ࡱ>  bjbj̚̚ 2"#"#000001111lr41%V8DLLLLuMuMuM,9ʑ0uMuMuMuMuMʑuM00LLߑuMuMuMuM0L0LuMuMuMuMyXj{-nuM{(0%B{(ϗuMϗPj{uMj{0h uMuMuMʑʑuMuMuMuM%ϗuMuMuMuMuMuMuMuMuM"# /:    HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/AtlasLogoDark.png?v=Atlas8.1.1.228" \* MERGEFORMATINET Unit Planner: Unit Three: Post-Classical Era: The Islamic World World History INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/collaboration.png?v=Atlas8.1.1.228" \* MERGEFORMATINET  Tuesday, February 23, 2016, 6:42PM HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/images/school_logo_small.png?v=Atlas8.1.1.228" \x \y \* MERGEFORMATINET  High School (MYP) > 2015-2016 > Grade 10 > Social Studies/History > World History > Week 7 - Week 9Last Updated:  HYPERLINK "" Tuesday, October 27, 2015 by Theresa MullinDiana, Davison; Michelle, Taylor; Mullin, Theresa; Saribudak, Aylin Inquiry: Establishing the purpose of the unitKey Concepts (Only Choose One)  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/choose_check.png?v=Atlas8.1.1.228" \* MERGEFORMATINET Choose Standards Key Concepts MYP Key Concepts Key Concepts Change  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET  Related Concepts  HYPERLINK "http://pd-ib.rubiconatlas.org/links/related_concepts.pdf" \t "_blank" Related Concepts IdentityGlobal Context Orientation in time and space Statement of Inquiry Change promotes the development of identity. Inquiry Questions Factual - What is Islam / How did the world of the Middle east change during the Life of the Prophet Muhammad and the first four Caliphs? A new Islamic city: how did the Abbasid caliphs organize their new capital at Baghdad? How did Arab Muslims contribute to the world of mathematics and science during the Middle Ages? How successful were the crusader attacks on the Islamic world? Why do people disagree about Salah al-Din? Conceptual - What is the legacy of the Islamic Golden Age? Debatable - Was Muhammad's hijrah necessary to the successful spread of Islam? MYP Objectives  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/choose_check.png?v=Atlas8.1.1.228" \* MERGEFORMATINET Choose Standards MYP: Individuals and societies (For use from September 2014/January 2015) Year 5 Objective A: Knowing and understanding In order to reach the aims of individuals and societies, students should be able to: i. use a wide range of terminology in context  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET  ii. demonstrate knowledge and understanding of subject-specific content and concepts through developed descriptions, explanations and examples.  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET  Objective C: Communicating In order to reach the aims of individuals and societies, students should be able to: i. communicate information and ideas effectively using an appropriate style for the audience and purpose  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET  ii. structure information and ideas in a way that is appropriate to the specified format  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET  Objective D: Thinking critically In order to reach the aims of individuals and societies, students should be able to: i. discuss concepts, issues, models, visual representation and theories  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET  ii. synthesize information to make valid, wellsupported arguments  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET  iii. analyse and evaluate a wide range of sources/data in terms of origin and purpose, examining values and limitations  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET  iv. interpret different perspectives and their implications.  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET  Assessment Criteria Criterion Criterion A: Knowing and understanding  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET  Criterion C: Communicating  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET  Criterion D: Thinking critically  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET  Standards (TEKS)  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/choose_check.png?v=Atlas8.1.1.228" \* MERGEFORMATINET Choose Standards TX: TEKS 113: Social Studies (2011) TX: High School World History (1) History. The student understands traditional historical points of reference in world history.  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/standards_aisjjhb_redstar.gif?v=Atlas8.1.1.228" \x \y \* MERGEFORMATINET  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/standards_s_blue.gif?v=Atlas8.1.1.228" \x \y \* MERGEFORMATINET (C ) identify major causes and describe the major effects of the following important turning points in world history from 600 to 1450: the spread of Christianity, the decline of Rome and the formation of medieval Europe; the development of Islamic caliphates and their impact on Asia, Africa, and Europe; the Mongol invasions and their impact on Europe, China, India, and Southwest Asia;  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET  (4) History. The student understands how, after the collapse of classical empires, new political, economic, and social systems evolved and expanded from 600 to 1450.  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/standards_aisjjhb_redstar.gif?v=Atlas8.1.1.228" \x \y \* MERGEFORMATINET  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/standards_r_redwhite.gif?v=Atlas8.1.1.228" \x \y \* MERGEFORMATINET (D) explain the political, economic, and social impact of Islam on Europe, Asia, and Africa;  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET   INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/standards_aisjjhb_redstar.gif?v=Atlas8.1.1.228" \x \y \* MERGEFORMATINET  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/standards_s_blue.gif?v=Atlas8.1.1.228" \x \y \* MERGEFORMATINET (E) describe the interactions among Muslim, Christian, and Jewish societies in Europe, Asia, and North Africa;  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET   INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/standards_aisjjhb_redstar.gif?v=Atlas8.1.1.228" \x \y \* MERGEFORMATINET  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/standards_s_blue.gif?v=Atlas8.1.1.228" \x \y \* MERGEFORMATINET (F) describe the interactions between Muslim and Hindu societies in South Asia;  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET   INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/standards_aisjjhb_redstar.gif?v=Atlas8.1.1.228" \x \y \* MERGEFORMATINET  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/standards_r_redwhite.gif?v=Atlas8.1.1.228" \x \y \* MERGEFORMATINET (G) explain how the Crusades, the Black Death, the Hundred Years' War, and the Great Schism contributed to the end of medieval Europe;  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET   INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/standards_aisjjhb_redstar.gif?v=Atlas8.1.1.228" \x \y \* MERGEFORMATINET  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/standards_s_blue.gif?v=Atlas8.1.1.228" \x \y \* MERGEFORMATINET (I) explain the development of the slave trade;  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET   INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/standards_aisjjhb_redstar.gif?v=Atlas8.1.1.228" \x \y \* MERGEFORMATINET  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/standards_r_redwhite.gif?v=Atlas8.1.1.228" \x \y \* MERGEFORMATINET (J) analyze how the Silk Road and the African gold-salt trade facilitated the spread of ideas and trade; and  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET   INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/standards_aisjjhb_redstar.gif?v=Atlas8.1.1.228" \x \y \* MERGEFORMATINET  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/standards_r_redwhite.gif?v=Atlas8.1.1.228" \x \y \* MERGEFORMATINET (K) summarize the changes resulting from the Mongol invasions of Russia, China, and the Islamic world.  