Kristine+Arthur+Project+Two+S574

Kristine Arthur S574 Project Two

Overview: What follows are two lesson plans on a topic that our students study in both 7th grade and 9th/10th grade World History classes. The first lesson addresses 7th grade students. The lesson provides an opportunity for the students to work with a group to begin to understand Islam's Five Pillars of Islam. The students will be given time in class to learn how to make a PowerPoint presentation, a tool they will need to learn prior to arriving at the high school. Here the students are guided and required to use the district's databases to gain the necessary knowledge. Once they enter the high school, they are expected to know how to use PowerPoint and I gave them more analytical questions to respond to. In addition, they are to find resources on their own which they evaluate according to Kathy Schrock's 5W's of website evaluation. They are also required to conduct an interview of a Muslim student at our high school.

Inquiry Skills: The following inquiry skills are addressed in the lessons as stated by Daniel Callison:

Middle School:

Evaluation and selection techniques: 1. locates and selects the most useful sources from among those available

Search and reporting techniques: 1. can carry basic guided research through to a conclusion

Listening and viewing: 1. can recall, summarize, paraphrase, and extend what is listened to and viewed

Technoogy application 1. designs, develops, and presents products, including web-based pages and short video progras, based on using technology resources that allow for demostration of curriculum-related concepts to audiences in school and beyond (our system expects students to have experience with PowerPoint by the time they reach high school)

High School

Evaluation and selection techniques 1. explores information widely, and brings focus to the central problem based on background readings, personal experiences anditnerests, and identified need for further research.

Research and reporting techniques 1. undertands advantages and disadvantages, and application of various methods to gather original data, including survey, interview, experiment, and case study.

Listening and viewing 1. can derive key inforation for evidence from itnerview and critical examination of events and perspectives as depicted in educational and popular media.

Technology aplication

1. selects and applies technology tools for research, information analysis, problem solving, and decision making for personal, acadeic, and likely orkplace needs

Collaboration / Field Test: I worked with a World History teacher, Ms. Kara Shunkwiler, in creating this comparison. I am a former social studies teacher so I am familiar with our state standards. Below is a copy of the e-mail communication between us just prior to the start of the project. While Ms. Shunkwiler completed most of the lesson I provided she did not complete it all. That was her choice as the actual teacher.

Hi Kris, I will definitely need a list of credible websites. If you could also put together a short tutorial on Powerpoint that would be great. I have found most of the students have the basic knowlege of how to use Powerpoint, but if you could show them how to make their presentations unique and original, that would help. I like all of your other suggestions, especially about a sample citation sheet. That is usually where students lose the most points. Thanks, Kara
 * Note that this is her response to my initial questions which are directly below.

From: **Arthur, Kristine** To: **Shunkwiler, Kara** Subject: **Collaboration on Islam Project**

Hi Kara,

As we prepare for your Islam project for the World History students, what resources would you think you would need?

This is what I suggest:

Anything else you can think of?
 * 1) I will provide a few websites that have been evaluated for credibility.
 * 2) I will provide a tutorial on the databases: Inspire, Newsbank, ProQuest, Grolier, and World Book.
 * 3) I will provide a sample citation sheet.
 * 4) I will provide a handout on how to evaluate their additional websites.

Just let me know,

Kris

In addition, I spoke with an English 12 teacher because they read the graphic novel //Persepolis// as seniors and are expected to know a bit about Islam. //Persepolis// is a graphic novel about the Islamic Revolution in Iran. I felt that the interview and visit to the Muslim Student Association would make the research more real for the students. Perhaps a better connection would be made between the content and the real world with the interview. I met with the Muslim Student Association and asked their opinion on how they would feel about being interviewed. They all welcomed the interviews and offered to come in an speak to the classes. Ms. Shunkwiler used parts of the lesson for the 9th and 10th graders but not all of it. Evaluating the resources was a challenge for those students because interestingly most had never had to do that. I found that interesting.

