Unit 1.2-Dar al-Islam (Day 2-Governance)

Teacher : J. Chasse-Fernald

Course/ Subject: AP World History

class video: click here

Homework:  Due today (9/2) 1.2 Dar al Islam notes (Cornell) from Amsco

* Note-this is an individual task...the likelihood of your notes even resembling your classmates is even more rare than the last time when you were asked to outline.

Opening (I Do)

An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson.

TKES 1, 2, 3,4,5, 8,10

Standard: 

K.C.-3.2.I.--As the Abbasid Caliphate fragmented, new Islamic political entities emerged, most of which were dominated by Turkic peoples. These states demonstrated continuity, innovation, and diversity.

K.C.3.1.III.A.--Muslim rule continued to expand to many parts of Afro-Eurasia due to military expansion, and Islam subsequently expanded through the activities of merchants, missionaries, and Sufis.

ILLUSTRATIVE EXAMPLES

New Islamic political entities:

§ Seljuk Empire

§ Mamluk sultanate of Egypt

§ Delhi sultanates

Learning Target:

Success Criteria:

Skills:

• Support an argument using specific and relevant evidence

• Describe specific examples of historically relevant evidence

• Explain how specific examples of historically relevant evidence support an argument

Introduction/Connection: 

Government Developments in Dar al Islam

A variety of internal and external factors contribute to state formation, expansion, and decline. Governments maintain order through a variety of administrative institutions, policies, and procedures, and governments obtain, retain, and exercise power in different ways and for different purposes.

DIRECT INSTRUCTION:

Activity:

1.) Facts vs. Evidence

• Differentiate between Facts vs. Evidence

2.) claims / assertions / categories of analysis

• Use the Facts provided to develop claims / assertions / categories of analysis

3.) Forming an Academic Paragraph

• Claim = Topic Sentence

• Rest of paragraph= evidence SUPPORTING/PROVING the claim

Work Period  (We Do, You Do)

Students learning by doing/demonstrating learning expectations.  Describe the instructional process that will be used to engage the students in the work period.

TKES 1, 2, 3, 4, 5, 7. 8,10

GUIDED PRACTICE:  

* Provide a sample of how to complete the activity

* HRS CCoT: How did the development of Islam in the Arabian Peninsula benefit from the interactions among Jews, Christians, and Zoroastrians as faiths practiced by the local peoples?

INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION:

Closing  (We Check)

Describe the instructional process that will be used to close the lesson and check for student understanding .

TKES : 1,2,3, 4,5,6,7,8

SUMMARIZE/CHECK FOR UNDERSTANDING:

Key Takeaways

A) Islam contributed to Technological innovation through diffusion of knowledge in and the spread of that knowledge throughout Dar-al Islam and beyond.

• Be able to provide specific evidence/examples to support this.

B) Governance practice shared many similarities within Dar-al Islam, but varied in key aspects depending on region.

• Be able to provide specific evidence/examples to support this.

C.) Islam itself as a religion shared many similarities within Dar-al Islam, but Islamization varied in key aspects depending on region.

• Be able to provide specific evidence/examples to support this.