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
World History Social Studies Unit: 04A Lesson: 01 Suggested Duration: 10 days The Middle Ages in Europe Lesson Synopsis: This lesson helps students understand the effects of the fall of the Roman Empire on Europe. A graphic organizer is utilized throughout the lesson to help students cluster the many events that occurred from 600 to 1450. The lesson uses chunking of information, multiple primary resources, visuals and other strategies to help students organize the information in a logical manner. TEKS: WH.1 WH.1C WH.3 WH.3B WH.4 History. The student understands traditional historical points of reference in world history. The student is expected to: Identify major causes and describe the major effects of the following important turning points in world history from 600 to 1450: the spread of Christianity, the decline of Rome and the formation of medieval Europe; the development of Islamic caliphates and their impact on Asia, Africa, and Europe; the Mongol invasions and their impact on Europe, China, India, and Southwest Asia. Supporting Standard History. The student understands the contributions and influence of classical civilizations from 500 BC to AD 600 on subsequent civilizations. The student is expected to: Explain the impact of the fall of Rome on Western Europe. Supporting Standard History. The student understands how, after the collapse of classical empires, new political, economic, and social systems evolved and expanded from 600 to 1450. The student is expected to: WH.4A Explain the development of Christianity as a unifying social and political factor in medieval Europe and the Byzantine Empire. Readiness Standard WH.4B Explain the characteristics of Roman Catholicism and Eastern Orthodoxy. Supporting Standard WH.4C Describe the major characteristics of and the factors contributing to the development of the political/social system of feudalism and the economic system of manorialism. Readiness Standard WH.4D Explain the political, economic, and social impact of Islam on Europe, Asia, and Africa. Readiness Standard WH.4E Describe the interactions among Muslim, Christian, and Jewish societies in Europe, Asia, and North Africa. Supporting Standard WH.4G Explain how the Crusades, the Black Death, the Hundred Years' War, and the Great Schism contributed to the end of medieval Europe. Readiness Standard WH.16 Geography. The student understands the impact of geographic factors on major historic events and processes. The student is expected to: WH.16A Locate places and regions of historical significance directly related to major eras and turning points in world history. Supporting Standard WH.20 Government. The student understands how contemporary political systems have developed from earlier systems of government. The student is expected to: WH.20B Identify the impact of political and legal ideas contained in the following documents: Hammurabi's Code, the Jewish Ten Commandments, Justinian's Code of Laws, Magna Carta, the English Bill of Rights, the Declaration of Independence, the U.S. Constitution, and the Declaration of the Rights of Man and of the Citizen. Supporting Standard WH.20C Explain the political philosophies of individuals such as John Locke, Thomas Hobbes, Voltaire, Charles de Montesquieu, Jean Jacques Rousseau, Thomas Aquinas, John Calvin, Thomas Jefferson, and William Blackstone. Supporting Standard WH.23 Culture. The student understands the history and relevance of major religious and philosophical traditions. The student is expected to: WH.23A Describe the historical origins, central ideas, and spread of major religious and philosophical traditions, including Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, Sikhism, and the development of monotheism. Readiness Standard WH.23B Identify examples of religious influence on various events referenced in the major eras of world history. Supporting Standard ©2012, TESCCC 04/08/13 page 1 of 13 World History Social Studies Unit: 04A Lesson: 01 Social Studies Skills TEKS: WH.29 WH.29F WH.30 WH.30D Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: Analyze information by sequencing, categorizing, identifying cause and effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time. Eligible for Dual-coding on STAAR Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: Transfer information from one medium to another. GETTING READY FOR INSTRUCTION Performance Indicator(s): • Write an editorial addressing one of the following topics related to the Middle Ages in Europe: feudalism, manorialism, Great Schism, Crusades, Hundred Years’ War, the role of the Catholic Church or the Bubonic Plague (WH.1C; WH.3B, WH4A, WH.4B, WH.4C, WH.4D, WH.4E; WH.20B, WH.20C; WH.23A, WH.23B; WH.30D) 5G Key Understandings and Guiding Questions: • New political, economic, and social structures emerge upon the collapse of existing political systems to provide protection and services to people in a society. — What were the causes and effects of the spread of Christianity, the decline of Rome and the formation of medieval Europe from 600 to 1450? — What was the impact of the fall of Rome on Western Europe? — How did the development of Christianity act as a unifying social and political factor in medieval Europe and the Byzantine Empire? — What are the characteristics of Roman Catholicism and Eastern Orthodoxy? — What were the major characteristics of and the factors contributing to the development of the political/social system of feudalism and the economic system of manorialism? — How did Islam impact Europe politically, economically, and socially? — How did Muslim, Christian, and Jewish societies in Europe interact? — How did the Crusades, the Black Death, the Hundred Years' War, and the Great Schism contribute to the end of medieval Europe? — What has been the impact of political and legal ideas contained in historic documents including Justinian’s Code of Laws and the Magna Carta? — What are the political philosophies of significant individuals including Thomas Aquinas? — What have been the historical origins, central ideas, and spread of major religious and philosophical traditions including Christianity and the development of monotheism? Vocabulary of Instruction: • • • infrastructure feudalism monotheism • • • nationalism manorialism schism • • kingdom nation Materials: • Refer to the Notes for Teacher section for materials. Attachments: • • • • • Handout: My Predictions (1 per student) Teacher Resource: My Predictions KEY Teacher Resource: PowerPoint: Middle Ages in Europe Handout: Causes and Effects for Decline of Rome and Formation of Medieval Europe (optional) Teacher Resource: Causes and Effects for Decline of Rome and Formation of Medieval Europe Key (optional) ©2012, TESCCC 04/08/13 page 2 of 13 World History Social Studies Unit: 04A Lesson: 01 • • • • • • • • • • • • • Handout: KWL (optional) Teacher Resource: PowerPoint: Castles and Kingdoms Handout: Frayer Model Handout: Column Notes Handout: ABCs “Magna Carta” Handout: Christianity Spreads Teacher Resource: Christianity Spreads KEY Handout: Causes and Effects of the Bubonic Plague Teacher Resource: Causes and Effects of the Bubonic Plague KEY Teacher Resource: PowerPoint: The Byzantine Empire Handout: Origin of the Word Handout: Pope Urban II calls for a Crusade 1095 Handout: Pope Urban II calls for a Crusade 1095 KEY Resources and References: • • • Consider researching district-approved resources and websites for the Middle Ages, the Bubonic Plague, and the Crusades Magna Carta: http://www.fordham.edu/halsall/source/magnacarta.asp Spread of the Bubonic Plague Map: http://upload.wikimedia.org/wikipedia/commons/3/30/Bubonic_plague_map_2.png Advance Preparation: 1. Become familiar with content and procedures for the lesson. 2. Refer to the Instructional Focus Document for specific content to include in the lesson. Read the rationale and become familiar with the specificity provided for each of the student expectations. Read the Performance Indicator that aligns with the lesson. 3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson. 4. Preview available resources and websites according to district guidelines. 5. Prepare materials and handouts as needed. 6. Copy slide #2 from the PowerPoint: Middle Ages in Europe (1 copy per student) for use during the Explore section of Day 1. 7. Read the Magna Carta and select the clauses you would like to utilize for stations on Day 4. (Possible clauses to use: #28, 30, 31, 38, 39, 45, 51.) Create the stations, possibly by gluing or stapling written or cut-out clauses to index cards. 8. Select a current event article or editorial on nationalism for the Elaborate section. (One source could be New York Times articles available in the Content Repository of Project Share: Background Information: The period of study for this unit is between 600 AD and 1450 AD with the main focus on Europe. With the collapse of the Roman Empire, new political, social, and economic systems developed. The vast empire split into a deeply fragmented Western Europe and a thriving Eastern Europe (Byzantine Empire). In essence, the Byzantine Empire, which lasted about 1000 years (395 to 1450), was a remnant of the Roman state. Under the Roman Empire there was stability, security and a centralized form of authority relative to Middle Ages Europe. The fall of the Roman Empire plunged Western Europe