Students will create a digital presentation of their topic. Areas highlighted will be Human-Environment Interaction, Politics, Economics, Culture (to include Religion) and Technology. Students will also discuss the important points of the previously created timeline.
This article explains how Christianity was adopted in Ethiopia in the fourth century. It also explains how Askum's geographic location played an important role in the development and spread of Christianity in this region.
This article examines the spread of Christianity in Kongo. It explains why the Kongolese adopted the religion and its impact.
This lesson plan explores the geography of Ancient Palestine and modern day Israel, and provides students with background information on Abraham, the Exodus from Egypt, the divided Kingdoms, and the eventual Jewish Diaspora following the captivity in Babylon.
This activity asks students to reflect on similarities and differences between the following religions and belief systems: Buddhism, Confucianism, Christianity, Hinduism, Islam, Judaism, Shinto, and Daoism. Although not a religion, the philosophical writings of Confucius are included because it is one of the major belief systems that flourished along the Silk Roads.Using quotations from translations of religious texts, students are asked to organize these quotations into broad categories of essential concerns. The quotations will be posted on a silk routes map as reminders of how cultural interchange and belief systems are represented in the ancient and contemporary world.
This lesson offers a comparative analysis of both the Golden Age of Islam and the Age of Enlightenment and their significant contributions.
- Social Studies
- Material Type:
- Lesson Plan
- The Oriental Institute of The University of Chicago
- Date Added:
In this lesson, students explore the development of Confucianism in China. A set of discussion questions is provided. In an associated activity, students will examine and discuss famous quotations from political philosophers from different eras.
In this lesson, students read how Asoka, one of the first rulers of ancient India, rejected military conquest in favor of spreading a philosophy of nonviolence and respect for others. A set of discussion questions is provided. In an associated activity, students work in a small group to write their own edicts.
In this lesson students will be introduced to Islamic culture while viewing the PBS video series Islam: Empire of Faith. Students will have the opportunity to research aspects of Islam by using the World Wide Web, library books, and other research tools. Students will also have the opportunity to work with classmates in creating an ABC Book of Islam based on their research, accompanied by visuals. *This is lesson 2 of unit on Islam entitled: Islam-Empires of Faith.
In this lesson, students will learn to identify and contrast the Eastern and Western Christian Church as they existed in the Medieval Ages, explain the circumstances that led to the Great Schism and how it impacted Western Europe, and explain basic Medieval Church theology as it relates to neo-platonic thought concerning the idea of perfect and imperfect.
In this lesson students will have the opportunity to view parts two and three of the PBS video series Islam: Empire of Faith or use suggested adaptations to learn about Islamic culture and research specific topics associated with Islamic culture using the internet, library books, and various research tools. Students will create a Great Thinkers and Accomplishments of Islam Fact Cube that represents their research and incorporates visuals. *This is lesson 4 of unit on Islam entitled: Islam-Empires of Faith.
In this lesson students will have the opportunity to compare the three main monotheistic belief systems (Judaism, Christianity, and Islam) and create a chart showing their findings. Students will expand their vocabulary as it relates to the growth of Islam and Muhammad. Students will also have the opportunity to create a parallel timeline comparing major events in Muhammad's life and events taking place in another part of the world. *This is lesson 1 of a unit on Islam entitled: Islam-Empire of Faith by PBS.
In this lesson, students review the events that led to a major split in Islam between Shiite and Sunni believers. A set of discussion questions is provided. In an associated activity, students conduct research about Middle Eastern Muslim countries. Students will use a map to visually present their research.
This documentary series was originally aired on PBS. The first episode recounts the history of the religion of Islam. The second episode recounts early Islam's thirst for knowledge. The third episode covers the history of the expansionist Ottoman Empire and its ambitious sultans through the reign of Suleyman the Magnificent.
In this lesson, students investigate trade in West Africa's ancient civilizations. They will also explore Islam and how it spread across Africa and how this influenced the development of trade in West Africa.
Four maps from Frontline's "Jesus to Christ" 1. Roman Empire 2. Jewish Diaspora 3. Communities of the Gospels 4. Spread of Christianity
In this activity, students will analyze a picture from 1233, during the reign of King Henry III, and discuss how it relates to the centuries-long persecution of Jewish people.
In this lesson, students will learn about different Muslim women and how they have changed over time. This lesson includes the research of a specific woman from different eras in Islamic history.