Muhammad bin Qasim

108 Pages·2017·2.46 MB·English

TEACHING GUIDE
Dean Smart
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Title Verso
Introduction
An outline of the course
World Watch is a history course for the 21st century. It is designed for secondary schools that want to
stimulate curiosity, thinking skills, and a love of learning. The course comprises four components: Student’s
Books, Skills Books, My E-Mate companion website, and Teaching Guides.
Core features
• It draws its content and skills from international secondary school syllabuses while focusing on Pakistan
for examples.
• At all levels, learning is built on students’ knowledge; the teacher eliciting what they already know and
builds on this, not simply loading them with facts.
• The language, content, and tasks are progressively graded according to class levels.
• Each level is split into separate units, each focusing on a different topic.
• High priority is given to independent and critical thinking skills.
• Ideas for discussion are provided to help students express their own ideas in open-ended tasks.
• Historical enquiry skills are taught that develop critical thinking skills and enable students to make
connections between the past and the present.
• Students are encouraged to make inferences on the basis of available historical evidence.
Student’s Books
• The Student’s Books form the core of the course. The illustrations, photographs, and maps bring alive the
distant past.
• The ‘Contents’ page details the learning outcomes for each unit.
• Each unit of the Student’s Book consists mainly of reading texts based on archaeological discoveries,
fascinating original source materials, and artefacts, followed by assessment questions.
• The ‘Overview’ at the end of each unit presents a chronological timeline of various events in the unit and
how they are interlinked.
• Fact boxes contain interesting information about relevant topics, and key fact boxes summarize the unit.
Skills Books
• At each level, there is an accompanying Skills Book.
• The tasks are varied and enjoyable, and include maps, diagrams, charts or tables, crosswords, fill-in-the-
blanks, and inquiry-based questions.
• Skills Book pages should be introduced in class and can be completed either in class or for homework.
• Students are usually expected to write in the Skills Book.
• There is a brief learning outcome at the top of every page.
Teaching Guides
Teaching Guides are an invaluable resource for the teacher. They provide a framework for formative
assessment of students during each lesson. They contain the following features:
• background knowledge
• expected learning outcomes
• step-by-step lesson plans
• ideas for further activities and student research
• answers to assessments in the Student’s Book and solutions for activities in the Skills Book
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Contents
Teaching objectives Learning outcomes
Page Nos/
Keywords and phrases
Units Students should be
Student’s and Skills Books
able to:
• to explain the early life of • explain the birth and desert, oasis, messenger,
Page 1
the Prophet ∏to show how life of Prophet revelation, nomadic,
Unit 1
he suffered at the hands of Muhammad ∏. polytheist, pilgrim, Islam,
The coming of the Makkans • describe the idolatrous, persecution,
Islam • to explain how he changed circumstances which Hijrah, idol, ummah
the society of Yathrib after led the Prophet∏and
his migration to Madina his followers to
• to encourage students to migration to Madina.
draw inferences from the • discuss the
events of the conquest of significance of the
Makkah and the extract of conquest of Makkah
the Prophet’s ∏last and Prophet’s
sermon ∏farewell sermon.
• to explain the • explain how Islam Khulafa-al-Rashidun, Caliph,
Page 9
circumstances and efforts spread outside the administration, taxation,
Unit 2
of the four caliphs in Arabian peninsula Gibraltar, Islamic Empire
The spread of spreading Islam outside the • describe how the
Islam Arabian Peninsula Khulafa-al-Rashidun
• to encourage students to ruled and expanded
locate the places the Islamic Empire
geographically on a map • describe the events
where Islam spread during that led to the
the rule of the Khulafa-al- conquest of Spain by
Rashidun Tariq bin Ziyad
• to develop an awareness
about the events that led
to the conquest of Spain
• to explain how the • explain how the rule of Madinat-as-Salaam,
Page 17
Abbasids encouraged the Abbasids led to the metropolis, art, architecture,
Unit 3
scholars to develop new Golden Age of Islam. scientific, treasury, library,
The Abbasids ideas which led to the • describe the translation, medical,
Islamic Golden Age significance of meteorology, zero, astrolabe,
• to explain the strategic Baghdad to the growth algorithm, optics, light,
importance of the location of Abbasid power. experimental scientific
of Baghdad which • discuss the literary method, smallpox, measles,
contributed to the growth of and scholarly legacy of Baghdad, House of Wisdom
the Abbasid power the Abbasid era.
