Download The Middle Ages in Europe

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
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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:
•
•
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infrastructure
feudalism
monotheism
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nationalism
manorialism
schism
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kingdom
nation
Materials:
•
Refer to the Notes for Teacher section for materials.
Attachments:
•
•
•
•
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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)
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World History
Social Studies
Unit: 04A Lesson: 01
•
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•
•
•
•
•
•
•
•
•
•
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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
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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
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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
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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)
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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:
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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.
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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:
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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.
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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
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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
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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
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