1. QuestionMany aspects of a culture comes from the religion a person practices. The Middle East is the birthplace of three of the world’s religions, Judaism, Christianity and Islam. Islam* has over 1 Billion followers and is the world’s fastest growing religion.

*NOTE: Go to the BCPS Database page and click on BrainPOP, then return to this slide and click on the video link above.

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How do the beliefs and practices of Islam impact the daily lives of its followers?

Islam

Image Source: Takim, Liyakat. "Islam." World Book Student. World Book, 2012. Web. 23 July 2012.

2. Information Sources

Think about how your culture effects your daily life. On the Padlet, List 3 ways that your culture impacts your daily life. Example: If your family is vegetarian, you watch which foods you eat.

In 6th Grade you learned about Islam in South Asia. Activate your knowledge by taking this quiz.

Recall prior knowledge by completing this activity. If you need to review information, use the links: Judaism, Christianity and Islam.

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Image Source: clipart.com by subscription

3. Student Activity

Create a Cube demonstrating your knowledge of the Five Pillars of Islam. In each side of the cube, write the name of the Pillar and describe the Pillar in detail. Use the sites below to help you find information for your cube. oIslam: World BookoBeliefs and Practices of IslamoIslam Pillars of FaithoBBC: Five Pillars of Islam

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Image Source: Takim, Liyakat. "Islam." World Book Student. World Book, 2012. Web. 23 July 2012.

4. Assessment Activity

Imagine you are a field reporter for National Geographic. You have been assigned to describe how Islam impacts the daily lives of its followers. You are following a family as they make a Hajj to Mecca, Saudi Arabia. Complete a field journal with your observations. Describe how Islam impacts the daily lives of its followers. Remember to include ways their traditions, like holidays and religious traditions, as well as the Five Pillars impact the daily lives of Muslims. Field Journals usually include a picture and a clear description of what you have observed with no bias. Remember, you are a primary source!

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Image Source: Takim, Liyakat. "Islam." World Book Student. World Book, 2012. Web. 23 July 2012.

5. Enrichment Activities

Explore the traditions and rich history of the Islamic culture. Compare and contrast Islam to the prior religions you have studied by completing a Venn Diagram.

Interactive Timeline of the History of Islam

The Influence of Islam- Videos What is Islam? Video The Battle of Traditional Dress-

Video A Quick History of Islam

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Image Source: Microsoft ClipArt

6. Teacher Support Materials

Maryland State Curriculum6.2.B.2. Analyze how increased diversity in early world history resulted from immigration, settlement patterns and economic development 6.5.C.3. Analyze the emergence and expansion of Islamic civilization7.2.A.1. Analyze characteristics that are used to organize people into cultures 7.5.B.1. Analyze the growth and the development of nations in the contemporary worldR1.3.4 Uses understanding of the meaning, coherence, validity, and relevancy of ideas to guide comprehension and make connections within and across texts.Common Core State Standards Reading: 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.Writing: 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.Standards for the 21st Century Learner 1.1.6 Read, view, and listen for information presented in any format (e.g. textual, visual, media, digital) in order to make inferences and gather meaning.2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.

Maryland Technology Literacy Standards for Students3.0: Use a variety of technologies for learning and collaboration.

Time Frame: Two 50 minute class periods.

Differentiation: Direct students to use comprehension tools included in

databases, such as: audio read-aloud, labeled reading levels, and embedded dictionaries.

Challenge students to create a cube with beliefs and practices or create multiple cubes.

Learning Styles: Visual, Auditory, Active, Reflective, Global Understanding.

Notes to the teacher:You will need to create a Padlet site for students to brainstorm. Teachers should instruct students to “Create their Own Cube” when prompted in Slide 3. Students can either print or save their cube to a folder. The password for the Excel Interactive Activity is “islam”

Last updated: July 2015Created by Karen Yelito, Social Studies Department Chair, Library Media Intern

BCPS Slam Dunk Research Model, Copyright 2012, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Jamie McKenzie’s Slam Dunk Lesson module.

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