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Lesson Set II

Lesson Set II. The Islamic World. When you think of the Middle East, what d o you think of? Do you think that people from this region are perceived In an unfair way? Explain Your Answer! What do you know about the history of this region?. Lesson Set II-Bell Ringer #1 (Day 1).

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Lesson Set II

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  1. Lesson Set II The Islamic World

  2. When you think of • the Middle East, what • do you think of? • Do you think • that people from this • region are perceived • In an unfair way? • Explain Your Answer! • What do you know • about the history of • this region? LessonSet II-Bell Ringer #1 (Day 1) The Islamic World

  3. I. Hook

  4. II. Building A Stronger Foundation

  5. This week, fight the hurry disease! Find a place outside to get away by yourself. Close your eyes, slow down, and focus on your purpose. Also, focus on that “middle path” and what that means to you. Start with 5 minutes and increase it by 5 minutes each day! The CharacterChallenge The Islamic World

  6. 1. Which of the following would MOST LIKELY have a positive outlook on life: • A wealthy man from a large city • A middle class worker in a developed country • A man that is a subsistence farmer that is living in a poor village in Kenya (Africa) • 2. What is the difference between JOY and HAPPINESS? Lesson Set II-Bell Ringer #2 (Day 2)

  7. III. The BIG Picture

  8. Islamic World, 400 A.D.– 1500s

  9. 7.3 Identify the physical location and features and the climate of the Arabian Peninsula, itsrelationship to surrounding bodies of land and water, including Northern Africa, MediterraneanSea, Black Sea, Caspian Sea, Tigris and Euphrates Rivers, Nile River.

  10. 7.4 Describe the expansion of Muslim rule through conquests and the spread of culturaldiffusion of Islam and the Arabic language. • Muhammad tied the idea of religious expansion through military conquest when he conquered Mecca, The Caliphs after him did the same using jihad- which can refer to a struggle against those who do not believe in the Islamic God (Allah) translated as "Holy War“ • Culture and language also spread through trade, because of the exchange of goods and ideas.

  11. 7.5 Trace the origins of Islam and the life and teachings of Muhammad, including Islam’shistorical connections to Judaism and Christianity. According to Islamic Tradition he heard a voice telling him to preach Islam (which means surrendering to the will of Allah) and that Allah was the only true god Angered by his teaching of charity to poor and of monotheism the religious leaders and wealthy make Muhammad move from Mecca. Muhammad uses his religious principles to govern his new city. He raises an army and then conquers Mecca. This was the Foundation for the Islamic State. Which stressed loyalty to Islam over tribal loyalty.

  12. 7.6 Explain the significance of the Qur’an and the Sunnah as the primary sources of Islamicbeliefs, practice, and law and their influence in Muslims’ daily life. • Muslims believe the Quran was verbally revealed by Allah to Muhammad through the angel Gabriel gradually over a period of approximately 23 years, beginning in 609 AD and concluding the year of his death. • Sunnah is the way of life prescribed as normative for Muslims on the basis of the teachings and practices of Muhammad and interpretations of the Quran. • These two sources guide all aspects of Muslim life from family to government. Strict religious law is called Sharia

  13. 1. What were the five basic rules shared on behalf of Allah through his messenger (according to Islamic beliefs)? 2. What was the name of the messenger Allah chose to teach his basic rules with the world (according to Islamic beliefs). Lesson Set II-Bell Ringer #3 (Day 3)

