Teacher: Mr.

Derek Brannon
11/3/16
School:
Windsor High School
Area: World History

Date:
Grade Level: 10

Title: Islamic Imperialism Diplomacy or Military Force?

of __

Content Standard(s) addressed by this lesson:

directly from the standard)

Content
Lesson #:__

(Write Content Standards

High school History Standard 1.2: Concepts and skills students master: the key
concepts of continuity and change, cause and effect, complexity, unity and diversity
over time.
Standard 1.3: The significance of ideas as powerful forces throughout history.
Understandings: (Big Ideas)
The way that societies appear today can be the result of thousands of years of
cause and effect, continuity, and change.
Imperialism can occur through diplomacy, military force, and can lead to the
transmission of ideas and ways of thinking.
Imperialism can have positive and negative affects for both the conquering state
and those getting conquered.
Inquiry Questions: (Essential questions relating knowledge at end of the unit of
instruction, select applicable questions from standard)
Do the benefits of Imperialism outweigh the negatives? Is it moral?
Is diplomatic Imperialism better than the use of military force? Which is more
moral?
Are the current state of affairs in a country the result of their own doing, or rather,
the sociological, economic and historical contexts that that nation has experienced.
Evidence Outcomes: (Learning Targets)
Every student will be able to: (Create your own lesson objectives from the
standard, follow the ABCD format, using student voice)
I can: Critically analyze Islam's history and understand how Muslims were
Imperialistic as well as highly influential in many parts of the world. Can determine
whether or not certain Imperialistic actions were diplomatic or down through
military force and what impact this had.

This means: Understand key concepts of continuity and change, cause and effect,
complexity, and unity and diversity over the length of Islam's history. Recognize the
significance of ideas as powerful forces during Islam's growth and Imperialism.
List of Assessments: (Write the number of the learning target associated with
each assessment)
A Poll Everywhere which contains important information basic questions which
checks in with the students to make sure they absorbed the material.

STEPP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson
Should be a creative title for you and the
students to associate with the activity.
Think of the purpose as the mini-rationale
for what you are trying to accomplish
through this lesson.

Islamic Imperialism Diplomacy or Military Force?

Approx. Time and Materials

How long do you expect the activity to
last and what materials will you need?
Anticipatory Set
The hook to grab students attention.
These are actions and statements by the
teacher to relate the experiences of the
students to the objectives of the lesson,
To put students into a receptive frame of
mind.
To focus student attention on the
lesson.
To create an organizing framework
for the ideas, principles, or
information that is to follow
(advanced organizers)
An anticipatory set is used any time a
different activity or new concept is to be
introduced.
Procedures
(Include a play-by-play account of what
students and teacher will do from the
minute they arrive to the minute they
leave your classroom. Indicate the length

90 Minutes, Islam Worksheet and map, and a computer.

To get students thinking about how continuity and change throughout

history play into how societies change or stay the same over time.
Islam is the perfect example because its history is full of aspirations to
grow larger, to affect change, some good and some bad, all the while,
trying to identify its own sense of identity. By studying Islam's history,
students can better understand why and how Imperialism occurred, and
how it enabled Islam to alter the course of history.

I recently conducted a study regarding my students' perceptions of

Islam so the first part of the lesson will be going over the general results
and answering any questions regarding the survey. After that I will go
over some basic terms required for the activity and then introduce what
the students will be doing. The students will be broken up into groups
of 3 to 4 to analyze a specific period in Islamic history, recording any
instances of Imperialism or other significant events. While it's not too
flashy, I am sure that my students are very curious about the results of
the serve, something that can serve as a great discussion starter.

Teacher Actions
While students are working, I will
be moving around the room to
answer any questions that
students might have.

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Student Actions
Each group will be given a period
of Islamic History to analyze and
create a single power point slide
for. This means they will have to

STEPP Lesson Plan Form

of each segment of the lesson. List actual
minutes.)
Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other

Closure
Those actions or statements by a teacher
that are designed to bring a lesson
presentation to an appropriate conclusion.
Used to help students bring things
together in their own minds, to make
sense out of what has just been taught.
Any Questions? No. OK, lets move on is
not closure. Closure is used:
To cue students to the fact that
they have arrived at an important
point in the lesson or the end of a
lesson.
To help organize student learning
To help form a coherent picture and to
consolidate.
Differentiation
To modify: If the activity is too advanced
for a child, how will you modify it so that

Once this is complete, I will

compile the maps and individual
slides into a single Power Point
Slide.

decide what the most significant

events were, and will also have to
denote any events of Imperialism,
denoting whether they were
diplomatic or militaristic. Once this
is complete they will be asked to
color in a map denoting what areas
of the world that Islam had spread
to or controlled.

The students will then be asked to

present their slide, talk about why
Islamic actions were militaristic or
diplomatic, and discuss how Islam
spread during their period.
After the presentations, we do a debrief discussion and then the
students will take a Poll Everywhere poll and we'll briefly discuss the
results.

The activity will include auditory and visual components, as well as,
encourage students to move around the room and share ideas during
discussion. If it seems like certain groups or students are struggling

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STEPP Lesson Plan Form

they can be successful?
To extend: If the activity is too easy for a
child, how will you extend it to develop
their emerging skills?
Assessment
How will you know if students met the
learning targets? Write a description of
what you were looking for in each
assessment.

with the activity, I will scaffold those students or aid them in what ever
way I can.
The Poll Everywhere will serve as a formal assessment at the end of
activity to check in with the students, and because the students will be
asked to synthesize a large amount of information, it will show their
understanding.

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STEPP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement)
Based on discussion responses, the quality of the power point presentations
created, and the results of the exit-poll, it is clear that the students
understood my general lesson objectives. Students seemed heavily engaged
in discussions and asked very important and thoughtful questions. Many
students showed growth in their perceptions and knowledge about Islam as a
religion and cultural movement through discussion and the creation of their
power point presentations. The end-poll should strong growth of the
students in their empathy and understanding towards Islam and Muslim
Culture. The results of the poll showed that more students (roughly 70%) felt
that European Imperialism as less moral than Islamic Imperialism. While this
was not necessarily the point of the lesson, it shows that by learning about
Islam and Muslim Culture, the students seemed more open and accepting of
their ideas.

2. What changes, omissions, or additions to the lesson would

you make if you were to teach again?
I would offer a template for the Power Point presentation so that their was
more organization to the ordering and stream-lining of the slides. Because
some groups finished early, they tended to mess around, talking to each
other, or be distractions for other groups. I would assign some sort of
reflection for homework which groups could get a head start on if they finish
early, helping to deal with these behavioral issues. I also think that my
activity prompt could have been explained better and its content could have
been organized more effectively. The lesson ran a little long which is
probably due to how it was formatted. If I were to do it again, I'd assign each
group member one period to teach to the rest of their group, rather than
having each group teach one period to the class. I think this would keep
more students engaged and use time more effectively.

3. What do you envision for the next lesson? (Continued practice,

reteach content, etc.)
It was clear that during discussion, many students wanted to learn more
about modern day Islam. Because the lesson was structured around
historical Islam, much of this content was lost. I'd like to give a similar
lesson about modern-day Islam throughout the world, as well as a lessons
specifically about Muslim Americans. A lesson about the foundational beliefs

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STEPP Lesson Plan Form

of Islam may be useful as well, because many students wanted to know what
Muslims believe and why.

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