into a period of deterioration while the eastern part of the Roman Empire survived and thrived and was referred to as the Byzantine Empire. In Western Europe, the loss of central government fragmented society. As central government collapsed, farmers and peasants turned to powerful nobles for protection. The Christian Church served as one of the unifying forces in a disrupted Western Europe. Some historians date the fall of the Western Roman Empire as 476 AD when the Germanic leader Odoacer overthrew the Emperor Romulus Augustus and proclaimed himself King of Italy. The Eastern part of the Roman Empire continued under leadership of emperors from Byzantium at the center of trade routes and prosperity. This eastern portion was’ the ©2012, TESCCC 04/08/13 page 3 of 13 World History Social Studies Unit: 04A Lesson: 01 Byzantine Empire. The Byzantine Empire contributed political and intellectual ideas to medieval Western Europe by preserving the fundamental concepts of Roman law. Byzantium also preserved Hellenic (Greek) culture. Another significant development was the division of the Christian Church into Western Roman Catholicism and Eastern Orthodox Christianity, sometimes referred to as the Great Schism (not to be confused with the Great Schism in the papacy in the late 14th century). Although the two sides clashed intellectually and politically, both viewed the expansion of Islam as a common threat. The economic, political, and social systems that developed after the fall of the Roman Empire in medieval Europe came about as a consequence of the civil disorder, economic instability and a lack of centralized authority. This led to the development of feudalism and the manorial system which allowed societies to adapt to a symbiotic relationship between the landowners and those that did not own land. Eventually, powerful landowners established kingdoms which laid the foundation for the development of nation-states. Towards the latter part of this time period (600 to 1450), the Crusades, the bubonic plague, and the Hundred Years’ War contributed to the end of the Middle Ages. The Crusades allowed knowledge still held in the Hellenistic libraries of the Islamic world to be reintroduced to Europe. The inability of the Catholic Church to combat the bubonic plague eventually fostered a sense of doubt and skepticism in the unifying authority of the Church. The Hundred Years’ War between England and France gave rise to early nationalism. Thomas Aquinas: St. Thomas Aquinas was a prominent Catholic philosopher and theologian of the Middle Ages in Western Europe. His key work, "Summa Theologica", blended Christian doctrine with the newly reintroduced works of Aristotle. Some of the first universities established during this time were devoted to studying logic, grammar, and Aristotle’s ideas. This movement and philosophical tradition, known as "Scholasticism", set the stage for later intellectual revolutions in Europe. GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners. The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area. INSTRUCTIONAL PROCEDURES Instructional Procedures Notes for Teacher ENGAGE – Predictions 1. Project a map that shows the invasions of the Roman Empire for students to view. 2. Distribute Handout: My Predictions to students. 3. As students view the map, they reflect on what they have read and learned about the Roman Empire. 4. Once they have studied the map individually, they discuss the map with a partner and write about the implications when invasions occur. (Possible predictions about the Roman Empire can be based on the topics bulleted in the handout.) 5. Expand the discussion to include what the implications might be if the same (invasions) were to occur in the United States and enter predictions in the center column and base the predictions on the bulleted list of the center column. NOTE: 1 Day = 50 minutes Suggested Day 1 – 10 minutes Materials • map that shows the invasions of the Roman Empire • chart/butcher paper Attachments: • Handout: My Predictions (1 per student) • Teacher Resource: My Predictions KEY TEKS: WH.1C, WH.3B, WH.4C Instructional Notes: The emphasis is on invasions and their impact on a society; in this case, the Roman Empire. 6. Once students complete the activity, they share their predictions with the class. 7. Teacher scribes the predictions on the board or chart/butcher paper using a larger three-column scale. As the student ©2012, TESCCC 04/08/13 page 4 of 13 World History Social Studies Unit: 04A Lesson: 01 Instructional Procedures Notes for Teacher responds, the teacher can script so that all students can view it and compare their responses. EXPLORE/EXPLAIN – The Big Picture 1. Distribute to each student a copy of slide #2 from the PowerPoint: Middle Ages in Europe. This graphic organizer illustrates the topics and subtopics of the events pertinent to this period of study (600 AD to 1450 AD). 