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Primary Sources

Continents: Africa and A

sia

Teacher’s Guide

IntroductionIntroduction to Primary Sources 5

Research on Using Primary Sources 8

Using Primary Sources in the Classroom 10

How to Use This Product 21

What’s Covered in This Product? 24

Correlations to Standards 27

Overview ActivityAfrica and Asia

Writing Critical Questions 31Types of Questions 33Rewriting Questions 34

Photograph Card ActivitiesOLPC Classroom in Rwanda

One Laptop Per Child 35African Literacy Rates 38

Abandoned Diamond MineGhost Town 39Zambezi River Dam 42

The Great Mosque of DjennéThe Influence of Islam in Mali 43Buddhism in Southeast Asia 46

Burning Oil Wells in KuwaitAftermath of the Persian Gulf War 47Iraqi Elections 50

Dome of the Rock and the Western WallJerusalem: The Holy City 51Church of All Nations 54

Outdoor ClassroomA Glimpse of Afghanistan 55Diversity of Cultures 58

Aung San Suu KyiSuu Kyi vs the Military Junta 59Underwater Business 62

ShipbreakingEconomic Resources 63Dhaka, Bangladesh 66

Primary Source ActivitiesColossus of Rhodes

From Cape to Cairo 67Colossus of Rhodes Political Cartoon 70Imperialism Cartoon 71Fresh Water Resources 72

Appeal to the League of NationsDefending Ethiopian Independence 73Excerpts from Haile Selassie’s Speech 76A Plea for Help 77United Nations General Assembly 78

© Teacher Created Materials 28650—Primary Sources: Africa and Asia 3

Table of Contents

Nelson Mandela’s ID CardDefeating Apartheid 79Nelson Mandela’s ID Card 82An Important Post 83South Sudan Independence Rally 84

The Balfour DeclarationA Letter of Empty Promises 85Transcript of Rothschild’s Letter 88Rothschild’s Rebuttal 89Map of Palestine 90

The Grand BazaarTrade in the Middle East 91Painting of the Grand Bazaar 94Economic Systems 95Japan’s GDP 96

Hmong EmbroideryAfter the Vietnam War 97Hmong Embroidery Image 100A Refugee Story 101The Korean War 102

Indian IndependenceCivil Disobedience 103Gandhi Political Cartoon 106Be the Change 107Tiananmen Square 108

Chinese PropagandaThe Plans of Mao 109Chinese Propaganda Poster 112Two Campaigns 113A Happy Family 114

Culminating ActivitiesDocument-Based Assessment

Document-Based Tasks 115Document 1: The Autobiography of Nelson Mandela 116Document 2: Indian Independence 117Document 3: Nelson Mandela’s ID Card 118Document-Based Question Rubric Example 119

Culminating Group ActivityBoard Games 120Board Games Planning 121Board Games Design 122

AppendixReferences Cited 123

Student Glossary 124

Suggested Young Adult Literature 126

Suggested Websites 127

Digital Resources 128

28650—Primary Sources: Africa and Asia © Teacher Created Materials4

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Introduction to Primary Sources

“My Darling Sheik …”So opens a letter dated August 31, 1927, from Catherine Borup to her paramour,

Anthony DiLieto A native of the Bronx, 24-year-old Borup was the daughter of Irish and Danish immigrants, while trolley-car driver DiLieto, aged 27 and also from New York, was a first-generation American of Italian stock Borup was away from her “Darling Sheik” and used pen and paper to express her feelings of loneliness at their separation

The sentiment of the letter from Borup to DiLieto evokes a kind of vintage language from the time period The reference to the “Sheik” refers to silent screen star Rudolph Valentino, the Brad Pitt of his day There is a discussion about train schedules and a potential rendezvous But so what? What’s the big deal about a letter between two anonymous lovers of the Roaring 20s? Well, they were my maternal grandparents, and upon the 1986 death of my grandfather, Anthony DiLieto, their letters were turned over to me for my care Since then, I have occasionally shared these letters with my students when we are studying the 1920s When I read the aforementioned letters to my students, I gently slip each one out of its original envelope, complete with its two-cent stamp, and the 1920s speak to us across a chasm of more than 90 years

Primary sources are powerful learning and teaching devices that provide students, teachers, and scholars with a window to the past unlike any other kind of resource In some ways, just about everything around us can be deemed a primary source A primary source is any documentation of an event from a person who actually participated in the event Such sources give us firsthand looks at the past

