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STEPHENVILLE CURRICULUM DOCUMENT
SOCIAL STUDIES
GRADE: 10TH
COURSE: WORLD HISTORY
BUNDLE (UNIT) 3
EST. NUMBER OF DAYS: 15
UNIT 3 NAME
Unit Overview Narrative
Generalizations/Enduring Understandings
POST-CLASSICAL CIVILIZATIONS 600-1450
UNIT 3A: DEVELOPMENT OF ISLAM
UNIT 3B: KINGDOMS OF WEST AFRICA
UNIT 3C: EAST ASIA AND THE MONGOLS
UNIT 3D: MIDDLE AGES & BYZANTINE EMPIRE
This unit examines how regional civilizations linked people of diverse lands
A: The creation of Islam and trade from China to Africa
B: The restructuring of Europe after the fall of Rome
Islam started in the Middle East in A.D. 622.
New Arab empires arose as trade spread the unifying culture of Islam.
West African kingdoms grew from the trans-Saharan trade and adopted Islam.
East Asia fell under control of the Mongols.
The fall of the Roman Empire in the West caused a restructuring of Europe.
The Eastern Roman Empire endured as the Byzantine Empire.
Concepts
Islam, West Africa, Middle Ages/Medieval, feudalism, Byzantine Empire
Guiding/Essential Questions
How did Islam begin?
What was Islam’s early impact?
What West African kingdoms prospered from trade?
How did the Mongol conquests facilitate the trans-Eurasian trade?
How did the restructuring of Europe affect Christianity?
Learning Targets
Formative Assessments
Chapter 6 quiz, Chapter 7 quiz, Chapter 8 quiz, Chapters 9 & 10 quiz
Summative Assessments
Bundle 3 test
TEKS (Grade Level) / Specifications
(1) History. The student understands
TEKS
Specifications
Color Code Key:
Readiness = Green
Supporting = Yellow
SS Skills = Blue
Post-Classical Period A.D. 600 - 1500
(C) identify major causes and describe the major effects
of the following important turning points in world history
Vocabulary: Post-Classical Era, Medieval
Examine the political, economic, geographic, and social
People: Justinian, Thomas Aquinas
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traditional historical points of reference in
world history. The student is expected to:
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;
R=4A,4C,4D,4K
characteristics of the Post-Classical Era. Study the changes and
continuities from the Classical Era to the Post-Classical Era.
(4) 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:
(A) explain the development of Christianity as a unifying
social and political factor in medieval Europe and the
Byzantine Empire;
Vocabulary: Tithe, Monastery, Crusades
Explain the significance of social and political factors that made
the Church powerful and discuss possible effects on daily life.
When the central authority of the Roman Empire collapsed, the
Church stepped in to create order from chaos. During the
Middle Ages, Christianity united communities, preserved
learning, and emerged as the most powerful factor in Europe
and the Byzantine Empire. The Church became the center of
daily life in communities.
Understand that after the collapse of the Roman Empire, the
Christian church remained intact and acted as a cultural and
politically unifying force in Europe during the Post-Classical
period.
Islam was the same cultural and politically unifying force in the
Middle East during the Post-Classical period.
Buddhism was the same cultural and politically unifying force in
Asia during the Post-Classical period.
(B) explain the characteristics of Roman Catholicism and
Eastern Orthodoxy; R=4A
Vocabulary: Roman Catholicism, Eastern Orthodoxy
Examine the structure and traditions of the Eastern Orthodox
Church (Constantinople) and Roman Catholic Church (Rome) in
terms of beliefs, practices, leadership, and geographic
influence..
Roman Catholicism
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(C) describe the major characteristics of and the factors
contributing to the development of the political/social
system of feudalism and the economic system of
Pope
Communion
No marriage
priesthood
Rome>Western
Europe
Eastern Orthodoxy
of
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Patriarch
Communion
Marriage allowed in
priesthood
Constantinople>Eastern
Europe including Russia
Vocabulary: Feudalism, Manorialism, Lords, Self-sufficiency,
Vassals, Knights, Serfs
Understand how the breakdown of central authority in Europe
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manorialism;
led to the development of feudalism and manorialism.
Compare the mutual obligations of nobles and serfs, as well as
the role of women during medieval times, both noblewomen
and serfs.
