day 1 - the islamic world · day 3 –sunni shia divide and the significance of the qur’an,...

Day 1 - The Islamic World

7.3 Identify the physical location and features and the climate of the Arabian Peninsula, its relationship to surrounding bodies of land and water, including

Northern Africa, the Mediterranean, Black and Caspian Seas, the Tigris, Euphrates and Nile Rivers.

7.5 Trace the origins of Islam and the life and teachings of Muhammad, including Islam’s historical connections to Judaism and Christianity.

7.6 Explain the significance of the Qur’an and the Sunnah as the primary texts of Islamic beliefs, practice and law and their influence in a person's daily life.

Unit 2 Introduction – Islamic Civilizations

• Thinking question: On INB 48 What do the following three religions have in common?

–Islam

–Christianity

–Judaism (the Jewish faith)

Mastery Objective…I can identify the location and major features of the Arabian Peninsula and explain how Islam spread throughout the region.

What are today’s State Standards?7.3 Identify the physical location and features and the climate of the Arabian Peninsula, its relationship to surrounding bodies of land and water, including Northern Africa, the Mediterranean, Black and Caspian Seas, the Tigris, Euphrates and Nile Rivers.

Strategies/Activities:• Bellwork Thinking Question• Map Activity • Summary Writing practice

END OF DAY PRODUCT:By the end of today’s class you should have a completed map activity. You will also need a completed summary addressing each part of our objective for the day.

Closure – Using a map to create a summary

• Review the map and your “Time & Change” portion of today’s lesson and create a written summaryexplaining HOW Islam spread throughout the regions of the Middle East, Southern Europe, and North Africa.

Day 2 – The Basics of Islam

7.5 Trace the origins of Islam and the life and teachings of Muhammad, including Islam’s

historical connections to Judaism and Christianity.

Bellwork – Map Activity INB 50

• Attach the map to the top ½ of your page and locate and label the following: (use textbook pages 100-101 to help you)– Mediterranean Sea

– Black Sea

– Caspian Sea

– North Africa

– The Arabian Peninsula

– Tigris River

– Euphrates River

– Nile Rivers

Mastery Objective…I can identify the historical person of Muhammad, explain how Islam began as a major world religion, and list the Five Pillars of the Islamic Faith.

What are today’s State Standards?7.5 Trace the origins of Islam and the life and teachings of Muhammad, including Islam’s historical connections to Judaism and Christianity.

Strategies/Activities:• Bellwork – Map Labelling• Close reading and graphic

organizer – Introduction to Islam• Summary Writing practice

END OF DAY PRODUCT:By the end of today’s class you should have a completed annotations on your article and a graphic organizer tracking your learning. You will also need a completed summary addressing each part of our objective for the day.

Classwork: Introduction to Islam – INB 51

• Create a 4 part graphic organizer like the one you see here on INB 51

• Number the paragraphs in your article. • Read the Article –(we will read as a class pausing to

question and discuss as we go) • You are expected to annotate the article as we read

and identify what you think will be important enough to take notes about as we read.

• After reading – paraphrase your “note-worthy” information in the appropriate box.

• Your headings are:– Muhammad– Islamic Beliefs– Meaning of Jihad– Imp. Of Mecca and Medina

1

3

2

4

6

7

5

12

11

10

9

8

16

15

14

13

19

18

17

Closure – INB 50 Underneath your bellwork

• Write an objective summary of the article you read today. Use our mastery objective as the basis for what information you should include:

– Who was Muhammad?

– How did the Religion of Islam begin?

– What are the major beliefs of Islam?

Day 3 – Sunni Shia Divide and the Significance of the Qur’an, Hadith, and Sunnah

7.6 Explain the significance of the Qur’an and the Sunnah as the primary texts of Islamic beliefs, practice and law and their

influence in a person's daily life.7.7 Analyze the origins and impact of different sects within Islam

including the Sunni and the Shia

Bellwork – INB 52remember to only use the top ½ of your page

• Qur’an – Islamic holy book believed to be made up of the revelations received by Muhammad

• Sunna - portion of Muslim law based on Muhammad's words or acts and/or those of his close friends

• Hadith - reports describing the words, actions, or habits of the Islamic prophet Muhammad Record the definitions of each TYPE of Islamic

holy text….

