluating:!Comparing!and!contrasting!religions.!
3. Methods!and!Materials!
a. Ways!of!presenting:!direct!instruction,!reading,!class!discussion!
b. Materials:!World!history!book,!chromebook,!world!religions!chart,!world!
religions!powerpoint,!http://www.bbc.co.uk/religion/religions/,!
http://www.religionfacts.com/.!
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Modeling:!
1. Model!completion!of!box!on!chart.!
2. Model!exploration!of!informational!websites.!
3. Model!completion!of!paragraph.!
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Checking!for!Understanding:!
1. Walk!around!classroom,!answer!questions,!correct!misconceptions.!
2. Class!discussion.!
3. Cold!calling!on!students!during!presentation.!
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Guided!Practice:!
1. Students!will!research!aspects!of!a!particular!religion.!
2. Students!will!share!information!with!other!students!who!researched!a!different!religion.!
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Independent!Practice:!
1. Students!will!complete!a!summary!paragraph!of!the!religion!they!were!assigned.!
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Closure:!
1. Facilitate!a!class!discussion!to!wrap!up!lesson.!
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Reflection:!
1. Were!the!objectives!met!for!this!lesson?!How!do!you!know?!
2. How!can!this!lesson!be!improved!the!next!time!it!is!taught?!
3. Were!ALL!students!engaged?!
4. How!was!my!timing?!Did!the!lesson!end!earlier!than!expected?!
5. What!comes!next?!
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Name:_________________________________Hour:___________
Buddhism
Christianity
Hinduism
Islam
Judaism
Origins
(Location&
Date)
Significant
Figures
SacredText
/Placeof
Worship
CodeorLaw
Name:_________________________________Hour:___________
CurrentSize
&Location
Holidaysor
Major
Traditions
Important
Symbols
SummaryParagraph(ofyourassignedreligion):
5 Major World
Religions
Overview
Buddhism
Then: India, 520 BC
Now: East Asia
(China, Japan),
376 million followers
Buddhism
Christianity
Then: Palestine,
33 AD
Now: Europe and the
Americas,
2.1 billion followers
Christianity
Hinduism
Then: India, 1500 BC
Now: India,
Hinduism
Islam
Then: Mecca, Saudi
Arabia, 622 AD
Now: Middle East and
North Africa,
1.3 billion followers
Islam
Judaism
Then: Mesopotamia,
2500 BC
Now: Israel,
Judaism
Lesson(2:(The(Geography(of(the(Middle(East(
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Standard:!
No!specified!standard!for!the!geography!of!the!Middle!East.!
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1. The!students!will!understand!the!geographical!features!of!the!Middle!East!and!how!they!
affect!the!growth!of!a!civilization!and!its!culture.!
The!purpose!of!this!lesson!is!to!introduce!students!to!the!geographical!features!of!the!Middle!
East!and!the!effects!those!features!may!have!on!the!culture!in!that!region.!This!pairs!with!the!
former!lesson!because!we!discussed!how!religion!affects!a!region!and!with!this!lesson,!we!add!
to!the!knowledge!of!what!students!know!about!how!a!region!can!change!based!on!certain!
aspects!of!the!world!around!them.!Students!also!must!have!a!general!knowledge!of!a!map!of!
the!Middle!East!to!understand!future!lessons!in!the!unit.!
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Anticipatory!Set:!
1. Show!map!of!the!Middle!East.!
2. Students!will!answer!the!following!question:!
a. What!types!of!geographical!features!and!climates!would!you!expect!in!the!
Middle!East?!Use!prior!knowledge!and!the!map!on!the!board!to!answer.!!
3. Have!students!share!with!tablemates.!
4. Call!on!students!to!give!answers.!
5. Record!answers!on!the!board!and!return!to!information!later!in!the!class.!
Input:!
1. Task!Analysis!
a. Explain!to!students!that!there!are!4!main!geographical!features!in!the!Middle!
East,!and!these!features!have!effects!on!the!culture!in!the!Middle!East.!
b. Hand!out!blank!sheets!of!paper;!students!will!answer!the!questions!on!this!
sheet.!
c. Students!will!spend!10!minutes!individually!reading!the!information!provided!on!
their!given!sheet.!
d. Students!will!get!15!minutes!to!work!with!the!others!at!their!tables!to!answer!
the!questions!for!their!assigned!feature.!!
i. At!this!time,!if!there!is!more!than!one!group!focusing!on!a!certain!subject,!
the!groups!will!be!able!to!check!in!with!each!other!to!check!answers.!
ii. Each!group!will!informally!present!information!to!the!class!focusing!on!
the!most!important!parts!of!the!reading!(this!will!be!the!questions!and!
answers!at!the!bottom!of!each!page).!
e. During!each!informal!presentation,!the!students!not!presenting!will!be!recording!
the!important!information!on!the!same!lined!sheet!of!paper!they!answered!their!
questions!on.!
f. Facilitate!a!class!discussion!using!questions!including!the!following:!
i. Go!over!the!list!on!the!board!from!the!anticipatory!set;!see!into!which!
category!each!fits.!
ii. What!are!some!specific!ways!these!features!affect!those!in!the!Middle!
East?!
iii. How!is!these!different!or!the!same!as!the!geography!we!experience!in!
North!America?!
g. Show!video!on!the!geography!of!the!Middle!East,!asking!question!concerning!the!
ways!the!video!compares!and!contrasts!to!the!information!discussed!previously.!
h. Show!map!of!the!Middle!East!again.!
i. Students!will!then!label!all!necessary!countries!on!a!map!of!the!Middle!East!and!
shade!in!each!of!the!four!geographic!regions!using!information!from!the!class!
and!the!use!of!other!maps!in!their!books!and!on!the!Internet.!
j. Exit!Slip:!
i. Students!will!write!one!sentence!on!how!each!of!the!geographical!
features!most!greatly!affects!the!Middle!East.!(4!sentences!total)!
2. Thinking!Levels!
a. Remembering:!Identifying!aspects!of!a!geographical!region.!
b. Understanding:!Restating!the!specific!geographic!regions!in!the!Middle!East.!
c. Applying:!Inferring!how!each!feature!affects!the!region!of!the!Middle!East.!
d. Evaluating:!Labeling!map!based!on!clues!from!reading!and!other!maps.!
a. Ways!of!presenting:!direction!instruction,!reading,!class!discussion.!
b. Materials:!http://youtu.be/8g2TU0HgqTM,!4!geographical!feature!sheets,!blank!
map!of!the!Middle!East,!blank!lined!paper,!chromebook,!textbook.!
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Modeling:!
1. Model!completion!of!questions!at!the!end!of!readings.!
2. Model!completion!of!labeling!and!coloring!of!map!of!the!Middle!East.!
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1. Think,!pair!share.!
3. Informal!presentation!on!geographical!feature.!!
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Guided!Practice:!
1. Completion!of!the!reading!and!questions.!
2. Completion!of!labeling!and!coloring!of!map.!
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Closure:!
1. Exit!Slip:!
a. Students!will!write!one!sentence!on!how!each!of!the!geographical!features!most!
greatly!affects!the!Middle!East.!(4!sentences!total)!
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Reflection:!
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Lesson(3:(The(Beliefs(of(Islam(
Approximately!1!day!
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Standard:!
the!caliphate!as!both!a!religious!and!political!institution,!and!the!persistence!of!other!
1. The!students!will!understand!the!basic!beliefs!of!Islam!through!the!5!pillars!of!Islam.!
2. The!students!will!analyze!the!connections!between!Islam,!Judaism,!and!Christianity.!
The!purpose!of!this!lesson!is!to!introduce!the!students!to!more!specifics!on!the!background!and!
beliefs!of!Islam.!The!powerpoint!will!help!the!students!understand!the!basics!of!the!Religion!to!
help!during!future!lessons!when!learning!about!how!the!religion!has!influenced!the!history!of!
the!Middle!East.!
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Anticipatory!Set:!
1. Preform!an!informal!formative!assessment!of!the!students!concerning!the!4!
geographical!features,!asking!questions!such!as:!
a. What!are!the!4!main!geographical!features!in!the!Middle!East?!
b. What!are!some!example!of!how!they!affect!the!people!and!the!culture!in!the!
Middle!East?!
c. Have!students!complete!coloring!the!map!if!not!finished!from!previous!lesson.!
2. Have!students!share!with!table!and!call!on!students!when!ready.!
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Input:!
1. Task!Analysis!
a. When!students!are!finished!with!map,!read!pages!89P91!in!the!World!History!
textbook,!stopping!at!Creation!of!an!Arab!Empire.!
b. Have!a!discussion!with!students,!using!the!powerpoint!to!guide!conversation.!
Allow!students!to!answer!as!many!questions!as!possible.!
i. Slide!1!
1. We!will!be!discussing!the!foundation!and!basic!beliefs!of!Islam.!!
2. What!are!some!similarities!between!Christianity,!Judaism,!and!
Islam?!
ii. Slide!2!!
1. Similarities!between!religions.!
2. What!are!some!differences?!
iii. Slide!3!
1. Abrahams!Genealogy!
a. Hagar!was!Sarahs!maid,!Sarah!gave!him!permission!to!
allow!Hagar!to!become!pregnant!with!Ishmael.!
b. Isaac!began!Judaism.!
c. Ishmael!built!Mecca.!
iv. Slide!4!
1. Prophetic!Tradition!
2. Which!of!these!Prophets!are!recognized!by!Judaism?!Christianity?!
Islam?!
3. Islam!recognizes!them!all,!but!none!are!seen!as!divine.!
v. Slide!5!&!6!
1. Words!from!Gabriel!
2. Revelations!became!the!Koran!
3. 622!!Couldnt!get!followers,!fled!to!Medina!
vi. Slide!7!
1. What!are!the!5!pillars!of!Islam?!
vii. Slide!8!
1. Declaration!of!faith!
viii. Slide!9!&!10!
1. Prayer!
a. Friday!is!the!Day!of!Rest!
ix. Slide!11!
1. Charity!
a. Have!specification!as!to!where!the!money!can!go!to,!listed!
in!Koran.!
2. What!is!Ramadan?!
x. Slide!12!
1. Fasting!
2. Falls!at!different!times!of!the!year!
a. Muslim!Calendar!is!12!months,!only!354!days.!
xi. Slide!13!&!14!
1. Hajj!means!pilgrimage!in!Arabic.!
2. Kaaba!!located!in!Mecca!
3. 630!CE!!traveled!from!Medina!to!Mecca!
a. Conquered!and!got!rid!of!idol!worshiping!
c. After!Discussion,!students!will!receive!the!Vocabulary!worksheet!to!complete.!
i. The!students!will!use!the!information!they!have!from!the!discussion!to!
complete!as!many!answers!as!they!can.!
ii. !This!assignment!is!due!on!the!day!of!the!test.!
2. Thinking!Levels!
a. Remembering:!Recalling!information!from!the!World!Religions!lesson!at!the!
beginning!of!the!unit.!
b. Understanding:!Answering!questions!throughout!powerpoint!concerning!
information!being!presented.!
c. Applying:!Choosing!correct!corresponding!vocabulary!terms.!
a. Ways!of!presenting:!Direct!instruction,!reading,!class!discussion.!
b. Materials:!World!History!textbook,!Islam!powerpoint,!Vocabulary!worksheet.!
!
Modeling:!
1. Model!completion!of!Vocabulary!sheet.!
!
1. Ask!questions!during!class!discussion.!
!
Closure:!
1. Complete!vocabulary!sheet.!
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Reflection:!
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I.
1. Islam An Abrahamic
Religion
Muslims are strict monotheists.
They believe in the JudeoChristian God, which they call
Allah.
Muslims believe that the Torah
and the Bible, like the Quran,
is the word of God.
Peoples of the Book
Abrahams Genealogy
HAGAR
ABRAHAM
Ishmael
12 Arabian Tribes
SARAH
Isaac
Jacob
12 Tribes of Israel
Esau
2. The Prophetic Tradition