Lesson Comparison: Once I completed the two lessons, I went back and looked at how well they illustrate scaffolding. In the 7th grade lesson, there is a fair amount of hand-holding and the product created is a whole class PowerPoint. Students are grouped in cooperative learning groups. This is always helpful in a situation like this. While only two years have passed between the two grade levels, the 9th/10th graders are expected to conduct some of the research entirely on their own. They are required to evaluate websites based on accuracy, authority, currency, objectivity, coverage. The teacher begins to remove herself from the research as students become independent researchers. Scaffolding is defined by Daniel Callison as, "Similar to a building under construction, student learning is constructed based on a sequence of skills with meaningful activities that are presented by a teacher to help the student climb to the desired edcational goal or behavior." The desired goal in this case is to begin to create students who can analyze information critically and recognize what resources are credible and which are not. Teaching them how to search and locate the information they need and to speak with authority on a subject is the ultimate goal.

Lesson One

Grade Level: 7th Grade Social Studies

Topic: Five Pillars of Islam

Objective: The students will be able to identify the Five Pillars of Islam and demonstrate through a class-generated Power Point presentation their understanding of the role of Islam in the lives of Muslims throughout the world.

Indiana Academic Standard:

7.1.4 The Spread of Cultural, Economic, Social, and Political ideas: 500 BCE - 1600 CE. Describe the historical origins, central beliefs, and spread of major religions. Ex. Hinduism, Buddhism, Confucianism, Judaism, Christianity, and Islam.

Information Literacy Standards:

Standard 1: The student who is information literate accesses information efficiently and effectively. Standard 2: The student who is information literate evaluates information critically and competently. Standard 3: The student who is information literate uses information accurately and creatively.

Introduction: The students will be given the task of defining their assigned Pillar, explaining the Pillar to the rest of the class, developing three Power Point slides (two informational and one illustration) after receiving training by the teacher on how to create a Power Point presentation.

Materials: Textbook, Inspire, Grolier Online Encyclopedia, and Destiny Card Catalog Webpath Express. Inspire and Grolier are two databases that students have available to them both at school and at home.

Time: 3 days of research, 1 day of training on PowerPoint, 3 days of out-of-class preparation, and 2 days of in-class presentations.

Your Task:

You and your group will research one of the Five Pillars of Islam. You will include the following in your presentation:

1. Identify your Pillar 2. Determine and evaluate the historical significance of your assigned Pillar, what it consists of, when it occurs, who is involved. 3. Determine what changes there have been to your assigned pillar over time, what is unique and/or special about your pillar. 4. Determine and explain the role of the Pillar in the DAILY life of a Muslim. 5. You will contribute 3 Power Point slides. a. One slide must address #1 and #2 b. One slide must address #3 c. One slide must address #4 d. At least two slides must have an illustration (ex. the Kabaa) which you explain the significance of and how it relates to your Pillar. e. Your presentation should include an article that you can share that is no more than one year old **on the role Islam plays in the lives of Muslims. Your research tools: 1. You will use Destiny Card Catalog's Webpath Express.


 * Login to Destiny. Go to the left side and click on "Webpath Express" tab. Conduct a subject search on the Five Pillars of Islam.

2. Login to Destiny and locate the VCS Research Databases. Choose Inspire and click on Student Research Center. Use the search tips I provided.

3. Login to Destiny and locate the VCS Research Databases. Choose either Grolier Online or World Book. These are online encylopedias. They should be used to find general information; however, you should use the above mentioned options to enhance your research.

You will need to fill out the Student Reflection handout the day after the presentation.

WHAT NOT TO DO:

Islam is the faith of 1 billion people on earth. Your research should lead you to an understanding of the basic tenets of Islam. You should be able to TALK about your Pillar. You will demonstrate your understanding and gained appreciation of the faith if you TALK to us about your assigned Pillar. You should NOT read your presentation to us.

Using the sample sheet I provided, be sure to cite your sources using the MLA style. See Mrs. Arthur for help as needed or go to Purdue University's Online Writing Lab (OWL) at [].**

Sample Works Cited worksheet for a web page*

Name of the Author if there is one.
 * Last Name, First Name, Middle (.)**

Title of the web page.
 * "Put it in Quotes and end with a (.)"**

Publisher or Sponsor
 * This is found on teh home page but if there is not one use N.p. and follow this with a **

Date of Publication
 * This should be day month year but if there is no date use n.d. and follow this with a (.)**

Designation of Medium
 * Web(.)**

Date of Access
 * This is when you visited the site; Day Month Year

It might look like this:

Hatfield, Heather. "Extreme Sports: What's the Appeal?" WebMD, nd. Web. 12 Oct. 2009.