Example of a Hadith

• Narrated by Abu Dharr: Allah’s Messenger who said: “Do not disdain a good deed, (no matter how small it may seem) even if it is only meeting your brother with a cheerful face.” What do we learn from this Hadith?

Mastery Objective…I can explain the differences between the Muslim Sunni and Shia groups and explain why these groups are important.

What are today’s State Standards?7.6 Explain the significance of the Qur’an and the Sunnah as the primary texts of Islamic beliefs, practice and law and their influence in a person's daily life.7.7 Analyze the origins and impact of different sects within Islam including the Sunni and the Shia

Strategies/Activities:• Islamic Holy Texts

• Newsela – Sunni/Shiite Divide• Venn Diagram – How are the Sunni &

Shia alike and how are they different?

END OF DAY PRODUCT:By the end of today’s class you should have a completed annotations on your reading along with a completed 2 column chart with your notes. You also need a complete and accurate Venn Diagram.

The Sunni-Shi’ite Divide –INB 53

• Set up the graphic organizer you see here on INB 53:

• Your headings are:

– Intro/Situation

–Background

–Argument

• Number your paragraphs

• Annotate the text and record the noteworthy information

The Sunni Shia Divide

• Many religions are divided into different branches. Christians are split into Protestants and Catholics, and Jews into Orthodox and Reform. Muslims are divided, too, into Sunnis and Shiites. The separation began as an argument over who would lead Islam after the death of its founder, the Prophet Muhammad, in 632 A.D., 1,400 years ago. Over time, it led to different ideas about Islam and different worldviews. The break has pitted empires, nations and neighbors against each other on and off for 14 centuries. There are many civil wars in the Middle East today. The rivalry between Sunnis and Shiites is sometimes a driving force and sometimes an aggravating factor. In some Middle Eastern countries, local struggles are made worse by the competition between Saudi Arabia, which is Sunni, and Iran, which is Shiite.

The Situation

• In 2016, Saudi Arabia executed an important Shiite religious leader. In response, Iranian protesters set fire to the Saudi Embassy in Tehran, the capital of Iran. Then Saudi Arabia ended diplomatic relations with Iran. In 2011, civil war broke out in Syria, which was sparked by a revolt against its dictator Bashar al-Assad. The civil war quickly turned into a religious battle between Sunnis and Shiites. Syria’s civil war, in turn, ignited fighting between Sunnis and Shiites next door in Iraq. Sunnis worry that Iran is trying to take over Iraq, Syria and Lebanon, which have many Shiite citizens. The Sunni-Shiite break has also caused violence between Muslims in such places as Pakistan, Nigeria and Indonesia. There are 1.6 billion Muslims worldwide. About 85 percent of them are Sunnis. Shiites form a majority only in Iran, Iraq, Azerbaijan and Bahrain, which is ruled by Sunni royals. In countries where Sunnis are a majority or control the government, Shiites frequently complain of discrimination. The opposite is also true. Iraq has traditionally been seen as an important force in the Arab world. In 2003, Iraqi dictator Saddam Hussein was overthrown and power shifted from Sunnis, who are in the minority, to the majority Shiites. Since then, Sunnis in the Middle East are worried that Shiites are gaining too much power. Extremist groups, especially the Islamic State, are taking advantage of this. The Islamic State is a violent group. It wants to start its own country under Islamic law. Its fighters have taken over parts of Syria and Iraq. The Islamic State wants to set up its own country governed by Islamic law.

The Background -

• After Muhammad’s death, his followers quarreled over whether the next leader should be one of his relatives or the best person chosen by the community. His friend Abu Bakr was chosen as the first ruler, or caliph. The Shiites' candidate was the prophet’s cousin Ali ibn Abi Talib. He was selected as the fourth caliph in 656. Ali was assassinated, and Shiites followed separate leaders, or imams, who descended from Muhammad or his close relatives. Shiites believed these imams were appointed by God. The split deepened in 680 A.D. when the Sunni caliph’s army killed the third imam, Ali’s son Hussein. Today, Shiites mark Hussein's death in an annual day of mourning. Most Shiites believe there were 12 rightful imams, the last of whom went into hiding in the ninth century, 1,200 years ago, and will return as the messiah. If there is no imam, Shiites believe that important scholars can interpret the Quran and other religious writings. Sunnis say that only Muhammad and the other prophets in the Quran were divinely chosen. Many Sunnis do not like that Shiites revere Muhammad’s relatives. The Shiites make shrines of their graves and celebrate feast days on their birthdays. Sunnis believe religious authority comes directly from the Quran and the traditions of Muhammad. Their scholars have less room to interpret Islam.