Adam
Noah
Abraham
Moses
Jesus
Muhammad
II.
1. The Origins of the Quran

Muhammad received his first
revelation from the angel
Gabriel in the Cave of Hira in 610.
622
Hijrah
Muhammed
flees Mecca for Medina.
* The beginning of the
Muslim calendar (1 A.H.)
Muhammads revelations were
compiled into the Quran after
his death.
III.
1. Monotheism
The testimony.
The declaration of faith:
There is no god worthy of

worship except God, and
Muhammad is His
Messenger [or Prophet].
2. Prayer (The Salat)

The mandatory prayers
performed 5 times a day:
* dawn
* noon
* late afternoon
* sunset
* before going to bed
Wash before praying.
Face Mecca and use a prayer rug.
2. Prayer continues..
The call to prayer by the
muezzin in the minaret.
Pray in the mosque on Friday.
3. Charity-The Zakat
Almsgiving (charitable
donations).
Muslims believe that all things
belong to God.
Zakat means both purification

and growth.
About 2.5% of your income.
4. Fasting-The Sawm
Fasting during the holy month
of Ramadan:the time when
Mohammad received the message
from Allah.
Considered a method of selfpurification.
No eating or drinking from
sunrise to sunset during
Ramadan.
5. The Hajj
The pilgrimage to Mecca.
Must be done at least once in a
Muslims lifetime.
2-3 million Muslims make the
pilgrimage
every
year.
5. The Hajj
Those who complete the
pilgrimage can add the title
hajji to their name.
5
Name_____________________________________________________Hour_________
Vocabulary for Islam Unit

