Faces of Islam

UNIT LESSON

Course: World History I

Teachers name: Christopher

Massachusetts Frameworks:
WHII.47 Explain the rise and funding of Islamic fundamentalism in the last half of the 20^th century and identify the major events and forces in the Middle East over the last several decades. (H, E)

 A.  the weakness and fragility of the oil-rich Persian Gulf states, including Saudi Arabia, Kuwait, and others

B.  the Iranian Revolution of 1978-1979

C.  defeat of the Soviet Union by the Mujahideen in Afghanistan 

D.  the origins of the Persian Gulf War and the post-war actions of Saddam Hussein

E.  the financial support of radical and terrorist organizations by the Saudis

F.  the increase in terrorist attacks against Israel and the United States 

WHII.48 Describe America’s response to and the wider consequences of the September 11, 2001 terrorist attack on the World Trade Center in New York City and the Pentagon in Washington, D. C. (H)

 Unit: Rise of Fundamentalism in Islam, 1970s -Present

Overall Lesson: Faces of Islam

Objective: SWBAT explain the rise and funding of Islamic fundamentalism in the last half of the 20^th century and identify the major events and forces in the Middle East over the last several decades. Ultimately, students will be able to describe America’s response to the wider consequences of the Terrorist attacks on the World Trade Center and Pentagon in Washington D.C.

Tech Objective: SWBAT use multimedia, computers, graphic organizers to design and edit Power Point slides, and video/text’s using today’s media.  

Materials: Computer, PowerPoint program/projector media access for YouTube Video, Vocabulary Graphic Organizers, pens, paper  

How do you propose to introduce this UNIT to the students?
Class begins with DO NOW assignment which will be used to assess students background knowledge on fundamentalism and Islam. The class will have an open discussion in response to the DO NOW to pre-assess the levels of knowledge on Islam in general as well as the attacks on the WTC and Pentagon in 2001. To build background knowledge I will show the multi-media piece from ABC News that has a general overview of the tenets of Islam. Each subsequent daily lesson plan will reflect upon the previous day and utilize an “inverted” classroom model where students will view a video each night and respond to an online anonymous “exit ticket” that will be sent to the teacher to provide student background knowledge before students enter class and that way lesson accomodations can be worked into each lesson plan on a daily basis.

The intent is for students to be able to watch the daily video wherever they want-on smart phones, on computers or wherever they are, however, students are on the go and this element of inverted teaching proposes to work within the ‘onthego’ parameters. Even the daily exit tickets are designed to provide assessment for students on the go as well. The automatically generated email sent to the teacher makes it easy for ‘teachersonthego’ as well since they can access email from smart phones.

ACCOMODATION FOR STUDENTS WITH NO TECHNOLOGY 
While these assignments are predicated upon the proliferation of access to multi-media by today’s students, it is quite possible that the students do no have this access. I will make available DVDs for students to bring home to watch. If this is not possible then I always have my own large screen laptop and DVD player that I will bring in to classroom if there is aboslutely no technology. I will also provide all exit tickets on index cards. I will also use my own phone to demonstrate to my students what this lesson plan looks like on smart phone.