At our school, students compile a slide show for the senior prom that is really a visual record of their four years of high school Like the letters from my grandparents, these documents help the students define who they are and provide us direction for the future

I have a sign on the podium in my classroom that has a quotation from an anonymous British source It reads, “A present tense culture that disdains the past has no future ” Let’s consider what might happen with the senior prom slide show should it be analyzed and interpreted by a historian 100 years from now Not only would the images speak about our school at a particular time and place but also in a broader sense it would provide historians with a glimpse into life in the United States from today, offering a kind of global appreciation of trends and change over time I like to point out to my students that fashion can also be a primary source My students and I chuckle together when I relate the story of the kinds of tuxedos my peers and I wore to our proms in the 1970s—pastels and polyester

Rudolph Valentino


Introduction

Introduction to Primary Sources (cont.)

With an array of primary sources at your disposal, you can help connect students to the past in ways that are unimaginable “The past,” William Faulkner once wrote, “is not dead It isn’t even the past ” So, your teaching through use of primary source materials will not only enrich your students’ understandings and give the past meaning, but it will also enrich your repertoire of teaching tools by providing relevance With primary sources at your side, you can easily answer the oft-heard query “So what?” that comes from those students chasing away the “I hate history” blues

Where do you begin? Let me help you Much of the material presented here is based on the important groundwork on teaching with primary sources developed by the Education Staff of the National Archives and Records Administration (www.archives.gov/education/index.html)

In addition, keep in mind that using primary sources helps to create a greater sense of participatory democracy in the United States This is particularly true when you are working with documents that are related to the United States government, such as the kind housed in repositories like the National Archives and Records Administration or the Library of Congress (www.loc.gov) The Using Primary Sources in the Classroom section of this book (pages 10–20) is reproduced as student activity sheets These activity sheets can be completed electronically or printed and distributed to students They are located in the Teacher Support Files folder within the Digital Resources See page 128 for more information

To get your students warmed up to the idea of using primary source material, consider doing the following exercise with your class shortly after the school year begins As a homework assignment, direct your students, with the help of a family member or adult who is close to them, to look through souvenirs of their lives that have been saved as they have grown These might include photographs, letters, diaries, newspaper clippings, birth certificates, report cards, or library cards

1.

Level 1

Cartoon Analysis Worksheet

A.

Level 2

Which of the objects on your list are symbols?

Describe the action taking place in the cartoon.

Designed and developed by theEducation Staff, National Archives and Records Administration,

Washington, DC 20408

List the objects or people you see in the cartoon.

Record any important dates or numbers that appear inthe cartoon.

Identify the cartoon caption and/or title.

Locate three words or phrases used by the cartoonistto identify objects or people within the cartoon.

Level 3

B.

Visuals Words (not all cartoons include words)

1.

2.

3.

Visuals Words

2. 4. Which words or phrases in the cartoon appear to bethe most significant? Why do you think so?

3. What do you think each symbol means? 5. List adjectives that describe the emotions portrayedin the cartoon.

C.

D.

Explain how the words in the cartoon clarify the symbols.

Explain the message of the cartoon.

What special interest groups would agree/disagree with the cartoon's message? Why?

Reset Form Print Form


Limit response for each question to 3 lines of text

1. TYPE OF DOCUMENT (Check one):

Newspaper

Letter

Patent

Memorandum

Map

Telegram

Press Release

Report

Advertisement

Congressional Record

Census Report

Other

Written Document Analysis Worksheet

2. UNIQUE PHYSICAL CHARACTERISTICS OF THE DOCUMENT (Check one or more):

Interesting Letterhead

Handwritten

Typed

Seals

Notations

"RECEIVED" stamp

Other

3. DATE(S) OF DOCUMENT:

4. AUTHOR (OR CREATOR) OF THE DOCUMENT:

POSITION (TITLE):

5. FOR WHAT AUDIENCE WAS THE DOCUMENT WRITTEN?

6. DOCUMENT INFORMATION (There are many possible ways to answer A-E.)

A. List three things the author said that you think are important:

B. Why do you think this document was written?

C. What evidence in the document helps you know why it was written? Quote from the document.

D. List two things the document tells you about life in the United States at the time it was written.

E. Write a question to the author that is left unanswered by the document:

Designed and developed by theEducation Staff, National Archives and Records Administration,

Washington, DC 20408



Limit response for each question to 3 lines of text

A.