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET  (15) Geography. The student uses geographic skills and tools to collect, analyze, and interpret data.  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/standards_aisjjhb_redstar.gif?v=Atlas8.1.1.228" \x \y \* MERGEFORMATINET (A) create and interpret thematic maps, graphs, and charts to demonstrate the relationship between geography and the historical development of a region or nation; and  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET   INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/standards_aisjjhb_redstar.gif?v=Atlas8.1.1.228" \x \y \* MERGEFORMATINET (B) analyze and compare geographic distributions and patterns in world history shown on maps, graphs, charts, and models.  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET  (16) Geography. The student understands the impact of geographic factors on major historic events and processes.  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/standards_aisjjhb_redstar.gif?v=Atlas8.1.1.228" \x \y \* MERGEFORMATINET  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/standards_s_blue.gif?v=Atlas8.1.1.228" \x \y \* MERGEFORMATINET (A) locate places and regions of historical significance directly related to major eras and turning points in world history;  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET   INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/standards_aisjjhb_redstar.gif?v=Atlas8.1.1.228" \x \y \* MERGEFORMATINET  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/standards_r_redwhite.gif?v=Atlas8.1.1.228" \x \y \* MERGEFORMATINET (B) analyze the influence of human and physical geographic factors on major events in world history, including the development of river valley civilizations, trade in the Indian Ocean, and the opening of the Panama and Suez canals; and  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET   INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/standards_aisjjhb_redstar.gif?v=Atlas8.1.1.228" \x \y \* MERGEFORMATINET (C ) interpret maps, charts, and graphs to explain how geography has influenced people and events in the past.  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET  (19) Government. The student understands the characteristics of major political systems throughout history.  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/standards_aisjjhb_redstar.gif?v=Atlas8.1.1.228" \x \y \* MERGEFORMATINET  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/standards_s_blue.gif?v=Atlas8.1.1.228" \x \y \* MERGEFORMATINET (A) identify the characteristics of monarchies and theocracies as forms of government in early civilizations; and  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET   INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/standards_aisjjhb_redstar.gif?v=Atlas8.1.1.228" \x \y \* MERGEFORMATINET  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/standards_r_redwhite.gif?v=Atlas8.1.1.228" \x \y \* MERGEFORMATINET (B) identify the characteristics of the following political systems: theocracy, absolute monarchy, democracy, republic, oligarchy, limited monarchy, and totalitarianism.  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET  (21) Citizenship. The student understands the significance of political choices and decisions made by individuals, groups, and nations throughout history.  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/standards_aisjjhb_redstar.gif?v=Atlas8.1.1.228" \x \y \* MERGEFORMATINET  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/standards_s_blue.gif?v=Atlas8.1.1.228" \x \y \* MERGEFORMATINET (A) describe how people have participated in supporting or changing their governments;  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET   INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/standards_aisjjhb_redstar.gif?v=Atlas8.1.1.228" \x \y \* MERGEFORMATINET  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/standards_r_redwhite.gif?v=Atlas8.1.1.228" \x \y \* MERGEFORMATINET (B) describe the rights and responsibilities of citizens and noncitizens in civic participation throughout history; and  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET  (23) Culture. The student understands the history and relevance of major religious and philosophical traditions.  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/standards_aisjjhb_redstar.gif?v=Atlas8.1.1.228" \x \y \* MERGEFORMATINET  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/standards_r_redwhite.gif?v=Atlas8.1.1.228" \x \y \* MERGEFORMATINET (A) describe the historical origins, central ideas, and spread of major religious and philosophical traditions, including Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, Sikhism, and the development of monotheism; and  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET   INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/standards_aisjjhb_redstar.gif?v=Atlas8.1.1.228" \x \y \* MERGEFORMATINET  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/standards_s_blue.gif?v=Atlas8.1.1.228" \x \y \* MERGEFORMATINET (B) identify examples of religious influence on various events referenced in the major eras of world history.  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET  (25) Culture. The student understands how the development of ideas has influenced institutions and societies.  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/standards_aisjjhb_redstar.gif?v=Atlas8.1.1.228" \x \y \* MERGEFORMATINET  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/standards_s_blue.gif?v=Atlas8.1.1.228" \x \y \* MERGEFORMATINET (D) explain how Islam influences law and government in the Muslim world.  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET  (26) Culture. The student understands the relationship between the arts and the times during which they were created.  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/standards_aisjjhb_redstar.gif?v=Atlas8.1.1.228" \x \y \* MERGEFORMATINET  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/standards_s_blue.gif?v=Atlas8.1.1.228" \x \y \* MERGEFORMATINET (A) identify significant examples of art and architecture that demonstrate an artistic ideal or visual principle from selected cultures;  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET   INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/standards_aisjjhb_redstar.gif?v=Atlas8.1.1.228" \x \y \* MERGEFORMATINET  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/standards_s_blue.gif?v=Atlas8.1.1.228" \x \y \* MERGEFORMATINET (B) analyze examples of how art, architecture, literature, music, and drama reflect the history of the cultures in which they are produced; and  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET  (C) identify examples of art, music, and literature that transcend the cultures in which they were created and convey universal themes.  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET  (27) Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations affected societies prior to 1750.  