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WorldHistory--2109310
UNIT4:MedievalWorldQuarter2(17Days)
LearningGoal
Whatwerethecultural,political,social,andreligiouschangesinMedievalWorld?
FocusContentStandards
GuidingQuestions
Resources
SS.912.W.2.9
1.
Analyzetheimpactofthecollapseofthe
WesternRomanEmpire
2.
SS.912.W.2.10
Describetheordersofmedievalsocial
hierarchy,thechangingroleoftheChurch,the
3.
emergenceoffeudalism,andthedevelopment
ofprivatepropertyasadistinguishingfeature
ofWesternCivilization.
SS.912.W.2.11
4.
Describetheriseandachievementsof
significantrulersinmedievalEurope.
SS.912.W.2.12
5.
RecognizetheimportanceofChristian
monasteriesandconventsascentersof
education,charitableandmissionaryactivity,6.
economicproductivity,andpoliticalpower.
SS.912.W.2.14
DescribethecausesandeffectsoftheGreat 7.
Famineof1315-1316,TheBlackDeath,The
GreatSchismof1378,andtheHundredYears
8.
WaronWesternEurope.
SS.912.W.2.15
Determinethefactorsthatcontributedtothe
growthofamoderneconomy
9.
SS.912.W.2.16
Tracethegrowthanddevelopmentofa
nationalidentityinthecountriesofEngland, 10.
France,andSpain.
SS.912.W.2.17
Identifykeyfigures,artistic,andintellectual 11.
achievementsofthemedievalperiodin
WesternEurope.
SS.912.W.2.18
DescribedevelopmentsinmedievalEnglish
legalandconstitutionalhistoryandtheir
importancetotheriseofmoderndemocratic
institutionsandprocedures.
Whowerethesignificantrulersofmedieval
Europe?
ExplaintheeffectsoftheFallofRomeandits
creationtotheDarkAgesinEurope.
Whatisfeudalismandhowisthe
developmentoffeudalsocietyimportantto
thedevelopmentofWesternEurope?
Whoweretheimportantfiguresassociated
withtheCrusades?
Compareandcontrasthealthcareresponseto
epidemicsintheMedievalperiodtotoday.
HowdidtheChurchinfluenceeducation,
socialwelfare,andhealthcare?
HowdidtheChurchinfluencethedailylifeof
apersoninFeudalEurope?
WhatarethecausesandeffectsoftheGreat
Famineof1315-1316,TheBlackDeath,and
theHundredYearsWaronWesternEurope?
Whatwerethemajoreconomicforcesduring
themedievalperiod?
WhatwasJapanlikeduringtheMedieval
Ages?
CompareandcontrastJapanesefeudalism
andWesternEuropeanfeudalism.
TextbookAlignedResources
1.
PrenticeHall,WorldHistory,Chapters72.
3.
and8
4.
5.
FeudalismResources
http://medievaleurope.mrdonn.org/less6.
7.
onplans/feudalism.html
8.
9.
MedievalResources(hasinformation 10.
abouteverythingincludingmusicand 11.
art)
12.
http://www.medieval-life-and13.
times.info/medieval-art/
14.
15.
*CrashCourseVideoontheCrusades: 16.
17.
https://www.youtube.com/watch?v=X0z
18.
udTQelzI&list=PLBDA2E52FB1EF80C9&in
19.
dex=15
20.
21.
*CrashCourseVideoontheMongols
22.
https://www.youtube.com/watch?v=szx
23.
Par0BcMo&index=17&list=PLBDA2E52FB
24.
1EF80C9
25.
26.
*Isanexampleofanactivitythatmust27.
beviewed/completedtomeetliteracy 28.
standards.
29.
PossibleActivity:
http://medievaleurope.mrdonn.org/less30.
31.
onplans/church.html
32.
33.
http://www.historylearningsite.co.uk/m
34.
edieval_church.htm
35.
PossibleActivity:
36.