Motion Picture Analysis Worksheet

B. What do you think you will see in this motion picture? List Three concepts or ideas that you might expect to see based on thetitle of the film. List some people you might expect to see based on the title of the film.

Title of Film:

Record Group Source:

A. Type of motion picture (check where applicable):

Step 1. Pre-viewing

Step 2. Viewing

B.

C.

A.

Physical qualities of the motion picture (check where applicable):

Music

Narration

Special effects

Color

Live action

Step 3. Post-viewing (or repeated viewing)

B.

C.

Concepts/Ideas People

1.

2.

1.

3. 3.2.

Animated Cartoon

Documentary Film

Newsreel

Propaganda Film

Theatrical short subject

Training film

Combat film

Other

Background noise

Animation

Dramatizations

Note how camera angles, lighting, music, narration, and/or editing contribute to creating an atmosphere in this film. What isthe mood or tone of the film?

Circle the things that you listed in the previewing activity that were validated by your viewing of the motion picture.

What is the central message(s) of this motion picture?

Consider the effectiveness of the film in communicating its message. As a tool of communication, what are its strengths andweaknesses?


William Faulkner

Analysis Activity Sheets


Intr

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Introduction to Primary Sources (cont.)

Before students bring their selected primary sources to class, have them respond to the following questions as a warm-up to the activity that you will lead: What do the primary sources have to do with the students? What do the items say about students’ lives? and Where did the primary sources come from?

During the follow-up class meeting, have students share with the class their selected documents As they present their documents, students should provide answers to the following questions: What type of primary source is this? What is the date of the primary source? How was the primary source saved, and who saved it? Who created the primary source? and How does the primary source relate to the student and the class?

Next, have students record for their documents and the documents of their classmates their responses to the following questions: What does the existence of the primary source say about whoever created it? What does the existence of the primary source say about whoever saved it? and What does the existence of the primary source say about life in this era? Reproducible student pages for this activity are provided in the Teacher Support Files folder within the Digital Resources (introact pdf)

Once you have prepared your students with this strategy, you will be well on your way to introducing them to the work of historians as they make valid inquires into the past

No matter how you use primary sources, you will find that they will invigorate your classroom, engage your students, and lead to student achievement Effective use of primary sources can help you challenge your students to question their assumptions about the past Primary sources breathe life into one of the most exciting disciplines of all—history—because they reflect individual human spirit through the ages There are myriad ways you can utilize primary sources in your teaching repertoires Let the adventure begin!


Name ______________________________________________________

Your Own Primary SourcesDirections: With the help of a family member or adult who is close to you, look through souvenirs ofyour life that have been saved as you have grown. These might include photographs, letters, diaries,newspaper clippings, birth certificate, report cards, library card, or social security card. Before bringingyour selected document to class, respond to the following questions as a warm-up to the next activity.

1. In what ways does this document relate to you as a person?

_______________________________________________________________________________

_______________________________________________________________________________

2. Describe in detail how this document reflects your life?

_______________________________________________________________________________

_______________________________________________________________________________

3. What is the source of the document?

_______________________________________________________________________________

_______________________________________________________________________________

When you present your document to the class, share answers to the questions below. Use the spaceprovided here to record some notes about the document.

• What type of document is this?

_______________________________________________________________________________

_______________________________________________________________________________

• What is the date of the document?

_______________________________________________________________________________

• Describe in detail how the document was saved and who saved it.

_______________________________________________________________________________

_______________________________________________________________________________

• Describe in detail who created the document and their particular relationship to the document.

_______________________________________________________________________________

_______________________________________________________________________________

• For what reasons does the document relate to you and your classmates?

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

©Teacher Created Materials, Inc. Exploring History Through Primary Sources

Based on work from the Education Staff of the National Archives and Records Administration in Washington, D.C. (http://www.archives.gov/digital_classroom/index.html).

Name_______________________________________________________

Your Own Primary Sources (cont.)

Directions: Record responses to the following questions for your chosen document and the documents of two of your classmates.

