Names: Mr. Robert King, Mrs. Susan Cary Strickland, Ms. Maria Barbella, Ms. Anne Brinsmade

Grades Taught: 9-12

Appropriate Grades: 6-12 (and adult learners)

Disciplines Taught: World History, Psychology, U.S. History, Law, Spanish Levels 1- IV.

Appropriate Disciplines: English, Language Arts, Foreign Language, History

Lesson Timing: 80 min. block, A/B Schedule; Total length: 3-4 class periods

Big Idea: Global Fusion/remix due to trade and travel

Essential Learner Outcomes per Prince Georges County Public Schools Scope and Sequence:

Domain: Economics
Expectancy: Students will demonstrate an understanding of economic principles affecting people and institutions in the global community.
Domain: Peoples of the Nation and World (grade 10)
Expectancy: Students will demonstrate an understanding of the multicultural nature of the history of the nation, the common experiences shared by people, and the need for mutual cooperation
Domain: Peoples of the Nation and World (grade 10)
Expectancy: Students will demonstrate an understanding of the common yet diverse development of world cultures from a historical and contemporary perspective.

Lesson Objectives

• Students will use statistical sources as reference resources in order to describe the impacts of cultural diffusion.
• .Students will use primary sources of information to determine point of view in order to demonstrate the remix of cultural ideas, customs, and material culture.
• Students will locate, select and collect information about a topic using appropriate reference materials in order to build a data base for the production of a written product.
• Students will use political cartoons to analyze important topics in order to demonstrate the transmission of ideas across cultural boundaries.
• Students will present information in spoken or written form in order to build their writing skills.
• Students will examine case studies which illustrate how world governments protected the rights of minorities and women in order to analyze the limits of governing systems.
• Students will speculate about the conditions necessary to secure human rights in world communities in order to fully analyze the importance of understanding global fusion.

Lesson Abstract: This is a 3 – 4 day lesson that incorporates an arts and literature “grabber,” a jig saw research project for the students and a culminating activity in the form of a booklet, which will be prepared by the entire class using the jig saw method to incorporate the work of varied topic groups. The research component of the lesson includes the following: a web search, the use of textual resources, and the use of pre-selected handouts from the Center for Islamic Education. The overall goal of the lesson is to involve students in active learning about the “cultural remix” that occurred due to encounters between the Islamic world and all points of the globe, with a special emphasis on Western Europe.

Lesson Components:

Required Elements at Friendly High School generic to all lessons:

• S.A.T. initiative – the word of the day – usually called “warm up”
• 20 minutes of sustained reading either silent, teacher directed or a combination of the two.

Day One: Introductory Lesson by Mr. Robert King:

Grabber: spotting design patterns in WHC art transparencies contrasting Islamic and European Renaissance art. Pick out three or more repeating patterns and sketch them in your notebook.

Modeling: teacher will read a short passage from the Merchant of Venice aloud to the class and elicit comments on the meaning of the text and its importance to global trade in the period.

Guided Practice and Independent Practice: Students will read a short passage from Merchant of Venice from Act I, Scene I and Act I, Scene III and answer guided reading questions (attached).

Assessment: Students will read their answers aloud in group sharing and discuss the same.

Closure: Students will be asked to share three new facts about Renaissance Italy with respect to its trade with the Middle East that they gleaned from the lesson.

Day Two / Three: Developmental Lesson

Grabber: “A Merchant’s List: Import and Export in Iraq, 9th Century” worksheet from The Council on Islamic Education – students will read and answer the questions in small group discussions.

Guided Practice: Teacher will distribute a pre-selected list of web sites (to be inserted later) and demonstrate how to find information using a sample web site.

Independent Practice: After students have been assigned a research topic, they will be given time to utilize the computer lab/media center to search selected web sites, textual sources, and image collections for material on their topic. Research topics are as follows;

Architecture	Government	Medicine
Science and Math	Luxury Items	Art and Literature
Textiles	Methods of warfare	Religion

Note: Students will be encouraged to work outside of school on their own time as well.

Assessment: Students will be required to keep data gathering sheets.

Closure: Students will submit an exit card at the end of each research session explaining at least 5 new ideas or vocabulary words they learned from this lesson.

Day Three/Four: Culminating Activity:

Grabber: Students will participate in a “word bee” using 20 terms pre-selected by the teacher from “Did You Know? Words of Arabic Origin from the Council on Islamic Education. Students will be required to define the terms on cards posted about the room. As teams of 3 progress, the definitions will become more specific with multiple definitions being added. Illustrations will be permitted for fun.

Modeling: Teacher will allow students to suggest a design for the front and back cover of the booklet. Next, the teacher will use any of the above topics to illustrate the desired format for each individual page – level of detail, number of illustrations, typed or hand written.

Guided and Independent Practice: Students will put the final touches on their content page and submit it by the end of the period. Rubric below.

Assessment: Students will write an ECR (extended constructed response) to answer this question: How did each of the following interact to create a remix or fusion of culture between Islam and Renaissance Europe: Art literature, architecture and language?

Lesson Extension: Completed booklets will be displayed in the school’s media center.
Grading Rubric for Booklet on Global Remix:

A	B	C	D	E
Content will be original, detailed, contain appropriate vocabulary and be clearly and accurately written.	Content will be original detailed, contain appropriate vocabulary but is general in scope yet clearly written.	Content will be original, fairly detailed, sufficient vocabulary and be acceptable in format and design.	Content will lack original elements, contain some omissions, yet has essential focus and intent.	Content is not original, has and has an unacceptable level of detail and scope.
Illustrations will be in color and accurately depict key concepts.	Illustrations will be in color and accurate but may lack sufficient key concepts.	Illustrations are generally acceptable but may lack unoriginality.	Illustrations are insufficient in number, do not focus on key concepts, or fail to accurately portray main ideas.	Illustrations are hand drawn, may contain inaccuracies and demonstrate inattention to key concepts.