OVERVIEW PROCEDURES FOR TEACHERS

• Understand that madrasahs are traditional places of learning in Islam;
  
• Recognize the strong emphasis Islam places on education and learning;
  
• Learn about the advancements in ethics, mathematics, and astronomy by earlier Muslim scholars;
  
• Learn about the effects of the Crusades and Mongol invasion on Muslim's outlook of the world, particularly in the madrasahs;
  
• Appreciate the importance of Timbuktu as a center for learning;
  
• Understand the use of primary source materials in constructing an image of an ancient city and civilization;
  
• Understand the applications of passages from the Qur'an and the Hadith in Islamic life.

Standard 2, Level III, Benchmark 1, 2
1. Understands that specific individuals and the values those individuals held had an impact on history.

2. Analyzes the influence specific ideas and beliefs had on a period of history.

Standard 13, Level III, Benchmark 2
2. Understands significant aspects of Islamic civilization (e.g., the emergence of Islamic civilization in Iberia and its economic and cultural achievements, how family life and gender relations were prescribed in Islamic society).

Standard 2, Level III, Benchmark 3
3. Knows the relative location of, size of, and distances between places (e.g., major urban centers in the United States).

Standard 1, Level III, Benchmark 1
1. Understands that each culture has distinctive patterns of behavior that are usually practiced by most of the people who grow up in it.

Standard 7, Level II, Benchmarks 1, 5-6
1. Uses reading skills and strategies to understand a variety of informational texts (e.g., textbooks, biographical sketches, letters, diaries, directions, procedures, magazines).

5. Summarizes and paraphrases information in texts (e.g., includes the main idea and significant supporting details of a reading selection).

6. Uses prior knowledge and experience to understand and respond to new information.

Standard 4, Level III, Benchmark 6
6. Organizes information and ideas from multiple sources in systematic ways (e.g., time lines, outlines, notes, graphic representations).

Standard 8: Uses listening and speaking strategies for different purposes Level II, Benchmarks 1, 3, 7, 10-12
1. Contributes to group discussions.

3. Responds to questions and comments (e.g., gives reasons in support of opinions, responds to others' ideas).

7. Makes basic oral presentations to class (e.g., uses subject-related information and vocabulary; includes content appropriate to the audience; relates ideas and observations; incorporates visual aids or props; incorporates several sources of information).

10. Organizes ideas for oral presentations (e.g., uses an introduction and conclusion; uses notes or other memory aids; organizes ideas around major points, in sequence, or chronologically; uses traditional structures, such as cause-and-effect, similarity and difference, posing and answering a question; uses details, examples, and anecdotes to clarify information).

11. Listens for specific information in spoken texts (e.g., plot details or information about a character in a short story read aloud, information about a familiar topic from a radio broadcast).

12. Understands the main ideas and supporting details in spoken texts (e.g., presentations by peers or quest speakers, a current affairs report on the radio).

MADRASAHS VIDEO

TIMBUKTU VIDEO

Council on Islamic Education
www.cie.org/index.aspx
This site provides a wide range of information from policy work, essays, reports, and articles and lesson plans for educators.

Islam for Today
www.islamfortoday.com/
This site provides a guide to the religion of Islam, Muslim history and civilizations, the rights of women in Islam, Islam in the West and around the world today, plus Muslim schools and family life.

"Islam: Empire of Faith"
www.pbs.org/empires/islam/
A companion piece to the PBS documentary of the same name, this site offers detailed segments on faith, culture, innovation, and profiles figures in Islam. The site also features an interactive timeline and educational resources.

• Access to the Internet
  
• Ideally, a screen on which to project Web-based video clips
  
• Handouts of Web resources if computers are not available in the classroom
  
• A map of Africa and the Middle East that shows Timbuktu, other major cities and a mileage key
  
  

• An envelope with the vocabulary words and definitions cut into strips, as described in Learning Activity 1
  
  

• Computers with Internet access
  
• Notebook or journal
  
• Pens/pencils
  
• Copy of the transcript from each of the video segments
  
• Student Organizer 1: Madrasahs
  
• Student Organizer 2: The Qur'an and Learning
  
• Student Organizer 3: Timbuktu Viewing Guide
  
• Student Organizer 4: Teachings of the Qur'an and the Hadith

CONTINUE TO PROCEDURES FOR TEACHERS