Exploring History Through Prim

ary Sources©

Teacher Created M

aterials,Inc. Based on work from the Education Staff of the National Archives and Records Administration in Washington, D.C. ( http://www.archives.gov/digital_classroom/index.html).

You Classmate #1 Classmate #2

Describe in detailwhat the existenceof the documentsays about whoevercreated it.

In what ways doesthe existence of thedocument tell aboutthe person whosaved it?

In what ways doesthe existence of thedocument tell aboutlife during this era?


Your Own Primary Sources Activity Sheets


Introduction

How to Use This Product (cont.)

Teacher’s GuideThe Teacher’s Guide includes the following:

■ introductory lesson

■ 8 photograph card lessons

■ 8 primary source lessons

■ learning outcomes

■ materials lists

■ discussion questions

■ extension activities

■ historical background information

■ reproducible student activity sheets

■ document-based assessments

■ culminating activities

■ student glossary

■ suggested literature and websites

Photograph CardsThe photograph cards provide captivating images

along with background information and activities for teacher and student use The lesson plans do not refer to each of the sections on the backs of the photograph cards Teachers can use these activities in ways that best suit their classroom needs (group work, individual work, learning center, etc ) Each photograph card includes: a primary source image with historical background information; Bloom’s taxonomy questions or activities; historical writing prompts (fiction and nonfiction); and a history challenge featuring an engaging and challenging activity

Primary Source DocumentsFacsimiles of primary source documents are provided

in both authentic-looking print formats and in digital formats within the Digital Resources The documents come in varying sizes

Source: Michele Alfieri/Shutterstock.com

The Great Mosque of DjennéHistorical Background InformationThe Great Mosque is in Djenné (jeh-NAY), Mali. Mali is a landlocked country located in the northwestern part of Sub-Saharan Africa. The mosque was built in the 1200s as a place for Muslims to worship. In the eleventh and twelfth centuries, trade between North Africa and Sub-Saharan Africa increased. The mostly Muslim countries in North Africa influenced those living farther south. Many North African Muslims were merchant-scholars. They were able to trade valuable knowledge in areas such as law and writing. The Great Mosque is the largest mud structure in the world. However, the mud sometimes melts in the rain and cracks in the sun. The structure has to be repaired each year by covering it with a new mud plaster. Muslims in Mali have turned this into an annual festival called Crepissage de la Grand Mosquée (“plastering of the Great Mosque”).

Analyzing History

RememberingWhy does the mosque need to be repaired each year?

UnderstandingWhy is it important for people to have designated places such as mosques to worship and observe their religion?

ApplyingHow did trade with North Africa influence Sub-Saharan Africa?

AnalyzingCompare the Great Mosque to an important building or place in your state.

EvaluatingThe Great Mosque was torn down and rebuilt in 1907. Why do you think it was rebuilt instead of repaired?

CreatingBesides replastering each year, what might a different solution be to fix the melting and cracking mud?

Historical Writing

FictionImagine you are visiting the Great Mosque of Djenné. What do you see and learn? What is most interesting? Write a postcard to a friend describing your trip.

NonfictionFind out more about the Crepissage de la Grand Mosquée festival, and write a brief newspaper article about it. Focus on the fun, festive elements rather than the work that is done.

History ChallengeResearch the Great Mosque of Córdoba in Spain. Compare and contrast it to the Great Mosque of Djenné.

© Teacher Created Materials 28652 (i18663)—Primary Sources: Asia and Africa

Teacher’s Guide

Kristin Kemp, M.A.Ed.


Intr

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How to Use This Product (cont.)

Lesson PlansEach lesson plan includes discussion questions and an

engaging activity to help students analyze the primary source Historical background information is included for each topic The Student Glossary on pages 124–125 has supporting definitions for words in the texts and should be shared with students as necessary The concluding activity for each lesson is a document-based assessment This one-page assessment allows students to further practice primary source analysis

Culminating ActivitiesCulminating activities are provided to help students

synthesize the information they have learned throughout this unit of study First, students will complete a document-based question task (DBQ) A DBQ is a special type of essay question Documents are provided for students to analyze and use to support their responses to the question or prompt When writing a response to a DBQ, students use general information they have learned along with specific evidence from the documents The purpose of a DBQ is to help students think like historians Analyzing and using primary sources is an effective way to practice this skill

DBQs also help students improve their writing skills Students have to write strong theses, use evidence to support arguments, and make connections between different pieces of evidence They will also be better able to analyze the author’s purpose, point of view, and bias