• to discuss through evidence
the various scholarly
legacies of the Abbasid era
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c o n t e n t s
Teaching objectives Learning outcomes
Page Nos/
Keywords and phrases
Units Students should be
Student’s and Skills Books
able to:
• to explain the events that • describe the expansion, civilization, al-
Page 23
led to the establishment of establishment of the Andalus, La convivencia,
Unit 4
the Ummayad Dynasty Umayyad Dynasty in natural science, medicine,
Muslim Spain • to explain using evidence al-Andalus (Muslim law, philosophy, astronomy,
how the Spanish cities Spain). harmony, physics, surgery,
grew • comment on the pharmacology, conversion,
• to encourage students to growth of the great Reconquista, religious
investigate how the cities of Muslim Spain. conformity
Christians responded to the • investigate the
decline of the Muslim rule Christian response to
the decline of Muslim
rule in Spain.
• to explain the events that • explain the key factors Crusader, massacre, chess,
Page 31
led to the First Crusade that led to the First polo, ancient Silk Road, trade,
Unit 5
• to encourage students to Crusade. mathematics, engineering,
The Crusades deduce from the Pope’s • evaluate the and warfare
Call for Crusade significance of the
• to explain how Salahuddin Pope’s call for
recaptured Jerusalem Crusade.
• to explain using evidence • explain how Salahuddin
the legacy of Crusades on recaptured Jerusalem.
Europe • describe the legacy of
the Crusades on
Europe.
• to explain how Changez • explain the role rival, Mongol clan, military
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Khan united the Mongol Changez Khan played victory, envoy, global,
Unit 6
tribes and became their in uniting the Mongol massacre, civilization,
The Mongols leader tribes. mathematician, outlaw,
• to explain the • describe the visionary, conqueror, invasion
developments of the development of the
Mughal Empire during the Mongol Empire under
reign of Kublai Khan Kublai Khan.
• to explain the events that • describe the nature of
led to and followed the Mongol warfare and
sack of Baghdad in 1258 how this culminated in
by Hulagu Khan the sack of Baghdad in
1258 CE.
• evaluate the legacy of
the Mongol Empire by
examining the legacy
of the last great
Mongol: Tamerlane.
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c o n t e n t s
Teaching objectives Learning outcomes
Page Nos/
Keywords and phrases
Units Students should be
Student’s and Skills Books
able to:
• to explain where the • explain the origins of follower, reform, Devshirme
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Ottomans originated from the Ottoman Turks. system, Janissary, fortress,
Unit 7
• to explain how the Ottoman • explain how the project, repopulate, trader,
The Ottoman Empire expanded Ottoman Empire craftsman, warrior, Ottoman
Empire • to encourage students to expanded. culture, renovation
infer from available sources • evaluate the basis and
the significance of the significance of the
siege and capture of siege and capture of
Constantinople Constantinople by the
Ottomans.
• to explain through evidence • explain how Islam was military, pirate, security,
Page 53
that Islam was first brought first brought to the warlord, invasion,
Unit 8
to the subcontinent by the subcontinent. reinforcement, catapult,
Islam spreads Arab traders • explain how subjects, tolerance, monsoon,
to the • to explain why and how Muhammad bin Qasim foothold, elite, tax,
subcontinent Muhammad bin Qasim conquered Sindh. subcontinent
conquered Sindh • explain how Mahmud
• to explain how Mahmud of of Ghazni expanded his
Ghazni expanded his empire into the
empire into the subcontinent.
subcontinent
• to explain the events that • explain how the acquisition, legitimate,
Page 59
led the Ghorids to take Ghorids came to power formidable, battlefield,
Unit 9
over after the decline of after the downfall of influence, successor,
The rise of the the Ghaznavid Empire the Ghaznavid Empire. princedom, attack, instability,
Delhi Sultanate • to explain how the • describe how the legacy, rebellion, descendant,
foundations of the Delhi Ghorids laid the trade
Sultanate were laid by the foundations of the
Ghorids Delhi Sultanate.
