Welcome to Unit 2, which will deal with the emergence of Islam, the Mongol Empire, and cultural diffusion. Please make sure that you are using your time wisely in my class and ask me if you have any questions. You must do your own work unless a partner is included in the instructions I have given to you. If you do all of the assignments you can earn 85%. To get an A, you must do the Unit Project. The due date for everything is October 1st. I will NOT accept anything after that date. Have Fun!
Read the article "5 Reasons Why..." This article is a button right before the videos. Then answer the questions below. This may be done with a partner.
1. Who is the author of this article?
2. What are the 5 reasons he believes America won't collapse?
3. How many people were controlled by Rome at its height?
4. What is the annual GDP growth rate in America?
5. Name 2 social changes occurring in America right now (according to the author).
6. List and define 2 difficult or interesting words from this passage.
7. Why did the author write this article?
Analyze the Spread of Islam chart. Answer the 7 questions that refer to the chart.
Read and Respond (SAT style timed)--Read the biography on Muhammad and answer the questions. You will only have 10 minutes to read the article and answer the questions. We will do this as a group!
Compare/Contrast the letter from Paul and the excerpt from the Koran in the text book. Answer the questions relating to the readings. This is on page 970 and 971 of our text book. Do questions 1 through 3 on each page.
Draw a map of the Silk Road. This must be done on a plain white sheet of paper. Research the Silk Road and write down 5 important details about it. May be done with a partner.
Constructed Response--Respond to the following in a minimum of 150 words. I will grade these using a portion of the School Writing Rubric.
Does diversity strengthen or weaken a society? Explain and give examples as to why a society would be better with or without diversity.
Create a Chatter Kids on a quote from Muhammad. Take a quote (find one!), explain the meaning, and tell me why/not you think it's true.
Create a Wordle of Unit 2. Include at least 10 important ideas/people/things and a brief description (description can be on back). You can use this website: www.worditout.com or just do a great copy on a plain white sheet of paper.
Watch the mini bios on Ivan the Terrible and Genghis Khan. These videos are below the forum questions on this website. Take brief notes so that you can create a pamphlet of those two leaders. A minimum of 5 facts each! The pamphlet can be on blank white paper or done on a computer.
Answer three of the Short Answer questions. They must be at least 2 sentences long!!
1. Do leaders need to be ruthless/coldhearted at some point in order to put their country and people first? Explain.
2. Did anything that you learned about Islam surprise you? What? Why?
3. Do major cities have to be near water today? Explain.
4. Would you be willing to risk the Silk Road in order to make yourself rich? Explain.
5. Is the United States' empire collapsing? Explain your answer.
Projects
Create a model of Constantinople (1 partner okay)
Type a Comparison/Contrast paper on Christianity and Islam
Create a power point or google doc on the Mongols
Write a RAFT from one person's perspective in this unit
Create a Video of a talk show discussing the differences of Islam and Christianity (Partners okay)
Create a version of "Silk Road" based on the song, "Old Town Road"
Read the article "5 Reasons Why..." This article is a button right before the videos. Then answer the questions below. This may be done with a partner.
1. Who is the author of this article?
2. What are the 5 reasons he believes America won't collapse?
3. How many people were controlled by Rome at its height?
4. What is the annual GDP growth rate in America?
5. Name 2 social changes occurring in America right now (according to the author).
6. List and define 2 difficult or interesting words from this passage.
7. Why did the author write this article?
Analyze the Spread of Islam chart. Answer the 7 questions that refer to the chart.
Read and Respond (SAT style timed)--Read the biography on Muhammad and answer the questions. You will only have 10 minutes to read the article and answer the questions. We will do this as a group!
Compare/Contrast the letter from Paul and the excerpt from the Koran in the text book. Answer the questions relating to the readings. This is on page 970 and 971 of our text book. Do questions 1 through 3 on each page.
Draw a map of the Silk Road. This must be done on a plain white sheet of paper. Research the Silk Road and write down 5 important details about it. May be done with a partner.
Constructed Response--Respond to the following in a minimum of 150 words. I will grade these using a portion of the School Writing Rubric.
Does diversity strengthen or weaken a society? Explain and give examples as to why a society would be better with or without diversity.
Create a Chatter Kids on a quote from Muhammad. Take a quote (find one!), explain the meaning, and tell me why/not you think it's true.
Create a Wordle of Unit 2. Include at least 10 important ideas/people/things and a brief description (description can be on back). You can use this website: www.worditout.com or just do a great copy on a plain white sheet of paper.
Watch the mini bios on Ivan the Terrible and Genghis Khan. These videos are below the forum questions on this website. Take brief notes so that you can create a pamphlet of those two leaders. A minimum of 5 facts each! The pamphlet can be on blank white paper or done on a computer.