2. Refer to the World History Timeline to help make a mental map of this time period relative to the previous periods of study and future periods of study. 3. Project the Teacher Resource: PowerPoint Middle Ages in Europe so that students can follow along. 4. Provide a brief explanation of the time period using words such as: • This time period is very interesting. As you look through your graphic organizer, note that when the Roman Empire fell apart and lacked a central government, Europe basically divided into two sections. • We will first address and read about the western part of Europe. Then, we will address the eastern part of Europe. • After we have thoroughly examined the important events and people of both regions, you will be able to make connections to the previous units and make predictions about the future units. • Let’s study the graphic organizer, find some patterns, make some connections, and arrive at some conclusions. Suggested Day 1 (continued) – 40 minutes Materials • Slide #2 from the Teacher Resource: PowerPoint: Middle Ages in Europe (1 per student) • World History timeline • Information on fragmentation of Europe following the collapse of the Roman Empire • Information on feudalism and manorialism Attachments: • Teacher Resource: PowerPoint: Middle Ages in Europe TEKS: WH.1C, WH.4C Purpose Students distinguish between manorialism and feudalism. Instructional Notes: • As a vocabulary extension, it is advisable for students to work on a vocabulary graphic organizer for feudalism and manorialism. • Optional Activity: Use the Handout: Causes and Effects for Decline of Rome and Formation of Medieval Europe • Teacher Resource: Causes and Effects for Decline of Rome and Formation of Medieval Europe Key (optional) 5. Facilitate a brief discussion and then summarize the information by asking questions such as the following. Scribe student answers on the board. • What happened to Europe? (after the fall of the Roman Empire, two regions developed, Western Europe and Eastern Europe: Byzantine Empire) • What was one key factor that the west and east had in common? (religion was common to both sides) 6. Assign students to work with a partner. 7. Introduce the information-gathering task using words such as: • You will begin by reading about Western Europe after the collapse of the Roman Empire. You will also read how feudalism and manorialism replaced Rome’s strong central government. 8. Student pairs read information about feudalism and manorialism. This may include specific readings from the district adopted textbook and other classroom or online materials. • Divide the reading task for the pair so that one student reads about feudalism while the other student reads about ©2012, TESCCC 04/08/13 page 5 of 13 World History Social Studies Unit: 04A Lesson: 01 Instructional Procedures • Notes for Teacher manorialism. When finished reading, each student explains their topic to the partner. The explanation may include a drawing for clarity. 9. After the reading is completed, partners work together on a “T” chart listing the major characteristics for feudalism and for manorialism. 10. Facilitate a discussion of student learning by asking questions such as: • What is the primary difference between feudalism and manorialism? ENGAGE – Hundred Years’ War 1. Project an image of Joan of Arc. (Many are available through an Internet search.) 2. Students write what they know about Joan of Arc based on prior knowledge. (If desired, use the Handout: KWL.) Students add information to their chart as discussion continues.) 3. Provide brief background information about her life and how, during the Middle Ages, Joan of Arc played an important role in a war that lasted about one hundred years between England and France. 4. Allow time for students to discuss with a partner. Include discussion of why she was a controversial figure and the role of women that was acceptable during this time period. Suggested Day 2 – 15 minutes Materials • Consider researching background material for Joan of Arc Attachments: • Handout: KWL (optional) Purpose: Activate prior knowledge to help students make connections between what they know and what they are going to learn, including the concepts of nation building and nationalism, as well as the Hundred Years War. 5. Explain to students that this part of the lesson focuses on a shift from feudalism and manorialism to a unification of kingdoms leading toward nation building. EXPLORE/EXPLAIN – Castles and Kingdoms Suggested Day 2 (continued) – 30 minutes 1. Project a series of images that show castles dating back to the Materials Middle Ages and maps that show divisions of land during the • Pictures of Middle Ages castles Middle Ages. Use the Teacher Resource: PowerPoint: Castles • Consider background research on the Hundred and Kingdoms Years’ War 2. After students view the PowerPoint, they turn to a student sitting next to them and discuss the following: • If Kingdom A becomes more powerful than the surrounding kingdoms, Kingdom A will probably __________________ 3. Students discuss the possibilities and share their thoughts with the class. 