• Let African scholar al-Jahiz tell why paper is better than parchment, written just when that Chinese innovation was being adopted by the Abbasid Empire in Baghdad.
• Read a page from Ibn Rushd’s (Averroes) commentary on Aristotle, a work that Thomas Aquinas read by candlelight, and get medical advice from al-Razi.
• Let al-Khwarizmi introduce the new branch of mathematics called al-jabr (algebra), with formulas and word problems written in the 9th century, and learn why al-Biruni studied shadows.
• Read beautiful lyric poems from Spain that became part of the romantic, chivalric tradition of medieval songs, and get plans for building a mechanical lamp and water fountain.
• Laugh as you learn the simple wisdom of Goha, the universal “Charlie Chaplin” figure known across the Muslim world, and ponder deep questions raised by Muslim philosophers.
• Follow Muslim geographers, scientists and travelers as they introduce chess and backgammon, make a pilgrimage to Makkah, and take a tour of 10th century Baghdad with one of its famous residents.
• Find out what Egyptian scholar al-Jabarti thought of Napoleon’s invasion, and how the Syrian knight Usama viewed the Frankish crusaders.

Download sample pages from the unit:

The background lessons on Islamic beliefs and Muslim history can supplement or replace textbook units on Islam. They include a glossary of key terms, an overview of the origins, beliefs and practices of Islam, a biography of Muhammad, and a reading on Muslim history from the seventh to the twenty-first century. Map activities include the spread of Islam and its contemporary distribution in the world. A geography project outline completes the second group of lessons.

The third group of lessons explores Islamic law and contemporary social issues. They can be used alone in any unit on historical and contemporary Islam, or in conjunction with all or parts of the Frontline:Muslims film. Topics addressed in the interactive lessons include the basic principles and practice of Islamic law, a comparative document study activity on human rights, including religious tolerance, a primary and secondary source analysis activity on marriage and women’s rights, a current events lesson incorporating the issue of official policies on wearing hijab (Muslim women’s dress), a set of overhead transparencies and handouts on the subject of jihad and terrorism in Islamic law, and an activity exploring the civic and religious dimensions of interactions among adherents of world faiths in the context of American life. Students also explore Muslim values through analysis of quotations from the Frontline: Muslims film.

Learn more about the film at PBS.org
Order the DVD at Independent Production Fund

All students make up a 13th – 15th century character and write a Rihla, or Travel Journal describing their journey from their home to one of the great Islamic cities known for its grand markets and universities. Since people traveled primarily along the great trade routes, students will learn about the Silk Road as well as the Islamic world as they work on this project. The students can write their travel journal as if they’re traveling for the sake of trade, education, or religious pilgrimage, or even a combination within those options, since people often combined things like trade and intellectual pursuits on one trip.

The focus of this lesson will be on the city of Cairo, with its Khan al Khalili Market which was built in 1382, and can still be visited today. The city also boasts Al Azhar University that was established in 972 and is the oldest continuously functioning university in the world. Students still travel to Al Azhar today to study Islamic science, law and theology. Of course teachers and students can select other cities as their interests direct them.

Students also select two additional activities from a list of options. Because of the broad scope of this subject, I’ve provided a list of activities students can select from that takes into account Howard Gardner’s Theory of Multiple Intelligences. This list suggests activities that accommodate various learning styles. Students must select activities from two different modes of learning: for instance, one from the Linguistics list and one from the Natural Science list. They can work in a group or alone. Teachers may want to add options to the list below, taking into account the specific interests of their students.

At the end of this program, students will share their projects with the class during a Celebration of Learning. This could be simple, or it could develop into a costumed banquet with food, music, and students playing the role of the character they made up for their Rihla, such as a Malaysian indigo merchant or a Syrian calligrapher.

You can download PDFs for the sections you are interested in. You also have the option of downloading the entire set of lessons as a single PDF file.

Learn more about the film at PBS.org
Order the DVD at Unity Productions Foundation

The Council on Islamic Education has convened this Colloquium on World History in a spirit of optimism. Through our work in the field of secondary education over the past few years, we have noted the strong belief among educators, public officials and citizens that history education deserves attention because it has an important role to play in American society. We have tapped into the rich vein of acceptance and fair-mindedness that runs deep in the character of ordinary Americans, and which seems to be even stronger among those who have chosen to work in the field of education. Through our work with scholars of our own and other organizations, we have been privileged to catch a glimpse of the exciting possibilities in bringing history education to our classrooms and beyond.