Sixth Grade
Module 13: The Rise of Islam
Module 13: The Rise of Islam
New York State Sixth Grade Social Studies Framework Utilized in this Chapter:
Grade 6: Social Studies Practices
A. Gathering, Interpreting and Using Evidence
C. Comparison and Contextualization
1. Identify a region in the Eastern Hemisphere by describing a characteristic that places within it have in common,
and then compare it to other regions.
D.Geographic Reasoning
1. Use location terms and geographic representations such as maps, photographs, satellite images, and models to describe where places in the Eastern Hemisphere are in relation to each other, to describe connections between places, and to evaluate the benefits of particular places for purposeful activities.
2. Distinguish human activities and human-made features from “environments” (natural events or physical features—land, air, and water—that are not directly made by humans) in the Eastern Hemisphere; identify the relationship between human activities and the environment.
3. Identify and describe how environments affect human activities and how human activities affect physical environments through the study of cases in
the Eastern Hemisphere.
4. Recognize and explain how characteristics (cultural, economic, and physical-environmental) of regions affect the history of societies in the Eastern Hemisphere.
5. Describe how human activities alter places and regions in the Eastern Hemisphere.
6. Describe the spatial organization of place, considering the historical, social, political, and economic implication
of that organization. Recognize that boundaries and definitions of location are historically constructed.
F. Civic Participation
1. Demonstrate respect for the rights of others in discussion and classroom debates, regardless of whether one agrees with the other viewpoint. Consider alternate views in discussion.
6.4 COMPARATIVE WORLD RELIGIONS (ca. 2000 B.C.E – ca. 630 C.E): Major religions and belief systems developed in the Eastern Hemisphere. There were important similarities and differences between these belief systems. (Standard: 2; Themes: ID, SOC)
6.4a Civilizations and complex societies developed belief systems and religions that have similar, as well as different, characteristics.
6.4b Belief systems and religions are based on sets of mutually held values.
Grade 6: Social Studies Practices
A. Gathering, Interpreting and Using Evidence
- Develop and frame questions about topics related to historical events occurring in the Eastern Hemisphere that can be answered by gathering, interpreting, and using evidence.
- Identify, effectively select, and analyze different forms of evidence used to make meaning in social studies (including primary and secondary sources such as art and photographs, artifacts, oral histories, maps, and graphs).
- Identify evidence and explain content, authorship, point of view, purpose, and format; identify bias; explain the role of bias and potential audience.
- Identify implicit ideas and draw inferences, with support.
C. Comparison and Contextualization
1. Identify a region in the Eastern Hemisphere by describing a characteristic that places within it have in common,
and then compare it to other regions.
D.Geographic Reasoning
1. Use location terms and geographic representations such as maps, photographs, satellite images, and models to describe where places in the Eastern Hemisphere are in relation to each other, to describe connections between places, and to evaluate the benefits of particular places for purposeful activities.
2. Distinguish human activities and human-made features from “environments” (natural events or physical features—land, air, and water—that are not directly made by humans) in the Eastern Hemisphere; identify the relationship between human activities and the environment.
3. Identify and describe how environments affect human activities and how human activities affect physical environments through the study of cases in
the Eastern Hemisphere.
4. Recognize and explain how characteristics (cultural, economic, and physical-environmental) of regions affect the history of societies in the Eastern Hemisphere.
5. Describe how human activities alter places and regions in the Eastern Hemisphere.
6. Describe the spatial organization of place, considering the historical, social, political, and economic implication
of that organization. Recognize that boundaries and definitions of location are historically constructed.
F. Civic Participation
1. Demonstrate respect for the rights of others in discussion and classroom debates, regardless of whether one agrees with the other viewpoint. Consider alternate views in discussion.
6.4 COMPARATIVE WORLD RELIGIONS (ca. 2000 B.C.E – ca. 630 C.E): Major religions and belief systems developed in the Eastern Hemisphere. There were important similarities and differences between these belief systems. (Standard: 2; Themes: ID, SOC)
6.4a Civilizations and complex societies developed belief systems and religions that have similar, as well as different, characteristics.
