Download Unit Topic: Georgia Literature Grade: 8th Subject: Language Arts

Unit Topic: Age of Empires
Grade: 9 Subject: World/Advanced World History
GPS and Elements
Addressed
Dates: 9/8-17
What students should
KNOW/DEMONSTRATE
Teachers: Kitchens/Richards
What students
should
BE ABLE TO
DO
Justinian was the most important emperor of Compare and
SSWH4 The
student will analyze the Byzantine Empire, leading Byzantium to Contrast Justinian
its “Golden Age.” Theodora was his wife
as Emperor to
the importance of
and important advisor, showing the
other major
the Byzantine and
importance of women in Byzantine society. leaders of the
Mongol empires
course, including
between 450 CE
Justinian’s Code was a synthesis of Roman Hammurabi,
and 1500 CE.
a. Analyze the
law and Justinian’s most important
Julius Caesar,
importance of
accomplishment.
Caesar Augustus,
Justinian, include the
etc.
influence of the
Byzantium was the Eastern Roman Empire
Empress Theodora,
and continuation of the Roman Empire.
Compare and
Justinian’s Code,
contrast
and Justinian’s
Russia adopted Orthodox Christianity and
Justinian’s Code
efforts to recapture
viewed itself as the continuation of
to Hammurabi’s
the west.
Byzantium culturally.
Code.
b. Describe the
relationship between The Great Schism was the first major split
Identify Vladimir
the Roman and
in Christianity, dividing Christians over
of Kiev as
Byzantine Empires; who ruled Christendom as well as
bringing
include the impact
theological issues.
Orthodox
Byzantium had on
Christianity to the
Moscow and the
Genghis Khan led to the development of the Slavs, and Tsar
Russian Empire, the Mongol Empire, the largest land empire
Ivan III as the
effect of Byzantine
ever developed. He conquered parts of
man who drove
culture on Tsar Ivan China, Russia, and the Islamic World. His
the Mongols out
III and Kiev, and the Pax Mongolica led to the reopening of trade of Russia and
rise of
routes between East and West.
began the Russian
Constantinople as a
Empire.
center for law,
The Ottoman Empire, through superior
religion, and the arts. technology, cultural differences, and
Explain the
c. Explain the Great strength of numbers, eventually
reasons for the
Schism of 1054 CE. overwhelmed the Byzantine Empire, taking Great Schism.
d. Analyze the
over Constantinople in 1453.
Include the major
spread of the
differences in
Mongol Empire;
Key Vocabulary:
belief.
include the role of
Justinian; Justinian’s Code; Theodora;
Chinggis (Genghis)
Byzantine Empire; Russian Empire; Ivan
Describe how
Khan in developing III; Great Schism; Mongol Empire; Genghis Genghis Khan
the empire, the
Khan; Marco Polo; Ottoman Empire;
was able to take
impact of the
Constantinople; Muhammad; Islam; Five
over such a large
Mongols on Russia, Pillars of Faith; Mecca; Medina; caliph;
territory so
China and the West, Sunni; Shi’a; ibn Sina; ibn Battuta;
quickly and how
the development of
Crusades; Bantu Migration; trans-Saharan
the Mongols kept
trade, and European trade routes; Sudanic Kingdoms; Ghana,
the territory under
observations through Mali, Songhai; Sundiata; Mansa Musa;
their control for
Evidence
 Discussion and
paragraph
(regular),
Document Based
Question Essay
(advanced)
demonstrating the
influence and
importance of
Justinian.
 Edmodo/Schoology
Response: Would
you have rather
lived under
Hammurabi’s or
Justinian’s Code?
Why?
 Compare/Contrast
Writing Prompt
Responses:
Compare and
contrast the ideas
of Orthodox and
Catholic
Christianity.
 Mongol Empire
Webquest
the writings of
Marco Polo.
e. Explain the
Ottoman Empire’s
role in the decline of
Byzantium and the
capture of
Constantinople in
1453 CE.
Hajj; Swahili trading cities; syncretism
SSWH5 The
student will trace
the origins and
expansion of the
Islamic World
between 600 CE
and 1300 CE.
a. Explain the
origins of Islam and
the growth of the
Islamic Empire.
b. Identify the
Muslim trade routes
to India, China,
Europe, and Africa
and assess the
economic impact of
this trade.
c. Explain the
reasons for the split
between Sunni and
Shia Muslims.
d. Identify the
contributions of
Islamic scholars in
medicine (Ibn Sina)
and geography (Ibn
Battuta).
e. Describe the
impact of the
Crusades on both the
Islamic World and
Europe.
f. Analyze the
relationship between
Judaism,
Christianity, and
Islam began in modern Saudi Arabia, in
Mecca, through the visions and teachings of
Muhammad.
so long.