*DBQ-TheBlackDeath:HowDifferent37.
wereChristianandMuslimResponses?38.
(Satisfies9WeeksWritingComponent)39.
FromDBQProjectMini-QWorldHistory40.
Thisaworkingdocumentthatwillcontinuetoberevisedandimprovedtakingyourfeedbackintoconsideration.
Vocabulary
Pilgrimages
Saladin
PopeUrbanII
Sacrament
Secular
CharlesMartel
Charlemagne
RichardTheLionHeart
FeudalContract
Vassal
Fief
Chivalry
Troubadour
Knight
FeudalContract
MagnaCarta
CommonLaw
KingJohnI
Serf
Mongols
GenghisKhan
KublaiKhan
Monasteries
Convent
Nuns
Monks
Priests
Secular(Pope,Cardinals,andBishops)vs.Regular
(MonksandNuns).
St.FrancisofAssisi
St.Benedict
Heresy
vernacular
Gothiccathedrals
JoanofArc
WarofRoses
longbow
BlackDeath/BubonicPlague
epidemic
guilds
HanseaticLeague
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WorldHistory--2109310
SS.912.W.2.19
DescribetheimpactofJapan'sphysiographyon
itseconomicandpoliticaldevelopment.
SS.912.W.2.20
Summarizethemajorcultural,economic,
political,andreligiousdevelopmentsin
medievalJapan.
SS.912.W.2.21
CompareJapanesefeudalismwithWestern
EuropeanfeudalismduringtheMiddleAges.
SS.912.W.2.22
DescribeJapan’sculturalandeconomic
relationshiptoChinaandKorea.
SS.912.W.3.8
Identifyimportantfiguresassociatedwiththe
Crusades.
LiteracyStandards:Ongoing
LAFS.910.RH.1.1
Citespecifictextualevidencetosupport
analysisofprimaryandsecondarysources,
attendingtosuchfeaturesasthedateand
originoftheinformation.
LAFS.910.RH.1.2
Determinethecentralideasorinformationofa
primaryorsecondarysource;providean
accuratesummaryofhowkeyeventsorideas
developoverthecourseofthetext.
LAFS.910.RH.1.3
Analyzeindetailaseriesofeventsdescribedin
atext;determinewhetherearlierevents
causedlateronesorsimplyprecededthem.
LAFS.910.RH.2.4
Determinethemeaningofwordsandphrases
astheyareusedinatext,includingvocabulary
describingpolitical,social,oreconomicaspects
ofhistory/socialscience.
LAFS.910.RH.2.5
Analyzehowatextusesstructuretoemphasize
keypointsoradvanceanexplanationor
analysis.
LAFS.910.RH.2.6
Comparethepointofviewoftwoormore
authorsforhowtheytreatthesameorsimilar
Volume2-
*DBQ-WhywastheBubonicPlagueso
devastatingtoEuropeanSociety?
(Satisfies9WeeksWritingComponent)
FromDBQProjectMini-QWorldHistory
Volume2
HelpfulBackgroundinformationonBlack
Death
http://www.historylearningsite.co.uk/bla
ck_death_of_1348_to_1350.htm
*Isanexampleofanactivitythatmust
beviewed/completedtomeetliteracy
standards.
*DBQOntheDifferencesbetween
KnightsandSamurai.PossibleDBQ
(Satisfies9WeeksWritingComponent)
FromDBQProjectMini-QWorldHistory
Volume2
*Isanexampleofanactivitythatmust
beviewed/completedtomeetliteracy
standards.
AccountsofIndividualswhoexperienced
theplague
http://www.eyewitnesstohistory.com/pl
ague.htm
SHEG:DarkAges
(http://sheg.stanford.edu/dark-ages)
FirstCrusades
(http://sheg.stanford.edu/first-crusade
UnderstandingtheBlackDeath
(http://sheg.stanford.edu/understanding
-black-death)
TheBlackDeathinFlorence
(http://sheg.stanford.edu/black-deathflorence)
Havestudentscreateaflowchartofthe
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WorldHistory--2109310
topics,includingwhichdetailstheyincludeand
emphasizeintheirrespectiveaccounts.