• to encourage students to • explain the rise and
assess the rise and fall of fall of the Slave, Khilji,
the Slave, Khilji, tughlaq, Tughlaq, Sayyid, and
Sayyid, and Lodhi Dynasties Lodhi Dynasties.
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c o n t e n t s
Teaching objectives Learning outcomes
Page Nos/
Keywords and phrases
Units Students should be
Student’s and Skills Books
able to:
• to develop an awareness of • explain the growth of throne, matchlock gun,
Page 65
how the Mughal Empire the Mughal Empire cannon, firepower, gunpowder,
Unit 10
expanded from Central Asia through the ambition of tulghuma, tactic, observatory,
The to the subcontinent leaders from Central justice, pilgrim, tolerance,
beginnings of • to encourage students to Asia. Diwan-i-khas, fort, grand
the Mughal use evidence to assess the • appreciate the palace
Empire
resilience of the first two resilience of the first
Mughals, Babur and two Mughals, Babur
Humayun, and how they and Humayun, and
overcame the challenges to consider how they
establish a dynasty ultimately overcame
• to encourage students to challenges to establish
assess the significance of a dynasty.
the rule of Akbar using • evaluate the
evidence significance of the rule
of Akbar in the Mughal
Empire.
• to encourage students to • identify the strengths kingship, setback, universal
Page 72
draw inferences about the and weaknesses of the faith, Renaissance, coin,
Unit 11
strengths and weaknesses 17th century Mughal traditional, stability,
The expansion of the 17th century Mughal emperors: Jahangir, calligraphy, palace, mosque,
and decline of emperors: Jahangir, Shah Shah Jahan, and tragic, Taj Mahal, mausoleum,
the Mughal Jahan, and Aurangzeb Aurangzeb. ambitious, devout, cannon,
Empire • to encourage students to • evaluate the defeat, execute, resource,
assess the significance of significance of key revolt, succession, luxurious,
key women in the reigns of women in the reigns of treasure
Jahangir and Shah Jahan Jahangir and Shah
• to encourage students to Jahan.
draw inferences from • analyse some of the
available evidence about factors that led to the
the decline of the Mughal expansion and decline
Empire of the Mughal Empire.
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c o n t e n t s
Teaching objectives Learning outcomes
Page Nos/
Keywords and phrases
Units Students should be
Student’s and Skills Books
able to:
• to develop an awareness • explain the background sponsor, voyage, map, patron,
Page 81
about the background of to the European superpower, Maya,
Unit 12
the European colonization colonization of the Mesoamerica, human
The Americas of the Americas Americas. sacrifice, astronomer, dating,
• to encourage students to • compare the different monument, inscribe, foreign
draw comparisons between civilizations of South invasion, warrior people,
the different civilizations of America. migratory, jungle, mountains,
South America using • evaluate the military, indigenous,
evidence consequences of enslave, plantation, alliance,
• to encourage students to European colonization colonized, disease, native
assess the consequences of the Americas. tribes, poverty
of European colonization of
the Americas
• to develop awareness • explain the origins of rediscovery, humanity,
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about the origins of the the European knowledge, idea, human spirit,
Unit 13
European renaissance Renaissance. arts, mythical, scholar,
The • to explain the great cultural • identify the great translate, exploration,
Renaissance and scientific developments cultural and scientific Reformation, telescope,
during the Renaissance developments during astronomical, polymath,
using evidence the Renaissance. anatomy, music,
entertainment, fashion,
• to encourage students to • evaluate the
theatre, monarch
draw inferences from significance of the
available evidence how reign of Queen
Queen Elizabeth I of Elizabeth I of England
England promoted and in the flourishing of
patronized the ideas of Renaissance ideas and
Renaissance patronage.
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UnIt 1 | th e c o mIn g o f I s l a m
The coming of
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Islam
UnIt
Background knowledge for the Expected learning outcomes
unit
Students should be able to:
Early history of the Arabian Peninsula shows that • summarize the early childhood and life of
the region was divided into numerous nomadic Prophet Muhammad ∏
tribes, with some groups dominating the trade
• describe the circumstances which led Prophet
routes. From around 700 BCE, to the fall of Petra
Muhammad ∏and his followers to migrate to
to the Romans in around 100 CE, the Nabateans
Madina
were dominant across the Arabian Peninsula. The
Quresh were influential during the late sixth and • discuss the significance of the conquest of
seventh centuries CE, and controlled Makkah, and Makkah and the farewell sermon of Prophet
the Ka’aba, which was then a place used to Muhammad ∏
worship idols.
