Humanities: Project Spider Friday, March 1st 2019

1. Review/ homework hand back. 18+11
Who is Raif Badawi?
Why Sketchnote?
Globe - latitude, longitude

2. Kahoot! Mapping the Middle East!

3.Sketch-notes: Each student presents theirs and tells why they chose to highlight the information they did

Civilization:

Ask students what they think a civilization is. Write down their responses on a sheet of newsprint. Help students arrive at the following conclusions:

• A civilization is a group of people living and working together for the purpose of creating an organized society.
• People living in civilizations have the ability to use tools, work together cooperatively, and communicate with each other.
• People living in civilizations have the ability to advance culturally and technologically.

The attributes of civilization: stable food supply, water, a system of government, specialized labour and finally, a highly developed culture.

We listened to the "history teachers" parody of Gwen Stefani's"Harajuku Girls" called "civilization." Link here:

We noted that the song reinforced attributes of civilizations including: architecture, super cities,money, art and religions.

Tableau of a wedding.  Tableau's of civilization.

Now You! Menitimeter

1. Describe what Canadian culture is to you.
2. How does your heritage/ culture influence or define you?
3. What aspect of Canadian culture do most admire and why?

So now we have an idea about culture and about civilizations: Now lets us look at the culture and civilization of the Middle East.

Walking Charts: 

What  we know!
What we want to know?

Islam in the Medieval Times
1. We read "The Origins and Spread of Islam" (from our History Alive textbook, The Medieval World & Beyond, pp. 74-85).
How did Islam originate and spread?

• Arabia in the 6th Century
• Muhammad's Early Life
• The Call to Prophethood
• Muhammad's Teachings Meet with Rejection
• From the Migration to Madinah to the End of His Life
• The Four Caliphs
• The Umayyad Dynasty

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2. Challenge # 4: 
a. Teams decided upon which sections they would be responsible for sketchnoting. 
b. They were each given four cue cards. 
c. Key words are to be documented on one side and the sketchnote on the blank side. 
d. On Thursday, the team will assemble the cue cards to create a mosaic of the origins of Islam.