1. ____________________city area
2. _____________________the basic teachings of Islam
3. _____________________A pilgrimage made by Muslims once in their lives.
4. _____________________A Muslim church.
5. _____________________The religious head of all Islam after Muhammads death.
6. _____________________The holy book of Islam.
7. ________________Muslims who want only a descendant of Muhammad to rule over them.
8. ____________________The belief in one God.
9. ___________________Muslims who want to elect any capable Muslim to rule over
them.
10. ________________The holy holiday of Islam where Muslims fast from sunset to sundown.
11. _____________________A place in the desert that has water and vegetation.
12. ___________________Leader of an Arab tribe.
13. ___________________Mystical sect of Islam.
14. _________________Ethnic group that controls the Northwestern portions of Middle East.
15. __________________Ethnic group that controls the Arabian Peninsula and North Africa.
16. ___________________Ethnic group that controls the Eastern half of Middle East.
17. ___________________Another name for SW Asia.
18. _________________White slave trained to be an elite warrior of the Ottoman Empire
19. _________________Roman name for the Holy Land.
20. _________________Nonreligious political leader of the Ottoman Empire.
21. _________________Flat areas along the sea.
22. _________________The title the Safavids used for their king
23. _________________According to Muslims, areas of the world that practice Islam.
24. ________________According to Muslims, areas of the world that threaten Islam and do
not practice Islam.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Sheik
Dar-al-Islam
Dar-al-Harb
Urban
The Five Pillars
Palestine
The Middle East
The hajj
Ramadan
Quran
Sunni
Shiite
Sufi
14. Sultan
15. Shah
16. oasis
17. Persians
18 Turks
19. Arabs
20. Janissaries
21. monotheism
22. Mosque
23. Caliph
24. Coastal plains
Lesson(4:(Divisions(of(Islam(
!
Standard:!
the!caliphate!as!both!a!religious!and!political!institution,!and!the!persistance!of!other!
!
1. The!students!will!be!able!to!identify!the!three!main!sects!of!Islam!and!their!major!
differences.!
The!purpose!of!this!lesson!is!to!introduce!the!aspect!of!schisms!in!religion!and!how!they!affect!
the!outcome!of!a!certain!religion.!In!the!case!of!Islam,!the!three!main!sects!of!Islam!are!fairly!
different!than!each!other.!By!learning!about!all!three,!the!students!will!see!not!everyone!who!
practices!Islam!practices!it!the!same.!It!is!important!to!show!that!in!each!religion!there!are!
splits!for!various!reasons!and!this!greatly!affects!the!way!a!region!and!culture!develop.!
!
Anticipatory!Set:!
1. Review!of!the!5!pillars!of!Islam.!
a. Students!will!receive!white!board!and!markers!and!are!asked!to!draw!a!picture!
representing!one!of!the!5!pillars.!
b. They!will!then!show!their!table!the!drawing!and!the!others!will!guess!which!of!
the!5!pillars!it!is.!
c. Students!will!be!asked!to!volunteer!to!share!their!drawings!with!the!entire!class.!!
!
Input:!
1. Task!Analysis!
a. Facilitate!a!discussion!on!how!religions!have!many!different!sects!within:!
i. Why!do!you!think!a!religion!(or!group!of!people!within!that!religion)!
would!choose!to!separate?!
ii. What!might!this!separation!do!to!a!religion!or!culture?!
b. Begin!powerpoint!to!give!students!background!into!sects!of!Islam.!
i. Slide!2!
1. The!spread!of!Islam!
2. How!might!a!religion!spread!so!quickly?!
ii. Slide!3!
1. Background!of!divisions!
c. Students!will!be!assigned!one!of!three!sects!of!Islam!
i. Sunni!
ii. Shiite!
iii. Sufi!
d. Students!will!read!an!article!that!corresponds!with!each!sect!and!record!
important!facts!about!that!religion!to!share!with!the!group.!!
e. Students!will!get!15P20!minutes!to!read!their!corresponding!articles!silently.!
f. Students!will!receive!10!minutes!to!discuss!article!with!table!and!choose!2!details!
that!make!their!sect!of!Islam!unique.!!
g. One!student!from!each!group!will!write!those!details!on!the!board!under!the!
correct!heading.!
i. Must!be!different!than!the!information!already!on!the!board.!
h. Go!over!information!on!the!board!with!students.!
i. Ask!students!what!all!three!religions!have!in!common.!
ii. Ask!students!for!thumbs!up,!thumbs!down!if!they!agree/disagree!with!
the!information.!!
i. Students!should!record!important!information!down!on!graphic!organizer.!!
i. The!large!box!is!for!the!information!they!have!in!common!
ii. The!smaller!boxes!are!for!each!sect!of!Islam.!
j. Go!quickly!through!powerpoint!notes!to!make!sure!students!understand!any!
extra!information.!
k. Facilitate!a!discussion!
i. Specifically!in!Islam,!why!did!these!groups!choose!to!separate!from!each!
other?!
ii. Do!you!think!this!was!a!good!thing!or!a!bad!thing?!
iii. How!has!it!affected!their!religion!and!the!culture!of!the!Middle!East?!
2. Thinking!Levels!
a. Remembering:!Recall!5!pillars!of!Islam.!
b. Understanding:!Finding!the!2!most!important!things!about!each!sect.!!
c. Applying:!Identifying!the!similarities!between!the!3!sects.!
d. Analyzing:!Comparing!and!contrasting!each!sect.!
a. Ways!of!presenting:!
b. Materials!
!
Modeling:!
1. Model!completion!of!recording!important!facts!concerning!a!religion.!
!
2. Anticipatory!set.!
4. Thumbs!up/thumbs!down.!
!
!
Guided!Practice:!
1. Students!will!read!an!article!concerning!the!origins!of!one!of!the!sects!of!Islam!and!find!
the!most!important!distinctions!of!the!sect.!
!
Closure:!
1. Classroom!discussion.!
!!
Reflection:!
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Beginnings (of Sufism)

Written by: Nancy Khalek
Sufism first developed in Arabia. Although Muhammad was eventually seen as the model for religious
practice and moral behavior par excellence by the early Muslim community, a number of early
Muslims sought for ways in which to carry their religious practice beyond the observance of the law or
daily rituals required of all Muslims. To do so, these early Muslims drew from the deep well of Near
Eastern traditions, including Judaism and Christianity, in order to develop practices and philosophies
that centered on cultivating their souls. In the Near East there was a developed and long tradition of
asceticism and contemplative practices centered on abstention from excessive food, an emphasis on
prayer, and the cultivation of an inwardly-directed mode of devotion.
Most immediately, this meant combining elements of Islamic practice, like prayer and supplication,
with modes of asceticism as they found them practiced in the Near East. New habits, including a
reduction in physical comfort in the form of food, sleep, and wealth constituted a form of worldly
renunciation characteristic of Christian asceticism. Such renunciation was not foreign to the tradition of
Muhammad, whose humble lifestyle and approval of such was a feature of the hadith. Early Muslim
ascetics actually believed that a simple life of material renunciation was more in keeping with the true
message of Muhammad, an issue which could potentially become complicated by the rising fortunes
and increasing wealth of the Islamic empire over the 8th century C.E.
The term "Sufi" has become commonplace today and is a catch-all term for all Muslim mystics, but the
origin of the word Sufism, let alone the definition of the term, remains somewhat controversial. On the
one hand, it may derive from a group of people known as Ahl al-Suffah (the people of Al-Suffah) who
lived during the lifetime of Muhammad, in the 7th century. This group consisted of a number of poor
migrs who had accompanied Muhammad to Medina after facing persecution in Mecca. Destitute
after having been cast out by their families, and without homes of their own, they lived in the courtyard
of Muhammad's mosque. This was a group united by their status as semi-itinerants more than any
coherent ideology, but their relative state of poverty resembled an ascetic lifestyle, although they were
heavily engaged with the early Muslim community, not isolated from it.
Other interpretations of the term "Sufi" derive meaning from the word "saff" or row, in Arabic, which
refers to the "first row standing before God" or the spiritual elect. This is a fanciful etymology, but it
reflects the interiority of some definitions of Sufism. Another popular conception held by historians as
illustrious as Ibn Khaldoun (1332-1406) and which is related to asceticism is that the term derives from
rough woolen garments (the Arabic for wool is "suf") worn by Sufis.
Early Sufis may also have been associated with a fringe movement called the Sufiyya, which was
originally marginalized for its overtly antinomian (a term that indicates being released from the
obligation to follow religious law) stance. While antinomianism in general may been interpreted as a
kind of disregard for the law, in this case it implied a mystical inquiry into why practice is governed by
law in the first place. That is, from an antinomian perspective, practicing Islam through prescribed rites
such as prayer and fasting is not an end in itself; it is important, but is only a means of disciplining the
soul and purifying oneself. That spiritual goal, purification, is the desired result.
It is possible that this early group of Sufis is misrepresented, however, since all the early sources about
their movement come from a perspective that was opposed to them, and it may be that they were not as
anti-establishment as those sources would have us believe. In any case, these Sufis were not opposed to
so-called orthodoxy, and they continued to adhere to mainstream guidelines of Islamic belief and
practice. They supplemented these guidelines and practices, however, with attentiveness to cultivating a
love of God, exemplified by extra supplications, prayers, poems, dance, and songs devoted to that
topic.
The Sufiyya represented the first ideological claims of Sufism. They were the first, according to
medieval sources, who strove for an intimate personal relationship with God based on the principles of
love. The love of God is mentioned in the Quran, verse 5:54: "He loves them, and they love Him."
Love of God was expressed in forms of music and poetry, especially love poetry. God was "the
Beloved" and the recitation of such poems accompanied by dancing was often part of a practice
whereby the listener was brought to a state of ecstasy.
Sufi literaturecomprised of sayings of local figures and teachers, which were then collected by their
studentsoriginated in the 9th century C.E. Eventually, as the practices and dogma of Sufism
developed to incorporate methods of training and disciplining the soul, thematic works gave way to
more elaborate treatises on the "Science of the Hidden" or "'ilm al-batin." An early hub of mysticism
developed in Baghdad, the capital of the Islamic empire under the Abbasid dynasty from the 8th
century onward. Antecedents of a famous teacher named Al-Junayd ibn Muhammad (d. 910 C.E.)
included such luminaries as Al-Hasan al-Basri, a major figure who is often cited as an intellectual
forefather by later practitioners of Sufism.
With the consolidation of orthodox schools of law and what is now known as the shariah in the 9th
century C.E. came a flourishing of literary and philosophical scholarship in the Islamic world.
"Religious Sciences" is a term used for everything from Quranic exegesis to Sufi interpretations of
scripture. According to medieval Sufi texts, knowledge of how to relate to the world in a way that
acknowledged and fostered love for God was the "Science of the Hidden" or "'ilm al-batin." The
language of the "hidden versus the visible" or the "batin versus the zahir" is still in use by Sufi
practitioners today. This also referred to knowledge of the self, a term which had both negative and
positive implications. One's lower self, or base self, was concerned with earthly necessities and desires.
To transcend this lower self successfully was to achieve union with God, the ultimate goal for which
Sufis strived.
In contrast to other types of scholarly endeavor, the knowledge resulting from Sufi exploration of
knowledge of the inner, hidden, or esoteric (all elements of al-batin) was deemed by its practitioners to
be a more inwardly-looking mode of worship. Sufism did not attempt to divorce itself from mainstream
Islam, but it did supplement it with this esoteric perspective. It is difficult, partly for this reason, to
discern the exact beginnings of Sufism chronologically. There was no foundational moment, event, or
single person. Sufis have long claimed that their original model was Muhammad himself, a claim
rejected by their mainstream opponents. Early Sufis who flourished in the later 7th and early 8th
centuries C.E., such as Al-Hasan al-Basri, are not uniformly recognized as having been Sufis. Still, by
the 9th century C.E., the label "Sufi" became accepted in Islamic society, after which point the
movement flourished enormously.
The Division of Islam
I. The Spread of Islam
Easy to learn and practice.
Ideally speaking, it has no