The Argument

• In part, the friction between Sunnis and Shiites is because they are genuinely offended by each other's beliefs. Yet today’s conflicts are largely fueled by politics, and the issue is really about power. Saudi Arabia and Iran are archrivals. When one of them supports — or people think it supports — fellow Sunnis or Shiites in other countries, the other side gets involved on the opposite side of the conflict. Even the murderous Islamic State has a political purpose in targeting Shiite civilians. It seeks to sow chaos in Muslim countries in pursuit of its primary goal: an international Muslim country, or caliphate.

Closure – INB 52 Underneath your bellwork

• create a Venn-Diagram to show you understand how Sunni’s and Shiites are both alike and different.

Sunni Shi’ite

Day 4 – The Expansion of Islam

7.4 Describe the expansion of Muslim rule through conquests and the spread of cultural

diffusion of Islam and the Arabic language.

Bellwork – INB 54

• Define Caliph

• Use textbook page 110 to help you complete the chart you see on the right.

• Challenge – What is the connection to yesterday’s lesson

Mastery Objective…I can explain how Islam spread throughout the Middle East, Southern Europe, and Northern Africa.

What are today’s State Standards?7.4 Describe the expansion of Muslim rule through conquests and the spread of cultural diffusion of Islam and the Arabic language.

Strategies/Activities:• Chart of the First Four Caliphs• Expansion of Islam DBQ (2 Days) • Response to DBQ Question – How did Islam

and Arabic culture spread so quickly during the 7th & 8th Centuries?

END OF DAY PRODUCT:By the end of today’s class you should have a completed graphic organizer analyzing the documents studied today along with a completed response to our essential question.

Essential Question: How did Islam and Arabic culture spread so quickly during the 7th & 8th Centuries?

Essential Question: How did Islam and Arabic culture

spread so quickly during the 7th & 8th

Centuries?

Closure: INB 54

• Based on the four documents you looked at, write a paragraph to answer the following question: How did Islam and Arabic culture spread so quickly during the 7th & 8th Centuries?

– Make sure to include evidence from at least two different documents.

Day 5: The Golden Age of Islam

7.8 Examine and summarize the contributions Muslim scholars made to later civilizations in the areas of

science, geography, mathematics, philosophy, medicine, art, and literature.

Mastery Objective… Day 1I can summarize the contributions of Muslim scholars to later civilizations.

What are today’s State Standards?7.8 Examine and summarize the contributions Muslim scholars made to later civilizations.

Strategies/Activities:• Timeline – Muslim Empires• Video – 1001 Inventions • The Golden Age of Islam• Closure will be given on Day 2

END OF DAY PRODUCT:By the end of today’s class you should have a completed annotations on your reading along with the first 5 questions completed.

Text Dependent Questions - INB 57

1. Why does the author instruct the reader in the first paragraph to “thank a Muslim” ?2. What is the meaning of the word “classical” in the third line of the article?3. What support does the article give to the claim that ideas were able to spread freely

throughout the Muslim world?4. What reason does the article give for the many varied art forms of early Muslim artisans?5. What evidence can you find of the Muslim empire’s tolerance of other cultures in this

article?6. What elements of modern society are evident in the section Science and Medicine?7. How does the author support the claim that the largest Islamic contribution came in the

field of Mathematics?8. Why does the author choose to include a summary of the article at the end?9. In what different ways did Islamic civilization spread according to the article?10. What made the spread of Islamic civilization so efficient and so effective?

The Golden Age of Islam

• The next time you dab on some perfume, drink a cup of coffee, or write down a digit between 0-9, thank a Muslim. While Europe was groping along through the Dark Ages, diverse scholars gathered or were summoned to Baghdad's House of Wisdom to preserve knowledge of classical civilizations and to make advances in many academic disciplines that are still relevant today. And, that was just one of many centers of learning established during Islam's Golden Age.

The Abbasid caliphate (750-1258 CE) oversaw the Golden Age of Islam. Learn about the accomplishments

of Muslim scholars in art, literature, science, medicine and mathematics during this time.