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Feudalism developed as a political and social system in
response to the need for protection and security
Manorialism developed as an economic system, which
resulted in a self-sufficient, stable community and lack
of trade
Both of these systems required mutual obligations between
social classes – lords, vassals, knights, and serfs – and resulted
in a decentralized European political system and warfare.
The social structure of feudalism often repeats in history, for
example in Japan and Pre-Revolutionary Latin America.
Understanding factors that led to feudalism and manorialism in
Europe is essential when examining the rise of Christianity, the
power of the Roman Catholic Church, and the economic
transition to the Agricultural and Commercial Revolutions, and
explains why Europe is politically divided into small countries to
this day.
(D) explain the political, economic, and social impact of
Islam on Europe, Asia, and Africa;
Vocabulary: Sufis
Summarize and explain the political, economic, and social
impact of Islam on cultures and civilizations in various parts of
the world. Examine the similarities and differences between
Muslim society and European society during the Middle Ages.
Identify Muslim advances and achievements during its golden
age. Understand the importance of Islam as a unifying
influence and empire-builder and that Islam played a large role
in the development of trade systems.
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Contact between Europeans and Muslims spread ideas
and technologies to Europe, including the adoption of
Arabic numerals, and resulted in a revival of trade and
led to the end of the Middle Ages in Europe
In Asia, Islam was adopted by many and trade
networks along the Silk Road and Indian Ocean
complex flourished
Islam spread to sub-Saharan Africa and the area was
pulled into the Arab trade zone. Trade kingdoms in
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Ghana, Mali, Songhay and the Eastern Africa coast
grew
Trade in gold, salt, and slaves expanded
The spread of Islam during the Post-Classical period was
accomplished through conquest, trade, and Sufi missionaries,
and resulted in a multi-ethnic empire unified religiously and
culturally and expanding transcontinental trade.
During the same time period, Europe was unified by
Christianity yet lacked trade contacts.
This time represented a Golden Age in the Muslim World,
evidenced by advances in science, technology, art, and
literature. Muslim preservation of Greek texts has impact in
the Renaissance. European explorers vying to trade in the
thriving Indian Ocean trade of the Muslims and Chinese
adopted Muslim technologies. Muslim culture linked diverse
people across an enormous area with a unified language,
religion, and an advanced civilization that continues to have a
significant role today, comprising 1/5 of the world’s population.
(E) describe the interactions among Muslim, Christian,
and Jewish societies in Europe, Asia, and North Africa;
R=4D
(F) describe the interactions between Muslim and Hindu
societies in South Asia; R=4D
(G) explain how the Crusades, the Black Death, the
Hundred Years' War, and the Great Schism contributed
to the end of medieval Europe;
Vocabulary: Interactions
Explain the impact of Islam in Europe, Asia, and Africa,
including the economic relationships, spread of ideas and
technologies, and conflicts.
Vocabulary: Interactions
Explain the impact of Islam in Europe, Asia, and Africa in the
interactions between Muslims and Hindus in the Post-Classical
Era in the exchange of ideas and technology and by looking at
the number of converts.
Vocabulary: Epidemic, Schism, Crusades, Papacy
Identify the major events that led to the emergence of Europe
from isolation after the Middle Ages and describe the political,
economic, cultural, and religious importance of each event.
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The Crusades resulted in a revival of trade and
exposure to technologies and learning
Black Death resulted in large population losses which
allowed peasants/serfs to leave manors for jobs and
ended manorialism
The Hundred Years’ War introduced new weapons
that made feudal warfare obsolete and the use of paid
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armies led to end of feudalism
The Great Schism exemplified corruption of the
Catholic Church and led to its decline
Ultimately all indicated decline of medieval
institutions
The Crusades and the Black Death epidemic resulted in social,
political, and economic changes.
The Great Schism resulted in two rival popes, calls for reform,
and challenges to the power of the clergy.
The Hundred Years’ War brought about advanced military
technology and the expansion of French power.
The increased trade between East and West and the weakening
of the power of the Church led to the development of new
technologies and manufacturing. This economic recovery set
the stage for the Renaissance, Reformation, and exploration of
the Americas. These event and their contributions is also
important to understanding the growth of strong central
governments, capitalism, and the rise of a powerful merchant
class. There are multiple historical connections between
technology and economic expansion.