priesthood and teaches equality.
Non-Muslims, who were Peoples of
the Book, were allowed religious
freedom, but paid additional taxes.
Easily portable
routes.
nomads & trade
Jihad (Holy War) against pagans
and other non-believers (infidels).
Vehicles of diffusion: trade with and

the conquering of other cultures
II. The Division of Islam

1. Background: Arab Empire
A. By the time of Muhammads death in

632 AD, Islam had spread throughout
Arabian Desert, Persia, and Egypt.
B. All the tribes of the Arabs and many
Bedouins were united under Muhammad.
1) Sheiks were the tribal leaders of
Arabs.
C. A caliph was chosen by the leaders of
Islam to take over after Mohammad
died, but many Muslims disagreed on
who it should be.
1) Caliph: A religious leader of all
Islam.
2. DIVISION #1--Sunni
A. Muslims who believe that any devout

follower of Islam can lead.
B. The tribes elect these leader mutually.
C. Although seemingly democratic, Sunni
tend to be so fiercely independent that
tribal loyalties tend to out weigh a central
govt.
D. Makes up about 80% of Muslims today.
3. Division#2--Shiite
A. Muslims that believe only a
descendant of Muhammad can
rule.
B. Believe only special Muslim
leaders (clerics) can interpret
the Quran.
C. Many Shiites are waiting for the
Caliph Ali to return and unite all
of Islam again
D. About 10% of Muslims today
4. DIVISION #3--Sufi
A. Islam is open to many interpretations.
B. Less emphasis on the law.
C. More emphasis on personal connection
connecting the heart to Allah
D. Unique regional traditions: Whirling
Dervishes and other mystical
traditions.
E. 10% of Muslims today but not
connected to any politics.
Lesson(5:(Islamic(World(Views(
!
Standard:!
1. The!Students!will!be!able!to!identify!the!two!worldviews!many!Muslims!hold.!
The!purpose!of!this!lesson!is!for!students!to!understand!how!Muslims!in!the!Middle!East!see!
much!of!the!rest!of!the!world.!This!will!shed!light!for!the!students!on!why!there!may!be!many!
conflicts!in!the!Middle!East!with!countries!who!are!not!Muslim.!This!will!also!connect!much!of!
what!the!students!have!been!learning!in!the!past!lessons!to!a!more!contemporary!topic!of!
conflict!in!the!Middle!East.!!
!
Anticipatory!Set:!
1. Students!will!think!about!the!following!question!and!discuss!with!tablemates:!
a. What!are!the!3!divisions!of!Islam!and!how!are!they!different!than!the!other!
sects?!
2. Students!will!then!share!their!discussions!with!the!class.!
!
Input:!
1. Task!Analysis!
a. Powerpoint!
i. Slide!1!
1. Islamic!views!of!the!world!
2. This!is!how!most!Muslims!who!live!in!the!Middle!East!view!the!
rest!of!the!world.!
3. There!are!two!different!parts.!
ii. Slide!2!
1. Dar!alPIslam!
a. Concerns!all!the!lands!in!the!Middle!East!(and!North!
Africa)!whose!main!religion!is!Islam.!
b. This!means!the!Islamic!leaders!and!faith!politically!control!
them.!
iii. Slide!4!
1. Dar!alPHarb!
a. All!other!lands!in!the!world.!
b. Believed!to!be!a!danger!to!the!Middle!East!and!the!Islamic!
faith.!
iv. Slide!5!
1. Map!
2. Why!is!there!one!particular!red!area?!
a. red!section!conflicted,!because!of!conflict!over!area.!
b. Facilitate!discussion!on!worldviews!and!how!they!affect!foreign!relations!today.!!
i. Why!do!you!think!most!Muslims!hold!these!worldviews?!
ii. Are!there!other!instances!in!history!where!other!regions!have!had!similar!
worldviews!like!this,!why!or!why!not?!!
iii. What!are!some!current!examples!of!how!we!see!these!worldviews!today?!!
c. Exit!slip:!
i. Students!will!describe!aspects!of!each!Islamic!worldview.!
2. Thinking!Levels!
a. Remembering:!Recalling!divisions!of!Islam.!
b. Understanding:!Describing!the!two!Islamic!worldviews.!
c. Applying:!Inferring!the!reasons!Muslims!may!hold!these!views.!
d. Analyzing:!Comparing!the!worldviews!to!other!instance!in!history!or!current!
times.!
a. Ways!of!presenting:!Direct!instruction,!class!discussion.!
b. Materials:!powerpoint.!!
!
Modeling:!
1. Model!worldviews!for!students.!
2. Model!examples!for!discussion!questions.!
!
1. Think,!pair,!share.!
!
Closure:!
1. Exit!slip:!
a. Students!will!describe!aspects!of!each!Islamic!worldview.!
!
Reflection:!
!
!
Islamic Views of
the World
1. The Dar al-Islam Dar

