Islam and the Ottoman Empire Table of Contents - Ignite! Learning

Islam and the 

Ottoman Empire 

Table of Contents 

0. Unit Challenge 

1. Understanding Islam 

2. Trade and the Spread of Islam 

3. Legacy of Early Muslim Scholars 

4. History of the Ottoman Empire 

5. Ottoman Social Structure 

World Cultures 

ã 2005, Ignite! All Rights Reserved

UNIT CHALLENGE 

Purpose: The unit challenges help students explore the big picture themes that tie together each unit of 

Ignite! content. These challenges are designed to complement the Ignite! Topic Lessons. 

Each challenge presents students with an openended task with no single correct solution. Working in 

small groups, students prepare a short response, in either written or oral form, in which they use 

knowledge gained by studying the unit’s multimedia movies to formulate and defend a particular position. 

These responses can be used to stimulate further class discussion and exploration of the issues. 

NOTE: In order to use this activity with your class for a particular Ignite! unit, you should plan on 

having students study the Ignite! movies from most of the topics in that unit. Otherwise, students 

will not have enough information to complete the challenge activity. 

Class time required: 

· 15 minutes at the start of unit to organize students into groups and review the challenge, and for 

the groups to discuss and record their initial thoughts and current knowledge of the issues. 

· 20 minutes at the end of the unit for student groups to complete their responses to the challenge. 

· Optional: 2030 minutes for student groups to present their responses to the class. 

Teacher Instructions: 

At the Start of the Unit: Before studying any of the unit’s topics or movies: 

1. divide your class into teams of 3 to 4 students; 

2. reproduce the unit challenge worksheet and distribute to students; 

3. decide whether teams will give oral presentations and/or written statements in response to their 

challenge; 

4. read the challenge(s) out loud and make sure that all terms and concepts are understood; 

5. ask groups to complete Part One of their worksheets (Getting Started). They should discuss and 

write down their thoughts, based on their current knowledge for how they might respond to the 

selected challenge. 

While the Class Studies the Unit’s Topics: Over the next few days or weeks, as you are using the Ignite! 

Topic Lessons for this unit, occasionally remind students to record on their worksheets any information 

they have found in the Ignite! movies that might help them to develop or support their response to the 

challenge. They should record this information in Part Two of their worksheets (Taking Notes). 

After Completing the Last Topic of the Unit: Give your students 20 minutes to discuss and write up their 

response to the challenge. They can use the space provided in Part Three of their worksheets (Preparing 

Your Response). You might consider allowing them to review some of the movies from the unit. Then, 

have students give brief presentations of their responses (2 to 3 minutes each) and/or submit their written 

responses.

Name: 

Islam and the Ottoman Empire 



Unit Challenge 

Challenge A: Whaddya Know? 

Background: Often, when we learn more about a particular topic, we are surprised to find out that some of 

the things we thought were true about that topic are actually not correct. By learning more about a 

particular part of the world, our old assumptions and stereotypes are challenged and replaced by a 

more detailed and accurate understanding. 

Challenge: After viewing the Ignite! Movies on Islam and the Ottoman Empire, describe two times when you 

saw or heard something that surprised you and made you change the way you think about these 

issues. 

Tip: For each example, first describe what you used to think. Then explain what you learned and how that 

new information made you change your thinking. What surprised you? 

Challenge B: You’d Better Believe It! 

Background: What you do in life often depends on what you believe, but what you believe sometimes 

changes. As in other societies, beliefs played an important role in the early history of Islam. The 

people's religion and philosophies often shaped their government, economy, arts, and society as a 

whole. 

Challenge: Describe two ways in which religion or philosophy influenced society. 

Tips: 

· Some of the things you might consider are the type of government they had, the rules and laws that 

people followed, how and where they traded goods and made money, and the contact they had with 

other societies. How did their beliefs affect these things? 

· For each example, describe what happened, when, and why. 