Answer three of the Short Answer questions. They must be at least 2 sentences long!!
1. Do leaders need to be ruthless/coldhearted at some point in order to put their country and people first? Explain.
2. Did anything that you learned about Islam surprise you? What? Why?
3. Do major cities have to be near water today? Explain.
4. Would you be willing to risk the Silk Road in order to make yourself rich? Explain.
5. Is the United States' empire collapsing? Explain your answer.
Projects
Create a model of Constantinople (1 partner okay)
Type a Comparison/Contrast paper on Christianity and Islam
Create a power point or google doc on the Mongols
Write a RAFT from one person's perspective in this unit
Create a Video of a talk show discussing the differences of Islam and Christianity (Partners okay)
Create a version of "Silk Road" based on the song, "Old Town Road"
spread_of_islam_charts.doc | |
File Size: | 34 kb |
File Type: | doc |
the_rise_of_islam.ppt | |
File Size: | 1095 kb |
File Type: | ppt |
chapter_10_section_1.doc | |
File Size: | 25 kb |
File Type: | doc |
unit_3_mongol_notes.doc | |
File Size: | 25 kb |
File Type: | doc |
Additional Resources:
map_of_mongol_empire.doc | |
File Size: | 286 kb |
File Type: | doc |
PACING GUIDE
Tuesday----Spread of Islam Chart
Wednesday--America Collapsing Article
Thursday--Constructed Response
Friday--Paul/Koran text and questions
Monday----Muhammad Quote--Chatterkid
Tuesday--Timed Reading
Wednesday--Mini Bios--Pamphlet
Thursday--Silk Road Map and details
Friday--Wordle
Monday---Forums
Tuesday--Finish Word Search
Wednesday --Project
Tuesday----Spread of Islam Chart
Wednesday--America Collapsing Article
Thursday--Constructed Response
Friday--Paul/Koran text and questions
Monday----Muhammad Quote--Chatterkid
Tuesday--Timed Reading
Wednesday--Mini Bios--Pamphlet
Thursday--Silk Road Map and details
Friday--Wordle
Monday---Forums
Tuesday--Finish Word Search
Wednesday --Project
Technology
Weebly usage
Chatter kid Ap
Worditout.com for Wordle assignment
Forum answers
Power point
Video clips (throughout unit)
Possibly through Project
Other videos used in this unit:
Diane Sawyer video on Islam
Genghis Khan Biography
Ivan the Terrible Biography
Weebly usage
Chatter kid Ap
Worditout.com for Wordle assignment
Forum answers
Power point
Video clips (throughout unit)
Possibly through Project
Other videos used in this unit:
Diane Sawyer video on Islam
Genghis Khan Biography
Ivan the Terrible Biography
Marzano's Strategies this Unit
Setting Objectives--First day of unit and reminded of every day thereafter. Weebly site.
Identifying Similarities and Differences-- Forum questions. Pamphlet of Genghis and Ivan. Reading from Paul and Koran.
Summarizing and Note Taking--Taking notes from lectures. Power point on Islam.
Homework and Practice--Daily with note viewing. Projects.
Reinforcing Effort and Providing Recognition--Daily through praise. Great Work Board.
Providing Feedback--During class time with facilitating assignments/providing help.
Cooperative Learning--Silk Road Map and Word Search.
School Improvement
Timed Reading
Map of Silk Road
Structured Response using Writing Rubric on Diversity.
Critical Thinking questions
Islam Chart and questions
How this unit relates to the Common Core
Reading Standards
Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
Assess the extent to which the reasoning and evidence in a text support the author’s claims.
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies
Language Standards
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Demonstrate command of the conventions of standard English capitalization,punctuation, and spelling when writing.
Writing Standards
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
Setting Objectives--First day of unit and reminded of every day thereafter. Weebly site.
Identifying Similarities and Differences-- Forum questions. Pamphlet of Genghis and Ivan. Reading from Paul and Koran.
Summarizing and Note Taking--Taking notes from lectures. Power point on Islam.
Homework and Practice--Daily with note viewing. Projects.
Reinforcing Effort and Providing Recognition--Daily through praise. Great Work Board.
Providing Feedback--During class time with facilitating assignments/providing help.
Cooperative Learning--Silk Road Map and Word Search.
School Improvement
Timed Reading
Map of Silk Road
Structured Response using Writing Rubric on Diversity.
Critical Thinking questions
Islam Chart and questions
How this unit relates to the Common Core
Reading Standards
Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
Assess the extent to which the reasoning and evidence in a text support the author’s claims.
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies
Language Standards
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Demonstrate command of the conventions of standard English capitalization,punctuation, and spelling when writing.
Writing Standards
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.