  14. Hadith or Hadeeth • On the authority of Abdullah, the son of Umar ibn al-Khattab (ra), who said: • I heard the Messenger of Allah (ﷺ) say, "Islam has been built on five [pillars]: testifying that there is no deity worthy of worship except Allah and that Muhammad is the Messenger of Allah, establishing the salah (prayer), paying the zakat (obligatory charity), making the hajj (pilgrimage) to the House, and fasting in Ramadhan." • Reference : 40 Hadith Nawawi 3 • English translation : Hadith 3 • On the authority of Abu Hurayrah (may Allah be pleased with him) who said: • The Messenger of Allah (peace and blessings of Allah be upon him) said, “Part of the perfection of one’s Islam is his leaving that which does not concern him.” A hasan (good) hadeeth which was related by at-Tirmidhi and others in this fashion. • عَنْ أَبِي هُرَيْرَةَ رَضِيَ اللهُ عَنْهُ قَالَ: قَالَ رَسُولُ اللَّهِ صلى الله عليه و سلم "مِنْ حُسْنِ إسْلَامِ الْمَرْءِ تَرْكُهُ مَا لَا يَعْنِيهِ". • حَدِيثٌ حَسَنٌ، رَوَاهُ التِّرْمِذِيُّ [رقم: 2318] ، ابن ماجه [رقم:3976]. • Reference : 40 Hadith Nawawi 12 • English translation : Hadith 12 • Report Error | Share

  15. 7.7 Analyze the origins and impact of different sects within Islam, Sunnis and Shi’ites. In the historical split they were led by Arabs they were led by Persians or Non-Arab Alliance

  16. 7.8 Examine and summarize the contributions Muslim scholars made to later civilizations inthe areas of science, geography, mathematics, philosophy, medicine, art, and literature.

  17. 7.9 Describe the establishment of trade routes among Asia, Africa, and Europe and the role ofmerchants in Arab society • Physical geography such as deserts, rivers or Mountains limits trade. It is only when people have the time and resources to devote to crossing these obstacles that trade can happen • The location of the Islamic world was ideal for trade. They traveled in dhows by sea and by camel caravan by land. A famous land route was the Silk Road. It linked Baghdad to distant China. Muslim bankers issued letters of credit that were lightweight and safer With these methods, trade grew. Goods, ideas (Hindu numerals), inventions (Chinese compass), and religious customs and beliefs (Islam) spread throughout the lands

  18. 1. Does geography play a role in peoples lives? Why/Why Not? 2. What was the name of the messenger Allah chose to teach his basic rules with the world (according to Islamic beliefs). Lesson Set II-Bell Ringer #4 (Day 4)

  19. Trade was one way Islam spread in many parts of the world, Muslim merchants played a role in informing other peoples about Islam and consequently played a role in spreading Islam. Muslim merchants had a great influence on the societies that they passed through. They often lived among the elite. In many places kings and employers benefited from Muslim merchants for tasks like accounting and diplomacy. They even employed them as Royal Guards. As such, and after Islam became a royal privilege, it gave ambitious rulers an excuse to conquer the idolatrous surrounding kingdoms and join them afterwards to their own kingdoms

  20. 7.10 Gather relevant information from multiple print and digital sources to examine the art andarchitecture, including the Taj Mahal during the Mughal period. Key architectural Features Mughal buildings have a uniform pattern of structure and character, including large bulbous domes, slender minarets at the corners, massive halls, large vaulted gateways and delicate ornamentation.

  21. Taj Mahalfrom Arabic, "crown of palaces", It was built by Mughal emperor Shah Jahan in memory of his third wife, MumtazMahal. The Taj Mahal is widely recognized as "the jewel of Muslim art in India and one of the universally admired masterpieces of the world's heritage"

  22. ART The school of Mughal painting began in 1549 when Humayun (1530–56) invited two Persian painters to his court, then at Kabul. They came to direct the illustration of the Amir Hamza, a fantastic narrative of which some 1,400 large paintings were executed on cloth. bright coloring and detailed landscape backgrounds and it includes people and animals. Modeling and perspective also began to be adapted from Western pictures.