Prophet Muhammad ∏was born in 570 CE in the Pages 2–4
Banu Hashim tribe. After the Angel Jibrael revealed
the word of Allah to him, he began to spread the
message of Islam. His teachings were based on ‘Pre-Islamic Arabia’; ‘The
the oneness of Allah and challenged the social Nabateans’; and ‘Culture and
hierarchy of the time by calling for brotherhood and
religion’
equality amongst all people. Prophet Muhammad
∏faced many difficulties in the early days of
Islam. However, Prophet Muhammad ∏overcame
Introduction
these problems and with the peaceful conquest of
Makkah in 630 CE, Islam triumphed over the This activity is about the civilizations that
polytheist beliefs of the ancient Arabs. dominated the Arabian Peninsula prior to the birth
of the Prophet Muhammad ∏. The key information
Before we proceed
relates to the early history of these civilizations
The Arabian Peninsula had mainly been occupied by and the importance of trade links in the region.
nomadic tribes throughout its ancient history. Also, The ability to control the trade routes provided
it was a challenging place to live because of the opportunities for prosperity and interaction and
hot climate and harsh living conditions of the directly influenced the growth and prosperity of the
desert. Therefore, both the Persians and the city-states in Arabia.
Romans had not considered these lands
Using the Student’s Book
strategically important for conquest, although both
had trade links across the deserts of Arabia. Ask the students to read pages 2–4, in turn,
Cultural tradition placed great emphasis on wealth starting from ‘Pre-Islamic Arabia’ and ‘The
and trade, and the small city-states and oasis- Nabateans’. Also, the map on page 3 shows that
towns of the Arabian Peninsula were mainly the Nabatean trade routes in pre-Islamic Arabia
polytheist communities with superstitious and were significant in stimulating the economy, and in
pagan beliefs. The last prophet and messenger of linking different population centres and civilizations.
Allah, Muhammad ∏, united the region under a
Define trade as an activity of buying and selling
single faith and transformed the lives of the Arabs
goods. Ask the students, why controlling trade
and the cultural landscape of Arabia.
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UnIt 1 th e c o mIn g o f I s l a m
routes could have brought wealth and power to the
Activity
people and the region. Listen to their responses
and explain that controlling trade routes allowed To help consolidate students’ knowledge of the
traders to maintain their monopoly over certain Nabateans, you could ask them to make a small
regions. spider diagram to show: ‘What do we know about
the Nabatean culture and religion’. Use the
Ask students to look at the image on page 3 of
following spider diagram for reference.
‘The Treasury’. Ask why people in the past believed
there might be hidden gold at ‘The Treasury’ in
Discussion and review
Petra. They are likely to use the caption to deduce
that the Nabatean society was rich and the site at Ask the students what they have learnt in this
Petra being the royal tomb might have treasures lesson. They could make a note of this,
buried along with the kings. Point out that people summarizing the lesson, for example:
who shot at the ornamental vases might have
• I learned that the landscape of pre-Islamic
assumed that the urns on the carved entrance
Arabia was covered with endless deserts.
were actual containers of gold and treasures.
Students should complete Question 1. • I learned about the culture, trade, and religious
practices of the Nabateans.
Now discuss with the group how attitudes have
changed towards ancient monuments today. They
are regarded as cultural heritage and preserved for
the next generations to see as relics from the
past. These sites are not only used to promote
tourism but are also important in studying history.
It was an ancient
civilization which
lasted from 700
BCE to 100 CE. Its
capital was Petra
experts at (now in modern
extracting Jordan).
water secretly polytheists,
from the and idol
Arabian worshippers
Desert
large trading network
across and beyond the
What do we
Middle East region
know about the controlled trading
including across the
Arabian Peninsula, and religion and routes and
became skilled
to major civilizations culture of the
and rich
and cities: including Nabateans?
merchants
Babylon, Damascus,
and Jerusalem
well-organized
society with worshipped
talented craftsmen goddesses al-Lat,
(e.g. rock carving of al-Uzza, and Manat
The Treasury at
Petra) protected secrets
of their
engineering and
water supply
locations
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