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/standards_aisjjhb_redstar.gif?v=Atlas8.1.1.228" \x \y \* MERGEFORMATINET  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/standards_s_blue.gif?v=Atlas8.1.1.228" \x \y \* MERGEFORMATINET (A) identify the origin and diffusion of major ideas in mathematics, science, and technology that occurred in river valley civilizations, classical Greece and Rome, classical India, and the Islamic caliphates between 700 and 1200 and in China from the Tang to Ming dynasties;  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET  (29) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. (A) identify methods used by archaeologists, anthropologists, historians, and geographers to analyze evidence;  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET  (B) explain how historians, when examining sources, analyze frame of reference, historical context, and point of view to interpret historical events;  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET   INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/standards_aisjjhb_redstar.gif?v=Atlas8.1.1.228" \x \y \* MERGEFORMATINET (C ) explain the differences between primary and secondary sources and examine those sources to analyze frame of reference, historical context, and point of view;  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET  (D) evaluate the validity of a source based on language, corroboration with other sources, and information about the author;  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET  (E) identify bias in written, oral, and visual material;  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET   INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/standards_aisjjhb_redstar.gif?v=Atlas8.1.1.228" \x \y \* MERGEFORMATINET (F) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time;  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET  (G) construct a thesis on a social studies issue or event supported by evidence; and  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET   INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/standards_aisjjhb_redstar.gif?v=Atlas8.1.1.228" \x \y \* MERGEFORMATINET (H) use appropriate reading and mathematical skills to interpret social studies information such as maps and graphs.  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET  (30) Social studies skills. The student communicates in written, oral, and visual forms.  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/standards_aisjjhb_redstar.gif?v=Atlas8.1.1.228" \x \y \* MERGEFORMATINET (A) use social studies terminology correctly;  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET  (B) use standard grammar, spelling, sentence structure, and punctuation;  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET   INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/standards_aisjjhb_redstar.gif?v=Atlas8.1.1.228" \x \y \* MERGEFORMATINET (C ) interpret and create written, oral, and visual presentations of social studies information; and  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET  (D) transfer information from one medium to another.  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET  (31) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. (A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET  (B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET  Summative Assessments Outline of summative assessment task(s) including assessment criteria:  HYPERLINK "" Add New Assessment Unit 3 Test Summative: Test: Common  HYPERLINK "https://waysideschools.rubiconatlas.org/Atlas/View/File?AttachmentID=2119&SourceSiteID=4904&"  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/link.png?v=Atlas8.1.1.228" \* MERGEFORMATINET Unit 3 Test.pdf  HYPERLINK "https://waysideschools.rubiconatlas.org/Atlas/View/File?AttachmentID=2120&SourceSiteID=4904&"  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/link.png?v=Atlas8.1.1.228" \* MERGEFORMATINET Unit 3 Test Review.docx No Standards Assessed 1 record(s) found.Summative Assessment Tasks & Statement of Inquiry Relationship between summative assessment task(s) and statement of inquiry: The statement of inquiry has been written in the consideration of the close connections between economic and social structures in moments of historical change. The assessment is aimed at stimulating reflection on different aspects of the fall of Rome, the Byzantine Empire and the spread of Islam. By analyzing the different types of causes of these events and extensively exploring innovations and cultural achievements, the students will gain insight into the complexity and originality that made the creation of the Byzantine Empire and the rapid growth of Islam such an important moment in the definition of the structures and dynamics of the contemporary world.Approaches to Learning (ATL)  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/choose_check.png?v=Atlas8.1.1.228" \* MERGEFORMATINET Choose Standards Approaches to Learning MYP Skill Category: Communication Reading, writing and using language to gather and communicate information Read critically and for comprehension  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET  Read a variety of sources for information and for pleasure  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET  Make inferences and draw conclusions  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET  Use and interpret a range of discipline-specific terms and symbols  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET  Write for different purposes  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET  Paraphrase accurately and concisely  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET  Preview and skim texts to build understanding  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET  Take effective notes in class  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET  Make effective summary notes for studying  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET  Use a variety of organizers for academic writing tasks  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET  Organize and depict information logically  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET  Structure information in summaries, essays and reports pre-publication  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET  Skill Category: Research Skill Clusters: VI. Information literacy skills Finding, interpreting, judging and creating information Collect, record and verify data  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET  Make connections between various sources of information  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET  Present information in a variety of formats and platforms  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET  Collect and analyse data to identify solutions and make informed decisions  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET  Identify primary and secondary sources  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET  Skill Category: Thinking Skill Clusters: VIII. Critical thinking skills Analysing and evaluating issues and ideas Recognize unstated assumptions and bias  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET  Interpret data  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET  Evaluate evidence and arguments  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET  Recognize and evaluate