  23. 7.11 Explain the importance of Mehmed II the Conqueror and Suleiman the Magnificent. • Mehmed II(the Conqueror) At the age of 21, he conquered Constantinople (modern-day Istanbul) and brought an end to the Byzantine Empire. Mehmed continued his conquests in Anatolia with its reunification, and in Southeast Europe as far west as Bosnia. Being a highly regarded conqueror, Mehmed is considered a hero in modern-day Turkey • Suleiman the Magnificent, presiding over the apex of the Ottoman Empire's military, political and economic power. He conquered of Belgrade, Rhodes, as well as most of Hungary before his conquests were checked at the Siege of Vienna in 1529. He annexed much of the Middle East in his conflict with the Safavids and large areas of North Africa as far west as Algeria. Under him, the Ottoman fleet dominated the Mediterranean to the Red Sea and through the Persian Gulf

  24. 7.12 Write an explanatory text to describe the Shah Abbas and how his policies of culturalblending led to the Golden Age and the rise of the Safavid Empire. • Shah Abbas or Abbas the Great came to power and decided to

  25. Europe Ottoman Empire Safavid Empire Part of the Silk Road Chinese Empire Mughal Empire trade route N

  26. Modern Woodmen Speech Contest Rubric

  27. 1. What is the difference between monotheism and polytheism? 2. Which is Islam? Lesson Set II-Bell Ringer #5 (Day 5)

  28. IV. Narrowing It Down

  29. The Islamic World Narrowing It Down Activity: “Rapping It Up”

  30. Let’s Review Main Points! • Main Physical Geography Points • The Origins Of Christianity, Judaism, & Islam • What Do Muslims law and beliefs come from (documents)? • How Did Cultural Diffusion Play A Role In The Spread Of Islam, Culture, & Arabic Language… and what role did trade play? • Who Were Mehmed, Suleiman, and Shah Abbas? • What led to the rise of the Safavid Empire?

  31. Rap Activity Overview • You will use the information that you learned from the BIG PICTURE to write and perform a rap song. • You should use the provided SPI-Specific vocabulary words to write your lyrics. • You will choose a drum loop to perform your lyrics to!

  32. Breaking It Into Smaller Steps! (STEP I) • (10 Minutes) After Mr. Oakes puts you in groups, assign everyone in your group one of the following jobs: 2 rappers, 1 bongo player, 1 beat-boxer, and 2 writers (these do not have to perform because they are doing all the writing-and must put the lyrics in a PowerPoint that will be shown on the board during the performance).

  33. Breaking It Into Smaller Steps! (STEP II) • (60 Minutes) • Using the vocabulary to write your rap lyrics. • Each vocabulary word must be used! • You CAN NOT use definitions! You have to work together to analyze each term and write a meaningful lyric out of each word. The entire group must compose the lyrics together! -(The Wrong Way) The Sunni are the Muslims that believed everyone could be a caliph… -(The Right Way) The Sunni and the Shia had opposing views… Over who could be a caliph-all or just a select few… *YOU MUST USE a 2-bar 4/4 format! Let’s see what that means…

  34. *YOU MUST USE a 2-bar 4/4 format! (C1) (C2) (C3) (C4) • The Sunni and the Shia had opposing views… (C1) (C2) (C3) (C4) • Over who could be a caliph-all or just a select few… ______ (This process took 4 lines of paper and should be separated by underline hash marks) *You should repeatedly have 2 bars that deal with 1 or more vocabulary that can be tied together (commonality). *It must be broken into 4 counts per/bar! Know where the counts fall and which lines you are using a “pick-up”! *You MUST write your counts in as I have above! *Make sure your lyrics make sense and can be understood (DON’T FORGET-NO DEFINITIONS)!

  35. HOMEWORK • You should finish the rap (Step II 60 Min) for homework! • We will take the last 10 minutes of class to look at STEP III… and share ideas with your group so that you can do the homework!

  36. Breaking It Into Smaller Steps! (STEP III) • (15 Minutes) • Title Your Rap! • Practice With Your Group (the bongo player should practice on their legs)! • Choose A Loop! Let’s Listen! (Keep Tempo In Mind)

  37. Lesson Set II-Bell Ringer #6 (Day 6) Take out your notebook and turn in your notes to V. Student Accountability and number your paper 1-10. Study your notes for the exam!

  38. V. Accountability & Assessment

  39. Lesson Set II-Bell Ringer #7 (Day 7) ***Study your notes for the exam!

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