 * This was adapted from the handout in the** Library Media Connection **October 2009 edition by Marilyn Heath. See citations at the end.

Your slides should be saved on your e-locker and submitted electronically to me so I can compile the other group slides into the class presentation.

Assessment:

P **owerPoint Presentation: Five Pillars of Islam

Group Names: __Total: /50__

Student Reflection:
 * Category || 10-8 points || 7-5 points || 4-2 points || 1-0 points ||
 * Originality || Presentation shows considerable originality and inventiveness. The content and ideas are presented in a unique and interesting way. || Presentation show some originality and inventiveness. The content and ideas are presented in an interesting way. || Presentation shows an attempt at originality and inventiveness on 1-2 slides. || Presentation is a rehash of other people’s ideas and / or graphics and shows very little attempt at original thought. ||
 * Cooperation || Group delegates tasks and shares responsibility effectively all of the time. || Group delegates tasks and shares responsibility effectively most of the time. || Group delegates tasks and shares responsibility effectively some of the time. || Group often is not effective in delegating tasks and / or sharing responsibility. This will be reflected if you are the person that does all of the work. That is not acceptable. ||
 * Sequencing of information || Information is organized in a clear, logical way. It is easy to anticipate the type of material that might be on the next slide. || Most information is organized in a clear, logical way. One slide or item of information seems out of place. || Some information is logically sequenced. An occasional slide or item of information seems out of place. || There is no clear plan for the organization of information. ||
 * Content – Accuracy || All content throughout the presentation is accurate. There are no factual errors. || Most of the content is accurate but there is one piece of information that might be inaccurate. || The content is generally accurate, but one piece of information is clearly flawed or inaccurate. || Content is typically confusing or contains more than one factually error. ||
 * Works Cited || Works cited page is provided and is accurately formatted. || Works cited page is provided but is not accurately formatted. || Works cited is provided but the information is incomplete. || Works cited page is provided but the information is incomplete and has many errors. ||

__ Five Pillars of Islam Reflective Survey __ 1. In your opinion, how well did the other members of your group cooperate with one another?

2. Honestly, how much work did you contribute to your group’s presentation?

3. What was your knowledge of the Islamic faith before you began this project?

5. What is your knowledge of the Islamic faith after you completed this project?

6. What do you think was the purpose behind this group project?

7. What grade do you expect to obtain from this project and why?

8. Please list any other comments about the project or your group members.

Lesson Two Grade 9/10 World History Islam Project ** World History Indiana State Standards:

WH. 3.8L Trace the extent and consequences of Islam’s spread in Asia, the Mediterranean region and southern Europe.**
 * WH. 3.7 Describe the life of Muhammad, fundamental teachings of Islam, and connections of Islam to Judaism and Christianity.

Information Literacy Standards: The student who is information literate:

Standard 2: Evaluates information critically and competently. Standard 3: Uses information accurately and creatively. Standard 6: Strives for excellence in information seeking and knowledge generation. Standard 9: Participates effectively in groups to pursue and generate information. Standard 11: Uses a variety of technology tools to enhance learning, increase productivity, promote creativity, and communicate effectively.

** Islam Around the World Introduction: ** Your goal is to learn about the religion of Islam as it impacts people and countries around the world. Additionally, you will locate two credible resources on your own to use after having evaluated them.