propositions  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET  Draw reasonable conclusions and generalizations  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET  Formulate factual, topical, conceptual and debatable questions  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET  Consider ideas from multiple perspectives  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET  Develop contrary or opposing arguments  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/remove_805.png?v=Atlas8.1.1.228" \* MERGEFORMATINET  Reading Focus Basic Reading Level 1. Leveled text with same content 2. Varied articles (variation in content) at students reading levels 3. Small group reading with the teacher  Content (Subject-specific) Islamic Expansion and Political Evolution, 632-1000 Summary The Expansion of Islam from Mecca, Medina and the Hijaz region began with the Prophet Muhammad's death in 632. This had been prefigured by his letter to Emperor Heraclius inviting him to accept submission to God--Islam. At Muhammad's death tribes newly joined to his polity tried to break away, and the subsequent punitive expeditions--Ridda Wars--phased into the dramatic conquests of all of the Sassanian and much of the Byzantine lands. By 635, Damascus and Homs were in Muslim Arab hands, and after the resounding defeat of Byzantine forces at the Battle of the Yarmuk (636), Palestine and the rest of Syria were open to Islam. Jerusalem and Antioch were taken in 638, at which point Islamic armies began both westward and eastward offensives. By the 650s, Egypt was taken, as was North Africa to Cyrenica, where Berbers resisted fiercely at first, later converting to Islam, allowing the subjugation of Tunisia and Carthage by 695. In the East, after the momentous Battle of Qadisiyya on the Euphrates in 637, Ctesiphon fell, as did Mosul in 641. A further Sassanian defeat at Nahavand in 642 opened up the entire Iranian plateau. Qazvin and Ray near Tehran were taken in 643. Persepolis was conquered in 650, and Arab Muslim armies had reached Merv on the Oxus River by 651. In the next thirty years, Arab Muslim raids would course throughout Byzantine Anatolia, ravaging regions in Cappadocia, as well as Nicaea in western Asia Minor on a regular basis. In 687 Arab armies laid siege to Constantinople for the first time, in aspired-to fulfillment of Prophetic dicta. Spain had been under Visigoth control since the middle of the fifth century. At first, they were not well received by the local population, being Arian as opposed to the majority's Catholicism. Within a century, they had accepted Catholicism and received in return clerical cooperation. Still, political technology was limited, and weak or young-perishing kings had not been able to weld together a coherent state. Also, persecution of the growing Jewish population removed their potential support. Thus, after Arab armies had consolidated their hold on North Africa and begun converting the interior's Berbers to Islam, the Arab-Turkish Muslim Amir (commander) Tariq, crossed over to Gibraltar (Jabal-Tariq, the mountain of Tariq), and launched a nine-year conquest of Iberia up to the Pyrenees (711-20), annihilating the Visigothic state. Provence and Aquitane were now raided frequently. During the same years, on Islam's northeastern borders, adventurous Amirs conquered Transoxiana, beyond the Oxus River, and the Oxus delta by 715, while in the south, Sind, in present-day Pakistan, was taken by 713. Back in the European sphere, only Charles Martel's defeat of Muslim forces in the Battle of Tours near Poitiers in 732, combined with Leo III's defeat of Muslim besiegers at Constantinople in 717, halted the new religious polity's advances, until ninth century forays into the Mediterranean. In addition to these advances in the foreign realm were changes in the Islamic polity's--Dar al-Islam--internal make-up. Upon Muhammad's death, immediately a crisis emerged related to who should rule the new political-religious unit. He had gathered around him in fifteen or so years of preaching close colleagues. Many of them were acquired in Mecca. One of the closest was Ali, a cousin. As well, there were supporters who had come to the banner later, in Medina. While Muhammad was being prepared for burial by Ali, Meccan companions--the muhajirun, those who had migrated with the Prophet to Medina--were entangled in succession debate with Medians--ansar, or those who assisted the muhajirun on their arrival in Medina. In order to prevent further strife, Umar, a prominent member of Muhammad's own tribe and an early convert, convinced his colleague and kinsman Abu Bakr to become leader of the Muslims. His title was khalifa (Eng. Caliph), or successor to Muhammad, the Messenger of God. Whereas the majority ofansar and muhajirun accepted his candidacy, an undercurrent of opposition continued, claiming that Ali was entitled, being close to Muhammad, pious, and perhaps even nominated by the Prophet as his successor. Umar (r. 634-44) succeeded him, and presided over the first wave of conquests. This brought large numbers of non-Muslims under their control. Those Christians and Jews among them were dubbed people of the book and were allowed to practices their religions freely, though were made to pay a special tax called the jizya. To this protected category were later added Zoroastrians, a sign of Islamic pragmatism. As well, great numbers of non-Arabs converted to Islam, and were called mawali, or clients of the original Arab conquerors. Along with continuing sentiment in favor of Ali, dissension began to permeate the Islamic state during the tenure of Caiph Uthman (644-656). He was a member of the leading branch of the Quraysh tribe in Mecca, the branch that had actively opposed Muhammad's mission prior to 632. He reasserted the tribal aristocratic prerogatives, appointing family-members to nearly every possible position, among them Muawiya as governor of Syria. When Uthman was assassinated by soldiers from Egypt, some members of the Ummayad branch suspected the new Caliph Ali as the chief conspirator. Muawiya became the standard-bearer of this group, openly rebelling against the Iraq-based Ali by 658 as an anti-Caliph. They eventually met in battle, and though Ali's forces were prevailing, he agreed to arbitration. The arbitrators were disposed towards Muawiya, so the proceedings did not go well for Ali. By 661, on Ali's death, Muawiya was able to establish himself as Caliph, founding the hereditary Ummayad dynasty of Caliphs centered in Damascus. It was he and his descendents that directed the next phase of conquest and laid siege to Constantinople. However, from this time forwards, permanent political rifts developed in the Islamic world, now called umma or super-tribe. A group called 'Partisans of Ali' evolve into the Shi'ite form of Islam (Shia: Party or Faction). They believed that only Ali had had legitimate rights of succession to Muhammad. Further, only Ali's descendants were entitled to be Caliph. This premise, as well as early Ummayad massacre of Ali's son and successor Husayn and his supporters at Karbala in 686, caused them to view all Islamic political leaders except Muhammad and Ali as illegitimate. The exception were the Imams, or direct descendants of Ali, the twelfth of which went into occultation, or temporary disappearance, in 987. The Ummayad dynasty lasted until 751. It was the particularly Arab period of Islam. Arabs were accorded