Finally, students will complete a culminating group activity This fun activity allows students to draw upon what they have learned throughout the unit of study

Digital ResourcesThe Digital Resources include: digital copies of the

photographs and primary source documents; additional primary sources to support and enrich the lessons; student reproducibles; analysis activity sheets discussed on pages 10–20; and a detailed listing of the original locations of all primary sources in the collection See page 128 for more information

PHOTOGRAPH CARD ACTIVITIES

Abandoned Diamond Mine

Ghost TownLearning Outcomes

■ Students will explain how the distribution of natural resources, such as diamonds, affects the economic development of Africa.

■ Students will make cause-and-effect charts to show how diamonds affected the African country of Namibia.

Materials ■ copies of both sides of the Abandoned Diamond Mine photograph card (card02.pdf)

■ copies of the historical background information (page 41; background02.pdf)

■ copies of the document-based assessment, Zambezi River Dam (page 42; dba02.pdf)

Discussion Questions ■ What may have happened in the picture?

■ Who was affected by the changes in this town?

■ Was this caused by nature or people? Defend your opinion.

Using the Primary Source1. Place students into small groups and

then give each group a copy of the photograph card Abandoned Diamond Mine. Allow students to examine the image, and have them write down their first reaction to the image. Have students share with the class.

2. Ask the discussion questions to the class. For each student response, be sure they include the evidence for their answer.

3. Have students read the historical background information (page 41). Individually, students should annotate their copies of the text or take notes on separate sheets of paper.

4. Explain to students that they will work with partners to create cause-and-effect charts with at least three causes and effects. Tell students their charts must focus on the economic effect the diamond discovery had on the area known today as Kolmanskop.

5. Assign students some of the activities on the back of the photograph card.

Abandoned Diamond MineHistorical Background InformationThe country of Namibia is located in southwest Africa. In 1884, the land was a colony of Germany and was called South West Africa. When a diamond was found in the Namib Desert in 1908, the boomtown of Kolmanskop was born. The boomtown had many shops, a hospital, a school, and a swimming pool. European operas performed in the city’s grand hall. A power station provided electricity. Over five million carats of diamonds were found in the first six years. After World War I, fewer diamonds were being found, and a new diamond discovery south of the city caused many people to leave the city. In 1956, the last three families moved away. Sand and wind crept into the city. Today, it is a ghost town.

Analyzing History

RememberingWhat do you notice about this building in the photograph?

UnderstandingHow do you think sand ended up in the building?

ApplyingWhat might have happened to Kolmanskop if the second diamond discovery had not been made?

AnalyzingHow could this abandoned city be restored?

EvaluatingWhat influence do you think Kolmanskop had on Namibia?

CreatingMake a poster advertising career possibilities aside from mining that may have been possible in Kolmanskop.

Historical Writing

FictionImagine you are a member of one of the first families to move to Kolmanskop. Write a journal entry about your hopes for your life there.

NonfictionToday, the city of Kolmanskop is in a “forbidden zone.” Research what that means and why the area is forbidden. Write a paragraph about what you learn.

History ChallengeFind out more about the German railway worker named Zacharias Lewala and the first diamond discovery.


Source: Felix Lipov/Shutterstock.com


Document 1: The Autobiography of Nelson Mandela

The Indian campaign became a model for the type of protest that we in the

Youth League were calling for. It instilled a spirit of defiance and radicalism

among the people, broke the fear of prison, and boosted the popularity and

influence of the NIC and TIC. They reminded us that the freedom struggle

was not merely a question of making speeches, holding meetings, passing

resolutions, and sending deputations, but of meticulous organization, militant

mass action, and, above all, the willingness to suffer and sacrifice. The Indian

campaign hearkened back to the 1913 passive resistance campaign in which

Mahatma Gandhi led a tumultuous procession of Indians crossing illegally

from Natal to the Transvaal. That was history; this campaign was taking place

before my own eyes.

—Nelson Mandela, Long Walk to Freedom: The Autobiography of Nelson Mandela,

1995 (page 67)

Directions: This is an excerpt from Mandela’s book. Use the text to answer the questions.