LAFS.910.RH.3.7
Integratequantitativeortechnicalanalysis
(e.g.,charts,researchdata)withqualitative
analysisinprintordigitaltext.
LAFS.910.RH.3.8
Assesstheextenttowhichthereasoningand
evidenceinatextsupporttheauthorsclaims.
LAFS.910.RH.3.9
Compareandcontrasttreatmentsofthesame
topicinseveralprimaryandsecondarysources.
processofbecomingamemberofa
guild.
http://www.middle-ages.org.uk/guildsin-the-middle-ages.htm
HavestudentscreateaVennDiagram
comparingWyecliff’sandHus’criticism
oftheCatholicChurch.
Havestudentscreateapositionpaper
defendingeitherFrance’sorEngland’s
modelofpoliticalstructureandthe
consequentcontrolthatithasontheir
respectivesocieties.Studentswill
defendtheirpositioninaclassdebate.
Havestudentsresearchamodern
universityandthencompareand
contrasttheroleandsignificanceofthe
modernuniversitywithamedieval
university.Whatchangesand
continuitiesareevident?
http://www.csupomona.edu/~plin/ls201
/medieval2.html
Havestudentsmaptheoriginand
diffusionoftheBlackDeathacrossthe
world.
http://www.vlib.us/medieval/lectures/bl
ack_death.html
Havestudentscreateanobituaryof
someonewhodiedasaresultofthe
BlackDeathortheGreatFamine,
includingtheiroccupation,theirfinal
weeksandordays,aswellastheimpact
ithadontheirfamilyandsurrounding
community.
http://www.eyewitnesstohistory.com/pl
ague.htm
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HavestudentscreateaVennDiagram
comparingtheeconomyofamedieval
townwiththatoftheirowncommunity.
http://www2.sunysuffolk.edu/westn/hig
hmed.html
Havestudentscreateanewspaper
articlewhichhighlightsthemost
importanteventinatleasttwoofthe
MedievalMonarchs.Oneofthe
Monarchsshouldbeexaminedina
positiverolewhiletheothershouldbea
negative.Thenhavestudentscreatea
headlineforthearticle
http://www.spartacus.schoolnet.co.uk/
MEDTkings.htm
http://www.castlewales.com/eng_king.h
tml
Havestudentsdiscusstheshiftfroman
economybasedonthebartersystemto
amarketeconomy,andevaluatethe
majoreventsthatpushedsocietiesto
transitionfromonetotheother.
http://www.boiseweekly.com/boise/you
-barter-believe-it/Content?oid=1152533
http://www.merinews.com/article/thebarter-system-pros-andcons/15813654.shtml
Havestudentsresearchanddefendin
writingthetrialofJoanofArc,and
persuadetheJudgeorClassonthe
validityoftheclaimthatshewasa
Heretic.
http://archive.joan-ofarc.org/joanofarc_trial_issues.html
Havestudentsdiscussandpreparea
reportonthestrugglesoftheHoly
RomanEmpireandtheCatholicChurch.