precedence in all matters, with new non-Arab uslims, or mawali, being forced into subservient roles. In some cases, taxes akin to jizya were imposed on them. As for non-Muslims, Ummayads did not encourage their conversion, recognizing their financial benefit. During the 740s, dissension in the Islamic east among non-Arabs mounted, especially in Persia, which possessed a rich civilizational history and resented upstart Arab domination. Certain dissidents in the East, such as Abu Muslim, were able to galvanize generalized support for Ali as well, under the auspices of a new faction from the Quraysh called the Abbasids. By the end of the decade, enfeebled Ummayad Caliphs were not able to put down growing rebellion in Iraq and Persia, such that the Abbasids were able to come to power in 751, claiming to be the upholders of true Islamic piety blind to ethnicity, as well as the cause of Ali, which they jettisoned in the next decades. Reflecting new geopolitical and ethnic realities in the umma, the Abbasids moved the caliphal capital to Iraq, building Baghdad soon after. It was during the early to mid-Abbasid period (751-830) that the true flowering of Islamic civilization occurred encompassing law, theology, visual arts, and scientific enquiry. Also, while a modus vivendi was worked out with Byzantium involving yearly skirmishes and a mostly fixed border, in the West, an Ummayad Amir named Abd al-Rahman had escaped Abbasid massacre and crossed to Spain, founding the Ummayad Emirate of Spain from 756. This gave Iberian Islam political centralism for a while, though his descendents underwent political fragmentation. Also at the end of the eighth century the Abbasids found they could no longer keep a huge polity larger than that of Rome together from Baghdad. In 793 the Shi'ite dynasty of Idrisids set up a state from Fez in Morocco, while a family of governors under the Abbasids became increasingly independent until they founded the Aghlabid Emirate from the 830s. By the 860s governors in Egypt set up their own Tulunid Emirate, so named for its founder Ahmad ibn Tulun. From this time Egypt would be ruled by dynasties separate from the Caliph. In the East as well, governors decreased their ties to the center. The Saffarids of Herat and the Samanids of Bukhara had broken away from the 870s, cultivating a much more Persianate culture and statecraft. By this time only the central lands of Mesopotamia were under direct Abbasid control, with Palestine and the Hijaz often managed by the Tulunids. Byzantium, for its part, had begun to push Arab Muslims farther east in Anatolia. By the 920s, the situation had changed further. A Shi'ite sect only recognizing the first five Imams and tracing its roots to the Prophet's daughter Fatima took control of Idrisi and then Aghlabid domains. Called the Fatimid dynasty, they had advanced to Egypt in 969, establishing their capital near Fustat in Cairo, which they built as a bastion of Shi'ite learning and politics. By 1000 they had become the chief political and ideological challenge to Sunni Islam in the form of the Abbasids. By this time the latter state had fragmented into several governorships that, while recognizing caliphal authority from Baghdad, did mostly as they wanted, fighting with each other. The Caliph himself was under 'protection' of the Buyid Emirs who possessed all of Iraq and western Iran, and were quietly Shi'ite in their sympathies. To the East was the first major Turkish Islamic state, the Ghaznavids under Mahmud. In the Islamic West, after generations of political infighting among rival Islamic Amirs, the Ummayad Abd al-Rahman III was able to establish himself a Caliph of a united polity. Centered on Cordoba and Toledo, he and his vizir al-Mansur raided both the Shi'ite Fatimids as well as the Christian neighbors at Barcelona, Burgos, Leon, and Santiago de Compostela. As for the Christian states on the peninsula, from the 730s, the tiny Kingdom of Asturias, centered on Oviedo in northern Spain, had soldiered on, exposed to continuous Muslim raiding. This was in addition to Charlemagne's March in Catalonia on the Pyrenees. In the early 900s, the Asturias king took advantage of Muslim infighting to move his capital south to Leon and the County of Castile. Though not a Crusader-type state and content to work with Muslim amirs in order to survive, its leaders began to attract freemen as colonists with generous offers of agricultural land and tax rebates. Warring with Muslims when it suited them, Castilian leaders were not at this point fighting a holy war. For their part, Abd al-Rahman's forces raided Pamplona, but did not prevent slow advances out of the Pyrenees, based on fortress building and conquest of Christian held points. Good relations with al-Mansur were maintained. By 1034, Sancho the Great had incorporated Aragon, Sobrarbe, Barcelona, as well as Asturian Leon and Castile. Commentary The Islamic polity of the 700s, which had encapsulated the majority of the known world of Antiquity in lightning speed, had its roots in pagan Arab tribesmen mired in clannish warfare, and mostly illiterate. The obvious question is how they were able to conquer the Sassanians, route the Byzantines, and establish a state from Spain to India. Before moving to internal issues, let us consider the environment. The two states against which early Islam abutted were Byzantium and Sassanian Persia. As regards the latter, in the 630s, it was in the midst of coups a the political center occasioned by the momentous loss to Byzantium underHeraclius. As well, none of its border defenses had been resurrected since the conflict, and its army size was much reduced. Client tribes in northern Arabia, the Lakhmids, were only nominally loyal, and had used the war years to drift away from Persian control. Thus, the Arabs were facing a northeastern enemy that was much enervated, and not able to attract the emotional loyalty of a mostly non-Zoroastiran population in areas of initial Sassanian-Islamic conflict. Byzantium's condition was not dissimilar. It too had not had time to restore defenses in those areas from with the Persian had withdrawn only recently, such as the Levant and Egypt. It too, had suffered tremendous human and material losses. Further, its client Arabian tribes, the Ghassanids, had also drifted away when not paid. More unique to Byzantium, however, was the religious issue. Though the Levant and Egypt were solidly Christian, its population's majority was not Orthodox. Monophysitism was dominant in Egypt and parts of Palestine, while Nestorianism was widespread in Syria and Mesopotamia. As emperors and the Constantinople church had gone back and forth on the issue, ultimately condemning and proscribing both approaches, Byzantine administration had gone a long way to alienating large segments of the population in those very areas Muslims were to conquer with their offers of religious toleration in return for political control. This was also true for the Jewish communities scattered throughout the region. Thus, there was very little reason for many to defend Byzantium in the Middle East. Finally, one cannot avoid the sense that after forty years of internal political unrest combined with exhausting Persian wars and Avar incursions, Byzantine state, society, and military exhibited a sense of fatigue and inability to assimilate the crisis' meaning so soon after the Sassanian conflict. Of course, the element of chance--a dust storm