Explain how
Ottoman access
to gunpowder
weaponry and a
policy of
religious
tolerance led to
the fall of the
Byzantine
Empire.
 Writing Prompt:
Would you rather
have lived under
one of the Early
Islam used both sea and land trade routes to
Islamic Empires,
interact culturally and economically with
Byzantium, or
various other societies, as well as spread the
another early
religion.
How did the
civilization? Why
geography of the
would you prefer
Sunni and Shi’a Islam split over differences Muslim world
the one that you
regarding whom should lead the Muslim
make them so
did?
peoples.
important in
 Islamic World Map
trade?
Comparison:
Ibn Sina is an example of the many
Rome, Byzantium,
advances in Muslim medicine; ibn Battuta is Demonstrate
Mongols
an example of the many advances in
knowledge of the  Islamic Beliefs and
Muslim travel/geography developed under
reasons for and
History activity:
the “Golden Age of Islam.”
consequences of
“Islam for
the Sunni-Shi’a
Dummies”
The Crusades led to a revival of ancient
split.
 Read and analyze
knowledge lost to Western Europe since the
“The Travels of Ibn
fall of Rome. However, it also led to
Identify important Battuta”
religious hatred and tensions between
Muslim Scholars  Writing Prompt:
Christians and Muslims for the past 1000
of the “Houses of
ibn Battuta is often
years.
Wisdom” and
called “The Muslim
their
Marco Polo.”
Judaism, Christianity, and Islam are very
accomplishments.
Should Polo,
similar religions in beliefs. They share
instead, be called
many of the same founders, and each later
Demonstrate an
“The Christian ibn
one views itself as a continuation or “new
understanding of
Battuta”? Why or
message” of the former.
the Crusades’
why not?
impacts on
Crusades Bumper
Christians and
Sticker
Muslims.
 Create graphic
organizer
Compare and
demonstrating
contrast the
similarities and
beliefs of
Understand the
expanse of the
Early Islam
Empires and why
they spread so
quickly
Islam.
SSWH6 The
student will
describe the diverse
characteristics of
early African
societies before
1800 CE.
a. Identify the Bantu
migration patterns
and contribution to
settled agriculture.
b. Describe the
development and
decline of the
Sudanic kingdoms
(Ghana, Mali,
Songhai); include
the roles of
Sundiata, and the
pilgrimage of Mansa
Musa to Mecca.
c. Describe the
trading networks by
examining transSaharan trade in
gold, salt, and
slaves; include the
Swahili trading
cities.
d. Analyze the
process of religious
syncretism as a
blending of
traditional African
beliefs with new
ideas from Islam and
Christianity.
e. Analyze the role
of geography and the
distribution of
resources played in
the development of
trans-Saharan
trading networks.
Judaism,
Christianity, and
Islam.
Bantu peoples spread south and east from
modern day west-central Africa, bringing
settled agriculture, iron tools, and the Bantu
language family.
Islam spread to western Africa through the
trans-Saharan trade routes. Rulers such as
Sundiata and Mansa Musa used Islam as a
unifying force, bringing together disparate
peoples into empires. Traditional Islam
usually served as the religion of the elite—it
was much more syncretic with the average
subject.
Gold, salt and slaves brought Islamic traders
into both eastern and western Africa. It also
led to the development of the Swahili
trading cities, such as Zanzibar.
Religion is often not passed wholesale from
one culture to another. Instead, people take
parts of different religions and combine
them.
Identify the
accomplishments
of the Bantu
Migration.
Describe the role
of Islam in
developing
Sudanic
kingdoms.
Describe how
trade routes led to
the distribution of
Islam in these
areas.
Analyze the
similarities and
differences
between Islam in
Arabia and Islam
in Africa.
differences between
Islam, Christianity,
and Judaism.
Make graphic
organizer listing
major
accomplishments of
the Bantu.
Video analysis:
“Travel to
Timbuktu” and
discussion
Discussion of maps
of trade routes of
Islamic Empire.
Possible Extension:
Islamic trade routes
webquest.
Graphic organizer
creation: similarities
and differences of
African Islam to
traditional Islam.


Ongoing Standards




Big Ideas from Standards:
 See “What Students Should Know”
Enduring Understandings:
The student will understand that when there is conflict between or within societies, change is the result.