4. Teacher scribes answers on the board. Attachments: • Teacher Resource: PowerPoint: Castles and Kingdoms • Handout: Frayer Model • Handout: Column Notes TEKS: WH.1C, WH.3B, WH.4G, WH.16A Purpose: Students gain a better understanding of the process (general idea) involved in the gradual shift from kingdoms to nations. 5. Facilitate a discussion about kingdoms. Include in the discussion a review of feudalism and manorialism. 6. Provide students with a description of a nation (characteristics) ©2012, TESCCC 04/08/13 page 6 of 13 World History Social Studies Unit: 04A Lesson: 01 Instructional Procedures Notes for Teacher and a description of a kingdom (characteristics). • Kingdom: independent region with a ruler usually consisting of a king or queen (monarchy) and their subjects; often times kingdoms unified to form a larger kingdom through the marriage between the monarch’s son/daughter. • Nation: organized government, sovereign (self-rule), control over specific territory usually with clearly defined boundaries. The people usually share a common culture. Hundred Years War: Main Idea Important Points or image 7. Students create a vocabulary Frayer Model organizer for each word, nation and kingdom, using information they have gained. (Use the Handout: Frayer Model, or have students draw their own.) 8. Review with students what they have learned about city-states (Greece/Athens), empires (Roman Empire) and the Middle Ages (kingdoms). Extend the discussion to include what students know about what happens next, including the move toward building nations through the unification of kingdoms with common cultures, language, etc. 9. Provide students with reading material that summarizes (brief overview) the Hundred Years’ War. 10. Students consider how the Hundred Years’ War helped bring an end to the Middle Ages in Europe. 11. As students read about the war, they use Column Notes to organize their thoughts, ideas and questions. 12. Students sketch a bubble map that shows five to six characteristics of the Hundred Years War. 13. Students discuss the Middle Ages. EXPLORE/EXPLAIN – Hundred Years’ War 1. Provide a description of the word nationalism. Each student works on a Frayer Model vocabulary activity. 2. Students work on a 5W (Who, What, When, Where, Why) organizer with a partner as they revisit a summary of the Hundred Years’ War. Suggested Day 3 – 20 minutes Materials • Slide 2 of the Teacher Resource: PowerPoint: Graphic Organizer Middle Ages in Europe from Day 1 (1 copy per student) TEKS: WH.1C, WH.3B, WH.4G, WH.16A 3. Each student writes a summary of the war by explaining five major points about the war. Instructional Note: A video clip could be useful in helping review information on the Hundred Years’ War. As they view/listen to the video clip, students continue notetaking on the “Middle Ages in Europe” handout. ELABORATE – Hundred Years’ War Suggested Day 3 (continued) – 20 minutes Materials • Current event editorial on nationalism 1. Write the following question on the board: • How did the Hundred Years’ War contribute to the end of Medieval Europe? Consider the transition from kingdoms to nations. (Possible Answers: Kings and lords-feudalism was gradually replaced by nationalism; new methods for fighting wars were introduced including ©2012, TESCCC 04/08/13 TEKS: WH.1C, WH.3B, WH.4G, WH.16A Instructional Note: page 7 of 13 World History Social Studies Unit: 04A Lesson: 01 Instructional Procedures Notes for Teacher gunpowder making castles easier to infiltrate; peasants became soldiers and often replaced knights, etc.) Students link modern nationalism to the nationalism that developed prior to and during the Hundred Years’ War. 2. Through an Internet search, provide students with an editorial on nationalism (current event/issue). 