blinding Byzantine troops near the Yarmuk--cannot be discounted. Turning to factors internal to the Muslims, the most mundane are nonetheless important. The Islamic umma was something with which tribal Arabs could identify. A super-tribe based on allegiance to a leader who had demonstrated increasing success at beating opponents, the prospect of raiding on a wider scale after 634 would be lucrative and quite attractive to them. Often tribes as a whole came into the new religion, and were deployed and settled as such. Beyond that, Arab fighters, on foot and horseback, were light and mobile, much more so than their Byzantine or Persian counterparts. Not having population centers and always on the move, it was impossible for Byzantine forces in particular to draw them into the kind of combat conducive to victory. In such a situation, raiding success bred enthusiasm for continual conquest, with over-extension not a danger. All this suggests similarities to the Germanic invaders in Europe, and still more, to the Huns after them. There are, however, important, definitive differences that explain both the success and longevity of the new enterprise. First, Muslims did not come to raid and destroy, but to settle. All of their substantial military initiative resulted in settlement and Islamization--permanently, with the exception of Spain, which remained in their hands for over 700 years. Furthermore, far from having a defective understanding of a civilization which they then proceeded to degrade, as in the case of Germanic invaders, Muslims newly arrived in Byzantine or Persian lands openly embraced existing techniques of administration, and intellectual heritages. Indeed, essential to their program was to leave as much as possible that was not directly offensive to Islam unaffected in conquered areas. This pragmatism--evident in according to Zoroastrianism the 'people of the book' status--was seen everywhere, and appears to have been well thought out. As far as the Germans were concerned, it is almost impossible to locate anything like policy as such, beyond personal enrichment, up to the Carolingian period. Finally, the new religion itself was integral to political success. By incorporating values consonant with pre-Islamic Arabian tribal culture, Islam was not a civilizational break that would deprive it of early supporters. Such values included martial honor, tolerance for those weaker or defenseless, strong bonds to the family, clan, and tribe--all now defined in religious terms--as well as permission to plunder conquered areas within reason. Further, integration of previous pagan religious practices, now in a cleansed Islamic form, allowed new adherents to assimilate the faith's ideas more easily. Use of the Ka'ba in Mecca as a shrine is a perfect example. The basic creed of Islam, as it existed in the 650s then, was the following: a strict monotheism only paying allegiance to Allah, with Muhammad as his last and most important messenger verifying and improving Judaism and Christianity. It's strictures included 1) profession of faith (there is no god but God and Muhammad is his messenger); 2) prayer five times daily; 3) alms to the poor; 4) fasting during the daytime of the holy month of Ramadan; and 5) pilgrimage for all able-bodied adults to Mecca--the Hajj. Additionally, there was a general directive to expand the universal religion, both through preaching and invitation to the faith, as well as by military conquest. Called the Lesser Jihad, it was only to be a junior partner to the Greater Jihad, consisting of inwardly directed self-improvement and spiritual contemplation. These ideas were all presented as a verification and continuation of Judaism and Christianity, and as such, Islam was able to attract growing bodies of adherents, impressed with its self-justifying political successes. Of course, its comparative toleration of non-Muslims also facilitated territorial growth. Thus, as opposed to any other of the tribal migrant groups, Muslims were motivated by a program and an institution--the Calpihate--as opposed to individuals or mere material desires. At the same time, even during the conquests, a more settled Islamic civilization was being elaborated in the hinterland. Involving relatively advanced theological-legal institutions and juridical thinking, cultivation of trade both domestically and internationally, and the translation of ancient sciences as well as their extension, Islam in the cities provided a strong cultural basis for conquest and civilizational homogeneity. Though the Abbasid state had broken down by 1000, a Islamic World had emerged with common social, political, cultural, and economic assumptions throughout. While Western and Central Europe were being ruled by mostly illiterate warrior thugs concerned only with control of land and booty, the Islamic states were administered by relatively sophisticated, pragmatic Amirs, who patronized culture, tolerated non-Muslims, and had evolved a common civilization, even though disparate states were emerging.  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/web.png?v=Atlas8.1.1.228" \* MERGEFORMATINET http://www.sparknotes.com/history/european/middle1/section5/page/3/Action: Teaching and learning through inquiryLearning ProcessLearning Experiences and Teaching Strategies Every week: Students will be taking notes from their textbook for homework in a Double Entry format to employ comprehension and metacognition. Students will draw from notes in class in discussion and application activities.Students will analyze a series of primary and secondary source documents and then take notes via powerpoint lectures and through use of graphic organizers. 1. Daily warm-ups (sentence starters and quick write) 2. Brief PPT lectures-max 15 minutes. 3. Graphic Organizers to analyse primary sources 4. Quick Write to summarize primary source analysis 5. What contributions to the Western world have been made based on PS analysis? 7. Look at different perspectives for each event/issue - Who would be for/against? Why? 8. Think Pair Share 9. Vocabulary Chart (Define terms and construct images to reinforce content comprehension). Knowledge Skills: -Ability to remember important factual information for foundational knowledge. Comprehension Skills: -Read and understand key concepts from primary and secondary resources. Analysis Skills: -ability to read, interpret, and analyze primary sources. Synthesis Skills: Bringing together different parts of knowledge to show relationships. Evaluation Skills: -Form an opinion and be able to justify that position with supporting evidence. Organizational Skills: -Organize, update, and maintain a neat student binder and student notes composition book.Resources See attachments.  