Dar-al
-Islamall the lands that are
al-Islamall
occupied and controlled by Muslims.
The World
of Islam
A, Characteristics
1) The countrys laws are based on the Quran, not
the Roman tradition.
2) Holy Places exist in Dar-al-Islam: Mecca,
Medina, Jerusalem being the most important.
3) Cities are designed with the Muslim
faith/traditions in mindpublic fountains,
minarets, mosques.
4) Western influence is present in society but
usually monitored by existing government.
5) Many aspects of society encourage the Muslim
faith.
2. Dar-al-Harb
All the lands of the world not Muslim;
hence, threaten the practice of Islam.
A. Historical Events that Muslims refer to that

support this concept
1)The Crusades (1000s),

2)European Colonization (1500s to 1940s),
3) The establishment of Israel after WW2 (1947),
3)The Cold War (1940s to 1990s),
4)World-wide Spread of Western Culture (1940s
to today)
5) Globalization of the Worlds Economy (1950s to
today).
6) The War on Terror (2001 to today)
MapView of Dar-al-Harb & Daral-Islam
Lesson(6:(Persuasive(Essay(on(Problems(in(the(Middle(East(
!
Standard:!
1. The!students!will!analyze!information!from!past!lessons!in!order!to!formulate!a!
persuasive!essay!outline.!
The!purpose!of!this!lesson!is!for!students!to!take!everything!they!have!learned!this!week!and!
use!it!to!answer!a!question!concerning!current!relations!in!the!Middle!East.!The!students!will!
use!prior!knowledge!to!outline!a!persuasive!essay!they!will!write!in!the!near!future.!
!
Anticipatory!Set:!
1. Students!will!answer!the!following!questions!to!prepare!for!the!lesson:!
a. What!is!the!UN?!
b. How!do!they!help!in!world!conflicts?!
c. How!might!they!affect!the!2!Muslim!worldviews?!
2. Students!will!discuss!with!table!partner!and!then!share!with!the!class.!
!
Input:!
1. Task!Analysis!
a. Explain!the!purpose!of!this!lesson.!
i. This!is!preparation!for!the!essay!on!the!test.!
ii. Looking!at!current!issues!with!the!information!we!have!learned!this!
week.!
b. Pass!out!powerpoint!information,!brainstorming!sheet!and!outline!sheet.!
c. Have!students!flip!brainstorming!sheet!over!and!create!another!box.!
d. Label!each!of!the!boxes!(Problem!and!Solution).!
e. The!students!will!pretend!to!be!in!the!UN.!Their!goal!is!to!use!the!information!
provided!in!previous!lessons!and!on!the!powerpoint!to!come!up!with!solutions!
for!the!4!major!problems!in!the!Middle!East.!
f. Go!over!each!of!the!issues!faced!by!the!UN!
i. What!is!the!UN?!
ii. Geography!
iii. Tribalism!
iv. Sectarianism!
v. 2!Muslim!World!Views!
g. Explain!students!will!work!together!to!brainstorm!ideas!about!issues!then!work!
on!the!question.!
h. Students!will!get!15P20!minutes!to!brainstorm!problems!and!solutions!with!table.!
i. Once!students!have!had!enough!time!to!complete!all!solutions,!have!students!
share!with!the!rest!of!the!class!the!solutions!they!came!up!with.!
j. Explain!the!students!will!use!the!4!problems!they!discussed!to!help!them!write!
an!essay!concerning!the!US!and!its!effects!on!the!Middle!East.!!
k. They!do!not!need!to!write!the!entire!essay,!they!are!just!writing!down!an!outline!
to!help!them!on!the!unit!test.!
l. Have!students!write!question!on!top!of!outline!paper.!
i. Is!the!United!States!the!cause!of!the!problems!in!the!Middle!East?!
m. Outline!should!include:!
i. 1P2!sentences!for!each!part.!
ii. FULL!summary!conclusion.!
n. Students!will!spend!the!remainder!of!the!hour!completing!the!essay!outline.!
i. The!essay!will!be!turned!in!and!the!students!will!receive!them!back!
before!the!exam!to!look!over!any!suggestions!given.!
2. Thinking!Levels!
a. Remembering:!Recalling!the!4!main!problems!in!the!Middle!East.!
b. Understanding:!Giving!examples!of!each!problem.!
c. Analyzing:!Investigating!solutions!to!the!4!problems!in!the!Middle!East.!
d. Creating:!Theorizing!the!effects!of!US!involvement!in!the!problems!of!the!Middle!
East.!
a. Ways!of!presenting:!direction!instruction,!simulation.!
b. Materials:!powerpoint,!problem/solution!graphic!organizer,!persuasive!writing!
outline.!!
!
Modeling:!
1. Model!completion!of!a!problem!and!solution!box.!
2. Model!completion!of!each!part!of!the!outline.!
!
!
Guided!Practice:!
1. Completion!of!the!UN!assignment.!
2. Completion!of!the!essay!outline.!
!
Reflection:!
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4 Features of the
Middle East
I. Geography
1. Four Major Regions
a) Desert
b) Oasis
c) Mountain
d) Coastal Plains
2. Limited Natural Resources
a) Oil is most valuable but
control by only elites of
region.
3. Maintains 3 feature of
Middle East
a) Poverty and
b) Lack of public
education
c) Tribalism (discuss
later)
II. Tribalism
1.
DEFINED--a system
of organization where
the people are more
loyal to their family
and clan, than the
government who is in
charge.
2. Progress is prohibited:
a) Unstable regions
politically.
b) Limited technology.
c) Limited education.
d) Islam used to
maintained the status
quo by leaders.
III. Division of Islam
(sects)
1.
Tribes typically are one sect

or another.
a) Sunni or Shiite
b) Sufi are targeted by both.
c) Deepens rivalries toward
one another.
2. Central Governments have
trouble functioning if viewed
as picking a side.
a) Govt typically is one sect
or another.
3. Other nations have trouble
interacting in the Middle
East b/c of this rivalry.
IV. Dar-al-Harb
1. 2 basic world views
of many Middle
Eastern peoples:
a) Dar-al-Islam:
regions safe for
Islamic culture.
b) Dar-al-Harb:
regions NOT Islamic
in culture (ie. China,
USA, Europe).
Persuasive Writing Outline

Question Posed:
1. Introduction--Your Thesis sentence(Bonus for introducing your
3 supports!):
2. Topic Sentence-Bucket 1 (support 1)-
a. Facts of support (list):
b. Connect to Thesis (complete sentence):

3. Topic Sentence-Bucket 2-(support 2)-
a. Facts of support (list):
4. Topic Sentence-Bucket 3-(support 3)-
a. Facts of support (list)
5. Opposition Topic Sentence-
a. Opposition Fact
b. Refute (list fact(s) that attack opposition)
6. Conclusion, Topic Sentence