3. After students have read the article (editorial), they draw inferences about the writer’s point of view. 4. Students agree or disagree and write a statement that justifies their response. EXPLORE – Magna Carta 1. Write the following statement on the board: • Magna Carta (1215): the Magna Carta limited the powers of the King of England (King John) and also protected the rights of English nobility, and over time, ordinary people, too. Suggested Day 4 – 30 minutes Materials • The Magna Carta http://www.fordham.edu/halsall/source/magnacar ta.asp TEKS: WH.20B 2. Explain to students that the Magna Carta was one of the most influential documents in England and later for Colonial America Instructional Notes: and in the development of self-governance. Possible clauses to use: #28, 30, 31, 38, 39, 45, 51. 3. Provide a brief history and overview of the document. 4. Create 6-8 learning stations using clauses from the Magna Carta. At each of the stations have two or three clauses from the Magna Carta. 5. Students rotate from station to station. At each station, students read the clause/s and answer the following questions (other analysis level questions may be used): Note: Place a copy of these and other questions at each of the stations to help guide students as they read the clauses from the Magna Carta. • How is this clause similar to laws we have today? • Did religion play a significant role throughout this document? How? • How did the Magna Carta impact the king’s power? EXPLAIN – Magna Carta 1. Using an ABC Squares Chart, students write one word for each of the letters of the alphabet that describes the Magna Carta. TEKS: WH.20B 2. This may be done by pairing students. 3. Project the Handout: ABCs “Magna Carta” and randomly select students to share their words. The student responses may be scripted on the chart. ELABORATE – Magna Carta 1. Say: • Turn to your partner and discuss the following question: • What has been the impact of political and legal ideas contained in the Magna Carta? ©2012, TESCCC Suggested Day 4 (continued) – 20 minutes Attachments: • Handout: ABCs “Magna Carta” 04/08/13 Suggested Day 5 – 20 minutes TEKS: WH.20B Instructional Notes: Students make connections between a historic (1215) document to modern day politics and legal ideas. page 8 of 13 World History Social Studies Unit: 04A Lesson: 01 Instructional Procedures Notes for Teacher ENGAGE – Let Us Reflect Suggested Day 5 (continued) – 15 minutes 1. Begin with projecting the Handout/PowerPoint: Graphic Organizer Middle Ages in Europe. (From Day 1) • We will be referring to this handout throughout our study of this period. Attachments: • Teacher Resource: PowerPoint: The Byzantine Empire 2. Every student will also utilize their Handout: Graphic Organizer “Middle Ages in Europe” TEKS: WH.1C, WH.4A, WH.4B, WH.4G, WH.20C, WH.23A 3. As a short review, students are to write a checkmark next to each of the “bubbles/topics” they have read about and write one or two statements about each of the topics. (This can be done on the handout or on a separate sheet of paper.) Allow 5 to 10 minutes for students to write their notes on their handout. Instructional Notes: The purpose for this engage activity is to help students keep track of the information they have learned. Each time new information is introduced as part of this lesson, it is advisable to repeat this activity. 4. Say: We have read about the impact of the fall of the Roman Empire on Western Europe. Prompt students by asking: • What two systems developed after the fall of Rome? • How do these two systems differ from the centralized form of government under Roman rule? 5. Today we will continue to expand our knowledge of the Middle Ages in Europe but our focus will be on Christianity. We will also visit Islam and the impact this religion had on Europe. EXPLORE/EXPLAIN – Christianity during the Middle Ages Suggested Day 5-6 – 20 minutes 1. Say: • As we look at our graphic organizer, it is important to note that with the fall of the Roman Empire, Europe experienced a great divide. Western Europe developed very differently than Eastern Europe. • From viewing your graphic organizer, what was one attribute both shared or had in common? (Christianity, the Church, religion…) 2. Assign students to a partner. Attachments: • Handout: Christianity Spreads • Teacher Resource: Christianity Spreads KEY Instructional Notes: Include a brief overview and background information on Thomas Aquinas as part of this Explore piece. This piece will be taught toward the end of Day 5 and continued on Day 6. 3. Provide students with information about the Roman Catholic Church and information about the Eastern Orthodox Church. A good starting point for this information may be acquired from the specificity found in (1C, 4A, 4B, 23A, 23B) this unit. Additional reading is recommended from other available sources, such as the district adopted textbook or Internet searches. TEKS: WH.1C, WH.4A, WH.4B, WH.23A, WH.23B 4. After they have completed the reading, distribute Handout: Christianity Spreads. 