8th Grade Islami Empire Lesson Plan

Topic: Describe the political, economic, and social aspects of Islam from the 7th to 16th centuries in the Islamic Empires, especially the Abbasid Caliphate and the Ottoman Empire.

Objectives & Outcomes

• Students will be able to describe the political, economic, and social aspects of Islam from the 7th to 16th centuries in the Islamic Empires, especially the Abbasid Caliphate and the Ottoman Empire.

Materials

• Maps of the Islamic Empires of the 7th to 16th centuries
• Handouts on the political, economic, and social aspects of Islam in the Abbasid Caliphate and the Ottoman Empire

Warm-up

• Ask students to share what they already know about the Islamic Empires of the 7th to 16th centuries. Write their responses on the board.
• Ask students if they know what the political, economic, and social aspects of Islam are. Write their responses on the board.

Direct Instruction

• Introduce the Islamic Empires of the 7th to 16th centuries, including the Ottoman Empire, the Mughal Empire, and the Safavid Empire.
• Use maps, pictures, and videos to illustrate the geographic locations and key events of each Islamic Empire.
• Discuss the political, economic, and social aspects of Islam, including the importance of Islamic law (Sharia), the role of the caliphate, and the significance of the hajj.
• Explain the spread of Islam in the 7th to 16th centuries, including the role of traders, missionaries, and conquests.

I ntroduce the Philippines as a former colony of Spain and the United States, and its current status as an independent nation.

• Use maps and videos to illustrate the geographic location of the Philippines and its historical ties to Spain and the United States.
• Discuss the history of Islam in the Philippines, including the arrival of Muslim traders from the Middle East and Southeast Asia in the 14th century, the conversion of the indigenous population to Islam, and the Spanish colonization of the Philippines in the 16th century.
• Use pictures and videos to illustrate the Islamic culture and traditions of the indigenous Filipino population, including their dress, food, and celebrations.

Guided Practice

• Divide the class into small groups and assign each group one Islamic Empire to research.
• Provide each group with a blank map of the Islamic Empire they are studying and have them label the key cities, major rivers, and key events.
• Have each group present their findings to the class using the maps and visuals.
• Encourage students to ask questions and make connections between the different Islamic Empires.

Independent Practice

• For their independent practice, have students create a timeline of the key events of an Islamic Empire of their choosing. They can use markers, crayons, or paper to create their timelines.
• Encourage students to include pictures, maps, and illustrations in their timelines.
• Have students present their timelines to the class and explain the key events they included.

Closure

• Review the key events of the Islamic Empire that students studied in class.
• Ask students to reflect on what they learned about Islamic History and how it relates to their own lives.

Assessment:

• Observe students during the presentations to assess their understanding of the topic.
• Give a quiz or have an oral quiz to assess their understanding of the key events in Islamic History.