2012-2013 Week of______08/26-08/30_______
Grade Level ____ Content_____
Day 14 08/26
Day 15 08/27
Day 16 08/28
AKS/CC Objective
7SS_D2009-45: examine
the diverse cultures of the
people who live in
Southwest Asia (Middle
East) (GPS)
7SS_D2009-45: examine
the diverse cultures of the
people who live in
Southwest Asia (Middle
East) (GPS)
Explain the diversity of
religions within the Arabs,
Persians, and Kurds.
Compare and contrast the
prominent religions in
Southwest Asia (Middle
East): Judaism, Islam, and
Christianity.
Evaluate how the literacy Explain the reason for the
rate affects the standard of division between Sunni and
living. compare and contrast Shia Muslims.
the prominent religions in
Southwest Asia (Middle
East): Judaism, Islam, and
Christianity
STANDARD: What
the students must
be able to do and
by when.
Compare and contrast
the diversity of religions
within the Arabs,
Persians, and Kurds by
analyzing how the
religious differences
among the groups have
affected their
geographic location and
conflicts over the years.
Compare and contrast
the origins and influence
of the prominent
religions in Southwest
Asia (Middle East):
Judaism, Islam, and
Christianity by analyzing
primary and secondary
documents.
SWBAT Identify the
three prominent
religions of Southwest
Asia by discussing their
origins and how that
affected the historical
aspect of the region.
SWBAT Discuss the
SWBAT Describe the
similarities and
differences between the
differences in the three Sunni and Shia Muslims
prominent religions of
through a narrative writing
Southwest Asia: Judaism, piece to show a first person
Islam, and Christianity by perspective.
presenting from the point
of view of one of the
religion’s followers.
Lesson Title
Southwest Asian
Religions: Ongoing
conflict?
Monotheism: Its Origins Monotheism: It’s
and Influence
religions and historical
importance
Monotheism: This is me
Islam: A nation divided
Essential Question
How does the
How does the
How does the
How does the
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How does the
Day 17 08/29
Day 18 08/30
2012-2013 Week of______08/26-08/30_______
Grade Level ____ Content_____
Content Vocabulary
Materials/
Resources Needed
Anticipatory Set
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interaction among the
different ethnic and
religious groups of
Southwest Asia affect
the regions relations?
interaction among the
different ethnic and
religious groups of
Southwest Asia affect
the regions relations?
interaction among the
different ethnic and
religious groups of
Southwest Asia affect
the regions relations?
interaction among the
different ethnic and
religious groups of
Southwest Asia affect
the regions relations?
interaction among the
different ethnic and
religious groups of
Southwest Asia affect
the regions relations?
Arabs, Persians, Kurds
Monotheism, Judaism,
Islam, Christianity
TBD
TBD
TBD
Eastern World Textbook
Anticipation Guide
Common Assessment
Eastern World textbook
DBQ
Prominent Religions
Handout
Review of Christianity,
Islam, and Judaism
handout
Scan trons
Media Center Page
Prominent Religions
handout
Paper, pencil, and Text
PowerPoint: Sunni and Shia
Muslims
Books that are applicable
to the activity
Gwinnett County Public
Schools Media Page
markers
Paper, pencil, and Text
http://islam.about.com/cs/d
ivisions/f/shia_sunni.htm
Pass out DBQ and
materials for comparing
and contrasting the
religious diversity in the
Anticipation Guide:
Distribute copies of the
Introduction to
Christianity, Islam, and
Judaism handout. Have
•Anticipation Guide
Have students complete
the assignment using a
pencil. Discussion will
come from Q&A with the
butcher block paper
Website
Have students complete
the assignment using a
pencil.
Students complete a
KWL chart on the Sunni
and Shia Muslims to
share with class if called
on to do so. This is an
2012-2013 Week of______08/26-08/30_______
Grade Level ____ Content_____
Teacher Input:
(Modeling, Direct)
●
Guided
Practice:
(whole
group, pair
and share,
elbow
partners,
MONITORE
D
LEARNING
&
FEEDBACK)
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region.
students complete the
assignment using a
pencil.
teacher.
Circulate around the
room as groups present.
Correct and/or clarify
any misinformation.
Circulate around the
room as the students
work individually on the
handout Answer any
questions students may
have.
•Circulate around the
room as the work
individually on the
handout students
-Answer any questions
students may have.
-Have an example of the
activity ready and
completed to show those
visual learners how the
activity is supposed to be
done.
Distribute copies of the
Prominent Religions
handout. Have students
use the Gwinnett
County Public Schools
Media Page and books
located in the Media
Center to complete the
handout.
-Distribute copies of the
Students will take
Review of Prominent
common assessment
and discuss any issues.
Religions handout. Students will take notes for
screen to answer questions
and review the answers as
a class.
Place students in small
jigsaw groups with one
representative from
each expert group.
Allow experts to present
the information about
their ethnic group.
Other group members
are to take notes.
individual assignment.
•
Circulate around
the room as the students
work individually on the
assessment.
Circulate around the room
as the students work
individually on the
handout
•
Answer any
questions students may
have. Correct and/or
clarify any misinformation
•
Answer any
questions students may
have. Correct and/or
clarify any misinformation
Divide students into small
groups and have them
draw a comparison chart
on their paper labeling to
compare and contrast the
Sunni and Shia muslims.
Distribute copies of the
article from the website
“What’s the Difference
Between Shia and Sunni
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Grade Level ____ Content_____
Muslims?”
Have students write
differences under the
appropriate column.
Hang two pieces of
butcher block paper
around the room.
Label one Sunni Muslims
and the other Shia
Muslims.
Allow students to add their
notes on the appropriate
pieces of butcher block
paper.
Discuss as a class.
Independent
Practice: (When you
know you know.)
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Allow students to create
their lessons using
technology. Provide
students with a guide to
which technology and
Have students research
the religions in small
groups and prepare a
lesson to teach the
class. Their lesson needs
•
Have students
research the religions in
small groups and prepare a
lesson to teach the class.
•
Have students
research the religions in
small groups and prepare
a lesson to teach the class.
•
•
Their lesson needs
Their lesson needs
•
Have students
create a thought bubble
for Sunni and Shia
Muslims.
2012-2013 Week of______08/26-08/30_______
Grade Level ____ Content_____
Closure/Summarize
(multiple
summaries during
lesson)
Assessment
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physical sources to use.
to contain all of the
to contain all of the
information required on information required on
the chart.
the chart.
Have students return to
the Venn diagrams they
completed in the
Activating Strategy on
Day 1. Tell students to
add to and make
corrections as needed.
Have students return to
the Anticipation Guide
in the Activating
Strategy. Allow students
time to make
corrections. Discuss as a
class to ensure all
students have the
correct
information.
•
Have students
return to the Anticipation
Guide in the Activating
Strategy.
Self-assessment is done
by student by checking
their Venn Diagram
During the Closure,
students will check their
own work and see what
they have learned.
When students go back
to correct their
activating activity, their
formative assessment
will come when they see
what they have learned
in the lesson that makes
it to where they have to
make corrections
to contain all of the
information required on
the chart.
Discuss as a class to ensure Students write a ticket
all students have the
out the door on today’s
information.
correct information
•
Allow students
time to make corrections.
•
Discuss as a class
to ensure all students have
the correct information.
Have a small “rubric” for Ticket out the door
each lesson to make
sure that they get all of
the information in their
packets.
2012-2013 Week of______08/26-08/30_______
Grade Level ____ Content_____
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