Syllabus

Unit Overview:

The topic I am going to choose is “The History of Islam and Islam in the World Today”. The purpose of this unit is for students to gain knowledge of the history of Islam and what Islam is like in the world today. What I want to accomplish in this unit is that I want my students to gain knowledge and appreciation of people who follow the religion of Islam. I want to teach my students the contributions that Muslims have made to the world. This course would be for a world history class studying religions. The target grade level would be for a seventh grade world history class. The unit will be two and a half weeks long. I will have nine lessons. I will have lessons that cover, the geography of the Arabian Peninsula, the Prophet

The geography lesson will consist of me putting up a filled in map of the Arabian Peninsula and explaining to my students the geographical features. I will then have my students work in groups to fill in a blank map. The students can work collaboratively while filling in the map. The next lesson will be on the Prophet Muhammad. I will print out readings for my students and we will read aloud. During the reading I will stop the reading and ask my students questions relating to the reading, so everyone gains an understanding of key points I want to focus on regarding Muhammad’s life. During the lesson on the Kaaba, I will put a picture of the Kaaba for all my students to see. First I will ask my students to just describe what they see. I will then inquire with them as to why the Kaaba is the way it is. For example a student may notice the gold along the Kaaba. I will ask students why they think the gold is there and if they don’t know I will explain it to them. On my lesson of the Qur’an I will bring passages for my students to read. I will have groups each read a passage and present to the class what they think he passage means. During my lesson on the Hajj I will show pictures of people experiencing the

This lesson will be in direct instruction. I will show my students a map of the Arabian Peninsula and show students where the major cities, mountain ranges, plateaus, desserts, straights, rivers, and oceans are. Students will then be giving a blank map and work in groups to fill in their map. Each student will fill in their own map that will eventually be a part of their book project. I want to begin with this lesson because I think it is best that students have an overview of what the climate was like for people living in the Arabian Peninsula. Next the students will have an inquiry lesson on the Prophet Muhammad. I will have students read aloud a reading I have printed out for them. I will stop my students from time to time to ask questions about what they just read. My questions will help them to clarify what they just read and try to get them to think critically about the reading. The Muhammad lesson will be taught this way because I want my students to analyze the reading as much as possible. The next lesson will be another inquiry on the Kaaba. For this lesson I will put up a picture of the Kaaba and have ask my students to describe the features of the Kaaba and why those features are there. I want my students to draw their own conclusions about the Kaaba, and I will guide them to the correct answers if they are wrong. I like using a visual for this lesson. Having students see the Kaaba