1. How does Mandela describe the Indian campaign?

2. What insight did Mandela draw from the Indian campaign?

3. How did Mandela use the Indian campaign in his own tactics?

28650—Primary Sources: Africa and Asia © Teacher Created Materials

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Name ___________________________________________________ Date ________________


Introduction


Dome of the Rock and the Western Wall

Jerusalem: The Holy CityLearning Outcomes

■ Students will compare and contrast the prominent religions in the Middle East

■ Students will create Venn diagrams to compare and contrast Islam and Judaism

Materials ■ copies of both sides of the Dome of the Rock and the Western Wall photograph card (card05 pdf)

■ copies of the historical background information (page 53; background05 pdf)

■ white construction paper or legal-sized paper

■ copies of the document-based assessment, Church of All Nations (page 54; dba05 pdf)

Discussion Questions ■ What details stand out to you in this photo and why?

■ What clues indicate where the photograph was taken?

■ Why are so many people in this location?

Using the Primary Source1. Display the photograph card Dome of

the Rock and the Western Wall for the class, and ask students the discussion questions Have students discuss their answers with partners Then, share their thoughts with the class

2. Distribute copies of the historical background information (page 53) and read it aloud Ask students to think about how culture is expressed where they live They should analyze the languages, the religions, and the holidays that are celebrated Explain that many cultures may be present in a single community, and encourage students to consider which cultures are represented in their own communities Have students discuss their ideas in small groups

3. Place students into small groups of four to five students Give each group a piece of paper Have students create Venn diagrams comparing and contrasting Islam and Judaism Encourage students to research and find additional information about each religion

4. Assign students some of the activities on the back of the photograph card

Dome of the Rock and the Western WallHistorical Background InformationJerusalem is an ancient city located in the country of Israel. The Dome of the Rock and the Western Wall are sacred places in the city. The Dome of the Rock is part of a Muslim holy area that is known as Mount Moriah. The Dome of the Rock was completed in AD 691. It was built as a shrine to Islam’s prophet Muhammad. The dome is located on the rock Muhammad is claimed to have stood on when he ascended into heaven. The Western Wall was once the supporting wall around a temple for Jewish worship. The Romans destroyed the temple in AD 70, and only the Western Wall remained. Many Jewish people pray at the wall and mourn the temple’s destruction. For this reason, the wall is sometimes called the Wailing Wall.

Analyzing History

RememberingWhat two religions worship at these sites?

UnderstandingFor what reasons might people visit these sacred places?

ApplyingWhat evidence supports the idea that the Dome of the Rock and the Western Wall are important places?

AnalyzingCompare and contrast the Dome of the Rock and the Western Wall.

EvaluatingWhat problems might there be by having these two places in the same city?

CreatingWrite a poem about what you would mourn if you visited the Western Wall.

Historical Writing

FictionWrite a conversation that might have occurred between a Jewish person and a Roman soldier when the temple was destroyed in AD 70.

NonfictionThe Dome of the Rock is a shrine, not a mosque. Explain the difference between the two.

History ChallengeThe actual rock that the Dome of the Rock was built on also has historical importance to Jewish people. Research to find out its significance.


Source: Peter Mulligan


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Jerusalem: The Holy City (cont.)

Extension Idea ■ The third major religion of the world is Christianity Have students research this religion and compare and contrast it with Judaism and Islam

Document-Based Assessment1. Distribute copies of Church of All Nations (page 54) to students A digital copy of the

photograph is provided in the Digital Resources (church jpg)

2. Tell students to use what they learned about Judaism and Islam to respond to the questions

3. Use the answer key below to review student responses as a class Discuss how students can use strong evidence from the primary source to most effectively respond to the questions

Answer KeyPhotograph Card

Remembering: Judaism and Islam

Understanding: Each site has a religious meaning to a group of people

Applying: There are many diverse people visiting the sites, so they come from all over the world to visit

Analyzing: Both are religious sites and were built a long time ago The Western Wall is only a remnant of what once was, and it is a simple wall The Dome of the Rock is intact and very ornate

Evaluating: Each site belongs to a different religion This could cause strife and disagreement

Nonfiction: A mosque is built as a place for Muslims to worship and pray A shrine is built to honor and remember a particular person or event

History Challenge: The rock is said to be the place where Abraham almost sacrificed his son, Isaac, and also where Jacob wrestled with God

Church of All Nations (page 54) 1. Christians from any country would most likely attend this church because it is a Christian

church

2. Responses will vary but could include Christian symbols such as a cross, images of Jesus, and an altar

3. Answers may include that the church wants to be open and welcome all people of all nations




Jerusalem: The Holy City (cont.)