a. Main points to sum up:
Lesson(7:(The(Three(Muslim(Empires(
!
Standard:!
5.3.1!Ottoman(Empire(through(the(18th(Century!!Analyze!the!major!political,!religious,!
economic,!and!cultural!transformations!in!the!Ottoman!Empire!by!
using!historical!and!modern!maps!to!describe!the!empires!origins!(Turkic!migrations),!
geographic!expansion,!and!contraction!
analyzing!the!impact!of!the!Ottoman!rule!
5.3.3!South(Asia/India(through(the(18th(Century!!Analyze!the!global!economic!significance!of!
India!and!the!role!of!foreign!influence!in!the!political,!religious,!cultural,!and!economic!
transformations!in!India!and!South!Asia!including!the!Mughal!Empire!and!the!beginnings!of!
European!contact.!
!
1. The!students!will!be!able!to!identify!and!compare!and!contrast!the!three!major!Muslim!
Empires!in!History.!
The!purpose!of!this!activity!is!to!allow!the!students!to!individually!research!a!specific!empire!in!
Islamic!history!and!create!a!presentation!to!show!the!rest!of!the!class.!The!students!will!work!
together!to!create!a!presentation.!The!students!will!then!present!the!presentation!to!the!class!
and!allow!for!comparisons!between!the!three!major!empires.!
!
Anticipatory!Set:!
1. Ask!students!about!the!specific!problems!the!Middle!East!has.!
a. Have!them!share!with!table!and!then!select!students!to!answer!the!questions.!!
b. Explain!that!we!will!be!looking!at!how!empires!tried!to!survive!and!solve!some!of!
these!problems!in!history.!
!
Input:!
1. Task!Analysis!
a. Students!will!be!creating!a!powerpoint!over!one!of!the!three!Muslim!Empires.!
b. Splits!students!into!groups.!
i. At!least!10P12!groups!of!2,!all!the!rest!work!by!themselves!
c. Show!students!an!example!of!what!they!will!be!making.!
d. Students!should!first!read!the!book!section!concerning!their!!
e. Powerpoint!should!have!the!following:!
i. Each!RED!TITLED!SECTION!from!the!book!should!have!at!least!one!slide!
1. Use!Active!Reading!Guide!Sheets!to!organize!information!
a. Main!ideas!go!in!the!middle,!there!can!be!more!than!one!
main!idea!for!each!red!section!
b. supporting!ideas!go!in!sides!(at!least!2!per!each!main!idea)!
ii. Each!slide!should!have!a!title!(something!that!sums!up!main!ideas)!
iii. Each!main!idea!should!have!a!bullet!point,!supporting!ideas!go!directly!
under!main!idea!(indent!again)!
iv. Include!at!least!one!picture!on!each!slide!that!is!relevant!to!the!
information!presented!
v. NO!PARAGRAPHS!
f. Students!will!spend!first!half!of!class!silently!reading!section!and!filling!out!Active!
Reading!Sheets!
g. Students!will!receive!at!least!2!days!to!work!on!powerpoint.!
h. When!finished,!check!summary!sheet!to!make!sure!you!have!everything!needed.!
i. Students!will!present!information!with!partner!to!the!class!using!the!powerpoint!
they!created.!!
j. All!other!students!who!are!not!presenting!should!sit!quietly!and!follow!along!
with!presentation,!filling!out!most!important!information!for!each!empire!on!the!
graphic!organizer.!
k. Facilitate!a!discussion!about!the!important!facts!of!each!empire,!how!each!
problem!was!seen!in!the!empires,!and!why!each!of!them!was!successful!in!
different!ways.!!
l. Exit!slip!
i. Which!empire!do!you!believe!was!most!successful,!and!why?!
2. Thinking!Levels!
a. Remembering:!Recall!problems!of!the!Middle!East.!
b. Understanding:!Choosing!main!ideas!and!important!information!for!powerpoint.!
c. Applying:!Organizing!information!in!a!reasonable!and!knowledgeable!way.!
d. Analyzing:!Participating!in!the!classroom!discussion.!
e. Creating:!Creating!a!powerpoint!that!successfully!represents!the!assigned!
empire.!
a. Ways!of!presenting:!direct!instruction,!classroom!discussion,!reading.!
b. Materials:!Powerpoint!example,!chromebook,!textbook,!graphic!organizer,!active!
reading!worksheet.!
!
Modeling:!
1. Model!completion!of!active!reading!sheet.!
2. Model!completion!of!powerpoint.!
!
!
Guided!Practice:!
1. Students!will!create!a!powerpoint!concerning!one!of!the!three!major!Muslim!Empires!of!
the!Middle!East.!
!
!
!
Closure:!
1. Exit!slip:!
a. Which!empire!do!you!believe!was!most!successful,!and!why?!
!
Reflection:!
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Creation of an Arab Empire
Muhammad Dies!
Abu Bakr became

the first caliph after
Muhammads death.
A caliph is a
religious leader
chosen to lead all of
Islam.
He was Muhammads
father in law.
The Arab
Empire Grows!
Under Abu Bakr, the

Arab Empire
expanded.
Byzantine Romans are
defeated in a series of
battles: Palestine,
Egypt, North Africa &
Syria all are
conquered.
Persia is taken over by
650 AD.
Holy Soldiers!
The Arab Empire had
brilliant generals that
organized their army.
Soldiers were fueled
by their religious
beliefs.
Many soldiers believed
they would be
rewarded in the
afterlife.
NAME:
HOUR:
SUMMARY QUESTIONS ON MUSLIM POWERPOINT PRESENTATIONS

1.
Rise of the Ottoman Turks, pp. 239-240
What country today is the birthplace of the Ottoman Turks?________________________________

Who and what were the janissaries? Based on things learned in Lesson 13, why do you think the Sultan
relied on the janissaries instead of own Muslim subjects?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2.
Expansion of the Empire, pp. 240-243
What marked the end of the Roman Empire in its entirety in 1453?___________________________
What regions did Selim I take over?____________________________________________________
What effect did the Muslim invasion of Europe have on Europeans?___________________________
__________________________________________________________________________________
3.
The Nature of Ottoman Rule, pp. 243-244
What is the term gun powder empire?

___________________________________________________________________________________
___________________________________________________________________________________
What is a harem?_____________________________________________________________________
4.
Religion in the Ottoman World, pp. 243-244
What sect of Islam were most Ottoman Turks?________________________

5. Ottoman Society, pp. 244
What determined your social class in Ottoman society?___________________________
What rights did women have?__________________________________________________________
__________________________________________________________________________________
6.Problems in Ottoman Society, pp. 245-246
How did Sultan Suleyman ensure a more peaceful transfer of his power when he died?___________
__________________________________________________________________________________
Who really ruled the Empire by 1600s?___________________________________________________
By the 1600s, what things from European culture began to influence Ottoman culture(to the distress of
its Sultan)? _________________________________________________________________________
7.Ottoman Art, p. 245-What types of art flourished in the Ottoman Empire?________________________________________
__________________________________________________________________________________
8. Rise of the Safavid Dynasty, pp. 250-251

What sect of Islam were the Safavids?_____________________________
What led to fighting between the Ottomans and Safavids____________________________________
_________________________________________________________________________________
_________________________________________________________________________________
9. Glory and Decline, pp. 251-252
What was the system the Safavids used to run their government?______________________________
__________________________________________________________________________________
What is religious orthodoxy and how did it affect Safavid society after 1629?_____________________
__________________________________________________________________________________
What group invaded the Safavid Empire and caused anarchy to occur?__________________________
__________________________________________________________________________________
10.
Political and Social Structures, pp. 252-253
What were the different ranks of the Safavid social system? __________________________________
__________________________________________________________________________________
How did the Shahs control their landed-aristocracy?________________________________________
__________________________________________________________________________________
What was the economy and trade of the Safavid Empire?_____________________________________
__________________________________________________________________________________
11.
Safavid Culture p. 253
What specific knowledge increased under the Safavids?_____________________________________

__________________________________________________________________________________
What were at least 4 examples of art and architecture that flourished under the Safavids?___________
__________________________________________________________________________________
12.
The Mogul Dynasty, pp. 255-256
What two cultures made of the Mogul Empire?____________________________________________

What specific type of weaponry did Babur use to establish the Mogul Dynasty?__________________
13.
The Reign of Akbar, pp. 256-257
Although born a Muslim, how was Akbar tolerant of other religions?___________________________

