You are cordially invited to meet and greet the greatest ...



You are cordially invited to meet and greet the greatest minds of the Islamic Empires

Speed Dating

at

The Golden Age Café

World History Class

Friday, March 27, 2015

Present your greatest achievement!

Discover other artists, scientists, scholars and intellectuals!

Discuss how your achievements have been affected by religion and trade!

Why should you attend?

After preparing for and participating in

Speed Dating at the Golden Age Café, you will be able to:

• effectively conduct web-based research

• explain one achievement of the Islamic Empires in detail

• describe several other achievements of the Islamic Empires

• write an annotated bibliography

• provide evidence that the Islamic Empires were influenced by trade and religion

2015 Calendar

| | | | | |

|Note schedule changes | |Day One |Day Two |Day Three |

|due to MCAS |Friday, 3/20 |Monday 3/24 |C, E, F – Wednesday 3/25 |Friday – March 27 |

| | | |B – Thursday 3/26 | |

| | | | | |

|Class work |Introduction to project |What are reliable sources? |Research check-in: did you find a|Golden Age Café Speed Dating |

| |Expectations and aims | |reliable source? | |

| | |Annotated Bibliography: what | | |

| |*Remember, due to MCAS week you |is it? samples, grading |Bring sources to class; complete | |

| |only have three classes next |rubric |Note Taking Organizer | |

| |week and must research on days | | | |

| |when we do not meet. | | | |

| | | | | |

|Homework |Textbook notes10.3 p. |Continue research (need two |Practice introducing yourself and|Final Reflection & Annotated |

| |242-7 |sources besides textbook) |discussing your accomplishments |Bibliography |

| |Focus: What were the | | |Due Day One |

| |accomplishments of Islamic |Create annotated bibliography |Prepare questions for the people |Monday, March 30 |

| |Empires? How do these |of at least two sources using |you’ll meet | |

| |accomplishments relate to trade |NoodleTools | | |

| |and religion? | |Gather props/costume | |

| | | | | |

| |Choose your character on | | | |

| |GoogleForms (see website) | | | |

Assignment: Your task is to research one kind of achievement that contributed to the Golden

Age of the Islamic Empires and explain the importance of this accomplishment in detail:

How did this achievement contribute to the Golden Age?

Did this achievement make a long-lasting impact?

Did Islam encourage achievements in this field of study?

Did trade stimulate achievements in this field?

You will document your research by creating an annotated bibliography.

After your research is complete, you will interview members of the class at the Golden Age Cafe to learn about other accomplishments during the Islamic Golden Age and discuss how religion and trade contributed to the scientific, artistic, and intellectual achievements of the Islamic Empires.

After visiting the Golden Age Cafe, you will complete the Final Reflection assignment in order to demonstrate what you learned.

Research

For this project you are expected to use web-based sources to find information. Use the graphic organizer in this packet to take notes or NoodleTools note cards.

You should gather information in order to be able to:

• identify where and when your character (or the people who did this kind of work) lived

• describe your accomplishments in detail

• explain the importance of your accomplishments

• explain how your accomplishment relates to Islam, trade or both

You must acknowledge your sources, and you must use at least two sources. Be sure to enter the citation information in NoodleTools. Later in the week, we’ll review how to create an annotated bibliography.

Suggested sources

from LHS Library website (user name: lexstu; password: lexstu):

ABC Clio Grolier

Daily Life Marshall Cavendish

Encyclopedia Britannica

Empires of Faith:

Cities of Light

Saudi Aramco Calgary University

The Golden Age Café

After your research is complete our classroom will be transformed into the Golden Age Café. You will meet artists, scientists, scholars and intellectuals through “speed dating.” In speed dating two people are paired for a short get-to-know-you conversation. They then move on to meet other people, so that by the end of the block you will have met and talked with a number of accomplished people from the Islamic Empires.

To make this experience more interesting, as well as to demonstrate what you’ve learned from your research, you will come to the Golden Age Café in costume or bring along props to help describe your accomplishments.

Five Tips for Successful Speed Dating

Be prepared Know yourself--your background, strengths, what makes you

fascinating to others

Practice Learn how to say hello in Arabic (Salam alaykum), develop an

opening line and practice introducing yourself

Plan ahead Choose the questions you’ll ask the scholars, artists, scientists and

intellectuals you’ll meet ahead of time

Dress to impress Bring along props, accessories, or objects that will help you

explain your achievements to others

Be confident!

Suggested Questions to Stimulate Discussion at the Golden Age Cafe

• Where are you from?

• What do you do for work?

• What is one thing you like about yourself?

• What are you most proud of and why?

• Where do you see yourself in five years?

• What do you do for fun?

• What adjective would a close friend use to describe you and why?

• What role, if any, does religion have in your life?

• What is your most treasured possession and why?

• What is one job you would love to do?

Final Reflection

After the Golden Age Café closes, you will receive guidelines for completing this final assessment in which you will demonstrate what you’ve learned.