Part I**

Research: You will be placed in a group to locate the following information: **

i.  Society (role of women, for example) ii. School (structure, age, curriculum, etc.) iii. Islamic Law (to what degree is it a part of their law) iv. Economy (what makes up a majority of their economy)
 * 1) What are the major beliefs of Islam?
 * 2) What is Islamic Fundamentalism?
 * 3) How do Islamic beliefs compare to other monotheistic faiths?
 * 4) Who is Islam’s major religious figure?
 * 5) What is the significance of the Hajj?
 * 6) What are common misconceptions and / or stereotypes of Muslims? Why?
 * 7) Choose one country where Islam is the faith of the majority of the people and do the following:
 * 8) Identify the country
 * 9) Identify the % of people who practice Islam in that country.
 * 10) Identify the leader of that country and what form of government they have.
 * 11) Choose one of the following to focus on with regard to your country:

Resources for research:

Use the databases available through the VCS website to answer your questions and/or the following websites that I have reviewed:

Introduction to Islam [] Attributes of Allah [] Chronology of events in the Life of Muhammad []

Library of Congress Country Studies

[]

Now, you need to find two electronic resources ON YOUR OWN **that you have evaluated based on the lesson in class. Refer to the following guidelines established by Kathy Schrock as you evaluate the website. You must include this in your final product.**

[] Part Two: Interview Attend one of the weekly **Muslim Student Association **meetings held each Monday on the upper level of the Media Center with Mrs. Arthur. Your entire group should attend together. Request and schedule an interview of one of the Muslims who attend your school.

Develop a list of questions to ask the student such as:**

You need to come up with three **of your own.
 * 1) What impact do the Five Pillars have on your daily life?
 * 2) What stereotypes do you find evident when it comes to your faith?

Your interview should be recorded so you can refer to it later. Be sure to get their permission to record it. If they do not give permission, take copious notes.

Answer the following questions:**

Part Three: Presentation Develop a **PowerPoint presentation **that reflects your research.
 * 1) What did you learn from the interviewee?
 * 2) What misconceptions did you have that you no longer do?
 * 3) How does what the interviewee say correspond to your research?

Criteria:

Each group will put together slides** (three per person in your group) **for a formal presentation in class.

The slides will serve as a basis for the information you share with the rest of the class. You should use the NOTES tool in PowerPoint.

You need to use** color, pictures, art, and text **to communicate your research to us.

One additional slide should include information you wish to share about the student you interviewed. You need to provide a write-up of that interview and turn it in with your PowerPoint handouts. If the student allowed you to tape record the interview, I will accept that.

Include a Works Cited slide at the end of the group’s presentation in MLA style. **

General guidelines: Review the rubric by which you will be evaluated prior to the presentation.

You will receive a group grade but the part of the rubric that pertains to your presentation will be judged according to your individual contribution to the presentation. You will receive up to 10 additional points for a summary of your research. See below. **

Part Four: Your individual summary Your summary should include an explanation of your individual research and a reflection of the experience.

Your summary should be typed, double-spaced and at least two pages. **

This is worth 10 points.

Rubric Total Score:__ /40__

7-5 || Fair 4-2 || Poor 1-0 || Score and comments ||
 * Category || Exemplary 10-8 || Very Good
 * Slides || Each group member presents three slides.

Additional slide included on interview and write-up and/or recording of interview was included.

Slides use color, art, images to present meaningful information. Text is limited. || Some or all group members present two slides. Additional slide may or may not be included on interview and write-up and/or recording of the interview may or may not be included.

Slides use color, art, images to present meaningful information. Text is excessive. || Some or all of group members present only 1 slide. Additional slide may or may not be included on interview and write-up or recording may or may not be included. An attempt is made to include appropriate color, art, and images. Text is excessive. || Some or all of group members present more than three or fewer than one slide.

No interview / no write-up or recording included.

Slides do not use color, art, and images. Text is excessive. || || Information is accurate. || Information is mostly complete though not all questions were answered. Most of the content is accurate but there is one piece of information that might be inaccurate. || Information is mostly incomplete and questions are not sufficiently answered.
 * Information / Accuracy || Complete information and questions are answered.

The content is generally accurate, but one – two pieces of information is flawed or inaccurate. p || Information is incomplete—questions are not answered at all.

