Download Honors History of Western Civilizations – The Making of Western

Honors History of Western Civilizations – The Making of Western Europe
Chapter:
6
Essential Questions
1) How did “barbarian” peoples invade Roman territories & merge their own institutions & culture with those of declining Roman civilization?
2) How did the Eastern Roman Empire survive & evolve into the long-lasting Byzantine Empire?
3) How did the Franks & Anglo-Saxons create kingdoms from which modern France & England would grow?
4) As commerce & industry decreased, how did Europe become a peasant society organized by farms, villages, & estates held by landlords?
5) How did the Christian Church, through the growth of Roman papacy, monasticism, & missionary activity, maintain & spread Roman
traditions of social order & Classical culture?
The New Community of
Peoples
Concepts
The Middle Ages – When?
Geography of Western Europe
Changes from Roman World
Characteristics of Early Germanic Tribes
Germanic Society, Social Structure,
Economy
German/Roman Interaction
Terms/Events
Germania
Battle of Adrianople
Merovingian Kings
“comitatus”
“Wergeld”
Beowulf
People
Huns
Attila the Hun -“Scourge of God”
Visigoths
Vandals
Burgundians
Ostrogoths
Theodoric the Goth
Odoacer
Anglo-Saxons
Franks
The New Political Structures
Concepts
Geography of Byzantine Empire
Byzantine = Roman
Justinian’s Goals
Impact of Justinian’s Code
Frankish Kingdom
Impact of Clovis’ Conversion
Kingdoms of Italy & Spain
Terms/Events
Constantinople
Justinian’s Code
Corpus Iuris Civilis
Hagia Sophia
Battle of Tours
People
Justinian the Great
Theodora
Clovis
Charles Martel
Pepin the Short
Theodoric the Goth
Lombards
The New Economy
(500 – 900)
Concepts
Reasons for New Economy
Agricultural Innovations
Impact of Technologies
Descriptions, Advantages, &
Improvements of Technologies
Peasant Life
Trade & Commerce
Towns & Production
Terms/Events
Heavy-Wheeled Plow
Horse Harness
Three-Field System
People
The Expansion of the Church
& Classical Learning
Concepts
Church Leadership – Adv./Disadv.
Origins of the Papacy
Growth of Papal Power
Missionary Efforts
Monasteries & Lay Society
Preservation of Latin/Classical Learning
Terms/Events
Bishopric of Rome
Doctrine of Petrine Succession
Holy “see”
assimilation
Monasticism – Monks/Nuns
ascetic life
Benedictine Rule
“lay” people
scriptoria
Book of Kells
Council of Whitby
exegeses
People
Peter – the “rock”
Pope Leo I
Pope Gregory the Great
St. Benedict
St. Patrick
Bede the Venerable
“I Can” Statements: Over the course of the unit, place a check mark next to the statements that are true for you. This will allow you to
better prepare for unit assessments.
I CAN:
 1_____ Understand the time period referred to as the “Middle Ages” in regards to its place & impact in historical chronology.(17.A.4a)
 1_____ Describe the patterns of conquest & settlement in regards to the Germanic invasions of the Empire & their kingdoms. (16.B.2a)
 1_____ Explain how the Germans were assimilated into the culture of the Roman Empire despite differences between the cultures. (16.B.2a)
 1_____ Identify the legal, political, military, & cultural institutions of the Germans as a link to later medieval institutions. (16.A.4a)
 2_____ Compare the accomplishments & ambitions of Justinian to decide whether he was a successful Byzantine/Roman emperor. (16.B.2a)
 2_____ Describe the relationship between the German kings & the surviving elements of the Roman Empire. (16.A.4a)
 2_____ Analyze the military & social causes as to why the Frankish kings & overall Frankish kingdom came to dominance. (17.A.4a)
 3_____ Trace the ways Europeans made technological & organizational changes in the economy of the early Middle Ages. (16.B.3a)
 4_____ Describe the basis of power for early Roman bishops as they developed into powerful popes, such as Gregory the Great. (16.B.3a)
 4_____ Analyze the impact & significance of monasticism on medieval Christian life & how the Benedictine Rule contributed. (17.A.4a)
 4_____ Identify the peoples converting to Christianity & how the Church supported these missionary/assimilation initiatives.(16.B.2a)
 4_____ Explain how classical culture was saved & transformed by the Church & the overall impact it had on the Church. (16.A.5a)
Common Core 9-10 Reading Standards for Literacy in History/Social Studies (RH)
Key Ideas and Details
CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as
the date and origin of the information.
CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how
key events or ideas develop over the course of the text.
CCSS.ELA-Literacy.RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply
preceded them.
Craft and Structure
CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political,
social, or economic aspects of history/social science.
CCSS.ELA-Literacy.RH.9-10.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
CCSS.ELA-Literacy.RH.9-10.6 Compare the point of view of two or more authors for how they treat the same or similar topics, including which
details they include and emphasize in their respective accounts.
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RH.9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital
text.
CCSS.ELA-Literacy.RH.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claims.
CCSS.ELA-Literacy.RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.
Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.RH.9-10.10 By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band
independently and proficiently.
Common Core 9-10 Writing Standards for Literacy in History/Social Studies (WHST)
Text Types and Purposes
CCSS.ELA-Literacy.WHST.9-10.1 Write arguments focused on discipline-specific content.
CCSS.ELA-Literacy.WHST.9-10.1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an
organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.
CCSS.ELA-Literacy.WHST.9-10.1b Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the
strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s
knowledge level and concerns.
CCSS.ELA-Literacy.WHST.9-10.1c Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the
relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
CCSS.ELA-Literacy.WHST.9-10.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the
discipline in which they are writing.
CCSS.ELA-Literacy.WHST.9-10.1e Provide a concluding statement or section that follows from or supports the argument presented.
CCSS.ELA-Literacy.WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/
experiments, or technical processes.
CCSS.ELA-Literacy.WHST.9-10.2b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details,
quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
CCSS.ELA-Literacy.WHST.9-10.2c Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify
the relationships among ideas and concepts.
CCSS.ELA-Literacy.WHST.9-10.2d Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a
style appropriate to the discipline and context as well as to the expertise of likely readers.
CCSS.ELA-Literacy.WHST.9-10.2e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the
discipline in which they are writing.
CCSS.ELA-Literacy.WHST.9-10.2f Provide a concluding statement or section that follows from and supports the information or explanation
presented (e.g., articulating implications or the significance of the topic).
Common Core 9-10 Writing Standards for Literacy in History/Social Studies Continued… (WHST)
Production and Distribution of Writing
CCSS.ELA-Literacy.WHST.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
CCSS.ELA-Literacy.WHST.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,
focusing on addressing what is most significant for a specific purpose and audience.
CCSS.ELA-Literacy.WHST.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products,
taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
Research to Build and Present Knowledge
CCSS.ELA-Literacy.WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated
question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.
CCSS.ELA-Literacy.WHST.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches
effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the
flow of ideas, avoiding plagiarism and following a standard format for citation.
CCSS.ELA-Literacy.WHST.9-10.9 Draw evidence from informational texts to support analysis, reflection, and research.
Range of Writing
CCSS.ELA-Literacy.WHST.9-10.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single
sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Note
Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively
into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses
of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the stepby-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.