Nov. 30

Today we discussed the role of the Griot in W.African societies. I explained how many of the roles a Griot played in W.Africa appeared in America in the blues sung by musicians in the Mississippi Delta. Students practiced writing blues lyrics in the traditional AAB rhyme pattern and were assigned an African folktale to summarize in the same pattern.

November 19 and 20

Thursday: We watched a segment of National Geographic's Africa. The film documented an African family's caravan journey across the Sahara. Students answered questions as they watched.

Friday: We finished the film and I collected the packets from students. Grades are now in Powergrade, and your child's grade is up-to-date. The assignments in this packet were:

1. Appetizers (daily bell-work)
2. Zane academic vocabulary: Culture
3. West African Culture reading guide pp. 151 - 154
4. African Savannah paragraph
5. Physical features/Vegetation Zone map of Africa
6. Desert Odyssey 1
7. Desert Odyssey 2

Wednesday, Nov. 18

Today was a short period due to an academic awards assembly. Students worked on a map of the vegetation zones and physical features of Africa. So far the first "packet" has the following assignments in it:

1 Daily Appetizers
2 Zane Academic Vocab.Development: Culture
3 West African Culture pp. 151-154
4 Savannah
5 African Vegetation Zones Map

Nov. 17

Today we reviewed some elements of West African culture that were on last night's reading guide. Students then watched a short segment of "Planet Earth" about the African savannah. They listed adjectives to describe the savannah as they watched. The homework for tonight is to write a 6 sentence paragraph about the savannah using the adjectives they listed.

Nov. 12, 13 and 16

Th. 11/12 I discussed the achievements of the Abbasid Empire. Students took notes by filling in blanks on a handout I'd created. We also played review Jeopardy.

Fr. 11/13 I collected the Ka'abas that students built and students took the Islam Unit test.

Mon. 11/16 We discussed the meaning of the word culture. Students have a homework assignment (Reading guide, Chapter 5, lesson 1 pp. 151-154). It is due tomorrow.

General Class Note: I will no longer be collecting classwork in notebook form. Students will keep assignments loose in a folder or 3 ring binder. On days when the "packets" are due we'll organize and staple them before they are turned in to me. A packet usually consists of approximately 8-12 assignments and I'll collect them about every 7-8 class periods.

Nov. 9 and 10

November 9: I had a substitute. Students worked on a chapter 4 review handout and a chapter 4, lesson 2 reteaching activity. There was also a crossword of terms to do.

Due Friday: Construct a Ka'aba (see below)


Your Assignment is to construct a small model of the Ka’aba and the Grand Mosque that surrounds it. Your model should be no larger than a shoe box and must include 3 important elements:

I. A miniature Ka’aba that is shaped like a cube and is black with gold Arabic letters on it.

II. Something to represent the pilgrims (Muslims) who come to the Ka’aba to pray during the Hajj, or other sacred times.

III. The interior wall facings of the Grand Mosque’s courtyard.
There are hundred (if not thousands) of images of the Ka’aba on-line for you to model your Ka’aba after. This assignment is due Friday, Nov. 13.

Tuesday, Nov. 10

I went over the study guide for the test (see below) students in period 1 had time to work on anything they didn't finish on Monday. Periods 4,5, and 6 continued to work on the large timelines they began last week.

Islam Unit Test Study Guide

The unit test for Islam will be Friday. It will be a combination of multiple choice, fill-ins, short answer questions and a map. If you make flash cards to study for the test you will get extra credit on the test and you may get to use the cards on the actual test.

Terms/People to Know

Muhammad Islam Muslim Prophet
5 pillars Mecca Medina/Yathrib
Bedouin Nomad Dromedary Camel
Qu’ran Umayyad Abbasid
Allah Ka’aba Grand Mosque
Mosque Judaism Baghdad
Gabriel (the angel) Monotheism Shadada Salat
Sawm Hajj Zakat

Places to know on the map of the region:

Red Sea Mediterranean Sea Baghdad
Arabian Peninsula Saudi Arabia North Africa
Spain Europe Asia
Tigris/Euphrates Rivers

Short Answer Questions to prepare for.

1. Describe the geographic features of the Arabian Peninsula (see assignment #8).
2. Describe the innovations and advances of the Abbasids.
3. How did Muhammad change the culture of the Arabian Peninsula?
4. List and explain the 5 pillars.

Nov. 3 - Nov. 6

Tuesday: We did a SAFE (Safe and Friendly Environment)week activity that looked at how the media can influence teens. It was part of a week long, school-wide focus on creating a safe and friendly environment.

Wednesday: I had a substitute. Students watched a video (Islam: Empire of Faith, The Awakening) and worked on a map of the spread of Islam.

Thursday: Students worked on a timeline of the spread of Islam.

Friday: Students continued to work on the timeline. I collected notebooks. The assignments I'll grade are:

10. Spread of Islam 661 map and questions
11. Monotheistic Belief Systems
12. Islam as a way of life: The 5 pillars
13. Chapter 3, Lesson 3 Reading Guide
14. Islam: Empire of Faith, The Awakening
15. Islamic Empire physical map 800 CE
16. Timeline Fill-ins

There will be a test next Friday. I'll have study guides ready Monday.

Oct. 29 and 30 and Nov. 2

Oct. 29 and 30: Students created a photoshop montage illustrating one of the five pillars of Islam.

Nov. 2: Students examined the crisis that occurred for Muslims after the death of Muhammad. Homework: Chapter 3, Lesson 3 Questions (pp. 100-103). Students had at least 10 minutes of class time to get started. We'll finish the Islam unit next week and there will be a unit test next Friday. Notebooks will be due either this Friday, or next Monday.