Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
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