PART ONE – Getting Started 

Directions: Choose one of the challenges above, or your teacher will assign you one. Based on what you 

already know, talk with the other members of your group about how you might respond to this challenge. 

Write your thoughts in the box below. You can change your mind later after you have reviewed the Ignite! 

movies in this unit. 

Notes: 


Name: 



Name: 

PART TWO – Taking Notes 

Directions: As you view and discuss the Ignite! movies in this unit, be on the lookout for information that 

will help you develop a response to your challenge. Record that information in the box below. Use additional 

paper if necessary. 

Notes: 

PART THREE – Preparing Your Response 

Directions: Depending on your teacher’s instructions, work with your group to create a written or oral 

response to your challenge. Decide on the argument you wish to make or the position you wish to take, and 

be sure to include evidence from the Ignite! movies to support your statements. Use the space below for 

your response. Use additional paper if necessary. 



Lesson Plan 

unit 


# 1. Understanding Islam 

Class:___________________ 

Type Instruction: Whole Class 

Learning Objective(s): Students trace the origins of Islam. Students understand the basic beliefs of Islam and Islam’s 

connection with Judaism and Christianity. 

Length of Time: 10 Minutes 

Ignite! Movies: 

• The Story of Muhammad 

• Muslims’ View of the Prophets 

• The Teaching of Islam 

Teacher Instructions: Play Ignite! movies with students and complete the following activity. 

Part One: Students fill in the blanks. 

Part Two: Students use their notes to write a paragraph on Islam’s connection with Judaism and Christianity. 

Target Vocabulary/Key Terms: 

• Abraham • Muhammad 

• Allah • Pilgrimage 

• Five Pillars • Prophet 

• Hajj • Ramadan 

• Koran • Sunnah 

• Mecca • Zakat 

Notes: 

ã 2005, Ignite! All Rights Reserved 


Understanding Islam 

World Cultures

Name: 





Directions: As you view each media piece, complete the chart with notes about Islam. 

The Story of Muhammad 

1. Islam is based on the belief that there is one God called ____________________________. 

2. _____________________was born in Mecca and believed he received messages from God. 

3. The _________________ is a collection of the messages Muhammad received from Allah. 

4. Muslims believe in worshipping __________ God(s). 

5. There are now ______________ Muslims. It is the world’s ____________ growing religion. 

Muslims’ View of the Prophets 

Muslims believe that: 

1. The first father of Islam was ____________________________. 

2. Christians and Jews trace many spiritual traditions back to ________________________. 

3. Moses was a _________________ who taught core messages of ___________________. 

4. The Ten Commandments have the same core teachings as the _____________________. 

5. Jesus was a __________________ who taught core messages of ___________________. 

6. Muhammad was a ________________ who taught core messages of _______________. 

7. God’s message was distorted by the _____________ and __________________ religions. 

The Teachings of Islam 

Give one fact for each of the Five Pillars of Islam: 

1. Faith 

2. Prayer 

3. Charity 

4. Fasting 

5. Hajj 


Name: 





Directions: Which of the following statements best expresses the Muslim view of the prophets. Draw a circle around 

“Option A” or “Option B” to show the correct answer. 

Draw a circle around “Option A” or “Option B” to show the correct answer. 

Option A: 

Option B: 

Muslims believe that Moses and Jesus 

were prophets who taught the core 

messages of Islam. 

Muslims believe that Abraham and 

Muhammad were the only prophets who 

taught the core beliefs of Islam. 

Draw a circle around “Option A” or “Option B” to show the correct answer. 

Option A: 

Option B: 

Muslims who observe the Five Pillars of 

Islam pray five times a day, make at least 

one trip to Mecca, worship the god Allah, 

practice charity towards the needy, and 

fast as a form of worship. 

Muslims who observe the Five Pillars of 

Islam pray when they choose to, worship 

the god Allah, do not have to go without 

food as a form of worship, practice charity 

to the needy, and may or may not travel to 

Mecca.

Islam and the Ottoman Empire Table of Contents - Ignite! Learning

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