The Children of Abraham

GETTING YOURSELF READY

Materials:
Religion Packets Religions chart Religion Venn Diagram Abraham stories Elmo Projector Computer

Your Preparation:
Print packets Divide groups Set up projector

Agenda (w/times):
Do Now/HK: 5 Direct Instruction: n/a Structured Practice: 55 Guided Practice: 25 Homework: n/a Closure: 5

GETTING YOUR STUDENTS READY

*Do Now:
Write at least three sticky note reactions to the first thing you think of when you hear the word religion. Put them up on the board.

*Guiding Question
What are the three monotheistic religions? How are they similar? How are they different?

Objective: Today you will be able to

discuss the similarities and differences between Judaism, Christianity and Islam, and discussing the similarities in their roots

Proving behavior: by
completing a graphic organizer and Venn diagram and analyzing similar quotes from the Bible, Torah and Quran that depict the origins of these three religions.

Purpose: We are doing this because

In order to set up the conflict over Jerusalem and the context under which the Crusades developed into a full scale religious expedition, students must first understand the root of the conflict from multiple perspectives: religious, political, geographical and ideological.

PA Standards:

Common Core Standards:

PRACTICING
Time:
minutes 25

THE

SKILL

*Structured Practice Materials:

graphic organizers, student text Group Size: 4 Students will be broken into groups of 4 and will be given one of three of the religion reading packets. Together they will read the text, underline key ideas and mark the text, and complete a chart summarizing their findings. They will be instructed to include a minimum of three details.

Time:
minutes

30

Materials:
graphic organizers Group Size: 3

Students will then rotate into new groups to complete the Venn diagram comparing the three religions. Students will have 20 minutes to complete their Venn diagram before we reconvene and do a large one on the board together, with students coming up to add their answers.

GP Assignment:

*Guided Practice Criteria for Mastery:

Students will demonstrate they have mastered the content through discussion of the similarities between the three religions.

We will have a discussion on the monotheistic religions and why they are very similar. Students in their home groups will read the two short excerpts of the story of Abraham and try to match each to the text it came from. I will omit the third version (which is the same in the Bible and Torah) and allow students to decide for themselves, which versions belong to whom. We will then reconvene and I will ask students why they think the same story appears in all three texts. We will acknowledge the story of Abraham as it pertains to the founding of religions and the children of Abraham.

*Closure Closure:
One ways each of the three religions is similar or different.

*Assessments (Formal and Informal)

Graphic Organizer: summarizing text and pulling key ideas Venn Diagram: comparing and contrasting

*Modifications
-

The two students who have trouble copying sentences will be assisted directly (they will rotate in groups so that there is always a teacher with them to help them/write for them if needed Certain students will be kept separate (there are two with emotional support concerns who will need to stay apart) However, the layout of the activity allows for students to follow along with relative ease, and provides for several different means of understanding the material; visual aids and physical movement to simulate the important concepts The two ESOL students who have trouble with English will be removed to do a different activity with religion and writing sentences about what is happening in pictures depicting different religious stories.

Rise of Byzantine Empire

GETTING YOURSELF READY
Materials:
Byzantine Empire images and text Timeline cards Byzantine Empire Timeline and Questions

Your Preparation:
Print images Print timeline cards Print timelines Divide students into groups

Agenda (w/times):
Do Now/HK: 5 DI: 50 SP: 10 GP: 20 Homework: n/a Closure: 5

GETTING YOUR STUDENTS READY

*Do Now:
What would you do if you broke your favorite toy and you could fix it but it would never be the same again?

*Guiding Question
What was the Byzantine Empire? How did Justinian restore the Eastern Roman Empire? How did the Byzantine Empire restore Rome?

Objective: Today you will be able to

describe the importance of Constantinople, the reign of Justinian I, and discuss the relationship between religion and government in the Byzantine Empire

Proving behavior: by
analyzing maps of Justinians rule, analyzing a timeline of the Byzantine empire, and discussing the role of the church during the reign of the empire.

Purpose: We are doing this because

Students will begin to understand the context under which the Crusades happened, which is due in large part to the conflict between the Turks and the Byzantine Empire.

PA Standards:

Common Core Standards:

THE SKILL Students will be broken into pairs or groups no bigger than 3, and given an image. In the corresponding packet, they will read about the image presented and what it depicts. They will mark the text together underline major concepts. Thereafter, they will answer the given questions. They will also prepare a brief presentation of the relevance of the image to the Byzantine empire.

BUILDING

Step 1:
Group analysis of images of Byzantine empire

Step 2:
Presentations

Students will come in front of the class, project their image, and lead a mini-lesson on each image. At the top of each packet are guiding questions, the presenters will ask their classmates to analyze the images according to the questions, and using their own answers will guide the conversation. Each presentation should be no more than 5 minutes. While students are discussing, they will complete the page for which the current group is presenting. At the beginning, I will model the presentation for them. I will put the image on the Elmo and guide them through the questions the way I want the students to do it with each other.

