Culture and Heritage
QNV 2030: Human Development 
Resource Plan
SDG 4: Quality Education
11 - 12 years
History, Language(s), Maths, Science
Overarching Goal(s)
- To nurture learners as global citizens who are connected to their own national identity
Learning Outcomes
- Learners consider, contrast, and compare their local heritage and identity within the context of global issues with local impact, and local issues with global impact.
Possible Duration (Hours)
3 hours
Qatar National Vision 2030 Connection
Qatar National Vision 2030:
Human Development
The Human Development pillar stands as a cornerstone of sustainable progress, recognising that the nation’s most valuable resource is its people. The focus here is nurturing and educating children of all abilities to be future leaders and caretakers of Qatar.
English: https://www.gco.gov.qa/en/about-qatar/national-vision2030/
Arabic: https://www.gco.gov.qa/ar/about-qatar/national-vision2030/
Source: Government Communications Office (2023). Qatar National Vision 2030. [online] Government Communications Office. Available at: https://www.gco.gov.qa/en/about-qatar/national-vision2030/
Sustainable Development Goals (SDGs) Connection
SDG 11: Sustainable Cities and Communities:.By exploring cultural heritage and the importance of preserving it, students will understand how communities can be more sustainable through the integration of historical knowledge into modern-day solutions.
The 17 Sustainable Development Goals (Source: United Nations)
English: https://sdgs.un.org/goals
Arabic: https://sdgs.un.org/ar/goals
Source: United Nations (2024). The 17 Sustainable Development Goals. [online] United Nations. Available at: https://sdgs.un.org/goals
Action Learning Outcomes
- Become more aware of their own strengths and areas for growth as they engage in research and inquiry-based learning.
- Undertake challenges that develop new skills such as using digital tools for historical exploration..
- Discuss, evaluate and plan student-initiated activities based on their findings from digital repositories.
Content
- Understand the historical significance of the astrolabe: Who invented it, how it was used, and its impact on global navigation and astronomy.
- Explore the scientific principles behind the astrolabe: How it worked, and what scientific concepts it helped to advance.
- Develop skills in using primary sources from digital archives and historical artifacts.
- Enhance critical thinking and problem-solving skills through hands-on and inquiry-based learning activities.
Strategies
- Inquiry-Based Learning: Students will explore and investigate the history and use of the astrolabe through digital archives.
- Collaborative Learning: Students will engage in group activities to encourage peer learning and discussion.
- Hands-On Learning: Students will work with replicas or digital models of astrolabes to understand their practical applications.
- Integration of Technology: Use of digital resources, including the Qatar National Library’s astrolabe repository and interactive simulations.
Learning Experiences
Introduction: What is an Astrolabe?
An astrolabe is an ancient scientific instrument used for astronomy, navigation, and timekeeping. It is a circular device with a rotating star map that allows users to measure the positions of celestial objects such as the sun, moon, planets, and stars. The astrolabe was widely used during the Islamic Golden Age (100-400 AH / 8th-10th Century CE) and played a key role in determining time, finding latitude, and locating the Qibla for prayer.
The word “astrolabe” comes from the Greek term “astro-labos,” meaning “star taker” or “star holder.” However, it was Muslim scholars who perfected the instrument and expanded its use across Europe, North Africa, and the Middle East.
For centuries, people have looked to the stars to understand time, location, and direction. The astrolabe is one of the most remarkable inventions that helped them achieve this. It was refined by Arabic and Muslim scholars and became one of the most important scientific tools of the Islamic Golden Age.
Uses of the Astrolabe
Navigation – Helping travelers and sailors determine their position on Earth.
Astronomy – Measuring the positions of stars and planets.
Timekeeping – Calculating the time of day and tracking celestial events.
Islamic Prayer – Finding the Qibla (direction of Mecca) and determining prayer times.
Researching the Astrolabe at QNL
Students will work individually and in small groups to research the history and significance of the astrolabe using the Qatar National Library’s (QNL) digital archives. They will also have opportunities for school visits to the Heritage Archive Section of QNL, where curators will guide them through historical artifacts, including physical astrolabes. The Resource booklet will support students with the initial content and information.
School Visits & Hands-On Activities
Teachers can organize school visits by contacting the Heritage Section at QNL. These visits will provide students with hands-on experiences led by experienced curators, using;
Original astrolabes from the QNL Heritage Collection.
Digital simulations and interactive tools.
Physical or 3D-printed replicas to explore the astrolabe’s functions.
Engaging Students Through Hands-On Activities
The lesson will include three engagement activities, where students will:
1. Interact with digital or physical replicas of astrolabes to explore their mechanics.
2. Use digital simulations to understand how astrolabes were used for navigation and astronomy.
3. Analyze historical sources and artifacts in the QNL digital archive and physical collection.
Lesson Engagement 1: The Mystery Object – Discovering the Astrolabe
Duration: 45 minutes
Objective: Activate curiosity and introduce the astrolabe’s significance.
Materials:
Physical astrolabe from QNL Heritage Collection, or use the astrolabe resource pack:
https://rasekh.qa/wp-content/uploads/2025/04/Astrolabe-Resource-Package.pdf
Digital access to QNL’s astrolabe archives.
Engagement 1 Activity Worksheet: The Mystery Object – Discovering the Astrolabe
https://rasekh.qa/wp-content/uploads/2025/04/Engagement-1-Worksheet-Astrolabe-.pdf
Activities:
1. Mystery Object Challenge (10 minutes)
- Students observe an astrolabe displayed in the QNL Heritage Section (or an image in the classroom).
- Discussion Prompt: “What do you think this object was used for?”
- Brainstorming: Students write guesses on sticky notes or in the worksheet provided.
