Bouldin Unit Plan
Prepared by: Travis Bouldin
Subject: World History I Grade: 9
Unit Summary: Students examine the extent to which religion leads to collaboration or conflict. They study the spread of goods and ideas
through trade, using the growth and spread of Islam as a case study. Students continue reading complex primary and secondary sources and
summarizing based on evidence. Students refine research and pre-writing strategies to make sense of diverse sources.
ESTABLISHED GOALS:
G1. Describe the expansion of Muslim rule
through military conquest and treaties.
G2. Describe the cultural blending within the
Muslim civilization and the spread and
acceptance of Islam and the Arabic language.
G3. Trace the origins of Islam and the life and
teachings of the Prophet Muhammad
G4. Explain points of agreement and
disagreement experts have about
interpretations and applications of disciplinary
concepts.
G5. Write informative text describing
historical events from different perspectives.
GLOBAL COMPETENCY:
G1. Investigate the world.
G2. Weigh perspectives
G3. Take Action
Assessment
School/Location: Ron Brown High School
Unit Title: The Spread of Islam Time Needed: Nine Days
Stage 1 Desired Results
Transfer
Students will be able to independently use their learning to(real world purpose)
T1. Promote peace, tolerance, and respect through understanding
T2. Create unity across lines of differences.
T3. Take informed action
Meaning
UNDERSTANDINGS ESSENTIAL QUESTIONS
Students will understand that 1. How did Islam grow so rapidly in its
U1. There various forms of Islam with sects scope and power?
and denominations that have different
practices. Supporting Questions
U2. Not all Muslims are Arabs. 1. How did Islam develop?
U3. Other religions were tolerated by Muslim 2. What factors led to the rapid growth
conquerors. of Islam around Africa, Asia and
U4. Muhammad is the messenger of God by Eastern Europe?
way of his divine revelation 3. How did trade, religion, and
innovation shape society in Islamic
cultures?
Acquisition
Students will know (Content) Students will be able to (Skills)
C1. The geography of the middle east S1. Annotate a map to investigate
C2. Prophet Muhammad S2. Use story frames to depict a history of the
C3. Core practices of the Muslim religion spread of Islam
C4. Golden rule of three religions S3. Complete a Document-Based investigation
C5. The purpose of the Quran S4. Use graphic organizers to collect
information.
S5. Analyze primary and secondary sources for
credibility
Stage 2 - Evidence
Evaluation Criteria (Learning Target or Student Will Be Able To)
Assessments FOR Learning: (ex: kwl chart, 1. Students will complete a Roots of Islam Map tracing the development of Islam as it
exit ticket, observation, draft, rehearsal) relates to other early cultures and their religions.
2. Students will complete The Spread of Islam Sequencing Chart that shows how and
why Islam spread immediately after Muhammads revelation.
3. Students will complete a Five Pillars of Islam Idea Web to gain a better understanding
of the foundational beliefs of Muslims.
4. Students will complete a Islamic Expansion Sequencing Chart which shows the spread
of Islam in the years following Muhammads death.
5. Students will complete a Cause/Event/Effect Chart of Islamic Expansion to draw a
conclusion about the impact Islam had on other cultures.
6. Students will create a Development of Islam Visualization to tell a visual story of the
beginnings of the religion.
7. Students will complete a Life in the Islamic Empires GREASES Chart to gain an
understanding of the day-to-day interactions within Islam communities.
8. Students will complete a Religious Ideas Diagram: Christianity, Islam and Judaism to
make connections across different religions.
9. Students will complete a Padlet Reflection encouraging others to change their
attitudes about Muslims.
10. Padlet Reflection: Similarities between ideas in your religion (or values) and Islam.
11. Students will complete a close read of the Hadith in order to identify the key tenets of
the Islamic faith.
12. Students will compare and contrast the ideas of the Quran and Constitution of Medina
through a sorting activity, ultimately using the Taking a Stand strategy.

Assessment OF Learning: (ex: performance Does religion unite or divide people? After analyzing primary sources, students will engage in a
task, project, final paper) Paideia seminar about Islam and its relationship to the worlds others major religions. Students
will create a public service announcement (PSA) in response to a current event article about
Islamophobia.

Stage 3 Learning Plan

Summary of Key Learning Events and Instruction ( Make this a useful outline or summary of your unit, your daily lesson plans will be separate)

Week One: Students use Thinglink to create a visual representation of the roots of Islam.
Week Two: Student use padlet to reflect on misconceptions about the Islamic religion and Muslims.

Week Three: Student engage in an elaboration activity where they create a mind map connecting 3-4 religions using glogster

Week Four: Students respond to the compelling question using a video or podcast for the public service announcement.

*adapted from Understanding by Design Model