__________________________________________________________________________________
What kind of things were traded during the Akbar Era?______________________________________
__________________________________________________________________________________
14.
Decline of the Moguls pp.257---
When Jahangir's power weakened how did his empress exert her influence?_____________________
__________________________________________________________________________________
What effect did Shah Jahan's military campaigns have on the Empire?_________________________
_________________________________________________________________________________
What 3 intolerant policies did Aurangazab implement that eventually lead to revolts in the Mogul
Empire?___________________________________________________________________________
__________________________________________________________________________________
15.
The British in India, pp. 257-258--
By what year did the British control a portion of the Indian cotton industry in India?______________
What European rival did Sir Robert Clive defeat in India?___________________________________
What was East India Company and what was the unique relationship they had with the British Crown?
_________________________________________________________________________________
_________________________________________________________________________________
After it fully took control over India, how did the East India Company abuse its power there?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
16.
Society and Daily Life in Mogul India, p. 259---
What are some positive roles women had in Mogul society?__________________________________

__________________________________________________________________________________
What are some of the negative things that affected women in Mogul society?____________________
__________________________________________________________________________________
How wealthy landed nobility cope with the arrival of the British?______________________________
__________________________________________________________________________________
17.
Mogul Culture, pp. 259-260--
What 2 cultures did Mogul art blend together?_____________________________________________

What is considered the most beautiful building in India, if not the world, today?__________________
What was 3 features of the Akbar style of painting?_______________________________________
__________________________________________________________________________________
How did the Mogul emperors pay poets and other artists?____________________________________
__________________________________________________________________________________.
Lesson(8:(Accomplishments(of(the(Muslim(Empires(
!
Standard:!
technological,!and!economic!features!of!Muslim!society.!
P1.4!Communicate!clearly!and!coherently!in!writing,!speaking,!and!visually!expressing!ideas!
pertaining!to!social!science!topics,!acknowledging!audience!and!purpose.!
!
1. Students!will!be!able!to!identify!the!major!accomplishments!of!the!Muslim!Empires!with!
90%!accuracy.!
The!purpose!of!this!activity!is!to!take!all!the!students!have!learned!in!the!last!week!or!so!and!
connect!it!not!only!to!what!they!learned!before,!but!also!to!today.!We!have!talked!a!lot!in!class!
about!accomplishments!within!different!civilizations!and!empires,!especially!how!those!
accomplishments!can!still!be!seen!today.!The!students!will!work!together!to!discover!the!
accomplishments!of!the!Muslim!Empire!and!decide!which!ones!are!still!the!most!useful!today.!
!
Anticipatory!Set:!
1. Ask!students!to!think!back!to!the!Romans!and!Greeks,!and!their!accomplishments.!Have!
them!think!about!the!following!question,!discuss!with!their!neighbor!and!report!to!the!
class.!
a. What!were!some!of!the!most!important!accomplishments!we!have!discussed!up!
to!this!point!in!the!class?!Think!about!the!Romans,!Greeks,!etc.!
!
Input:!
1. Task!Analysis!
a. The!students!will!work!together!to!explore!Muslim!accomplishments!by!writing!a!
summary!of!each!accomplishment!and!pairing!it!with!a!photo!around!the!room.!
b. Pass!out!Accomplishments!Sheet.!
c. Explain!and!model!the!use!of!the!accomplishments!sheet.!
d. Students!will!work!together!at!their!tables!to!read!a!description!of!each!
accomplishment!and!then!write!a!1P2!sentence!summary!of!the!accomplishment!
in!the!respective!column.!
e. After!all!students!have!finished,!they!will!travel!around!the!room!looking!at!the!
photos!on!the!walls.!!
f. Each!photo!corresponds!to!an!accomplishment.!
g. Students!will!match!picture!to!accomplishment!on!sheet.!
h. The!students!will!then!return!to!seats!after!they!are!finished.!
i. Facilitate!a!class!discussion!concerning!the!accomplishments!using!the!following!
questions:!
i. Are!any!of!these!accomplishments!similar!to!the!accomplishments!of!the!
Romans!and!the!Greeks?!
ii. How!do!we!still!see!these!accomplishments!today?!
j. The!students!will!write!a!paragraph!answering!the!following!prompt!at!the!
bottom!of!their!Accomplishments!Sheet!in!the!appropriate!section.!
k. What!do!you!believe!is!the!greatest!accomplishment!of!the!Muslim!Empires?!
Why?!(Think!about!how!these!accomplishments!have!affected!the!world!today.)!
2. Thinking!Levels!
a. Remembering:!Identifying!the!accomplishments!of!the!Muslim!Empires.!
b. Understanding:!Summarizing!the!description!of!the!accomplishment.!
c. Applying:!Matching!pictures!to!accomplishments.!
d. Creating:!Using!prior!knowledge!to!connect!accomplishments!with!todays!world.!
a. Ways!of!presenting:!direct!instruction,!reading,!class!discussion.!
b. Materials:!chromebook,!accomplishments!description,!accomplishments!
worksheet,!pictures.!
Modeling:!
1. Model!completion!of!the!Accomplishments!sheet.!
2. Model!correct!way!to!travel!around!the!classroom!and!look!at!each!photo!and!record!it!
on!the!accomplishments!sheet.!
1. Think,!pair,!share!anticipatory!set.!
Guided!Practice:!
1. Completion!of!Muslim!Accomplishments!Sheet.!
1. Short!description!
2. Placards!
3. Question!
!
Closure:!
1. Students!will!answer!the!question!on!the!bottom!of!the!Accomplishments!Worksheet!
before!turning!in!the!sheet!to!be!graded.!
!
Reflection:!
Name:
Accomplishment
Algebra
Astronomy
Banking System
Book Making
Calligraphy
Chess
City of Baghdad
Geometric and Floral

Design
Herbal Medicine and

Pharmacies
Hour:
Description (1-2 Sentences)
Picture
Hospitals
House of Wisdom
Irrigation Techniques
and Underground
Wells
Libraries of Cordoba
Music of Muslim
Spain
Polo
Zoology
What do you believe is the greatest accomplishment of the Muslim Empires? Why?
(Think about how these accomplishments have affected the world today):
Placard
Placard B
Placard C
Placard L
Placard A
Placard D
Placard E
Placard F
Placard G
Placard H
Placard J
Placard K
Placard M
Placard O
Placard P
PLACARD N
Test(
!
See!next!page!
HR
NAME
50ots total
Unit 2 Test on Middle Eust

Matching Directions: Choose the best answerfrom the box. Write the letter next
to the dejinition. Q pt each)
1. _A pilgrimage made by Muslims once in their lives.
A. Caliph
2.
a Muslim church.
3. _The religious head of all Islam after Muhammad's death.
4. _The holy book of Islam.
5.
Muslims who want only a descendant of Muhammad to rule over them.
6.
Muslims who want to "elect" any capable Muslim to rule over them.
7. _The holy holiday of Islam where Muslims fast from sunset to sundown.
B. Qu'ran
D. Ramadan
E. mosque
F. Shifte
G. Sunni
H. Haii
Multiple Choice: Choose the best answer for the questions.(I pt each)
8. If in the desert in SW Asia (the Middle East), a native would most likely wear what type of clothes?
a. Shorts, t-shirts, and bare headed.
b. Light colored robes with some type of head covering.
c. Dark colored robes with gloves.
d. Heaqr clothes for the cool nights.
9. In the mountain
regions, in what ways have many farmers have changed their environment to be successful in
farming?
a.
b.
c.
d
Built flood ditches and terraced the sides of mountains.

