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Sr. Clara Muhammad (1899-1972) Courage, Conviction and Care North America

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Sr. Clara Muhammad (1899-1972) Courage, Conviction and Care North America Units 1-4 Unit 5 Elementary/Middle Level Teaching Packet < A project of Rabata < Published by Daybreak Press < Supervised by the scholars at the Ribaat Academic Program 2018 Women’s History Month © rabata.org 1 Table of Contents Overview and Overall Objectives 3 Standards 3 Essential Understandings 6 Essential Questions 7 Reference to other units 8 Unit five: 10 Discussion points and Curriculum Connections 12 Activities and Lesson plan 13 Unit five: Student handouts 16 References 27 Rabata and its Projects: 28 2018 Women’s History Month © rabata.org 2 "History looks different when the contributions of women are included." -- The National Women's History Project Teaching Packet Overview: The following material is assembled in hopes of “giving rise to women’s voices.” Its intent is to offer a way that teachers and students can work together to further awareness of both historic and contemporary Muslim women. This guide can be used as individual lessons or to integrate themes and ideas. Overall Objective of Teaching Packet: To acquire attitudes which are essential for citizens of democratic pluralist societies, in particular intellectual honesty, open-mindedness, respect for truth, tolerance, acceptance of differences, empathy, and civil courage. Standards Common Core Language Arts Standards National Social Studies Standards Reading Informational Text: Culture & Diversity Key Ideas and Details CCSS.ELA-LITERACY.RI.5.1 • Assist learners to explore, Refer to details and examples in a text when comprehend, and apply critical explaining what the text says explicitly and information, ideas, and concepts that when drawing inferences from the text. are common across societies, social CCSS.ELA-LITERACY.RI.5.2 institutions, cultures, and cultural Determine the main idea of a text and explain perspectives. how it is supported by key details; summarize • Help learners comprehend cultural the text. universals, such as norms, folkways, CCSS.ELA-LITERACY.RI.5.3 sanctions, social institutions, arts, and Explain events, procedures, ideas, or concepts taboos and use them to analyze their in a historical, scientific, or technical text, own and other cultures. including what happened and why, based on • Utilize comparisons of cultures or specific information in the text. subcultures and their perspectives, Integration of Knowledge & Ideas: whether they exist in the present or CCSS.ELA-LITERACY.RI.5.8 past, to highlight contextual Explain how an author uses reasons and understanding. evidence to support particular points in a text. CCSS.ELA-LITERACY.RI.5.8: Explain how Time, Continuity and Change an author uses reasons and evidence to support particular points in a text, identifying which • Help learners apply key concepts such reasons and evidence support which point(s). as time, chronology, causality, change, conflict, and complexity to explain, analyze, and show connections among patterns of historical change and continuity. • Enable learners to identify and Writing: describe significant historical periods 2018 Women’s History Month © rabata.org 3 CCSS.ELA-LITERACY.W.5.1 and patterns of change within and Write opinion pieces on topics or texts, across cultures, including but not supporting a point of view with reasons and limited to, the development of ancient information cultures and civilizations, the CCSS.ELA-LITERACY.W.5.2 emergence of religious belief systems, Write informative/explanatory texts to examine the rise of nation-states, and social, a topic and convey ideas and information economic, and political revolutions. clearly • Guide learners in using such processes CCSS.ELA-LITERACY.W.5.4 of critical historical inquiry to Produce clear and coherent writing in which the reconstruct and interpret the past, such development and organization are appropriate to as using a variety of sources and task, purpose, and audience. checking their credibility, validating CCSS.ELA-LITERACY.W.5.7 and weighing evidence for claims, Conduct short research projects that use several searching for causality, and sources to build knowledge through distinguishing between events and investigation of different aspects of a topic. developments that are significant and CCSS.ELA-LITERACY.W.5.8 those that are inconsequential. Recall relevant information from experiences or gather relevant information from print and People, Places and Environment digital sources; summarize or paraphrase information in notes and finished work, and • Have learners describe how people provide a list of sources. create places that reflect culture, CCSS.ELA-LITERACY.W.5.9 human needs, current values and Draw evidence from literary or informational ideals, and government