2. Group Research at QNL (15 minutes)
- Groups use digital archives to find historical astrolabes and their uses.
3. The Reveal: What is an Astrolabe? (10 minutes)
- Teacher/Librarian curator explanation:
- The astrolabe is a scientific tool for astronomy, navigation, and timekeeping.
- It originates from Hijri ~200 BH (150 BCE), perfected during the Islamic Golden Age.
4. Modern Connections & Reflection (10 minutes)
- Discussion: How does this tool compare to GPS, smartphone star maps, or modern telescopes?
- Exit Ticket:
“One thing I learned today”
“One question I still have about the astrolabe”
Lesson Engagement 2: Storytelling – The Scholars Who Perfected the Astrolabe
Duration: 1 hour
Objective: Explore the astrolabe’s cultural and scientific legacy through research and discussion.
Materials:
QNL Digital Archives & Heritage Section
Engagement Activity 2 Worksheet Storytelling – The Scholars Who Perfected the Astrolabe
https://rasekh.qa/wp-content/uploads/2025/04/Engagement-2-Worksheet-Astrolabe-.pdf
Activities:
1. Meet the Scholars (10 minutes)
Students read about key figures:
- Al-Farghani (3rd Century AH/9th Century CE) – Astronomy and astrolabe calculations.
- Al-Zarqali (5th Century AH/11th Century CE) – Developed the universal astrolabe.
- Mariam Al-Ijliya (4th Century AH / 10th Century CE) – A female astrolabe maker from Aleppo.
2. Student Research at QNL (25 minutes)
- Groups explore historical records and complete their worksheets.
3. Group Presentation and Discussion (10 minutes)
- Each group presents findings on their assigned scholar.
- Group Discussion: Why was astronomy important in Islamic history? How did the astrolabe solve problems in different cultures?
Lesson 3: Scientific Exploration – How Does It Work?
Duration: 45 minutes
Objective: Understand the astrolabe’s mechanics and functions through hands-on activities.
Materials:
Replica astrolabes or digital simulation (QNL Interactive Tool, Stellarium).
Engagement Activity 3 Worksheet – Scientific Exploration – How Does It Work?
https://rasekh.qa/wp-content/uploads/2025/04/Engagement-3-Worksheet-Astrolabe-.pdf
Activities:
1. Breaking Down the Astrolabe (10 minutes)
Students label key parts of the Astrolabe:
- Throne – hanging mechanism for display
- Mater – Main body
- Rete – Rotating star map
- Alidade – Sight measurement tool
- Plates – used as the base for different latitudes
2. Hands-on Demonstration (15 minutes)
Students use a real or digital astrolabe to;
- Measure the altitude of stars
- Find the latitude based on the sun’s position.
3. Interactive Digital Simulation (10 minutes)
Students manipulate a virtual astrolabe to determine star positions.
- Discussion Prompts:
- What patterns do you notice?
- How does the astrolabe compare to modern instruments?
4. Reflection & Application (10 minutes)
- Group Discussion: What modern technology is similar to the astrolabe? If you could improve the astrolabe, what feature would you add?
Checking for Understanding
Formative Assessments (Ongoing Learning Checks)
- Class Discussions and Reflections – Student participation in discussions connecting the astrolabe to modern science.
- Exit Tickets – Students answer: One thing I learned today and One question I still have.
- Hands-On Activities – Observing students using physical or digital astrolabes.
- Group Collaboration – Researching QNL archives and presenting key findings.
Summative Assessments (Final Evaluation of Learning)
- Research Presentation – Using QNL digital archives, students present on the astrolabe’s historical and scientific significance.
- Worksheet Completion – Labeling parts, explaining uses, and comparing the astrolabe to modern tools.
- Hands-On Demonstration – Measuring star positions and determining latitude with physical or digital models.
- Final Reflection – Written or recorded response on the astrolabe’s impact and relevance today.
Key Vocabulary
Alidade, Astrolabe, Astronomy, Celestial Navigation, Golden Age of Islam, GPS (Global Positioning System), Heritage, Latitude, Mater, Navigation, Qibla, Rete, Simulation, Telescope
Resources
Primary Resources & Archives
Qatar National Library (QNL) Heritage Collection
- Physical astrolabe replicas and historical manuscripts can be accessed in the Heritage Section of QNL.
- Teachers can schedule school visits for guided exploration with curators.
QNL Digital Archives
- Online access to historical astrolabe manuscripts, diagrams, and studies.
- Explore QNL’s Astrolabe Resources
Academic References
- King, David A. In Synchrony with the Heavens: Studies in Astronomical Timekeeping (2004).
- Saliba, George. A History of Arabic Astronomy (1994).
- Hogendijk, Jan P. & Brentjes, Sonja. Studies on Medieval Astronomy (2020).
Worksheets and Lesson Documents
Astrolabe Resource Package
https://rasekh.qa/wp-content/uploads/2025/04/Engagement-3-Worksheet-Astrolabe-.pdf
Student Worksheets for Engagement Activities (Includes labeling tasks, historical research, and hands-on practice)
Engagement 1: The Mystery Object – Discovering the Astrolabe https://rasekh.qa/wp-content/uploads/2025/04/Engagement-1-Worksheet-Astrolabe-.pdf
Engagement 2: Storytelling – The Scholars Who Perfected the Astrolabe
https://rasekh.qa/wp-content/uploads/2025/04/Engagement-2-Worksheet-Astrolabe-.pdf
Engagement 3: Scientific Exploration – How Does It Work? https://rasekh.qa/wp-content/uploads/2025/04/Engagement-2-Worksheet-Astrolabe-.pdf
