High School Social Studies - Secondary Programs - Brevard Public ...

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Unit 3: Islam, Africa, Southeast Asia.
Chapters 10, 11 and 12 (15 days)
Essential Vocabulary
• Who was Mohammed and when and where
did he live
• What is the purpose of a Mosque
• What is a sect, and what distinguishes
Sunni from Shiite Muslims
• Where is Mecca and what is its
significance
• What is the Koran
• What is a theocracy
• What is the Caliphate
• Who were Huran al Rashed and Ibn
Khaldun
• Who were the Muhgals
• What is a Sultan and where was the
Mughal Sultanate
• Who were the Ottomans
• Who was Suleyman and what was his role
in the Ottoman Empire
• Who were the Safavids
• Who were the Bantus
• What is a commodity and which ones are
found in Africa
• What was Ghana and where was it
• What was Mali and where was it
• Who was Mansa Musa and why was he
significant
• What was the Songhai and where was it
• What is Swahili
• What is a lineage
• Who were the Tang and the Song
• Who was Genghis Khan and what was his
significance in history
• Who was Marco Polo and what was his
significance to the diffusion of culture
• What were the characteristics of the Ming
Dynasty
• Describe feudal Japan
• Who were the samurai and what was their
role in Japan
• What was the Shogun and what was a
significant Shogunate in feudal Japan
Potential Activities
• Have students create news teams and pick a
chapter to create a news broadcast.
• Have students pick a person of interest
from the chapter and create a journal for
that person. (i.e. Mansa Musa or Marco
Polo).
• Have students create a chart of the
civilizations of North Africa.
• In test prep book, documents are available
with questions on pages 34 to 40 and 46 to
53.
Alternative Assessment
• DBQ's are available from the DBQ project
on Mansa Musa (WH Minis, volume 2).
• Students can create visual timelines on a
poster of significant events.
• There are any compare and contrast
opportunities. These can be done as a chart,
Venn Diagram, or essay:
Shiite v. Sunni
Ottoman v. Safavid
Islam V. Christianity & Judaism (FSSS)
Formative Assessment
• Have students write quiz questions or
bellringers for the next day to turn in at the
end of class.
• Have students generate crosswords.
Notes
Chapter 11: can be taught relatively quickly as a whole unit.
Chapter 12: focus on sections 1 through 4