(H) summarize the major political, economic, and
cultural developments in Tang and Song China and their
impact on Eastern Asia;
Vocabulary: Tributary states, Land reform, Footbinding
Summarize economic changes that occurred in Tang and Song
China because of land reform and the development of new
technologies. Summarize the social structure including the
changing role of women. Describe advances in the arts and
literature.
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During the Post-Classical period the Chinese
bureaucracy rebuilt and expanded
An agricultural revolution occurred
There was a Chinese renaissance in culture and
resurgence of Confucianism
Footbinding became a common practice for elite
Chinese women
Tang rulers used the idea of tributary states to build their
empire in Eastern Asia. They instituted a system of land reform
to redistribute land to the peasants in exchange for taxes.
The Tang expanded the civil service system based on the study
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of Confucian works and built the Grand Canal between the two
most important rivers in China to encourage trade and
transportation.
Under the Song, Chinese wealth and culture dominated.
Under both the Tang and Song, foreign trade with Asia
flourished and paper money was introduced.
The role of women in Tang and Song society changed with the
introduction of footbinding, and Chinese women took a
subordinate role in society, which was reinforced by Confucian
teachings.
Technological achievements, art, and literature flourished
during this golden age as did Chinese exploration of the Indian
Ocean. These aided the spread of Chinese civilization to Japan,
Southeast Asia, and beyond.
The Golden Age of China occurred at the same time of the
Golden Age in the Islamic world.
(I) explain the development of the slave trade; R=4D
(J) analyze how the Silk Road and the African gold-salt
trade facilitated the spread of ideas and trade;
Vocabulary: Slavery
The extension of slavery from east Africa to Arabia and Asia
was a component of the spread of Islam. Examine why the
slave trade expanded with the spread of Islam into Africa and
why Africa was traditionally a source for slaves.
Vocabulary: Silk Road, Ghana, Mali, Songhai
Review reasons for the development of the Silk Road; integrate
new information regarding the spread of ideas and trade along
these routes. Analyze and understand how the spread of Islam
to Africa increased Africa’s religious diversity and how a
succession of powerful West African kingdoms became very
wealthy through the domination of gold and salt trade.
Examine the need for salt at that time.
Trade between the Roman Empire and China continued during
the Medieval Era, exchanging goods and ideas of government
as well as silk, spices, tea, and porcelain.
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Buddhism and Islam spread along the Silk Road
Islam spread to sub-Saharan Africa with the
development of a trans-Saharan trade in gold and salt
Trade kingdoms arose in West Africa
Most conversions to Islam in West Africa were among the elite.
Increasing contact between Europe and Africa laid the
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foundation for the Atlantic Slave Trade and will have deep
consequences for West Africa, Europe, and the Americas.
(K) summarize the changes resulting from the Mongol
invasions of Russia, China, and the Islamic world.
Vocabulary: Serfdom
Summarize the political, economic, and social impact of the
Mongol rule (as opposed to describing Mongol military tactics).
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Russia became a tribute state and serfdom expanded
China fell under foreign rule and opened to outsiders
with foreigners working in the bureaucracy
Muslim heartlands were obliterated and many
Mongols converted to Islam
Trans-Eurasian trade was facilitated along the Silk
Road with Mongols protecting the trade routes
Ideas and technologies from China spread to Europe
Mongol conquests created the world’s largest land-based
empire and facilitated a grand exchange of ideas and
technologies along the Silk Road. The Mongols were able to
control the entire Silk route and allowed for peaceful travel
along the road. While brutal in their conquests, the Mongols
were religiously tolerant and facilitated cultural exchanges.
Mongol conquests ended the Abbasid Dynasty and the Song
Dynasty and the decline of the Mongols ushered in the closing
of the Post-Classical period and marked the end of nomadic
threats to settled societies.
Building of the Great Wall between the Mongols and the
Chinese begun by Emperor Qin held off the eventual conquests
for a time.
Mongol lack of education focus put conquered areas behind
(i.e., Russia-Kingdom of the Golden Horde).
Mongol opening of Europe to more contact with the east had
implications for later European exploration using technologies
of the Chinese.
The model of serfdom expanded in Russia during Mongol rule
th
and was characteristic of Russia society into the 20 century.
(15) Geography. The student uses geographic
skills and tools to collect, analyze, and interpret
data. The student is expected to:
(A) create and interpret thematic maps, graphs, and
charts to demonstrate the relationship between
geography and the historical development of a region or
nation; and
Map trade routes: Silk Road, African gold/salt routes
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(B) analyze and compare geographic distributions and
patterns in world history shown on maps, graphs, charts,
and models.