Historical Background InformationJudaism is the oldest monotheistic

religion in the world The biblical figure Abraham, who lived over 4,000 years ago, is considered to be the patriarch of Judaism Abraham is also the patriarch of Islam Abraham had two sons, Isaac and Ishmael According to the scriptures, Isaac is said to begin the lineage of Judaism Ishmael is said to begin the lineage of Islam Muslims believe Allah (God) revealed the Islamic faith to the prophet Muhammad Judaism and Islam may share a beginning, but they have branched into different belief systems

The principles of Judaism are based on the holy writings of the Torah The five books that make up the Torah are also the first five books of the Christian Bible There are additional Jewish texts that make up the Pentateuch Jerusalem is the most holy city in Judaism because, according to the scriptures, it is where Abraham was asked by God to sacrifice his son Isaac It is also said to be the land given to the Jewish people by God after Moses led them out of Egypt Jewish people worship in temples and face Jerusalem when they pray They celebrate many holidays, including Rosh Hashanah and Yom Kippur

While Muslims believe in Jewish leaders, such as Abraham and Moses, Muslim teachings come from Muhammad Muhammad is known as the “Holy Prophet” of Islam He lived from AD 570–632 Muhammad wrote the teachings revealed by Allah in Islam’s holy book, the Qur’an Muslims believe the Qur’an is the final revelation from Allah According to the Qur’an, it corrects any errors made in earlier

holy writings, such as the Torah and the Bible Muhammad was from Mecca in Saudi Arabia, so this is the most holy city in the Islamic world Jerusalem is also important to the Islamic religion Jerusalem is said to be where Muhammad ascended to heaven to receive instruction from Allah Muslims worship in mosques and pray facing Mecca They fast for an entire month during Ramadan The end of fasting is celebrated with a holiday called Eid al-Fitr

Tensions between Jewish people and Muslims have been present for hundreds of years and for many reasons Those tensions run high, particularly in Jerusalem This is a holy city to both religions and has many important religious landmarks for both The Western Wall is a sacred site to Jewish people They pray at the wall and lament the destruction of the second temple Just hundreds of yards away is the Muslim site, the Dome of the Rock This is a shrine to Muhammad


Church of All Nations

Directions: This photograph is of the Church of All Nations, a Christian Church in Jerusalem Use the image to answer the questions

1. Who would most likely attend services in the Church of All Nations and why?

2. Describe what you believe the Church of All Nations looks like on the inside

3. Why might this building be called the Church of All Nations?

28650—Primary Sources: Africa and Asia © Teacher Created Materials

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Name ___________________________________________________ Date ________________

Sour

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Dome of the Rock and the Western WallHistorical Background InformationJerusalem is an ancient city located in the country of Israel. The Dome of the Rock and the Western Wall are sacred places in the city. The Dome of the Rock is part of a Muslim holy area that is known as Mount Moriah. The Dome of the Rock was completed in AD 691. It was built as a shrine to Islam’s prophet Muhammad. The dome is located on the rock Muhammad is claimed to have stood on when he ascended into heaven. The Western Wall was once the supporting wall around a temple for Jewish worship. The Romans destroyed the temple in AD 70, and only the Western Wall remained. Many Jewish people pray at the wall and mourn the temple’s destruction. For this reason, the wall is sometimes called the Wailing Wall.

Analyzing History

RememberingWhat two religions worship at these sites?

UnderstandingFor what reasons might people visit these sacred places?

ApplyingWhat evidence supports the idea that the Dome of the Rock and the Western Wall are important places?

AnalyzingCompare and contrast the Dome of the Rock and the Western Wall.

EvaluatingWhat problems might there be by having these two places in the same city?

CreatingWrite a poem about what you would mourn if you visited the Western Wall.

Historical Writing

FictionWrite a conversation that might have occurred between a Jewish person and a Roman soldier when the temple was destroyed in AD 70.

NonfictionThe Dome of the Rock is a shrine, not a mosque. Explain the difference between the two.

History ChallengeThe actual rock that the Dome of the Rock was built on also has historical importance to Jewish people. Research to find out its significance.