6.4b Belief systems and religions are based on sets of mutually held values.
- Students will study the belief systems of Islam, by looking at where the belief system originated, when it originated, founder(s) if any, and the major tenets, practices, and sacred writings or holy texts for each.
- Students will be able to identify similarities and differences across belief systems, including their effect on social order and gender roles.
- Students will explore the influence of various belief systems on contemporary cultures and events.
WEEK OF , 2020
The Islamic World Packet Cover:
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Introductory PowerPoint: The Islamic World
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Homework due Tuesday: Devise a word web or chart with questions and ideas about the Islamic World. Found on page 2 in The Islamic World.
Classwork, Monday:
Classwork, Monday:
- Activate Prior Knowledge:
- Learning Objective
- Skill Development:
- I can analyze photos and ask relevant questions about what we might learn in this chapter.
- I can devise a word web or chart with questions and ideas about the Islamic World.
- Skill Development:
- Learning Objective
- Guided Practice:
- Students will perform their initial practice step-by-step at the same time as a whole group. First, Mrs. Looney will complete the first step on the SmartBoard and then the students will complete the same step. Gradually, students will begin to do the steps individually. As a class we will complete a graphic organizer with questions and ideas about the Islamic World.
- Students will use the GRAPES Organizer for ideas of what they can add to their word web.
- After the students work on their web individually, they will have the opportunity to work with a partner.
- In pairs, students will analyze the photos on the PowerPoint found below.
- Students will examine the photos in the PowerPoint, on Mrs. Looney’s website, and in the packet. What do we observe about the photos?
- Do these photos pique our interest?
- What do these photos tell us about the chapter that we are about to study?
- What can we infer about the Islamic World by looking at these pictures.
- By the end of the guided practice, students will be able to perform the steps individually and will complete the word web organizer.
- Closure: Mrs. Looney wants to make sure that the students are completely prepared for the assignment before I hand it out. Are students able to tell why it is important to learn the information that they have just been taught? Are students able to complete the skill that has just been taught to them?
- Devise a word web or chart with questions and ideas about the Islamic World. Due tomorrow, Tuesday.
POWERPOINT: IMAGES OF THE ISLAMIC WORLD
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Homework due Wednesday: Seed Discussion Organizer, found on page 5 of The Islamic World packet, is due Friday. Continue to add to the Islamic World word web.
Classwork, Tuesday: This lesson was taken from the website readwritethink, "Introducing New Content with Seed Discussions."
Seed Discussion Organizer: http://www.readwritethink.org/files/resources/printouts/SeedDiscussionOrganizer.pdf
seeddiscussionorganizer.pdf
Download File
Classwork, Tuesday: This lesson was taken from the website readwritethink, "Introducing New Content with Seed Discussions."
- Students will search the contents in their Islamic World packet.
- After students have previewed the packet, students will fill out the Seed Discussion Organizer individually.
- Students are also encouraged to use information from yesterday's photo analyzation to fill out their Seed Discussion Organizer.
- In small groups, students will choose one idea from each of the boxes. Only one idea per box per group.
- A representative from the group will write the idea onto the classroom Seed Discussion Organizer Posters. Each person from the group should have one idea represented on the class posters.
- As a class we will discuss the following questions: How might your Seed Discussion Organizer and our class discussions help you to be a better reader and thinker? How does this strategy help you become actively engaged in the new concept we are studying?"
Seed Discussion Organizer: http://www.readwritethink.org/files/resources/printouts/SeedDiscussionOrganizer.pdf
seeddiscussionorganizer.pdf
Download File
Homework due Friday: KWL chart is due Friday. Found in The Islamic World packet on page 6.
Classwork, Wednesday, and Thursday: Introduction to the Islamic World.
Classwork, Wednesday, and Thursday: Introduction to the Islamic World.
- In small groups, students will choose one idea from each of the Seed Discussion Organizer boxes. Only one idea per box per group.
- A representative from the group will write the idea onto the classroom Seed Discussion Organizer Posters. Each person from the group should have one idea represented on the class posters.