(16) Geography. The student understands the
impact of geographic factors on major historic
events and processes. The student is expected
to:
(19) Government. The student understands the
characteristics of major political systems
throughout history. The student is expected to:
(20) Government. The student understands
how contemporary political systems have
developed from earlier systems of government.
The student is expected to:
(A) locate places and regions of historical significance
directly related to major eras and turning points in world
history;
Vocabulary: Era
Examine the geographic growth and expansion of civilization.
Examine how geographic locations on political and cultural
regions have changed and stayed the same.
Map early kingdoms of West Africa
(C) interpret maps, charts, and graphs to explain how
geography has influenced people and events in the past
Discuss how the Sahara was once a barrier to trade and then
how trade routes developed across the desert.
(B) identify the characteristics of the following political
systems: theocracy, absolute monarchy, democracy,
republic, oligarchy, limited monarchy, and
totalitarianism.
Vocabulary: Absolute monarchy, Limited monarchy
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B) 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;
R=20A
(C) 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;
R=20A
(22) Citizenship. The student understands the
historical development of significant legal and
political concepts related to the rights and
responsibilities of citizenship. The student is
Graph population changes
(A) summarize the development of the rule of law from
ancient to modern times; R=20A
Absolute monarchy – exercises ultimate unlimited
authority
Limited monarchy – monarchy exercises limited
power, usually based on a constitution
Justinian’s Code of Laws
Magna Carta
Examine the development of democratic-republican
government. Examine how these documents expanded
political rights for groups and individuals.
Look at primary sources.
Vocabulary: Philosopher
Explain the development of democratic-republican
government.
Thomas Aquinas
Vocabulary: Rule of law
Explain the development of democratic-republican
government. Examine the responsibilities of citizens and
political leaders as democratic-republican government
developed.
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expected to:
Trace the spread of Roman legal traditions to western
civilizations and the development of documents that codified
the rights of individuals throughout history.
(23) Culture. The student understands the
history and relevance of major religious and
philosophical traditions. The student is
expected to:
(A) 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;
Understand that civilizations developed religion to explain
natural phenomenon and to provide a means of organizing
society and having social controls.
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Islam began when Arab merchant Mohammed
received revelation from God to spread monotheism
Mohammed gained a following and became a military
and political leader in Arabia
Years of dispute followed Mohammed’s death in a
conflict over the rightful heir
Arabs eventually united to spread Islam by conquest,
trade, and by Sufi missionaries
Central to Islam are the Five Pillars of Faith
th
Sikhism developed in Punjab India in the 15 century
and is based on the teaching of Guru Nanak Dev Ji
Sikhism is monotheist and practices meditation in
seeking salvation
Explain the two factions of Islam, Sunni and Shia, which formed
due to disputes over who had the right to govern after the
death of Muhammad.
(B) identify examples of religious influence on various
events referenced in the major eras of world history.
Vocabulary: Religion
Examine the role of religion as a culturally unifying force in the
Post-Classical Era.
Examine the growth of political control of the Catholic church
during the Middle Ages.
(24) Culture. The student understands the
roles of women, children, and families in
different historical cultures. The student is
expected to:
(A) describe the changing roles of women, children, and
families during major eras of world history;
Vocabulary: Era
Examine the cultural characteristics of civilizations. Examine
the changing roles of women, children, and families as an agent
for change politically, economically, and socially.
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(25) Culture. The student understands how
the development of ideas has influenced
institutions and societies. The student is
expected to:
(26) Culture. The student understands the
relationship between the arts and the times
during which they were created. The student is
expected to:
(D) explain how Islam influences law and government in
the Muslim world. R=4D
Vocabulary: Caliph, Shari’ah
Explain the impact of Islam on law and government as part of
the culture of the Muslim world.
Understand that there is plurality in the Muslim world today;
however, in the Post-Classical Era the Muslim world was united
and the political leader was also the religious leader (caliph).
Interpretation of Muslim law has been recorded in the shari’ah
and is the basis of law in some Muslim dominated countries,
such as Iran.
Not all Muslims agree on the interpretations put forth in the
shari’ah as different countries and cultures have differing
interpretations.