PRACTICING
Time: 10 mins Materials: Group Size:

THE

SKILL

*Structured Practice
Students will receive cards that each depicts a date during the Byzantine Empire. They will race against each other to complete their timeline.

GP Assignment:

*Guided Practice Criteria for Mastery:

Students will demonstrate mastery of timeline analysis skills, as well as an understanding of the Byzantine empire through critical thinking questions.

In their groups, students will analyze the timeline and answer the questions in the accompanying packet. If we have time, we will discuss the critical thinking questions together, but if we run out of time, students will finish the timeline questions for homework.

*Independent Practice Homework:

Finish timeline activity

*Closure Closure:
What was one way religion influenced the development of the Byzantine Empire?

*Assessments (Formal and Informal)

-

Timeline analysis Group presentation Analysis of text Drawing textual support to answer questions

*Modifications
The two students who have trouble copying sentences will be assisted directly (they will rotate in groups so that there is always a teacher with them to help them/write for them if needed Certain students will be kept separate (there are two with emotional support concerns who will need to stay apart) However, the layout of the activity allows for students to follow along with relative ease, and provides for several different means of understanding the material; visual aids and physical movement to simulate the important concepts The two ESOL students who have trouble with English will be removed to do a different activity with religion and writing sentences about what is happening in pictures depicting different religious stories.

The Crusades
GETTING YOURSELF READY
Materials:
KWL charts Video response packets Video Maps Map Worksheet

Your Preparation:
Print packets, worksheets and maps Set up video

Agenda (w/times):
Do Now/HK: 5 DI: 35 SP: 60 GP: 40 Homework: 0 Closure: 5

GETTING YOUR STUDENTS READY

*Do Now:
Describe to me something so special to you that you would fight to protect it. (How do you feel about our school closing?)

*Guiding Question
What is a holy war? What is a jihad? Is war ever justified?

Objective: Today you will be able to

discuss the history of the Crusades as a conflict between two religious bodies and determine if war is ever justified

Proving behavior: by

Purpose: We are doing this because

Students will begin to analyze the causes and events of the Crusades, but also the different poles within the Crusades.

PA Standards:

Common Core Standards:

THE SKILL (MAY BE MORE OR LESS THAN SIX STEPS) As a class, we will complete a KWL chart during the class. We will write what we know and want to know about these four terms, and then at the end of the class we will return to the KWL chart, and discuss both what we have learned about these terms, and how they are related to each other.

BUILDING

Step 1:
Define crusade, jihad, holy war, justify

Step 2:
Crash course crusades!

Crash Course history video and accompanying questions. Students will watch the video and answer the questions that accompany it to introduce them to the Crusades. http://www.youtube.com/watch? v=X0zudTQelzI

PRACTICING
Time: Materials: Group Size:

THE

SKILL

*Structured Practice
Students will use the maps provided to complete their crusades map and answer the questions.

Time: Materials: Group Size:

Read two justifications of Crusades (from Muslim and Christian perspectives), answer the questions, class discussion on what is used to persuade each group. Why is their tactic to persuade the people so important?

GP Assignment: GP Assignment pt 2:

*Guided Practice Criteria for Mastery:

Class discussion: can a war be justified? Lets return to our discussion from the beginning of class, is a holy war justified? Students will write a letter to either the Pope or the Emperor explaining whether they think their group should enter the war and why/why not.

*Closure Closure:
Give one reason both the Christians and the Muslims felt wronged.

*Assessments (Formal and Informal)

KWL Chart Class discussion Analysis of different sides of Crusades Debate Map Analysis Video analysis and questions

*Modifications
The two students who have trouble copying sentences will be assisted directly (they will rotate in groups so that there is always a teacher with them to help them/write for them if needed Certain students will be kept separate (there are two with emotional support concerns who will need to stay apart) However, the layout of the activity allows for students to follow along with relative ease, and provides for several different means of understanding the material; visual aids and physical movement to simulate the important concepts The two ESOL students who have trouble with English will be removed to do a different activity with religion and writing sentences about what is happening in pictures depicting different religious stories.

The Jerusalem Conflict

GETTING YOURSELF READY

Materials:
Ppt presentation Simulation materials and handout Jerusalem Taba chart

Your Preparation:
ppt presentation set up game

Agenda (w/times):
Do Now/HK: 5 DI: 15 SP: 80 GP: 30 Homework: 0 Closure: 5

GETTING YOUR STUDENTS READY

*Do Now:
Give me one aggressor on each side of the Crusades. Why did they fight?

