Week 7 Museum Exhibit

Research information and time

                                                                                                                                         

Reminders

Introduction: 

In the social studies class that I observed, I saw the teacher encourage students to incorporate their artistic skills and creativity into a museum exhibit project as their final assessment of Roman, Egyptian, Greek, and Islamic cultures and beliefs. I observed the students collaborating with each other, and many of the student objectives were reflected in their work. As Thacker (2019) explained, “A graphic is instrumental, through which a student uses it as a resource for finding facts. Students can also learn to analyze it, decipher implied meanings in the graphic, and infer the intentions of the creator. They can also evaluate their own responses to the graphic and their position on its topic.” The students applied the knowledge they gained from previous lessons, such as the regional locations of various cultures using maps and worked in small groups to create their Art Museum Exhibit.

Group Roles

 Project Details and Learning Goal: Students will work in small groups of no more than four to complete an art exhibit project based on one of the cultures they have studied. Choices: Egypt, Rome, Mesopotamia, Greece, and Islamic governments and religious beliefs.                            

Project information

                                                                        

 Evaluation Criteria:

 Collaboration: Did all students work together? 

Task Completion: Were all tasks completed as listed?

 Creativity: Did the exhibit creatively incorporate elements of religion, beliefs, and government, reflecting the students' understanding?

 Evidence: Was the evidence supported by sources? 

                            Group Contribution: Was each group member’s work                                                 showcased in the exhibit?

 

QSSA (Question, Stem, Signal, Share, Assess):

 Question: The art and culture of ____ influenced how we live by ____.

 Stem: One interesting fact is ____. In our research, we learned ____.

Framework 

 Signal: As shown in our project ____. Share: We decided to use ____ because ____. 

Assess: Other student groups will fill out a form on what they learned and what they found interesting. 

Steps to Complete the Project: 

Research: Students will research the origins and beliefs of their chosen culture or religion, focusing on the arts and cultural significance. They will use technology, books, and other online resources to gather information. 

Discussion: Students will work together in small groups to discuss ideas for the exhibit and how to incorporate those ideas into their art projects.

 Creation: Using poster boards and art supplies (students may bring their own supplies if desired), they will design their exhibits. Examples of exhibit ideas include art, writings, myths, and architecture. 

Presentation: Students will present their exhibits during an art walk for other classes, using the QSSA approach to share their insights. Other student groups will fill out a form on what they learned and what they found interesting. 

Visual Examples 

Incorporating the C3 Framework: During this activity, I recognized the teacher incorporating the C3 Framework of the four dimensions to form an Inquiry Arc: Including "Developing questions and planning inquiries Applying disciplinary concepts and tools Evaluating sources and using evidence Communicating conclusions and taking informed action The teacher effectively used Dimension 3: Evaluating Sources and Using Evidence (Social Studies Dimension 3: Evaluating Sources and Using Evidence, n.d.), guiding students to gather, analyze, and evaluate relevant information in order to create a meaningful exhibit that reflects their understanding of the cultures and beliefs they researched." 

 Works Cited: 

     Thacker, E., Stoddard, J., & VanHover, S. (n.d.). Reading, Analyzing, and Creating Informational Graphics in the Elementary Classroom [Review of Reading, Analyzing, and Creating Informational Graphics in the Elementary Classroom]. 

    National Council for Social Studies. https://www.socialstudies.org/social-studies-and-young-learner/31/4/reading-analyzing-and-creating-informational-graphics-0 Social Studies Dimension 3: Evaluating Sources and Using Evidence. (n.d.). AVID Open Access. https://avidopenaccess.org/resource/dimension-3-evaluating-sources-and-using-evidence/

Origin of Islam (week 6)

Topic: The Origins and Spread of Islam

Spread of Islam

Learning Goal:
Students will analyze the founding of Islam and its expansion.

Student Success will be Evaluated by:

• I can explain the life of Muhammad and the founding of Islam.
• I can describe the Five Pillars of Islam.
• I can analyze how Islam spread across the Eastern Hemisphere.

origin
 

Vocabulary

    Lesson Plan Approach: QSSA  

    Question: How did the Five Pillars shape          Muslim society?

     Stem: The Five Pillars shaped Muslim       society by________.

   Signal: Thumbs up when ready.

    Share: Small group discussion on the five key practices of Islam and how they guide Muslim life.

• Assess: Students will complete exit tickets answering the following three questions:
1. Who was Muhammad, and why is he important to Islam?
2. How did Islam spread across different regions of the world?

   

   Pillars

   Vocabulary: Upon introducing the vocabulary, the teacher emphasized the importance of learning key words as part of the reading process. The explicit teaching of vocabulary is most effective right before students read a text selection. "Teaching words well involves helping students make connections between their prior knowledge and the vocabulary they will encounter in the text by writing the word, practicing saying it in a student-friendly way, connecting it to background knowledge, and asking questions about the word" (Kopp & Reilly, 2017).          Muhammad – The prophet and founder of Islam.

Qur'an – The holy book of Islam.

Mecca – The birthplace of Muhammad and the holiest city in Islam.

Five Pillars – The five core practices of Islam.