Content is typically confusing and contains more than one error. || || (graded as an individual) || Student speaks with authority throughout their part of the presentation || Student attempts to speak with authority for some of their presentation, but parts of the presentation are read. || Student merely memorized what they wanted to say and does not convey authority on the subject. || Student presentation is read. || ||
 * Presentation
 * Works cited || Works cited page is provided as the last slide in the PowerPoint presentation and is accurately formatted. || Works cited page is provided as the last slide in the PowerPoint presentation but is not accurately formatted. || Works cited page is provided as the last slide in the PowerPoint presentation but the information is incomplete. || Works cited page is provided as the last slide in the PowerPoint presentation but the information is incomplete and has many errors. || ||

Example of an Interview and the types of questions that should be asked:

Interview: Anonymous Participants

Interviewer: How do you feel the student population in our school views Islam?

Interviewee: I feel that there are some misconceptions about some of our traditions such as why some girls where the headdress (the hijab which means to cover up in Arabic). I personally am allowed to choose whether or not to wear it. I choose to because it shows modesty. I don’t view it as oppressive as some of the non-Muslim girls I know do.

Interviewer: How difficult is it to participate in school functions during Ramadan?

Interviewee: Ramadan is a time of reflection for us. We ask that we are allowed in the library during lunch for that month. Some of the Muslim students are athletes and they continue to participate in their sport during the month of Ramadan. It is a commitment and a challenge. Our celebration (Eid) is a time to spend with our families. Some of us liken it to the Christian celebration of Christmas.

Interviewer: Where is your family from and how often do you get to visit?

Interviewee: My family is from Syria and my dad returns more often than the rest of us.

Interviewer: Have either of your parents participated in the Hajj?

Interviewee: Yes, both of them have and I am looking forward to my visit after I graduate. It was an amazing experience for both of them.

Thank you so much!

Callison, Daniel and Leslie Preddy. //The Blue Book on Information Age Inquiry, Instruction and Literacy//. Libraries Unlimited: Westport, Connecticut, 2006. Print.

Heath, Marilyn. //Works Cited Template for a Web Page//. Library Media Connection: Oct. 2006. Print.

Zora Shipochka (Kristine, please feel free to remove this part later.)
 * S574 Peer Wiki Addition**

Both lessons for- 7th and 9th/10th grade, exploring the Muslim religion and faith tradition, could be expanded upon through further research of this topic over longer period of time. Building knowledge and comprehension of such context will encourage students to promote tolerance and peace between groups of people with diverse beliefs. The goal: discovering similarities between religions. Objective: comparing Christianity and Islam in order to understand diverse perspectives. Students can be encouraged to watch a variety of audiovisuals, like documentaries, to learn more about Islam. They may check their local library for educational films, or they can watch video clips on YouTube, supervised by a teacher or school librarian. For example, “__Islam Empire of Faith__”, narrated by Ben Kingsley and produced and directed by Robert Gardner:   [] media type="youtube" key="p8YBFkkZudQ" height="344" width="425"

Or the Documentary “__Ottoman Empire__” (//History Chanel//):  []

**Addition for the7th Grade**

The topic can be extended with these class activities: 1) Work in groups (of 5 or more students) a) choose up to three aspects to compare between the two religions -Islam and Christianity; then, b) compare the findings with other groups and discuss your choices of aspects and criteria; 2) Respond on the essential questions: How are these religions the same? Share thoughts in class or write an essay as homework. Use the following graphic organizer for the activity #1:


 * Addition for the 9th/10th Grade **

The students are already familiar with the basic to understanding of Christianity and Islam. According to Mahmoud Ayoub, for both religions’ “faith-identities are their principles of ultimate power and authority. For both, ultimate power belongs to God alone, and human authority must reflect this divine power. In both a tension exists between these two powers which determined the course of their respective histories and interaction with one another” (//Islam and Christian-Muslim Relations//). Having Ayoub’s statement in mind, the students will be asked to conduct a personal inquiry, titled “__Islam around the World__”, and present a final product of their choice (essay, PowerPoint presentation, or poster) to communicate their findings. An interesting approach will be a parallel with other subjects. For example, the students can be asked to do a research and connect historical facts with the way they‘ve been presented in literature or movies around the world.


 * Examples**

Example #1: //"The Bridge on the Drina", novel by Ivo Andric//

​ Example #2: //"Time of Violence", movie (dir.Lyudmil Staikov, 1987)//

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