Walking through Islam

Education
Standards:

Grade: 9 Honors
Subject: Global History
Time/Day: Wednesday April 5, 2016
Central Focus: How does the Islamic faith connect the Ottoman,
Safavid and Mughal Empires?
Motivation: The teacher will ask students who has ever been too a
museum? The teacher will ask students what people typically do at
museums. This will transition into the teacher explaining that a
museum has been set up with artifacts from the Ottoman, Safavid,
and Mughal Empires
New York State Social Studies Framework:
9.5b Political states and empires employed a variety of techniques for
expanding and maintaining control, and sometimes disrupted statebuilding in other regions.
New York State Social Studies Standards: Global History
Performance Indicator: 1. The study of world history requires an
understanding of world cultures and civilizations, including an analysis
of important ideas, social and cultural values, beliefs, and traditions.
This study also examines the human condition and the connections
and interactions of people across time and space and the ways
different people view the same event or issue from a variety of
perspectives.
Key Idea: 1.3 interpret and analyze documents and artifacts related to
significant developments and events in world history.
Common Core Standards for Reading Informational Texts, 2.
Determine the central ideas or information of a primary or secondary
source; provide an accurate summary of how key events or ideas
develop over the course of the text.
3. Analyze in detail a series of events described in a text; determine
whether earlier events caused later ones or simply preceded them.
Common Core Standards for Writing, 4. Produce clear and
coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.

Objectives:

Introductory
Activity:

National Council for Social Studies Standards: Global Connections

Students will be able to analyze various artifacts about the Ottoman,
Safavid and Mughal Empires.
Students will be able to create an argument to explain how all 3
empires are connected.
0-7min: Students will come into the classroom, and the desks will be
in groups of either 4 or 5. Students will be told to go to any seat.
Students sitting next to each other will be partners. Up on the
Promethean board will be the DoNow question, that students will
answer as they come into the classroom. What makes an empire
powerful? This will lead into a discussion about the characteristics of
an empire, which will transition into a discussion about the Islamic

Developmental
Activity:

Concluding
Activity:

Forms of
Assessment:
Plans for Students
with Diverse
Needs
Alternative
Activities

Needed Materials

empires, and how they are connected from a single faith, and when
that faith is divided and leadership begins to falter, the empire begins
to crumble.
8-38min: The teacher will transition by explaining that in order to gain
a better understanding of how Islam and Islamic culture unified all
three empires, students will be participating in a museum walk. The
teacher will explain the motivation, and then transition into an
explanation about the activity. Students will be pairing up, based on
the person they are sitting next to, and together, students will walk
from exhibit to exhibit answering the question at each exhibit.
Exhibits include work that students completed within the past week:
Instagram posts, arguments about ISIS, Mughal empire leadership
illustrations as well as a map and two photos of Islamic architecture. At
each exhibit students will answer the question listed, and will write
their answer on the color paper provided. The paper is posted next to
the artifact. Students will start at the bottom of the paper, and will fold
up their answers so that their classmates cannot see their answer.
Markers will be provided for pairs to write their response. Students will
not be freely walking through the museum but every 2 min a bell will
ring which signifies that students must rotate. This will continue for all
15 exhibits. During this time, the teacher will be asking probing
questions, especially if students are stuck on a question. For example,
if a pair cannot agree on an appropriate response (especially for the
ISIS exhibits), the teacher will hear both sides and offer a comprise.
39-43min: Student will return to their original groups, and be handed
an exit ticket with a series of questions to reinforce the activity. One of
the questions will say How does the Islamic faith connect the
Ottoman, Safavid and Mughal Empires? Students will hand these in
as they exit the classroom. In addition, as students exit the room, the
teacher will hand out review sheets for their tests on Friday.
Formal: Do Now, student responses on exhibits, exit tickets
Informal: teacher-student questioning throughout the lesson
If necessary, the teacher can pre-assign pairs to reduce the risk of
students getting into conflict or getting off task. More or less time can
be given at each station depending on the particular class.
If there is extra time at the end of class, students will write down
questions that they still have in regard to their test on Friday. These
will be handed in and reviewed on Thursday. If there is not enough
time at the end of class, the museum walk can be completed the
following day in class.
Museum walk artifacts
Markers
Exit ticket papers
Review sheets