Caliph – A leader of the Muslim community after Muhammad’s death.                                                                                                                                                                                                                               Students' Notes: Important Facts

• Islam is one of the world’s major religions. It began in the 7th century in the Arabian Peninsula and quickly spread across the Eastern Hemisphere.
• Islam’s central figure is Muhammad, whom Muslims believe to be the last prophet of God.
• The holy book of Islam is the Qur’an, which contains the teachings revealed to Muhammad.
• Muslims follow the Five Pillars of Islam, which are the core beliefs and practices of their faith.
• Islam spread rapidly through conquest, trade, and cultural exchange.

Noticeable Strategies:
Based on Kopp & Reilly's (2017) strategy for reading for information standards, the teacher focused on the standard: "Read closely to determine what the text says explicitly and to make logical inferences from it. Determine central ideas or themes of a text, analyze their development, and summarize the key supporting details and ideas."  

  Islam’s Beginnings
Islam is one of the world’s major religions. It began in the 7th century in the Arabian Peninsula and quickly spread across the Eastern Hemisphere.
Islam’s central figure is Muhammad, whom Muslims believe to be the last prophet of God.
The holy book of Islam is the Qur’an, which contains the teachings revealed to Muhammad.
Muslims follow the Five Pillars of Islam, which are the core beliefs and practices of their faith.
Islam spread rapidly through conquest, trade, and cultural exchange.

 

Modeling      

Life of Muhammad and the Founding of Islam

• Muhammad was born around 570 CE in Mecca, an important trading city in the Arabian Peninsula.
• He worked as a merchant and was known for his honesty and wisdom.
• Around age 40, Muhammad received revelations from Allah (God) through the angel Gabriel. These revelations were recorded in the Qur’an.
• Muhammad taught that there was only one God and that people should live righteously.
• Many leaders in Mecca opposed his teachings because they worshiped many gods and feared losing power.
• In 622 CE, Muhammad and his followers fled to Medina in an event called the Hijra. This event marks the start of the Islamic calendar.
• Islam grew stronger in Medina, and Muhammad and his followers later returned to Mecca, where the city accepted Islam.
• By the time of Muhammad’s death in 632 CE, most of the Arabian Peninsula had converted to Islam

Spread of Islam

• After Muhammad’s death, leadership of the Muslim community passed to a caliph, or successor.
• The first four caliphs, called the "Rightly Guided Caliphs," expanded Islam into Persia, Egypt, and Syria.
• The Umayyad and Abbasid dynasties helped spread Islam further through military conquests and trade.
• Merchants and travelers carried Islam along trade routes, such as the Silk Road and the Indian Ocean trade network.
• Islam spread to North Africa, Spain, Central Asia, India, and Southeast Asia.
• Many people adopted Islam because they admired its message of equality and justice.

Enclosure of Harem Mosque

Prince praying

The Five Pillars of Islam 

The Five Pillars of Islam
Muslims follow five key practices known as the Five Pillars of Islam. These pillars are essential to their faith and daily lives:

1. Shahada (Faith) – This is the declaration of faith: "There is no god but Allah, and Muhammad is His prophet." Muslims believe that by saying this with sincerity, they affirm their belief in Islam.
2. Salat (Prayer) – Muslims pray five times a day, facing the holy city of Mecca. These prayers occur at dawn, noon, afternoon, sunset, and night. Prayer helps Muslims connect with God and reminds them to live righteously.
3. Zakat (Charity) – Muslims are required to give a portion of their wealth to those in need. This act of charity helps promote social justice and ensures that everyone in the community is cared for.
4. Sawm (Fasting during Ramadan) – During the holy month of Ramadan, Muslims fast from sunrise to sunset. Fasting is a way to develop self-discipline and empathy for those who are less fortunate.
5. Hajj (Pilgrimage to Mecca) – If they are physically and financially able, Muslims must travel to Mecca at least once in their lifetime. The Hajj is a religious journey that brings Muslims from all over the world together in worship.

These Five Pillars provide a strong foundation for Muslim life and unite believers in their faith.

Works  Cited: 

Works cited: 

Kopp, K., & Reilly, A. L. (2017). Teaching social studies today. Shell Education.

‌The Five Pillars of Islam. (2019). The Met; The Metropolitan Museum of Art. https://www.metmuseum.org/learn/educators/curriculum-resources/art-of-the-islamic-world/unit-one/the-five-pillars-of-islam

. Portrait of Prince Muhammad Buland Akhtar, known as Achhe Sahib, at Prayer: Folio from an album,

17th century; painter: Hujraj; India; ink and opaque watercolor on paper; 13 1/16 x 9 in. (33.2 x 22.9 cm); The Metropolitan Museum of Art, New York, Rogers Fund, 1925 (25.138.2)

. Folio from the Futuh al-Haramain (Description of the Holy Cities), mid-16th century; by Muhi al-Din Lari; Turkey; ink, opaque watercolor, and gold on paper; 8 3/8 x 5 3/4 in. (21.3 x 13.3 cm); The Metropolitan Museum of Art, New York, Rogers Fund, 1932 (32.131)