Golden Age Café Classwork Rubric

| |Exemplary |Proficient |Developing |Beginning |

| |-Arrives before bell with |-Arrives on time with |-Arrives on time but needs time|-Arrives late; forgets |

|Norms & Preparedness|props/costume |props/costume |to get ready |costumes/props |

| | | | | |

| |-Immediately follows directions |-Follows directions without |-Wastes time and delays speed |-Must be reminded to follow |

| | |reminder |dating |directions |

| |-Thorough preparation and | | | |

| |practice: notes, opening line, |-Shows preparation: questions, |-Poorly prepared: lacks notes |-Unprepared and unpracticed |

| |greeting, questions |and notes; shows some rehearsal |or questions; shows little | |

| | | |practice | |

| |-Props and costume are creative |-Props and/or costume are |-Props and/or costume are |-Props and/or costume are |

|Costumes & Props |and appropriate |appropriate |missing or show little thought |inappropriate or offensive |

| | | | | |

| |-Props and costume help clarify |-Props and/or costume support |-Props and/or costume | |

| |character and achievements |achievements |disconnected from task | |

| |-Stays on task and in character |-Stays on task throughout class; |-Stays on task with few |-Struggles to stay on task; |

|Attitude & Effort |throughout class |stays mostly in character |distractions; breaks character |rarely in character |

| | | |occasionally | |

| |-Shows enthusiasm, creativity, |-Maintains enthusiasm | |-Pays little attention to date|

| |and humor | |-Body language often bored or |or interrupts |

| | |-Takes notes with little |inconsiderate | |

| |-Takes helpful notes but is not |disruption to date | |-Takes few notes |

| |distracted | |-Notes disrupt dates | |

|Collaboration |-Shares time equally with dates; |-Shares time fairly with dates; |-Monopolizes time or dates do |-Conversations are |

| |no awkward silences |few awkward silences |all the talking |unproductive or one-sided |

| | | | | |

| |-Listens to all dates carefully; |-Listens to dates; rarely needs |-Struggles to listen or speak |-Volume distracting; or does |

| |volume clear |to repeat or have date repeat |at helpful volume |not listen |

| | | | | |

| |-Dates support project aims and |-Dates support project aims |-Dates give limited insight |-Dates don’t support project |

| |recreate Islamic Golden Age | |into Islamic Golden Age |aims |

Speed Dating at The Golden Age Café

Note Taking Organizer

Identify where and when you

(or the people who did the kind of work you’re researching) lived

Explain the importance of your accomplishments

(analysis)

Describe your accomplishments

(evidence)

Explain how your accomplishments relate to Islam, trade, or both

(more analysis)

Medieval Islamic Clothing

Source:

Empahsis throughout text added by teacher.

Because the Islamic Empire occupied mostly hot places, people living in the Islamic Empire mostly dressed to protect themselves from the sun. They didn't have any sunscreen then, so the best way to keep from getting sunburns was to keep all your skin covered with cloth as much as possible. At the same time, people also believed that God wanted them to be covered up, especially women, so that men would not see their bodies. People said that women would be safer if their bodies were hidden under layers of cloth.

So women in the Islamic Empire wore long, loose tunics, like T-shirts that reached down to your knees, usually made of linen or cotton, and sometimes made of silk. Women also wore loose pants under their tunics. And over their tunics, they wore veils, made of one large piece of cotton, linen, or silk cloth, which they wrapped around them however was most convenient. But if they were out in a crowd, or wanted to seem especially modest, they pulled the veil across their face so no-one could see them. The veil was actually very useful not only for modesty and for keeping the sun off your head, but also for a lot of other purposes: you always had a handkerchief available, or you could use your veil as a baby sling, or a picnic tablecloth, or a bandage, or a little tent, or a light blanket.

Islamic men generally dressed a lot the same as women. They also wore tunics, sometimes long but generally only to their knees, and they also sometimes wore loose pants under their tunics. Over the top they had a large piece of cloth, like the veil, but men would call it a cloak. It could be used to keep off the sun or the rain, to keep you warm if it was cold in the desert at night, or as a blanket or a tablecloth, or as a backpack, or to hide your face if you didn't want people to know who you were. Or even as a baby sling sometimes. Often men also wore another, smaller piece of cloth wrapped around their heads like a turban, to keep off the sun. There were a lot of different ways to wind a turban, and each one showed something about who you were and what group of people you belonged to.

It was in the Islamic period that silk first became a common fabric in Western Asia. During the Roman and Sassanian Empires, only the Chinese knew how to make silk cloth, and if you wanted to wear silk clothes you had to get a trader to bring them all the way from China. So they were very expensive. About 650 AD, however, people in West Asia started a local silk industry. Soon silk became much cheaper, and so more people wore it. And the traders of the Islamic empire did good business selling the silk clothes to the people of France, England, Italy and Germany, where mulberry trees would not grow because it was too cold.

Cotton, also, first came to West Asia from India during the Islamic Empire. And, like silk, for a long time cotton was not produced in Europe, and instead the Arabs sold cotton cloth to Europeans.

***Remember – dress authentically and comfortably. If you have doubts about if something is offensive or inappropriate, err on the side of caution and DO NOT WEAR IT!