The Golden Age of Islam

Islamic manuscripts were written in calligraphy and illuminated

The next time you dab on some perfume, drink a cup of coffee, or write down a digit between 0-9, thank a

Muslim. While Europe was groping along through the Dark Ages, diverse scholars gathered or were

summoned to Baghdad's House of Wisdom to preserve knowledge of classical civilizations and to make

advances in many academic disciplines that are still relevant today. And, that was just one of many centers

of learning established during Islam's Golden Age.

Islam began in the Arabian Peninsula in 610 CE and spread quickly through conquest and conversion,

whether willing or forced. Within a century, Muslims controlled an empire stretching from Spain to China.

The Abbasid caliphate gained control in 750 and moved the empire's capitol from Damascus to Baghdad.

During this dynasty, trade and ideas flowed freely across the empire, which spanned three continents.

The Abbasids appropriated many of the best ideas from lands they conquered, as well as those of Late

Antiquity, to form an advanced Islamic culture, with participation and contributions from people of many

ethnicities and religions. Despite some ethnic conflict, such as the 1066 massacre of Spanish Jews, the Arab

world promoted both Muslim and non-Muslim scholars who made significant achievements in art and

literature, science and medicine and mathematics. Islam's Golden Age began with the Abbasid caliphate in

750 CE and lasted until the Mongol invasion in 1258.

Arts & Literature

7th Grade Q1 149

Islamic manuscripts were written in calligraphy and illuminated

The Golden Age of Islam – Paragraph 2

• Islam began in the Arabian Peninsula in 610 CE and spread quickly through conquest and conversion, whether willing or forced. Within a century, Muslims controlled an empire stretching from Spain to China. The Abbasid caliphate gained control in 750 and moved the empire's capitol from Damascus to Baghdad. During this dynasty, trade and ideas flowed freely across the empire, which spanned three continents.


• The Abbasids appropriated many of the best ideas from lands they conquered, as well as those of Late Antiquity, to form an advanced Islamic culture, with participation and contributions from people of many ethnicities and religions. Despite some ethnic conflict, such as the 1066 massacre of Spanish Jews, the Arab world promoted both Muslim and non-Muslim scholars who made significant achievements in art and literature, science and medicine and mathematics. Islam's Golden Age began with the Abbasid caliphate in 750 CE and lasted until the Mongol invasion in 1258.

The Golden Age of Islam – Paragraph 4Arts & Literature

• Islamic religious tradition discourages the depiction of human figures in religious art, so Muslim artists developed or adopted many unique decorative elements. The art of glass blowing was perfected. Miniature paintings adorn glass, silver, brass and ivory objects. Manuscripts were often written in calligraphy and painstakingly illuminated. Royal robes and other textiles feature lavish embroidery. But The Golden Age of Islam is especially well-known for architecture, which combines many of these other art forms.

The Dome of the Rock was built in 691 CE


• Islamic buildings of this era borrow domes and arches from the Byzantine Empire and are adorned with calligraphy, geometric designs and arabesques. A good example is the Dome of the Rock in Jerusalem. Built in 691 CE on top of Judaism's holiest site, this shrine is at once a political statement, a religious monument and a display of grandeur. Its outer walls were originally tiled, as seen in a modern restoration. The exterior of the dome was once lead and was replaced by varying metals throughout time. Today the dome is covered in gold leaf. The interior of the dome is decorated with mosaics and calligraphy.


• The Golden Age also produced many literary achievements, beginning with the fifth Abbasid ruler when the House of Wisdom opened. After learning the Chinese art of papermaking, Islamic scholars tried to gather and translate all of the world's knowledge into Arabic, resulting in the preservation of many classical works of antiquity from China, India and Greece, including Aristotle and Plato. Muslim writers also made commentaries, adapted folk tales from around the empire and composed original literature. The most famous literary achievement from this era may be One Thousand and One Nights, known to many westerners as The Arabian Nights, which is a collection of both original and adapted stories, including Aladdin and the magic lamp, Sinbad and Ali-Baba. Libraries and bookstores were common in Baghdad, suggesting an uncommonly high literacy rate among the public.