The influence of Islam in law and government in the Muslim
world ranges from the Islamic theocracy of Iran to the very
secular government in Turkey.
(A) identify significant examples of art and architecture
that demonstrate an artistic ideal or visual principle from
selected cultures;
Vocabulary: Artistic ideal, Visual principle
Examine how culture and technological advances affected the
art and architecture produced by a society.. Examine how art
and architecture are a reflection of the ideals that were
important to individual cultures.
Gothic cathedrals, mosaics, mosques, ger/yurt
(B) analyze examples of how art, architecture, literature,
music, and drama reflect the history of the cultures in
which they are produced;
Vocabulary: Culture
Examine the art, architecture, literature music, and drama
produced in each major era and major civilizations. Examine
how political events, economic changes, and social changes
such as the spread of religions affected the type of art, etc.
Printing press, The Canterbury Tales, Qur’an, coat of arms,
illuminated letters
Exemplar Lesson 3
(27) Science, technology, and society. The
student understands how major scientific and
mathematical discoveries and technological
innovations affected societies prior to 1750.
The student is expected to:
(A) identify the origin and diffusion of major ideas in
mathematics, science, and technology that occurred in
river valley civilizations, classical Greece and Rome,
classical India, and the Islamic caliphates between 700
and 1200 and in China from the Tang to Ming dynasties;
R=4D,4H
Vocabulary: Diffusion
Examine advancements and study the impact. Examine how
they were related to record keeping, agriculture, engineering,
and transportation.
Arabic numerals: Muslim traders learned numbers from Indian
mathematicians; Europeans got them from the Arabs, hence
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the name.
Processes and Skills
(29) 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:
(F) 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;
How trade contacts transferred religious ideas
(H) use appropriate reading and mathematical skills to
interpret social studies information such as maps and
graphs.
(30) Social studies skills. The student
communicates in written, oral, and visual
forms. The student is expected to:
(A) use social studies terminology correctly;
(B) use standard grammar, spelling, sentence structure,
and punctuation;
(C) interpret and create written, oral, and visual
presentations of social studies information; and
(D) transfer information from one medium to another.
(31) Social studies skills. The student uses
problem-solving and decision-making skills,
working independently and with others, in a
variety of settings. The student is expected to:
(A) use a problem-solving process to identify a problem,
gather information, list and consider options, consider
advantages and disadvantages, choose and implement a
solution, and evaluate the effectiveness of the solution;
and
(B) use a decision-making process to identify a situation
that requires a decision, gather information, identify
options, predict consequences, and take action to
implement a decision.
Topics
Transforming the Roman World, Feudalism, Growth of European Kingdoms, Byzantine Empire and the Crusades;
Peasants, Trade, and Cities, Christianity and Medieval Civilization, Culture of the High Middle Ages, Late Middle Ages;
Rise of Islam, Arab Empire and its Successors, Islamic Civilizations, Culture of Islam; Development of Civilizations in
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Africa, Kingdom and States in Africa, African Society and Culture
Language of Instruction
STAAR Vocabulary: Post-Classical Era, Medieval, Tithe, Monastery, Crusades, Roman Catholicism, Eastern Orthodoxy,
Feudalism, Manorialism, Lords, Self-sufficiency, Vassals, Knights, Serfs, Sufis, Interaction, Epidemic, Schism, Crusades,
Papacy, Tributary states, Land reform, Footbinding, Slavery, Silk Road, Ghana, Mali, Songhai, Serfdom, Era, Absolute
monarchy, Limited monarchy, Philosopher, Rule of law, Religion, Caliph, Shari’ah, Artistic ideal, Visual principle, Culture,
Diffusion
Other Vocabulary: Black Death, Hundred Years War, absolute monarchy, Gothic, mosque
State Assessment Connections
National Assessment Connections
Resources
Glencoe, World History, Chapter 6,7,8,9,10
Discovery Education Online Streaming www.discoveryeducation.com,
The History Channel http://www.history.com/
Spartacus Educational www.spartacus.schoolnet.co.uk
School History Online www.schoolhistory.co.uk
SHS Video Library: Mankind, The Story of All of Us, and others
BBC History Online www.bbc.co.uk/history
Bridging World History http://www.learner.org/courses/worldhistory/
Stanford History Education Group, Curriculum: Reading Like a Historian http://sheg.stanford.edu/rlh
TASA iTunes U
CNN Millenium series on VHS
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