Crash Course 14: Dark Ages
(https://www.youtube.com/watch?v=
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WorldHistory--2109310
QV7CanyzhZg)
History teacher video I am a Knight
(https://www.youtube.com/watch?v=E
4pGFGkHOd8)
King Arthur
(https://www.youtube.com/watch?v=A
tCxl9leYQ4)
Eleanor of Aquitaine
(https://www.youtube.com/watch?v=y
sU_ezDYt8A)
the Vikings
(https://www.youtube.com/watch?v=fI
vJ2P0giVc)
In a Nutshell Vikings, two videos
(https://www.youtube.com/watch?v=3
xIy7FoiaQY,
https://www.youtube.com/watch?v=G
LyDSBv2ngc)
Crash Course 17: The Mongol
(https://www.youtube.com/watch?v=s
zxPar0BcMo)
Historyteachervideo,Spanish
Inquisition
(https://www.youtube.com/watch?v=89
Xv4mV1BIs)
TheCrusades
(https://www.youtube.com/watch?v=we
MhSSYoRi4)
BlackDeath
(https://www.youtube.com/watch?v=rZy
6XilXDZQ)
TheBlackDeathinFlorence
(http://sheg.stanford.edu/black-deathflorence)
BattleofAgincourt
(https://www.youtube.com/watch?v=XR
kmdpLgLiE)
JoanofArc
(https://www.youtube.com/watch?v=w
QydMhY9OpI)
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ThomasAquinas
(https://www.youtube.com/watch?v=m
57m0XiRgBA)
CanterburyTales
(https://www.youtube.com/watch?v=vB
a5nN_JyPk)
Beowulf
(https://www.youtube.com/watch?v=yiB
aSqO7n9U)
CrashCourse15:Crusades
(https://www.youtube.com/watch?v=X0
zudTQelzI
ESE/ESOLStrategies:
PairsCheck
CornellNotes
ThinkingMaps
TicketouttheDoor
3-2-1
Mix-Pair-Share
LiteracyCircles
Advanced/HonorsClasses:
Foralladvanced/honorsclassesthe
expectationistoincreasetherigor,
researchandwritingexpectations,along
withthespeedatwhichthecurriculumis
taught.
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WorldHistory--2109310
World History Unit 4: Medieval World
Score
Learning Progression
r
r
r
I can:
Analyze the causes and effects of the Great Famine of 1315-1316, The Black Death, The Great Schism of 1378,
and the Hundred Years War on Western Europe.
Evaluate developments in medieval English legal and constitutional history and their importance to the rise of
modern democratic institutions and procedures.
Analyze the major cultural, political, and religious developments in Medieval Japan.
4.0
Tracking
Have students create a position paper defending either
France’s or England’s model of political structure and the
consequent control that it has on their respective societies.
Students will defend their position in a class debate.
Have students research a modern university and then compare
and contrast the role and significance of the modern
university with a medieval university. What changes and
continuities are evident?
http://www.csupomona.edu/~plin/ls201/medieval2.html
Have students research and defend in writing the trial of Joan
of Arc, and persuade the Judge or Class on the validity of the
claim that she was a Heretic.
http://archive.joan-of-arc.org/joanofarc_trial_issues.html
Have students discuss and prepare a report on the struggles of
the Holy Roman Empire and the Catholic Church.
3.5
I can do everything at a 3.0 and I can demonstrate partial success at score 4.0.
I can:
r
r
r
r
r
r
r
r
r
3.0
r
r
r
r
r
Analyze the impact of the collapse of the Western Roman Empire on Europe.
Describe the orders of medieval social hierarchy, the changing role of the Church, the emergence of feudalism, and the
development of private property as a distinguishing feature of Western Civilization.
Describe the rise and achievements of significant rulers in Medieval Europe.
Describe the importance of Christian monasteries and convents.
Describe the causes and effects of the Great Famine of 1315-1316, the Black Death, the Great Schism of 1378, and the Hundred
Years’ War on Western Europe.
Determine the factors that contributed to the growth of a modern economy.
Trace the growth and development of a national identify in the countries of England, France, and Spain.
Identify key figures, artistic, and intellectual achievements of the medieval period in Western Europe.
Describe developments in medieval English legal and constitutional history and their importance to the rise of modern
democratic institutions and procedures.
Describe the impact of Japan’s physiography on its economic and political development.
Summarize the major cultural, economic, political, and religious developments in medieval Japan.
Compare Japanese feudalism with Western European feudalism during the Middle Ages.
Describe Japan’s cultural and economic relationship to China and Korea.
Identify important figures associated with the Crusades.