The student will understand that the culture of a society is the product of the religion, beliefs, customs,
traditions, and government of that society.
The student will understand that the actions of individuals, groups, and/or institutions affect society through
intended and unintended consequences.
The student will understand that location affects a society's economy, culture and development.
UNIT ESSENTIAL QUESTION
How do the actions of important people shape the early Islamic Empires, Byzantine Empire, and Mongol
Empire as well as impact later societies?
LIST THE ESSENTIAL QUESTION FOR EACH OF THE ACQUISITION LESSONS
 How did Byzantium affect the diffusion of goods, culture, and idea between East and West?
 How did the Mongols build and maintain such a vast empire?
 When Islam originated and expanded, what was the political and cultural impact on the regions it
dominated?
 What was the Bantu Migration, and why was it important? How did the Bantu Migration impact the
world?
CULMINATING (SUMMATIVE) ASSESSMENT (Performance, Project, Major Test, Etc.: Provide Rubric)
Type
Description
Multiple Choice (regular), Multiple Choice and Essay (advanced),
1. Unit Test
cumulative
2. DBQ (Advanced)
Islamic Expansion DBQ Essay
FORMATIVE ASSESSMENT(S) TO BE USED TO DETERMINE MASTERY
1. Justinian’s Code-Hammurabi’s Code Online Response Comparison
2. “Early Islam for Dummies” assignment
3. Various Writing Prompts throughout unit
EXTENDING/REFINING MINI-LESSONS/LESSONS
Describe in detail 2 or more Activities (comparison/contrast, cause/effect, error analysis, classifying, evaluation,
summarizing, justification, inductive, deductive, example to idea, analyzing perspectives, writing prompts,
abstraction). Attach Graphic Organizers and Rubrics
Type
Describe Lesson
1. Writing Prompt
How to write effectively in a history classroom: review of “argument and
support” for both advanced and regular; start going over GEA
(Generalization, Example, Analysis)/3-S (Statement, Support, Summary)
2.
3.
Writing Prompt, Compare
and Contrast
method of essay writing for advanced
Online Prompt: Compare and Contrast the Ideas of Orthodox and
Catholic Christianity.
Writing Prompt,
Online Prompt: Which law code would you have rather lived under,
Justification/Summarization Justinian’s or Hammurabi’s? Why?
4.
Outside Essay Writing
Prompt
5.
Online Writing Prompt,
Justification
DBQ: Islamic Empires
Online Prompt: Would you consider Byzantium the continuation of
ancient Greece or Rome? Why?
LAUNCH ACTIVITY
Link to Prior Knowledge (Cognitive Thinking Strategies; KWL; Word Splash; Anticipation Guide; Prediction;
Flexibility Web)
KWL
Practice MCQ/Writing/Thinking Questions
History Teachers/Crash Course Videos (with viewing guides) as appropriate
Key Vocabulary (Word Map): (see attached)
Review (Provide Advance Organizer): (see attached)
Tickets Out the Door
Crash Course Videos (with viewing guides) as appropriate
Discussion
DIFFERENTIATION
Describe in detail at least two activities/assessments that will be used to differentiate content, process, product
or learning environment. May be differentiated for readiness, interests, or learning profiles.
Content; Process;
Readiness;
Describe Activity
Product; or Learning Interests, or
Environment
Learning Profiles
1. Process
Interest
All students will complete the questions found in the
“Mongol Empire Webquest” through Columbia
University. Students may work in small groups and
jigsaw with one another, pairs, or alone as they wish.
Each will have to create his/her own graphic organizer as
well.
2. Product
Interest/Learning
Students may demonstrate mastery of the original key
Profile
beliefs of Islam through the “Islam for Dummies”
assignment. They may create a storyboard showing the
major ideas and characters; a poem showing the same
information; a children’s book showing the same
information; or a song showing the same information.
3. Product
Learning Profile
Students will create either a Crusades Bumper Sticker or
write an editorial for or against the Crusades.
SYSTEMATIC REVIEW PLAN
1. Answer each EQ in a paragraph, then discuss answers.
2. Student-led review—discussing questions with each other and with teacher to go over materials students
are unsure of.
3. Bellringers each day are review questions from previous day’s material.
RESOURCES




Textbook
AP World History Course Description
Various Primary Sources, including quotes from Genghis Khan, Justinian’s Code, Qur’an, etc.
Columbia University’s Mongol Empire website