The Golden Age of Islam – Paragraph 7Science and Medicine

• Scholars at the Islamic learning centers also contributed to the scientific world. They dabbled in chemistry and alchemy, and excelled in astronomy and medicine. They studied ideas from Greece, Iran and Persia to improve scientific instruments, such as an astrolabe for telling time. They refined earlier methods for recording scientific observations, leading to accurate calculations for the movements of the sun, moon and the five known planets. Islamic scholars analyzed Ptolemy's model of the universe. They studied eclipses and calculated the circumference of the earth. These achievements were applied to other disciplines, including agriculture, physics and even astrology.

The Canon of Medicine was used as a medical text in Europe for centuries


• Pursuing the philosophy that, 'for every disease, Allah has given a cure,' Islamic scientists made significant achievements in medical practice and education, as well as pharmacology. Once again, they made extensive study of existing work, and then built upon that knowledge with their own experience and theory. Especially in Baghdad, but also in other areas of the empire, specialists, in fields ranging from ophthalmology to dentistry or psychiatry to orthopedics, treated injuries and illness. There were hospitals with emergency rooms and surgical facilities, which paid attention to hygiene and sanitary conditions.


• They experimented with cardiology and neurology. One doctor named Avicenna compiled The Canon of Medicine, which became Europe's authoritative medical textbook for more than 500 years. Physicians attended medical school and had to pass exams before getting a license to treat patients. By the 12th century, pharmacology emerged as a separate discipline, with achievements as fundamental as mixing sweet syrup with bitter medicine and as radical as anesthesia.

Islamic text of Avicenna’s Canon of Medicine (1584 – this manuscript)

What jumps out to you about the form of the text itself?


• Despite all of these accomplishments, perhaps the most significant Islamic contribution to the West was in mathematics. Most of the developed world today writes numbers using the digits 0-9. We commonly call them Arabic numerals, but they were actually adapted from India. An Italian scholar studying in a Muslim library encountered the digit system and recognized its significant improvement over the Roman numeral system. His publication of Arabic numbers in 1202 resulted in their widespread acceptance across Europe. An Islamic scholar perfected modern algebra, again based on the work of ancient scholars. His textbook distinguished algebra as a separate discipline and became the defining authority on the subject for hundreds of years. Other mathematicians pursued geometry and trigonometry. They also used the decimal system.

Closure – INB 56 underneath your Bellwork

• Of the advances Muslim scholars and artisans made CHOOSE one area or invention where scholars made the MOST significant contribution.

• Write a paragraph where you -

– Name the contribution

– Give examples or evidence from the text to support your choice

– Explain WHY you believe YOUR choice is the MOST significant.

World History Bellwork – INB 58

•Staple in the mini biographies you see to your right and use textbook pages 113 & 114 to complete.

The Learner will be able to…I can list the new NON-ARAB Muslim Empires AND be able to describe what kind of rulers they had.

What are today’s State Standards?7.11 Explain the importance of Mehmet II the Conqueror and Suleiman the Magnificent.7.12 Write an explanatory text to describe the Shah Abbas and how his policies of cultural blending led to the Golden Age and the rise of the Safavid Empire.

Strategies/Activities:• Bellwork: Historical Biographies• Reading/Note-taking Strategy –Cornell

Notes • Closure: Primary source analysis and

opinion writing…

END OF DAY PRODUCT:By the end of today’s class you should have a completed set of Cornell notes on the Three Muslim Empires AND have a correctly completed SOAPSTone chart and a thoughtful written response to the closure question.

Three Muslim Kingdoms – INB Page 59

You will record abbreviated slide titles HERE as your key words

You will PARAPHRASE the KEYinformation from the slides HERE in 2-3 SHORT bullet points per slide –NO MORE!

The Ottomans

• During the late 1200s, Turkish clans settled part of Asia Minor. They called themselves Ottoman Turks, after their leader named Osman. The Ottomans conquered much of the Byzantine Empire. In 1453, the Ottoman ruler Mehmet II, known as "the Conqueror," seized the Byzantine capital, Constantinople. The Ottomans renamed the city Istanbul and made it their capital.

• The Ottomans then pushed into southeastern Europe, Southwest Asia, and North Africa. The Ottomans controlled much of the Mediterranean region until the late 1500s.

• The Ottoman leader was called a sultan, like the leader of the Seljuks. The most famous Ottoman sultan was Suleiman I. He ruled during the 1500s. He was called "The Lawgiver" because he organized Ottoman laws. Suleiman also built many schools and mosques throughout the empire.