- As a class we will discuss the following questions: How might your Seed Discussion Organizer and our class discussions help you to be a better reader and thinker? How does this strategy help you become actively engaged in the new concept we are studying?"
- In small groups students will analyze the photos on pages 11-16 in The Islamic World packet. What do these photos tell us about the Islamic World?
- Mrs. Looney will read the book Silent Music: A Story of Baghdad, written by James Rumford.
- Students will add to their KWL chart with at least five new questions that they have after hearing the story.
Homework due Monday, Tuesday, and Wednesday: Students will begin filling out the Islamic Beliefs Four Thought Boxes graphic organizer found on pages 7 and 8 in The Islamic World packet. Mrs. Looney has not yet determined when this assignment is due.
Classwork, Friday, Monday, and Tuesday:
Islamic Beliefs Four Thought Boxes:
Classwork, Friday, Monday, and Tuesday:
- To analyze and gain a better understanding of Islamic beliefs, students will complete the Four Thought Boxes graphic organizer while using the information in The Islamic World packet to discover important facts and concepts.
- All four boxes will be completed.
Islamic Beliefs Four Thought Boxes:
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Homework due day, and day: Islam's Cultural Achievements Poster is due on .
Classwork, iday, and day:
Classwork, iday, and day:
- Mrs. Looney will read the book Listen to the Wind, by Greg Mortenson.
- While using The Islamic World packet, students will devise a poster summarizing Islam's cultural achievements.
- Students will organize their poster in a creative way of their choice.
- Students will draw symbols or imagines that represent the different cultural achievements of Islam.
- Students will use color to make their posters stand out.
- Students will label their drawings of the achievements.
- Students will use rulers to write the heading of their poster as well as to label their drawings.
- Students will add a word bank of important words to know with definitions.
- Students may use ultra-fine Sharpies to highlight important labels, words, or definitions.
- Be sure that all of your spelling is correct.
- Be sure that you use your neatest handwriting.
- DIRECTIONS: Islam's Cultural Achievements Poster
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ISLAM IN TODAY'S WORLD:
Homework due , :
Classwork, , :
Classwork, , :
- Activate Prior Knowledge: Students will make a list in their writing notebooks: I am in the world to change the world. Under the heading students will write descriptive adjectives and ideas that depict Malala Yousafzai. As students do that, they will continue to reflect on the list that was created yesterday about each students hopes and aspirations. Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- We will listen to "What Can One Little Person Do?" https://www.youtube.com/watch?v=uh0gAO09zOc
- Before we listen to the song "What Can One Little Person Do?" written by Sally Rogers, students will skim the song, browsing through the stanzas. Students will circle the names of historic people that are mentioned in the song.
- Students will write the gist of the song in the margins.
- Song: "What Can One Little Person Do?" https://video.search.yahoo.com/video/play;_ylt=A2KLqIIFIYtWViAAQe4snIlQ;_ylu=X3oDMTByZWc0dGJtBHNlYwNzcgRzbGsDdmlkBHZ0aWQDBGdwb3MDMQ--?p=what+can+one+little+person+do+by+sally+rogers&vid=23b44a711e5c2dbf96dda41acb4ffcd0&turl=http%3A%2F%2Ftse1.mm.bing.net%2Fth%3Fid%3DWN.mqhslaotfIEmKPqvpgOB4A%26pid%3D15.1%26h%3D227%26w%3D300%26c%3D7%26rs%3D1&rurl=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3Duh0gAO09zOc&tit=What+Can+One+Little+Person+Do+%28Sing+Along%29&c=0&h=227&w=300&l=199&sigr=11bt6phbh&sigt=11aok34fd&sigi=12lbltpoq&age=1298039672&fr2=p%3As%2Cv%3Av&fr=yhs-mozilla-001&hsimp=yhs-001&hspart=mozilla&tt=b
- Learning Objective: I will begin to create a list including adjectives and ideas about people who can change the world.
- Concept Development:
- Students will watch the videos about Malala.