5. Students discuss their readings with their partner and fill in their graphic organizer with the causes and effects for the spread of Christianity. 6. Say: ©2012, TESCCC 04/08/13 page 9 of 13 World History Social Studies Unit: 04A Lesson: 01 Instructional Procedures Notes for Teacher We will revisit the Eastern Orthodox Church when we begin our study of the Byzantine Empire. ELABORATE – Christianity Spreads Suggested Day 6 (continued) – 10 minutes 1. Once students have completed their graphic organizer, each student answers the following question: • How did the development of Christianity act as a unifying social and political factor in medieval Europe? • Discuss with your partner and develop an answer. TEKS: WH.1C, WH.4A, WH.4B, WH.23A, WH.23B ENGAGE – Black Death Suggested Day 6 (continued) – 20 minutes 1. Do an Internet search for images on the Black Death during the Middle Ages). This may include artwork by Paulus Furst and his “Doktor of Rome”. TEKS: WH.1C, WH.4A, WH.4G, WH.23B 2. Show students an image of a map that illustrates the spread of the Black Death in Europe. (an online map is recommended and may be found through an Internet search) 3. Students discuss both images with a partner and write a bulleted list of inferences based on their analysis of both images. 4. Students share their lists with two other class members. EXPLORE – Black Death Suggested Day 6 (continued) – 10 minutes 1. Begin to read about the Black Death. 2. Use an Internet website or the district adopted textbook for further reading. 3. Before students begin to read, consider presenting a PowerPoint on the Black Death. A PowerPoint will help students organize their thoughts and develop an outline or graphic organizer that focuses on the main points. TEKS: WH.1C, WH.4A, WH.4G, WH.23B EXPLORE/EXPLAIN – Black Death Suggested Day 6 (continued) – 20 minutes 1. Students continue to read about the Bubonic Plague from a district-approved resources or website. TEKS: WH.1C, WH.4A, WH.4G, WH.23B 2. Students work on the Handout: Causes and Effects of Black Death. 3. Student turns to partner and describes the causes. Their partner describes the effects. Instructional Note There are informative PPTs on the Black Death available on the web. Attachments: • Handout: Causes and Effects of the Black Death • Teacher Resource: Causes and Effects of the Black Death KEY ENGAGE – Byzantine Empire (Eastern Europe) Suggested Day 7 – 10 minutes 1. Distribute two sheets of different colors to every student. (Later in this activity, students are to decide on whether a statement/assumption is a true or false statement. If the student decides it is a true statement, they raise their blue sheet and if it is a false statement, they raise their white sheet.) Any two colors may be utilized. Materials: • Index cards • Paper (any two colors) 2. Through an internet search, show a map of the Byzantine Empire at around 500 CE and a second map of the Byzantine ©2012, TESCCC 04/08/13 Instructional Note: These websites are interactive and actually show the Empire at its peak and as it declines. page 10 of 13 World History Social Studies Unit: 04A Lesson: 01 Instructional Procedures Notes for Teacher Empire at around the 1300s.). 3. Students compare the two maps of the Byzantine Empire. 4. Students make inferences about the two maps and based on their prior knowledge about the fall of the Roman Empire, they write an assumption statement on an index card. (Students do not write their names on the cards.) 5. Collect the cards and mix them up. Redistribute the cards to different students and ask for student volunteers to read the cards. 6. For each card that is read to the class, allow for student input as to whether they believe the assumption is a true or false statement and explain/justify their response. EXPLORE – Byzantine Empire Suggested Day 7 (continued) – 20 minutes 1. Provide questions for students to answer as they view the PowerPoint: The Byzantine Empire. These questions are located on slide 3. Instructional Notes: Support the PowerPoint with additional reading from the district adopted textbook and other available resources. 2. Students sketch a map that includes Western Europe and Eastern Europe (Byzantine Empire). Outline the two regions (Western Europe and Eastern Europe/Byzantine Empire) in two different colors. Attachments: • PowerPoint: The Byzantine Empire Instructional Note: Always encourage students to sketch the maps rather than providing them with blank maps. Sketching maps help develop and internalize visual/mental maps of regions and their development 4. Proceed with the PowerPoint which provides a simple overview through time. of the Byzantine Empire from its height to its downfall. 