Golden Age
Goals and Objectives
Students will collect evidence and discover through analysis of primary source historical documents, how Jews achieved high levels of assimilation and acceptance under Islamic rule during the Golden Age of Spain and how it was terminated.
California State Content Standard/Common Core Standard
California State H-SS Standard
7.9 Students analyze the historical developments of the Reformation
7. Describe the Golden Age of cooperation between Jews and Muslims in medieval Spain that promoted creativity in art, literature, and science, including how that cooperation was terminated by the religious persecution of individuals and groups (e.g., the Spanish Inquisition and the expulsion of Jews and Muslims from Spain in 1492).
California Common Core Reading Standards for Informational Text 6-12
1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Lesson Introduction (Hook/Access Prior Knowledge)
The teacher will ask students to characterize, briefly, what they know about Islamic-Jewish relations and write their answers on the board.
Next, the teacher will give an overview for students and explain that they will be learning about a particular historical epoch in the history of Islamic-Jewish relations often referred to as the "Golden Age of Spain." Ask students why we might call a historical period a golden age. What kinds of things might have taken place during such a period?
Optional Question (to be used if students have some prior knowledge of the Jewish Golden Age of Spain): Ask the students what they know about the Golden Age of Spain. Write their responses on the board, then restate and categorize the information.
Students will collect evidence and discover through analysis of primary source historical documents, how Jews achieved high levels of assimilation and acceptance under Islamic rule during the Golden Age of Spain and how it was terminated.
California State Content Standard/Common Core Standard
California State H-SS Standard
7.9 Students analyze the historical developments of the Reformation
7. Describe the Golden Age of cooperation between Jews and Muslims in medieval Spain that promoted creativity in art, literature, and science, including how that cooperation was terminated by the religious persecution of individuals and groups (e.g., the Spanish Inquisition and the expulsion of Jews and Muslims from Spain in 1492).
California Common Core Reading Standards for Informational Text 6-12
1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Lesson Introduction (Hook/Access Prior Knowledge)
The teacher will ask students to characterize, briefly, what they know about Islamic-Jewish relations and write their answers on the board.
Next, the teacher will give an overview for students and explain that they will be learning about a particular historical epoch in the history of Islamic-Jewish relations often referred to as the "Golden Age of Spain." Ask students why we might call a historical period a golden age. What kinds of things might have taken place during such a period?
Optional Question (to be used if students have some prior knowledge of the Jewish Golden Age of Spain): Ask the students what they know about the Golden Age of Spain. Write their responses on the board, then restate and categorize the information.
Vocabulary (Content Language Development)
Spanish Inquisition, Muslims, Jews
A direct instruction lesson will discuss these events and groups. Students will report back about these groups based on their collection of evidence.
Content Delivery (Method of Instruction)
Students will be provided a handout to use during the direct instruction regarding the "Golden Age".
Spanish Inquisition, Muslims, Jews
A direct instruction lesson will discuss these events and groups. Students will report back about these groups based on their collection of evidence.
Content Delivery (Method of Instruction)
Students will be provided a handout to use during the direct instruction regarding the "Golden Age".
Student Engagement & Critical Thinking (Student Activities)
Students will be divided into small groups and asked to select a scribe (the person responsible for taking notes) researchers, and a reporter (the person responsible for reporting the work of the small group to the class). Based on direct instruction lecture, they will work in their groups to develop questions they would like to have answered. Students will discuss the questions and collect answers based on primary resources. Students should report back to the class with the evidence they collected to support their claim, citing the source. The scribe will take notes and get the information presented in some manner agreed upon by the group. The reporter will report their findings to the class with evidence they have collected.
Students will be divided into small groups and asked to select a scribe (the person responsible for taking notes) researchers, and a reporter (the person responsible for reporting the work of the small group to the class). Based on direct instruction lecture, they will work in their groups to develop questions they would like to have answered. Students will discuss the questions and collect answers based on primary resources. Students should report back to the class with the evidence they collected to support their claim, citing the source. The scribe will take notes and get the information presented in some manner agreed upon by the group. The reporter will report their findings to the class with evidence they have collected.
Demonstrated Learning (Formative & Summative Assessments)
Students will be graded based on a rubric for researching and answering questions. I will monitor their progress by checking in with each group. I will look for instructions being followed by the group when the reporters present their findings. If students are stuck and need assistance, I can provide extra scaffolding.
Students will be graded based on a rubric for researching and answering questions. I will monitor their progress by checking in with each group. I will look for instructions being followed by the group when the reporters present their findings. If students are stuck and need assistance, I can provide extra scaffolding.
Lesson Closure
After students have reported back to the class, we will come back to our opening question about what kinds of things happened in the Golden Age. Students will be asked if they have an idea of why it was called a Golden Age now. Students will have a chance to respond. A possible follow-up activity could be to ask the students what topic they felt was the most important in contributing to the Golden Age and why?
After students have reported back to the class, we will come back to our opening question about what kinds of things happened in the Golden Age. Students will be asked if they have an idea of why it was called a Golden Age now. Students will have a chance to respond. A possible follow-up activity could be to ask the students what topic they felt was the most important in contributing to the Golden Age and why?
Accommodations for English Learners, Struggling Readers and Students with Special Needs
Students will work in groups to support language development and have multiple entry points for understanding the depths of the assignment. This lesson is developed with universal design and gives students an opportunity to express their ideas with multiple representations. Tasks will be divided within the group so each student feels comfortable with their role. Additional instructional support and scaffolding will be provided from the teacher when monitoring students' progress with he project.
Students will work in groups to support language development and have multiple entry points for understanding the depths of the assignment. This lesson is developed with universal design and gives students an opportunity to express their ideas with multiple representations. Tasks will be divided within the group so each student feels comfortable with their role. Additional instructional support and scaffolding will be provided from the teacher when monitoring students' progress with he project.