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#107 The Qur'an

9/17/2019

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Check for understanding (Kahoot!)

Writing assignment tonight: View assignments page.

Context for the Qur’an:
  • The Qur’an is said to have been transmitted directly to Mohammad over a period of 23 years from 609 to 632 CE. This makes the text considerably more recent than some others (for example, Aristotle was born about 384 BCE).
  • Foundational text for Islam, the world’s second largest religion (1.9 billion adherents).
  • Format is mainly poetic rather than narrative.
  • Major difference between this text and others that we have read is that the true Qur’an can only be read in Arabic. Important for several reasons, one of which is that most Muslims today (about 80%) live outside the Middle East. Believers must be able to recite 3 verses.
  • Here is what the Fatiha or the Opening, sounds like when recited: 
Notecard exercise:

Top left: copy out a quotation from the text. Place in quotation marks and put the page number in parentheses.
  • For example: “Pleasure is our first and kindred good” (5).

Bottom left: Explain the quotation in your words.
  • For example: “Living a pleasant life is the highest goal for most people.”

Right-hand side: Put your original thinking here. How does this fit in with what you know or with other texts? What do you think about the ideas in quotation? What do you wonder about it?
  • Example: “This statement can easily be misunderstood, since Epicurus has a different idea of “pleasure” than what first comes to mind. I agree that safety is an important prerequisite for living a good life in the sense of achieving human flourishing. On the other hand, I am not sure I agree it is the “first and kindred good.” What about ideals like love or justice?

Share out in three small groups. Take turns sharing out in a circle.

Open up for discussion.

Homework: Assignment #108.
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  • Courses
    • Archived Courses >
      • Chinese History >
        • Ancient/Early Modern: Living China's History >
          • Living China's History (fall 2017) >
            • Course Information
            • Course Project
            • In-Class
            • Assignments
          • Living China's History (fall 2018) >
            • In-Class >
              • The Death of Woman Wang
            • Assignments
        • Modern: China's Fall and Rise >
          • China's Rise and Fall (spring 2019) >
            • Course Info
            • In Class
            • Assignments + Units
          • China's Fall and Rise (spring 2018) >
            • Course Information
            • In-Class
            • Assignments
        • Contemporary: Thinking about a Changing China >
          • Thinking about a Changing China (spring 2017) >
            • Course Information
            • In Class
            • Assignments
      • Global Thinking (grade 9 seminar) >
        • HS150 Course Information
        • HS150 In-Class
        • HS150 Assignments
      • Japanese History >
        • Japan's Empire and its Legacies (fall 2016) >
          • Course Information
          • Daily Review
          • Schedule >
            • JE Unit 1
            • JE Unit 2
            • JE Unit 3
            • JE Unit 4
            • JE Unit 5
            • JE Unit 6
          • Research >
            • Issues of History
            • Research Schedule >
              • Checkpoint #2: Annotated Bibliography
              • Checkpoint #3: Outline
              • Checkpoint #4: Supplemental Pages
      • U.S. History >
        • Humanities History (2017-18) >
          • Course Information
          • In-Class
          • Assignments
        • Humanities History (2016-17) >
          • Course Information
          • In Class
          • Assignments >
            • U1: The American Revolution & the Constitution
            • U2: Defining the Nation
            • U3: 19th Century Social & Cultural Transformations >
              • Cemetery Project
            • U4: A House Divided
            • U5: Industry & Empire
            • U6: Progressive Promise & Disillusion
            • U7: Global Conflicts
            • U8: Civil Rights & Human Rights
      • More Course Descriptions
  • Skills
    • Reading >
      • Active Reading
      • Advanced Reading Strategies (Upper Mids and Seniors)
      • Outlining for Reading
      • Primary, Secondary, and Tertiary Sources
      • Analyzing Primary Sources with SOAPSTone
      • Analyzing Visual Primary Sources
      • Selecting & Evaluating Secondary Sources
    • Thinking >
      • What is History?
      • Historical Thinking Chart (PDF)
      • Breaking Down History with the SPICE Factors
    • Discussing >
      • Engaging in Class Discussion
      • Evaluating Discussion
    • Researching >
      • Identifying Research Topics & Questions
      • Note Cards
    • Writing >
      • Zero Draft
      • Thesis Statements
      • Forming Counterarguments
      • Formatting Chicago-Style Papers
      • Ford Library Guide to Chicago-style Citations (PDF)
    • Tech Tips
  • Reference
    • Chinese History Tools
    • Further Reading in Asian Studies >
      • Books
      • News
      • Podcasts
    • Current Events around the World
  • About
    • About
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