This lesson is based on Video Two (The Awakening) of the PBS video series Islam: Empire of Faith. (See adaptation section at the end of the lesson for suggestions if the video is not available.) Students will have the opportunity to learn about the importance of the textile industry to the strength and stability of the Islamic Empire in the 11th and 12th centuries. Students will have the opportunity to create a textile drawing and museum description.
- To determine students' prior knowledge, conduct a class brainstorm session about the textile industry and its importance to the Islamic Empire.
- After the brainstorm, coach a discussion of why textiles might have been important to the Empire, and how textiles influenced trade.
- Watch the Video Two section on textiles (students may watch entire video if they have not already). Video cue: 35.20.
- Have students fill out the Video Note Guide as they view the clip. (The teacher may which to stop the video to discuss important points and allow students to take thorough notes).
- After the video, debrief and discuss what students have learned. Allow students to compare notes. (You may decide whether or not to make the notes a graded assignment).
- Assign Textile Project.
- Students will research Islamic textile designs. Allow students time to research using the Internet, library resources, and possibly reviewing the video in small groups for additional information/note taking. Students should visit the Culture section of this site for more information on textiles. Students should also review the Timeline on this site, for historical context. (Additional resource Web sites are listed at the end of this procedures section.) Students might also use a class textbook (if applicable).
- Students will look for information on designs and their meaning, materials used, textile creation dates, places of origin, and the importance of textiles to the Islamic Empire.
- Students will design a textile piece (clothing, blanket, rug) on white paper and color it according to dye colors available in the time of the Empire.
- Students will synthesize research information into a detailed museum description to be glued on the tag board under the textile drawing (see sample project diagram ).
- Each tag board description should include:
Date of origin
Place of origin
Meaning of design
Importance to Islamic Empire
- Students will use the scoring rubric as a guide as they develop their project.
- Once the project is completed, students will present their textile piece and description to the class.
WEBSITE RESOURCES: (Note: These links will take you away from PBS Online)