These lesson plans are designed to meet the standards set by the Maryland State Department of Education's (MSDE) 6th & 7th Grade Social Studies Revised Framework.
Lesson 1
| Grade Level, Course, & Unit | 7th Grade, Geography, Movement of Humans |
| Enduring Understandings | Course: Movement: People, goods, and ideas move across the planet through migration, trade, transportation, and communication networks. |
| Unit 5: Movement of Humans: The movement of pathogens and ideas drives innovation, generates fear, and facilitates change. | |
| MSDE Standards | 5.0: History: Students will inquire about significant events, ideas, beliefs, and themes to identify patterns, trends, and to analyze how individuals and societies have changed over time to make connections to the present in their communities, Maryland, the United States, and the world. |
| 6.0: Skills and Processes: Students will inquire about civics, geography, economics, history, and people and nations of the world using disciplinary literacy skills and processes to critically evaluate content through a variety of source materials across disciplines and use reading, writing, and other forms of communication to develop, defend, and critique arguments in order to take informed action. | |
| Curriculum Indicators | Exploring the role of Muslim missionaries, merchants, and military conquests on the spread of Islamic culture and religion |
| Essential Questions | Unit Question: How can the movement of ideas and the spread of disease create change? |
| Content Question: Does territorial expansion strengthen or weaken cultural exchange? | |
| Learning Objectives: Students will be able to | 1. Define and apply key terms about the spread of Islam around the world. |
| 2. Analyze primary sources about how believers of the Muslim faith, merchants, and military conquests helped spread Islamic culture and religion. |
Download The Development of the Muslim World - Lesson 1
Lesson 2
| Grade Level, Course, & Unit | 7th Grade, Geography, Movement of Humans |
| Enduring Understandings | Course: Movement: People, goods, and ideas move across the planet through migration, trade, transportation, and communication networks. |
| Unit 5: Movement of Humans: The movement of pathogens and ideas drives innovation, generates fear, and facilitates change. | |
| MSDE Standards | 3.0: Geography: Students shall inquire about the role of culture, technology, and the environment in the location, distribution, and impact of human activities using geographic tools and spatial thinking in order to demonstrate a significance of place. |
| 5.0: History: Students will inquire about significant events, ideas, beliefs, and themes to identify patterns, trends, and to analyze how individuals and societies have changed over time to make connections to the present in their communities, Maryland, the United States, and the world. | |
| 6.0: Skills and Processes: Students will inquire about civics, geography, economics, history, and people and nations of the world using disciplinary literacy skills and processes to critically evaluate content through a variety of source materials across disciplines and use reading, writing, and other forms of communication to develop, defend, and critique arguments in order to take informed action. | |
| Curriculum Indicators | Exploring the role of Muslim missionaries, merchants, and military conquests on the spread of Islamic culture and religion. |
| Essential Questions | Unit Question: How can the movement of ideas and the spread of disease create change? |
| Content Question: Does territorial expansion strengthen or weaken cultural exchange? | |
| Learning Objectives: Students will be able to | 1. Review and apply key terms about the spread of Islam around the world. |
| 2. Analyze primary sources about how believers of the Muslim faith, merchants, and military conquests helped spread Islamic culture and religion. | |
| 3. Explain ways that Islam spread around the world. |
Download The Development of the Muslim World - Lesson 2
Lesson 3
| Grade Level, Course, & Unit | 7th Grade, Geography, Movement of Humans |
| Enduring Understandings | Course: Movement: People, goods, and ideas move across the planet through migration, trade, transportation, and communication networks. |
| Unit 5: Movement of Humans: The movement of pathogens and ideas drives innovation, generates fear, and facilitates change. | |
| MSDE Standards | 3.0: Geography: Students shall inquire about the role of culture, technology, and the environment in the location, distribution, and impact of human activities using geographic tools and spatial thinking in order to demonstrate a significance of place. |
| 5.0: History: Students will inquire about significant events, ideas, beliefs, and themes to identify patterns, trends, and to analyze how individuals and societies have changed over time to make connections to the present in their communities, Maryland, the United States, and the world. | |
| 6.0: Skills and Processes: Students will inquire about civics, geography, economics, history, and people and nations of the world using disciplinary literacy skills and processes to critically evaluate content through a variety of source materials across disciplines and use reading, writing, and other forms of communication to develop, defend, and critique arguments in order to take informed action. | |
| Curriculum Indicators | Analyzing Islamic influences on culture throughout Asia, North Africa, and Europe. |
| Essential Questions | Unit Question: How can the movement of ideas and the spread of disease create change? |
| Content Question: Does territorial expansion strengthen or weaken cultural exchange? | |
| Learning Objectives: Students will be able to | 1. Review how Islam spread throughout Asia, North Africa, and Europe. |
| 2. Analyze images for evidence of Islamic influences in the culture, art, and architecture in Asia, North Africa, and Europe. |
Download The Development of the Muslim World - Lesson 3
Lesson 4
| Grade Level, Course, & Unit | 7th Grade, Geography, Movement of Humans |
| Enduring Understandings | Course: Movement: People, goods, and ideas move across the planet through migration, trade, transportation, and communication networks. |
| Unit 5: Movement of Humans: The movement of pathogens and ideas drives innovation, generates fear, and facilitates change. | |
| MSDE Standards | 3.0: Geography: Students shall inquire about the role of culture, technology, and the environment in the location, distribution, and impact of human activities using geographic tools and spatial thinking in order to demonstrate a significance of place. |
| 5.0: History: Students will inquire about significant events, ideas, beliefs, and themes to identify patterns, trends, and to analyze how individuals and societies have changed over time to make connections to the present in their communities, Maryland, the United States, and the world. | |
| 6.0: Skills and Processes: Students will inquire about civics, geography, economics, history, and people and nations of the world using disciplinary literacy skills and processes to critically evaluate content through a variety of source materials across disciplines and use reading, writing, and other forms of communication to develop, defend, and critique arguments in order to take informed action. | |
| Curriculum Indicators | Analyzing Islamic influences on culture throughout Asia, North Africa, and Europe. |
| Analyzing leadership decisions made in response to ruling over diverse non-Muslim populations. | |
| Essential Questions | Unit Question: How can the movement of ideas and the spread of disease create change? |
| Content Question: Does territorial expansion strengthen or weaken cultural exchange? | |
| Learning Objectives: Students will be able to | 1. Analyze images for evidence of Islamic influences in the culture, art, and architecture in Asia, North Africa, and Europe. |
| 2. Describe how Muslim leaders made decisions when ruling over diverse non-Muslim populations. | |
| 3. Explain how Islam spread throughout Asia, North Africa, and Europe. |