Have students develop biographical profiles of any of the Frank
kings, include a picture, and highlight the greatest achievements
during their reign.
http://www.flowofhistory.com/units/birth/5/FC40
Have students create a historical account (e.g., newspaper article, etc)
of a medieval village under Viking attack, making sure to include
intentions and strategies, as well as a map highlighting major attack
routes.
http://www.mnh.si.edu/vikings/
http://www.pbs.org/wgbh/nova/vikings/
Have students write a feudal contract between an imaginary king and
noble, include all parts of the agreement between the two parties.
Have students create a chart describing the major characteristics of
manorialism, including economic obligations, benefits for serfs, and
benefits for lords.
Have students take the role of an individual living in either feudal
Japan or Medieval Europe and write a historical account of how
religion affected their daily life.
Have students identify and explain geographic factors that influenced
events in early Japanese civilization.
Have students participate in a virtual exploration of the silk road,
keeping a travel journal of their experiences.
http://www.globalschoolnet.org/gsnexpeditions/
Have students create a headline for a news story on either a political,
economic, or cultural consequence, of the Mongols rule in China.
Have students map the origin and diffusion of the Black Death across
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WorldHistory--2109310
the world.
http://www.vlib.us/medieval/lectures/black_death.html
Have students create an obituary of someone who died as a result of
the Black Death or the Great Famine, including their occupation, their
final weeks and or days, as well as the impact it had on their family
and surrounding community.
http://www.eyewitnesstohistory.com/plague.htm
Have students create a newspaper article, which highlights the most
important event in at least two of the Medieval Monarchs. One of the
Monarchs should be examined in a positive role while the other
should be a negative. Then have students create a headline for the
article
http://www.spartacus.schoolnet.co.uk/MEDTkings.htm
http://www.castlewales.com/eng_king.html
Have students discuss the shift from an economy based on the barter
system to a market economy, and evaluate the major events that
pushed societies to transition from one to the other.
http://www.boiseweekly.com/boise/you-barter-believeit/Content?oid=1152533
http://www.merinews.com/article/the-barter-system-pros-andcons/15813654.shtml
Have students research and defend in writing the trial of Joan of Arc,
and persuade the Judge or Class on the validity of the claim that she
was a Heretic.
http://archive.joan-of-arc.org/joanofarc_trial_issues.html
Have students discuss and prepare a report on the struggles of the
Holy Roman Empire and the Catholic Church.
2.5
r
2.0
r
r
r
r
r
r
r
1.5
1.0
I can do everything at a 2.0 and demonstrate partial success at score 3.0.
I know:
The definition of the following terms: Justinian, Theodora, Constantine, Constantinople, Justinian’s Code, Hagia Sophia,
Cyrillic Alphabet, Belisarius, Cyril and Methodius, Justinian’s Plague
how to recognize the extent of Byzantine territory.
how to recognize that Constantine the Great established Christianity as the official religion of Constantinople.
how to recognize a similarity and difference of the Byzantine Empire and Roman Empire.
how to associate a key figure, such as Justinian the Great, with the Byzantine Empire.
how to recognize a contribution of the Byzantine Empire, such as the development of Western Europe, Islamic civilization, or
spread of Christianity in Eastern Europe (Slavic peoples).
how to recognize a cause of the decline of the Byzantine Empire, such as the plague, attacks from barbarian tribes, or the
Crusades.
how to recognize that the Ottoman Turks conquered the Byzantine Empire.
Have students create a Venn Diagram comparing European and
Japanese feudalism.
http://asianhistory.about.com/od/japan/a/Feudalism-In-Japan-AndEurope.htm
http://regentsprep.org/Regents/global/themes/politicalsystems/feudali
sm.cfm
http://afe.easia.columbia.edu/main_pop/kpct/kp_tokugawa.htm
Have students create a Venn Diagram comparing the economy of a
medieval town with that of their own community.
http://www2.sunysuffolk.edu/westn/highmed.html
I can do some things at a 3.0 with little success.
I need a lot of help with most things at 3.0
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