*Guiding Question
What is an ideological clash? Is it possible for two groups to be right without the other being wrong?

Objective: Today you will be able to

discuss how Jerusalem during the Crusades was the site of a political and ideological clash

Proving behavior: by
analyzing perspectives of the aggressors during the Crusades.

Purpose: We are doing this because

Students will begin to understand the representation of Jerusalem as more than a site where they fought, but a symbol of the long-standing conflict.

PA Standards:

Common Core Standards:

THE SKILL (MAY BE MORE OR LESS THAN SIX STEPS) We will go through a brief PowerPoint presentation to review the Crusades and the conflict over Jerusalem. We will also watch this video https://www.youtube.com/watch?v=gbmicaVgGnA to discuss the history of the conflict over Jerusalem.

BUILDING

Step 1:
The conflict

PRACTICING
Time: Materials: Group Size:

THE

SKILL

*Structured Practice
Simulation over Jerusalem: students will be divided into three teams, the red team, the blue team, and the green team. Scattered around the class will be 8 pieces of paper taped to the floor, all blue, and one will be white. Each round, each team will send two representatives to take as many pieces of land as possible. They have taken a piece of land as long a body part is touching that piece. The scoring at the end of each round will change. The scoring can be found on the following sheet, which accompanies the graphic organizer.

Discussion of previous activity

Time: Materials: Group Size:

Discussion of previous activity

Together, we will complete a t-chart. As we go along, we will discuss the relevance of each aspect of the game. Students will be encouraged to analyze each aspect as it pertains to the previous days lesson about the Crusades. Applying what they already know about Jerusalem, we will discuss the game and how it was representative of the conflict. Jigsaw activity of leaders involved in the conflict. Students will be broken into groups and will become an expert on one of the three leaders. They will complete the TABA chart, answering the questions about their leader. They will then rotate into new groups and present this information. Students will become familiar with the leaders responsible for leading each group into the ideological battle. Students will return to their home groups, and as a class, having read the perspective of the three different leaders that met at Jerusalem, we will answer the question who was right? This will lead us into our discussion of what an ideological clash is, and we will return to the first lesson on these three very similar religious backgrounds and how personal a religious clash is. Students will be encouraged to answer several leading questions: - What is an ideology? How are religions ideological beliefs? - Is religion a fair excuse to use to fight someone? - How can one group believe they are right if the other does as well? - Is there are right and wrong answer all the time? - Even if something is justified, does that make it right?

GP Assignment:

*Guided Practice Criteria for Mastery:

Students will be examined on their ability to argue a specific viewpoint that may or may not be their own. They will also answer questions on the possible difficulties of arguing for something you may not agree with.

Students will write a speech for one of the leaders in favor of his people taking the city of Jerusalem (from the standpoint of the person they started with). They will cite at least three reasons this group deserves sole control over the land, using the data in their TABA chart. They will then answer several follow-up questions on whether or not it was difficult to argue something you may not have agreed with.

*Closure Closure:
Who, in the conflict over Jerusalem, was right?

*Assessments (Formal and Informal)

Simulation and analysis Taba chart

*Modifications
The two students who have trouble copying sentences will be assisted directly (they will rotate in groups so that there is always a teacher with them to help them/write for them if needed Certain students will be kept separate (there are two with emotional support concerns who will need to stay apart) However, the layout of the activity allows for students to follow along with relative ease, and provides for several different means of understanding the material; visual aids and physical movement to simulate the important concepts The two ESOL students who have trouble with English will be removed to do a different activity with religion and writing sentences about what is happening in pictures depicting different religious stories.

Putting the Crusades into Context

GETTING YOURSELF READY
Materials:
-

Your Preparation:
Prepare packets according to student choice

Agenda (w/times):
GP: 180

Final project packets

GETTING YOUR STUDENTS READY

*Do Now:
What is one reason the conflict between the Christians and Muslims ended?

*Guiding Question
How can we represent all of the themes we have learned in the unit?

Objective: Today you will be able to

complete a final project that summarizes many of the themes we have discussed during the Crusades unit

Proving behavior: by
choosing between varying options, completing a project, and presenting your project to the class.

Purpose: We are doing this because

Students cannot all be assessed in the same manner because everyone had a different theme that resonated with them. Thus, they are given an option of how they would like to complete their final project and demonstrate their understanding of the unit. Additionally, this provides room for modifications for diverse learners to complete projects that demonstrate their strengths.

PA Standards: GP Assignment:

Common Core Standards: *Guided Practice Criteria for Mastery:

Students, over the next two days, will select as many options as needed to satisfy the requirements of the final project. They will complete their project in class (or for homework if they do not finish). On the third day, they will present their projects to the class. The final assignment will be a reflection on something that resonated with them during the completion of their projects and the presentations.