Built dams to stop the flows of rivers.
Build entire cities on top of the mountains.
Trade by using the ocean.
10. In the coastal regions of SW Asia, many people live where?

a. In very primitive towns with little contact with the outside world.
b. At oases, so they can "refuel" their camels with water to continue the long trek across the desert.
In modern cities where trade & fishing flourishes and technology is available.
d. In valleys, where flood waters frequently destroy the town.
c.
/1. Which
b.
one is NOT a pillar of Islam?
Forgiveness.
Fasting.
Prayer.
c.
d. Charity.
12. Why should the division in Islam between the Sunni and the Shiites be important to Americans today?
It should not be. It has nothing to do with Americans at all.
b. American troops are performing military missions world-wide where these 2 groups reside.
Millions of Americans are moving to Muslim countries and should know the culture.
It is not a problem-Americans are successfully interacting with the world's Muslim community
a.
c.
d.
Matching Directions: Choose the best unswer from the box. I;l/rite the letter next to
the deJinition.lt pt each)
A.
Sheik
B. Palestine
C. Middle East
D. oasis
E. Suf
F. Shah
G. Sultan
13.
A place in the desert that has water and vegetation.
14. _Leader
of an Arab tribe.
15. _Mystical sect of Islam.
16.
Another name for SW Asia.
Roman name lor the Holy Land.
The title the Ottomans used for their "king"
The title the Safavids used for their "king"
17.
18.
19.
20. Which choice below was NOT an accomplishment of the Golden Age of Islam?
a.
b.
c.
d.
Algebra.
Bookmaking.
Polo
Engineering of bridges.
21. What was the "gunpowder empire"?

a. The Safavid Dynasty use of missiles to maintain their power.
The Caliphate of Baghdad's importation of gunpowder along the Silk Road.
The Ottoman Empire's use of firearms to maintain their power up until 1918 AD.
d. The Arab Empire's refusal to use firearms because they came from the infidel West.
b.
c.
Examine the map below:

,{
OTTOMAN
SAFAVID
ARAB
PERSIANS
ARABS
TURKS
MOGUL
22. PERFORM 2 THINGS: Using the choices above IN TIIE BOX-I) label each letter with the ethnic group
that controlled that area since 600s AD. 2) Write their empire's name after it. (6 points)
A-{all of the region)Ethnic Group:
, Empire:
B--(NW portion and N. Africa)Ethnic Group:
C{Eastern portion)Ethnic
Group
23.WhatMuslim Empire ruled where
the Star
Empire:
,
is on the map? (1 pts)
Empire:
Read tlte passage:

"Selim
I became
the ninth sultan of the Ottoman Empire by killing his brothers and
forcing
father...to abdicate. Later Selim killed all possible claimants to the sultanate,
including his sons, grandsons, and nephews... Sultan Selim I ruled the Ottoman Empire
for only eight years..., but his reign extended the empire to parts of Persia, Syria, the
Hejaz (in present day Saudi Arabia), and Egtpt and raised the Ottomans to leadership of
the Muslim world. At the time of Selim's accession, the Ottoman Empire faced no major
problems toward the west, so Selim turned his complete attention to the problems of the
east...In the East, the Safavids declared the Shiite Muslimfaith the state religion of
Persia. In response Selim conquered the Safavid rulers...and annexed some of their
his
territory... "
24. According to the passage, Selim focused his "complete attention" on what area of the world?
a. Europe.
b. West Africa.
c. Persia.
d. Russia.
25.
It
can be inferred from the reading that Selim supported what

the Safavid's choice of sects?
a.
h.
c.
d.
Sufi
Shiite
Dervish
Sunni
26.'Nho were
a.
b.
c.
d
division or sect of Islam since he did not like
the janissaries?
Shiitte Muslims who swore allegience to the Sultan.

Arabs who used firearms effectively against any rivals to Islam.
Sunni Muslims in which the Sultan recruited from his people in the empire.
Former Christians who were kidnapped or recruited when very young and indoctrinated into the service of the
Sultan.
27. Why did Sultans feel such a group (ianissaries) was needed? What feature of the Middle East concerns
Muslims being more loyal to their family and clan instead of the centralized government?
a.
b.
c.
d.
Sectarianism
Geography
Dar-al-Islam
Tribalism
Multiple Choice: Choose the best answer for the questions(lpt each)
28. The Muslim Empires experienced Golden Ages of science
and art during their reigns. What 2 things

influenced Europe the most hundreds of years later?
a. Advances in math and medicine.
b. Advances in calligraphy and schools (Houses of Wisdom).
c. Advances in irrigation and chess.
d. Advances in polo and geometric design of buildings.
29. Through what 2 ways did Islam spread throughout Asia, Africa, and parts of Europe?
a. Trade and missionary work.
b.
c.
d.
Missionary work and conquest.

Conquest and trade.
Conquest and ambassadors.
30. With conquest of an area, what2 religions were considered "People of the Book" by Islam and allowed to
practice under Muslim rule?
a. Judaic (Jewish) and Christian.
b. Hinduism and Islam.
c. Christian and Hinduism

d. Judaic (Jewish)
-11.
and Islam.
What is Dar-al-Islom?
a. Regions of the world that are pre-dominantly populated and ruled by Muslims.
b. Regions of the world that threaten Islam.
c. It is a Pillar of Islam.
d A holy festival of Islam.
wRtTINGPRowpr: Is the USA the msin cause of the problems in the Middle East?
Using your OUTLINE, from last week on the topic, write a 6-paragraph persuasive writing
essay. REMEMBER TO WRITE THE FOLLOWING:
1 )Introductory paragraph
2) Support #I paragraph
3) Support #2paragraph
4) Support #3 paragraph
s) The Other Side of the ArgumentParagraph---do not shoot yourself in the foot here!
6) Concluding Paragraph
BONUS POINTS (one point a piece)
1) Why did the Mogul ruler build the Taj Mahal?
2) What is the most holy city of Islam?
3) The most significant, long-lasting effects of the Mongol Invasion of the Middle East was...
a. the disruption of the Silk Trade and the end of a united Arab Empire.
b. the destruction of farms and the spread of Islam.
c. the invention of the stir-up on saddles.
d. the spread of the bubonic plague and use of catapults.

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!

2. The Prophetic Tradition

1. The Origins of the Quran

The declaration of faith:

There is no god worthy of

2. Prayer (The Salat)

Zakat means both purification

About 2.5% of your income.

Vocabulary for Islam Unit

Beginnings (of Sufism)

The Division of Islam

I. The Spread of Islam

Easy to learn and practice.

Ideally speaking, it has no

nomads & trade

Jihad (Holy War) against pagans

and other non-believers (infidels).

Vehicles of diffusion: trade with and

II. The Division of Islam

A. By the time of Muhammads death in

A. Muslims who believe that any devout

1. The Dar al-Islam Dar

A. Historical Events that Muslims refer to that

1)The Crusades (1000s),

MapView of Dar-al-Harb & Daral-Islam

III. Division of Islam

Tribes typically are one sect

Persuasive Writing Outline

2. Topic Sentence-Bucket 1 (support 1)-

a. Facts of support (list):

b. Connect to Thesis (complete sentence):

a. Facts of support (list):

b. Connect to Thesis (complete sentence):

4. Topic Sentence-Bucket 3-(support 3)-

a. Facts of support (list)

b. Connect to Thesis (complete sentence):

5. Opposition Topic Sentence-

b. Refute (list fact(s) that attack opposition)

6. Conclusion, Topic Sentence

Creation of an Arab Empire

Abu Bakr became

Under Abu Bakr, the

SUMMARY QUESTIONS ON MUSLIM POWERPOINT PRESENTATIONS

Rise of the Ottoman Turks, pp. 239-240

What country today is the birthplace of the Ottoman Turks?________________________________

Expansion of the Empire, pp. 240-243

The Nature of Ottoman Rule, pp. 243-244

What is the term gun powder empire?

Religion in the Ottoman World, pp. 243-244

What sect of Islam were most Ottoman Turks?________________________

8. Rise of the Safavid Dynasty, pp. 250-251

Political and Social Structures, pp. 252-253

Safavid Culture p. 253

What specific knowledge increased under the Safavids?_____________________________________

The Mogul Dynasty, pp. 255-256

What two cultures made of the Mogul Empire?____________________________________________

The Reign of Akbar, pp. 256-257