HYPERLINK "https://waysideschools.rubiconatlas.org/Atlas/View/File?AttachmentID=1395&"  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/link.png?v=Atlas8.1.1.228" \* MERGEFORMATINET doc_pkt-DeclineOfRomanEmpire.pdf  HYPERLINK "https://waysideschools.rubiconatlas.org/Atlas/View/File?AttachmentID=1396&"  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/link.png?v=Atlas8.1.1.228" \* MERGEFORMATINET Fall of Rome WS Packets.docx  HYPERLINK "https://waysideschools.rubiconatlas.org/Atlas/View/File?AttachmentID=1397&"  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/link.png?v=Atlas8.1.1.228" \* MERGEFORMATINET 09.08.Byzantine-Empire-Writing-Exercises-1.pdf  HYPERLINK "https://waysideschools.rubiconatlas.org/Atlas/View/File?AttachmentID=1398&"  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/link.png?v=Atlas8.1.1.228" \* MERGEFORMATINET Monotheistic Belief Systems WS.docx  HYPERLINK "https://waysideschools.rubiconatlas.org/Atlas/View/File?AttachmentID=1399&"  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/link.png?v=Atlas8.1.1.228" \* MERGEFORMATINET Shiites and Sunnis Response WS.docx  HYPERLINK "https://waysideschools.rubiconatlas.org/Atlas/View/File?AttachmentID=1400&"  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/link.png?v=Atlas8.1.1.228" \* MERGEFORMATINET Fall of Rome PPT.pptx  HYPERLINK "https://waysideschools.rubiconatlas.org/Atlas/View/File?AttachmentID=1401&"  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/link.png?v=Atlas8.1.1.228" \* MERGEFORMATINET Creating an Icon Activity.docx  HYPERLINK "https://waysideschools.rubiconatlas.org/Atlas/View/File?AttachmentID=1402&"  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/link.png?v=Atlas8.1.1.228" \* MERGEFORMATINET Byzantine Empire Quiz.docx  HYPERLINK "https://waysideschools.rubiconatlas.org/Atlas/View/File?AttachmentID=1403&"  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/link.png?v=Atlas8.1.1.228" \* MERGEFORMATINET RulershipAndJustice_IslamicPeriod_Lesson_2.pdf  HYPERLINK "https://waysideschools.rubiconatlas.org/Atlas/View/File?AttachmentID=1404&"  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/link.png?v=Atlas8.1.1.228" \* MERGEFORMATINET Shiites v. Sunnies News Article.docx  HYPERLINK "https://waysideschools.rubiconatlas.org/Atlas/View/File?AttachmentID=1405&"  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/link.png?v=Atlas8.1.1.228" \* MERGEFORMATINET Byzantine and Muslim Empire PPT.pptx  HYPERLINK "https://waysideschools.rubiconatlas.org/Atlas/View/File?AttachmentID=1406&"  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/link.png?v=Atlas8.1.1.228" \* MERGEFORMATINET Monotheistic Belief Systems WS and Islam Timeline WS.docx  HYPERLINK "https://waysideschools.rubiconatlas.org/Atlas/View/File?AttachmentID=1407&"  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/link.png?v=Atlas8.1.1.228" \* MERGEFORMATINET Expansion of the Early Islamic Empire Teacher Materials.pdf  HYPERLINK "https://waysideschools.rubiconatlas.org/Atlas/View/File?AttachmentID=1408&"  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/link.png?v=Atlas8.1.1.228" \* MERGEFORMATINET Expansion of the Early Islamic Empire Student Materials.pdf  HYPERLINK "https://waysideschools.rubiconatlas.org/Atlas/View/File?AttachmentID=1409&"  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/link.png?v=Atlas8.1.1.228" \* MERGEFORMATINET Expansion of the Early Islamic Empire.ppt  HYPERLINK "https://waysideschools.rubiconatlas.org/Atlas/View/File?AttachmentID=2121&"  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/link.png?v=Atlas8.1.1.228" \* MERGEFORMATINET Fall of Rome PPT.pptx  HYPERLINK "https://waysideschools.rubiconatlas.org/Atlas/View/File?AttachmentID=2122&"  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/link.png?v=Atlas8.1.1.228" \* MERGEFORMATINET Unit 3-Byzantine Empire and Fall of Rome Quiz.pdf  HYPERLINK "https://waysideschools.rubiconatlas.org/Atlas/View/File?AttachmentID=2123&"  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/link.png?v=Atlas8.1.1.228" \* MERGEFORMATINET Unit 3-Byzantine Empire and Fall of Rome Quiz Key.pdf  HYPERLINK "https://waysideschools.rubiconatlas.org/Atlas/View/File?AttachmentID=2124&"  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/link.png?v=Atlas8.1.1.228" \* MERGEFORMATINET Fall of Rome Comparison US Activity.doc  HYPERLINK "https://waysideschools.rubiconatlas.org/Atlas/View/File?AttachmentID=2125&"  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/link.png?v=Atlas8.1.1.228" \* MERGEFORMATINET Islam Quran Quote Analysis.pdf  HYPERLINK "https://waysideschools.rubiconatlas.org/Atlas/View/File?AttachmentID=2126&"  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/link.png?v=Atlas8.1.1.228" \* MERGEFORMATINET Quran PSA LP.doc  HYPERLINK "https://waysideschools.rubiconatlas.org/Atlas/View/File?AttachmentID=2127&"  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/link.png?v=Atlas8.1.1.228" \* MERGEFORMATINET Islam Cause and Effect LP.doc  HYPERLINK "https://waysideschools.rubiconatlas.org/Atlas/View/File?AttachmentID=2128&"  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/link.png?v=Atlas8.1.1.228" \* MERGEFORMATINET Brief History of the Golden Age of Islam LP.doc Weekly agenda to include: Key vocabulary for the week Learning experiences (identify guided & independent practice ELL strategies Checking for understanding (ex. VT) Weekly Plans Every week: Students will be taking notes from their textbook for homework in a Double Entry format to employ comprehension and metacognition. Students will draw from notes in class in discussion and application activities.Students will analyze a series of primary and secondary source documents and then take notes via powerpoint lectures and through use of graphic organizers. Learning Experiences: Teacher to follow the 3Ps for effective understanding of concepts/content in class. Probing asking, clarifying who, what, why, where, when or how questions. Paraphrasing restating and feeding back to students their own words in a shortened and clarified form Prompting assisting students having difficulty answering a question by providing scaffolding by re-phrasing or re-framing the question, providing hints etc. Vocabulary:  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/web.png?v=Atlas8.1.1.228" \* MERGEFORMATINET https://quizlet.com/9539726/golden-age-of-islam-flash-cards/ Week 1 Students will make bullet point notes on an introduction to Islam and summarize the Central Belief of Islam and the Prophet Muhammad and also the Hadith. ELL Strategies: Define terms, create symbols, use sentences stems. All of these strategies are used as daily warm ups. Check for understanding: Completing weekly primary/secondary source analysis which requires the completion of various graphic organizers and written responses with quotation of sources. Week 2 Students in groups will research the Abbasid Caliphate and their impact on Baghdad and Islamic cities. (ATL Guided Research, Data gathering, note taking)Students will reflect individually on what life would have been like in Baghdad for a Merchant. Students will research the power of the caliphs in Baghdad and how it fell to Mongols in 1258 ELL Strategies: Define terms, create symbols, use sentences stems. All of these strategies are used as daily warm ups. Check for understanding: Completing weekly primary/secondary source analysis which requires the completion of various graphic organizers and written responses with quotation of sources. Week 3 Construct a Timeline to connect all the events in chronological order. Compare and Contrast matrix between the Sunni and Shi'ite people. Students will also examine the meaning of jihad and how it has changed over the years. ELL Strategies: Define terms, create symbols, use sentences stems. All of these strategies are used as daily warm ups. Check for understanding: Completing weekly primary/secondary source analysis which requires the completion of various graphic organizers and written responses with quotation of sources. Week 4 Students in groups will research the accounts of Salah Al-Din and create posters based on their research to say whether they would support