• Islam was the empire's official religion, and Muslims enjoyed special privileges. The government passed different laws for non-Muslims. For example, non-Muslims had to pay a special tax.

The Ottomans

• Because their empire was so large, the Ottomans ruled many peoples who practiced many religions. Islam was the empire's official religion, and Muslims enjoyed special privileges. The government passed different laws for non-Muslims. For example, non-Muslims had to pay a special tax. In return, they were free to practice their religion.

• After Suleiman, the Ottoman Empire began to break down. It lost lands to the Europeans. Local rulers and conquered people broke away. The empire finally crumbled in the early 1900s.

The Safavids

• In 1501, a Shia leader named Ismail proclaimed himself shah, or king, of Persia. Ismail founded the Safavid dynasty, which ruled Persia until the 1700s. During this period, Persian spread as a language of culture and trade. Urdu, a language spoken in Pakistan today, is partly based on Persian.

India’s Mogul Empire (Mughul)

• During the 1500s, the Moguls set up a Muslim empire in India. Under Akbar, the Mogul empire prospered. He allowed people to practice their religions. After Akbar, Mogul rulers were less tolerant. They persecuted Hindus and Sikhs. Sikhs believe in one God and stress doing good deeds. Today, Sikhism is the world's fifth-largest religion.

• During the late 1600s, Sikhs and Hindus rebelled against the Moguls. At the same time, Europeans arrived in India. Over time, the Moguls lost power, leaving the British in control.

Mastery Objective:I can read and analyze primary and secondary sources and write an explanatory paragraph about Shah Abbas, his policies of cultural blending, and how this led to a Golden Age.

What are today’s State Objectives?7.12 Write an explanatory text to describe the Shah Abbas and how his policies of cultural blending led to the Golden Age and the rise of the Safavid Empire.

Strategies/Activities:• Bellwork: questioning• Reading/Note-taking Strategy –

Source Analysis• Closure: Explanatory writing

practice

END OF DAY PRODUCT:By the end of today’s class you should have the documents analyzed and your paragraph about the Shah written.

In 1604, Father Simon, a Carmelite missionary visited the Persian court. The monk recorded his observations of Shah Abbas the Great.

• “He is sagacious in mind, likes fame and to be esteemed: he is courteous in dealing with everyone and at the same time very serious. For he will go through the public streets, eat from what they are selling there and . . . speak at ease freely with the lower classes ... or will sit down beside this man or that. He says that is how to be a king, and that the king of Spain and other Christians do not get any pleasure out of ruling, because they are obliged to comport themselves with so much pomp and majesty.”

• Sagacious: wise or intelligent

• Comport: behave

• Esteemed: respected

A description of Abbas the Great by his secretary, Eskander Beg

• “As regards his knowledge of the outside world, he possess information about the rulers (both Muslim and non-Muslim) of other countries, about the size and composition of their armies, about their religious faith and the organization of their kingdoms, about their highway systems, and about the prosperity or otherwise of their realms. He has cultivated diplomatic relations with most of the princes of the world, and the rulers of the most distant parts of Europe, Russia, and India are on friendly terms with him. Foreign ambassadors bearing gifts are never absent from his court, and the Shah’s achievements in the field of foreign relations exceed those of his predecessors.”

Informational Text (Textbook: World History - Prentice Hall 2008)

• Shah Abbas reformed aspects of both military and civilian life. He limited the power of the military and created two new armies that would be loyal to him alone. One of these was an army of Persians. The other was a force that Abbasrecruited from the Christian north and modeled after the Ottoman janissaries. He equipped both of these armies with modern artillery.

• Abbas also reformed his government. He punished corruption severely and promoted only officials who proved their competence and loyalty. He hired foreigners from neighboring countries to fill positions in the government.

• To convince European merchants that his empire was tolerant of other religions, Abbas brought members of Christian religious orders into the empire. As a result, Europeans moved into the land. Then industry, trade, and art exchanges grew between the empire and European nations.

World History Closure – Counts as a Quiz Grade

• Practice Explanatory writing:– Who was Shah Abbas and how did his

policies of cultural blending lead to the Golden Age of the Safavid Empire?

• Answer the question, prove your answer with evidence, explain your proof with analysis– A VERY well developed paragraph is

needed for a complete response.

– If you need to write a rough draft on a separate sheet of paper before you write on the paper you will turn in please do so.

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