3. Students label the following: Constantinople, the Black Sea, and the Mediterranean Sea. (Several maps are included in the PowerPoint for this purpose.) 5. Explain Justinian’s Code of Laws impact. EXPLAIN – Byzantine Empire Suggested Day 7 (continued) – 10 minutes 1. Write on an exit card (index card) the most interesting fact you learned about the Byzantine Empire. Materials: • Index Cards (1 per student) ENGAGE – Crusade Suggested Day 8 – 20 minutes 1. Project a map of the first crusade route. The map should also show the Roman Catholic Church region, the Greek Orthodox Church (Byzantine Empire) region and the Islamic region. TEKS: WH.4D, WH.4E, WH.4G 2. Students write two or three inferences based on their observations of the map. Attachments: • Handout: Origin of the Word 3. Pair-share (students share their thoughts with a partner). 4. Ask for volunteers to share their thoughts and ideas about their observations. 5. Facilitate a short discussion based on student responses. Ask: • What is a crusade? (Students might respond with: A trip, a war, a mission, etc.) ©2012, TESCCC 04/08/13 page 11 of 13 World History Social Studies Unit: 04A Lesson: 01 Instructional Procedures • • Notes for Teacher Let us look at the origin of this word. (Project the Handout: Origin of the Word Crusade) What connections can you make between the origin of the word “Crusade” and the map? Maybe it had something to do with religions, trade, share and exchange, etc… 6. Say: • The Crusades, also known as Holy Wars, were fought between three major religions: Christianity, Islam, and Judaism. • We will study Islam in depth in the next unit but for now it is important to know that Islam established itself as a religion in the 600s AD. All three religions trace their beginnings to the same region in or around the area of Jerusalem. 7. Say: • Locate Jerusalem on the map. (Student may use the same map from the previous activity and add Jerusalem to it.) EXPLORE/EXPLAIN – Crusades Suggested Day 8 (continued) – 20 minutes 1. Students view the PowerPoint: (a continuation of the PowerPoint: The Byzantine Empire slides 17 through 19) and write down the three “Questions to Consider” listed on slide # 21. Materials • Consider researching district-approved resources and website information on the Crusades, Pope Urban II, and the Byzantine Empire. 2. The purpose for slide 17 is to review the major components of this lesson/Unit. 3. Slides 18 through 21 explore the Crusades and the role of Islam. 4. Students may read additional information from the district adopted textbook or other sources. TEKS: WH.4D, WH.4E, WH.4G Attachments: • Teacher Resource: PowerPoint: The Byzantine Empire • Handout: “Pope Urban Calls for a Crusade”, 1095 5. Students sit with a partner. Provide a copy of “Pope Urban Calls for a Crusade”, 1095. 6. Primary Source Analysis: Ask: • Students, would you consider this document a primary or a secondary source? Why? • You and your partner are to read this primary source and locate the reasons found within the speech as to why a crusade was needed. • Also consider the language choices utilized to gain great numbers of participants. 7. Students highlight the reasons for the Pope’s call for a crusade. 8. Write a short summary that explains the reason for the Crusades. ©2012, TESCCC 04/08/13 page 12 of 13 World History Social Studies Unit: 04A Lesson: 01 Instructional Procedures EXPLAIN – Analysis of Primary Source Notes for Teacher Suggested Day 8 (continued) – 10 minutes 1. Students proceed to analyze “Pope Urban calls for a Crusade” primary source by addressing the following questions: • Who wrote this document? • What were the intentions of the writer? • When was it written? • Who was the intended audience? • Identify biased words used in the speech to persuade Christians to join in the Crusades. ELABORATE – Enduring Understanding Suggested Day 9 – 1. Divide the class into groups of three, no more than four. TEKS: WH.4D, WH.4E, WH.4G 2. Provide each group with the three questions (slide 20). Each question should be written on a separate sheet of paper. Attachments: • PowerPoint: The Byzantine Empire 3. Each group is to view slide # 21 and categorize each of the statements that answers each of the questions. EVALUATE 1. Write an editorial addressing one of the following topics related to the Middle Ages in Europe: feudalism, manorialism, Great Schism, Crusades, Hundred Years’ War, the role of the Catholic Church or the Bubonic Plague (WH.1C; WH.3B, WH4A, WH.4B, WH.4C, WH.4D, WH.4E; WH.20B, WH.20C; WH.23A, WH.23B; WH.30D) 5G ©2012, TESCCC 04/08/13 page 13 of 13