Guide to Annotating Sources

Source: Purdue OWL (On-Line Writing Lab)

Summarize: If someone asked what this article/book is about, what would you say? What are the main arguments? What is the point of this book or article? What topics are covered?

Evaluate: Is it a useful source? How does it compare with other sources in your bibliography? Is the information reliable? No source is completely unbiased, but does the author’s bias limit the reliability of the information? Does the author present more than one poiint of view? What is the author’s purpose for providing this information?

Reflect: How does this source fit into your research. Was this source helpful to you? How does it help you shape your argument? How can you use this source in your research project? Has it changed how you think about your topic?

Remember: Annotations should be written in the third person.

“This website provides….” “The author explains…” “The book describes…”

Annotated Works Cited Rubric

| |Exemplary |Proficient |Developing |Limited |

|Source Information |-Correctly cites every source |-Correctly cites most sources|-Correctly cites some |-Cites many sources |

| |providing all available |providing available |sources; missing some |incorrectly; missing |

| |information (author, title, |information (author, title, |information (author, title,|information (author, title,|

| |publisher, etc) |publisher, etc) |publisher, etc) |publisher, etc.) |

| | | | | |

| |-Uses two or more sources |-Uses two sources besides |-Uses one source besides |-Primarily relies on |

| |besides textbook |textbook |textbook |textbook |

|Analysis |-All sources are reliable |-Most sources are reliable |-Several sources are |-Many sources are |

| | | |unreliable |unreliable |

| |-Annotations clearly & |-Most annotations summarize | | |

| |concisely summarize and |and evaluate usefulness of |-Annotations summarize, but|-Does not annotate sources |

| |evaluate usefulness of sources|sources |do not evaluate, or | |

| | | |evaluate without | |

| | | |summarizing source | |

|Conventions |-Uses appropriate grammar and |-Uses appropriate grammar and|-Makes several grammar and |-Makes many grammar and |

| |spells correctly throughout |spells correctly most of the |spelling errors |spelling mistakes |

| | |time | | |

| |-Correctly formats page using | | |-Page incorrectly |

| |hanging indents and double |-Makes a few mistakes in |-Annotations do not |formatted; does not use |

| |spacing |formatting page |immediately follow |hanging indents and double |

| | | |citations |spacing |

Speed Dating at the Golden Age Cafe

Final Reflection

Directions:

• Answer each of the questions below using complete sentences and vocabulary.

• Include as many details as you can in order to demonstrate what you learned both through your research as well as through the conversations you had at the Café.

• Answers should be typed or written neatly in ink, edited thoroughly, and each answer should be approximately 3-5 sentences in length.

• This is a graded, short writing assignment (see rubric on the other side)

Questions:

1. What are three things your “dates” should have learned about the accomplishments of the person you portrayed at the Golden Age Café?

2. Describe two people you met at the Café and explain the importance of their achievements.

3. Cosmopolitan is a term that describes a place with the following characteristics:

• urban or densely populated

• diverse or pluralistic

• power and ideas shared by people of different backgrounds (one group does not overpower or dominate every other group)

• new ideas are welcomed

• sophisticated; education and knowledge of the world is valued

• synthesis of ideas from different places occurs

Based on what you learned about the intellectuals, scientists and scholars at the Café, what evidence supports the idea that the Islamic Empires were cosmopolitan?

4. How did religion and trade influence artistic, scientific, and intellectual achievements of the Islamic Empires? (include both evidence and analysis to support your answer)

5. Please attach your annotated bibliography

Due Date: Monday, March 30

Speed Dating at the Golden Age Café Final Reflection

| |Exemplary |Proficient |Developing |Beginning |

| |Uses several specific terms to |Uses a few terms to support |Uses some broad terms or |Uses broad terms or |

|Vocabulary |support answers |answers |uses some terms incorrectly|uses many terms |

| | | | |incorrectly |

| |Presents detailed, well-chosen |Presents relevant evidence to |Provides some evidence that|Provides little or no |

|Evidence/ |evidence to describe people, their|describe people, their |is weak, incorrect or not |relevant evidence |

|Details |accomplishments, and the |accomplishments, and the |relevant to answer; does | |

| |cosmopolitan culture of the |cosmopolitan culture of the |not provide enough detail | |

| |Islamic Empires |Islamic Empires | | |

| |Analyzes how and why evidence |Analyzes how and why evidence |Provides weak analysis; |Does not attempt |

|Analysis |supports answers with originality |supports answers, making some |shows why evidence is |analysis or analyzes |

| |and sophistication, making strong |connections to religion and |important without making |incorrectly |

| |connections to religion and trade |trade |connection to religion | |

| | | |and/or trade | |

|Conventions |Uses appropriate grammar and |Uses appropriate grammar and |Makes several grammar and |Makes many grammar and |

| |spells correctly throughout |spells correctly most of the |spelling errors |spelling mistakes |

| | |time | | |

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How did religion & trade contribute to the scientific, artistic & intellectual accomplishments of the Islamic empires?

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