or not support the rule of Salah Al-Din (ATL: organisation, research and analysis) ELL Strategies: Define terms, create symbols, use sentences stems. All of these strategies are used as daily warm ups. Check for understanding: Completing weekly primary/secondary source analysis which requires the completion of various graphic organizers and written responses with quotation of sources.Weekly Differentiation  HYPERLINK "" View Differentiation Details  HYPERLINK "" Add New Week Week 1 Size: Adapt the number of items that the learner is expected to learn/complete (reduce the length of an assignment, etc.) Students will receive modified assignments as dependent on IEP and 504 plans Time: Increase the amount of time the learner has to complete a task (provide students with extra time, etc.) Students will receive extended time on quizzes and tests depending on IEP and 504 plans Level of Support: Increase the amount of personal assistance to an individual learner (one-on-one conferencing, collaborative team teaching, peer-tutoring, etc.) Students will be encouraged to make use of teacher office hours, tutoring lab, and peer study groups Difficulty: Adapt the skill level, problem type, or rules on how the learner may approach the work (allow the use of a calculator, simplify content, decrease task directions, etc.) Input: Adapt the way instruction is delivered (visual aids, media presentations, demonstrations, flexible grouping, etc.) Output: Adapt how the student can respond to instruction Participation: Adapt the extent to which a learner is actively involved in the task Alternate Goals: Adapt the goals or outcome expectations while using the same materials.  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/caret-down-darker-small.png?v=Atlas8.1.1.228" \* MERGEFORMATINET 3 Differentiation  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/caret-up-darker-small.png?v=Atlas8.1.1.228" \* MERGEFORMATINET Hide Differentiation Method of Differentiation: Differentiation by Instruction Differentiation by Task Differentiation by Assessment Week 2 Size: Adapt the number of items that the learner is expected to learn/complete (reduce the length of an assignment, etc.) Students will receive modified assignments as dependent on IEP and 504 plans Time: Increase the amount of time the learner has to complete a task (provide students with extra time, etc.) Students will receive extended time on quizzes and tests depending on IEP and 504 plans Level of Support: Increase the amount of personal assistance to an individual learner (one-on-one conferencing, collaborative team teaching, peer-tutoring, etc.) Students will be encouraged to make use of teacher office hours, tutoring lab, and peer study groups Difficulty: Adapt the skill level, problem type, or rules on how the learner may approach the work (allow the use of a calculator, simplify content, decrease task directions, etc.) Input: Adapt the way instruction is delivered (visual aids, media presentations, demonstrations, flexible grouping, etc.) Output: Adapt how the student can respond to instruction Participation: Adapt the extent to which a learner is actively involved in the task Alternate Goals: Adapt the goals or outcome expectations while using the same materials.  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/caret-down-darker-small.png?v=Atlas8.1.1.228" \* MERGEFORMATINET 3 Differentiation  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/caret-up-darker-small.png?v=Atlas8.1.1.228" \* MERGEFORMATINET Hide Differentiation Method of Differentiation: Differentiation by Instruction Differentiation by Task Differentiation by Assessment Week 3 Size: Adapt the number of items that the learner is expected to learn/complete (reduce the length of an assignment, etc.) Students will receive modified assignments as dependent on IEP and 504 plans Time: Increase the amount of time the learner has to complete a task (provide students with extra time, etc.) Students will receive extended time on quizzes and tests depending on IEP and 504 plans Level of Support: Increase the amount of personal assistance to an individual learner (one-on-one conferencing, collaborative team teaching, peer-tutoring, etc.) Students will be encouraged to make use of teacher office hours, tutoring lab, and peer study groups Difficulty: Adapt the skill level, problem type, or rules on how the learner may approach the work (allow the use of a calculator, simplify content, decrease task directions, etc.) Input: Adapt the way instruction is delivered (visual aids, media presentations, demonstrations, flexible grouping, etc.) Output: Adapt how the student can respond to instruction Participation: Adapt the extent to which a learner is actively involved in the task Alternate Goals: Adapt the goals or outcome expectations while using the same materials.  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/caret-down-darker-small.png?v=Atlas8.1.1.228" \* MERGEFORMATINET 3 Differentiation  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/caret-up-darker-small.png?v=Atlas8.1.1.228" \* MERGEFORMATINET Hide Differentiation Method of Differentiation: Differentiation by Instruction Differentiation by Task Differentiation by Assessment Week 4 Size: Adapt the number of items that the learner is expected to learn/complete (reduce the length of an assignment, etc.) Students will receive modified assignments as dependent on IEP and 504 plans Time: Increase the amount of time the learner has to complete a task (provide students with extra time, etc.) Students will receive extended time on quizzes and tests depending on IEP and 504 plans Level of Support: Increase the amount of personal assistance to an individual learner (one-on-one conferencing, collaborative team teaching, peer-tutoring, etc.) Students will be encouraged to make use of teacher office hours, tutoring lab, and peer study groups Difficulty: Adapt the skill level, problem type, or rules on how the learner may approach the work (allow the use of a calculator, simplify content, decrease task directions, etc.) Input: Adapt the way instruction is delivered (visual aids, media presentations, demonstrations, flexible grouping, etc.) Output: Adapt how the student can respond to instruction Participation: Adapt the extent to which a learner is actively involved in the task Alternate Goals: Adapt the goals or outcome expectations while using the same materials.  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/caret-down-darker-small.png?v=Atlas8.1.1.228" \* MERGEFORMATINET 3 Differentiation  HYPERLINK ""  INCLUDEPICTURE \d "https://waysideschools.rubiconatlas.org/common_images/icons/caret-up-darker-small.png?v=Atlas8.1.1.228" \* MERGEFORMATINET Hide Differentiation Method of Differentiation: Differentiation by Instruction Differentiation by Task Differentiation by Assessment 4 record(s) found.Reflection: Considering the planning, process and impact of the inquiry Prior to teaching the unit Learned from last year that students didnt necessarily know what Golden Age meant- Incorporated that into a discussion at the beginning of the unit. Want to make more connections with this material when we study Medieval Europe. Some topics were difficult to research because they were so narrow.During teaching After teaching the unit  HYPERLINK "" << Previous Year Atlas Version 8.1.1  HYPERLINK "http://www.rubicon.com/" Rubicon International 2016. 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