- Students will think about words to describe her and add these words to their list. This list will help students write a poem about dreams, challenges, courage.
- Academic Importance: Does anyone have any other reasons why this lesson is important academically?
- Personal Importance/Real Life Importance: Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice: Students will perform their initial practice step-by-step at the same time as a whole group. First, Mrs. Looney will complete the first step on the SmartBoard and then the students will complete the same step. Gradually, students will begin to do the steps individually.
By the end of the guided practice, students will be able to perform the steps individually. - Closure: Mrs. Looney wants to make sure that the students are completely prepared for the assignment before I hand it out. Are students able to correctly describe the concept that was just taught? Are students able to tell why it is important to learn the information that they have just been taught? Are students able to complete the skill that has just been taught to them?
- Independent Practice: Students will begin to create a list including adjectives and ideas about people who can change the world.
- Other information on Malala:
- Unbreakable: One Girl Changing the World. Youtube. http://abc.go.com/shows/2020/listing/2013-10/11-unbreakable-one-girl-changing-the-world
- Malala's story - BBC News https://www.youtube.com/watch?v=FnloKzEAX7o
- He Named Me Malala Official Trailer 1 (2015) - Documentary HD. YouTube. https://www.youtube.com/watch?v=vE5gSHJkusU
- Malala Yousafzai addresses United Nations Youth Assembly, YouTube. https://www.youtube.com/watch?v=3rNhZu3ttIU
- Malala Yousafzai Nobel Peace Prize Speech, YouTube. https://www.youtube.com/watch?v=MOqIotJrFVM
- Teens React to Malala Yousafzai, https://www.youtube.com/watch?v=RE1KNTxc0uU
Homework due : None.
Classwork: As the students are watching the video they will continue to ask questions that would help them to think deeper about their dreams and about how one little person could change the world.
Classwork: As the students are watching the video they will continue to ask questions that would help them to think deeper about their dreams and about how one little person could change the world.
- Activate Prior Knowledge: Imagine that Malala is coming to our school. What would your reaction be meeting her? What would you be thinking? What questions would you have for her? Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- Learning Objective:
- I can ask questions that would help me to think deeper about my dreams and about how one little person could change the world.
- I can choose words from Malala's speech that I could use in my poetry.
- Concept Development:
- Malala: “Now I Am Living A Second Life”http://www.pbs.org/newshour/extra/daily_videos/malala-now-i-am-living-a-second-life/
- Students will continue to write descriptive words to add to their Dream/Change list.
- Students will continue to write down questions to ask Malala, to ask themselves.
- Academic Importance: Students will get a glimpse of the poems that Mrs. Looney's students have written in the past. Students will use these poems as models for what they can write and accomplish. Blog: Poetry. Dreams. http://mrslooney.weebly.com/blog/poetry1#comments
- Personal Importance/Real Life Importance: Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice: Students will perform their initial practice step-by-step at the same time as a whole group. First, Mrs. Looney will complete the first step on the SmartBoard and then the students will complete the same step. Gradually, students will begin to do the steps individually. As a class we will complete a graphic organizer.
By the end of the guided practice, students will be able to perform the steps individually. - Closure: Mrs. Looney wants to make sure that the students are completely prepared for the assignment before I hand it out. Are students able to correctly describe the concept that was just taught? Are students able to tell why it is important to learn the information that they have just been taught? Are students able to complete the skill that has just been taught to them?
- Independent Practice:
- Malala Yousafzai Nobel Peace Prize Speech. https://www.youtube.com/watch?v=MOqIotJrFVM
- As the students are watching the video they will continue to ask questions that would help them to think deeper about their dreams and about how one little person could change the world.
- After students watch the video they will look at the text of Malala's United Nation's Speech and circle or highlight words that they could use in their poetry. These words will be added in their list of words. PDF of Malala's United Nation's Speech. http://www.un.org/News/dh/infocus/malala_speach.pdf
- Malala Yousafzai Nobel Peace Prize Speech. https://www.youtube.com/watch?v=MOqIotJrFVM
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newyork_6_islamic_spain.docx | |
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