policies. texts to support analysis, reflection, and research. Individuals, Groups & Institutions CCSS.ELA-LITERACY.W.5.10 Write routinely over extended time frames (time • Provide learners with opportunities to for research, reflection, and revision) and examine various institutions that affect shorter time frames (a single sitting or a day or their lives and influence their thinking. two) for a range of discipline-specific tasks, • Help learners to describe and examine purposes, and audiences belief systems basic to specific traditions and laws in contemporary Language: and historical societies. CCSS.ELA-LITERACY.L.5.2 Demonstrate command of the conventions of Individual Development and Identity standard English capitalization, punctuation, and spelling when writing. • Assist learners in articulating personal CCSS.ELA-LITERACY.L.5.3 connections to time, place, and Use knowledge of language and its conventions social/cultural systems. when writing, speaking, reading, or listening. • Help learners to appreciate and CCSS.ELA-LITERACY.L.5.4 describe the influence of cultures, past Determine or clarify the meaning of unknown and present, upon the daily lives of and multiple-meaning words and phrases based individuals. on grade 5 reading and content, choosing • Assist learners to describe how family, flexibly from a range of strategies. religion, gender, ethnicity, nationality, socioeconomic status, and other group and cultural influences contribute to the development of a sense of self. 2018 Women’s History Month © rabata.org 4 Speaking and Listening: • Have learners apply concepts, inquiry, methods, and theories in the study of CCSS.ELA-LITERACY.SL.5.1 human growth and development, Engage effectively in a range of collaborative learning, motivation, behavior, discussions (one-on-one, in groups, and teacher- perception, and personality. led) with diverse partners on grade 5 topics and • Help learners to analyze the role of texts, building on others' ideas and expressing perceptions, attitudes, values, and their own clearly. beliefs in the development of personal Summarize a written text read aloud or identity and their effects upon human information presented in diverse media and behavior. formats, including visually, quantitatively, and • Have learners compare and evaluate orally. the impact of stereotyping, conformity, CCSS.ELA-LITERACY.SL.5.5 acts of altruism, discrimination, and Include multimedia components (e.g., graphics, other behaviors on individuals and sound) and visual displays in presentations groups. when appropriate to enhance the development • Help learners understand how of main ideas or themes. individual perceptions develop, vary, and can lead to conflict. • Assist learners as they work independently and cooperatively within groups and institutions to accomplish goals. Power, Authority, and Governance • Enable learners to examine the rights and responsibilities of the individual in relation to their families, their social groups, their community, and their nation. • Enable learners to describe the ways nations and organizations respond to forces of unity and diversity affecting order and security. • Have learners explain conditions, actions, and motivations that contribute to conflict and cooperation within and among nations. • Challenge learners to apply concepts such as power, role, status, justice, democratic values, and influence to the examination of persistent issues and social problems. Global Connections • Enable learners to explain how interactions among language, art, music, belief systems, and other 2018 Women’s History Month © rabata.org 5 cultural elements can facilitate global understanding or cause misunderstanding. • Help learners to explain conditions and motivations that contribute to conflict, cooperation, and interdependence among groups, societies, and nations. • Have learners analyze or formulate policy statements that demonstrate an understanding of concerns, standards, issues, and conflicts related to universal human rights. Conceptual Essential Understandings: • Connections between events of the past and present help us understand our world. • Global societies are diverse, creating varied perspectives, contributions, and challenges. • People respond to and resolve conflicts in a variety of ways. • Analyzing multiple points of view allows the ideas and actions of individuals or groups to be more fully understood. Content Understandings: Language Arts • An author's style and voice are revealed through diction, syntax, imagery, mood, and tone. • Writing records experiences, clarifies thoughts, structures ideas and enables communication for a variety of purposes. Content Understandings: Social Studies • Civilizations leave an enduring legacy through ideas, traditions, knowledge, and discoveries that provide a foundation for advancement. • History reflects the tension between the
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