Download Unit I

2016-2017 Curriculum Blueprint
Grade: 10
Course Descriptions: World History
Unit I: The Pre-Modern World (c. 500 up to 1450)
Approximate
Approximate
Time:
Time:
55 Weeks
weeks
Unit Overview
This unit focuses on the Medieval world, beginning with the end of the Roman Empire and how that event influenced the eventual rise of Europe and other areas. The
first focus of the unit deals with the changes and continuities which befell Europe after the fall of the Western Roman Empire, including the rise of the Catholic Church
and the eventual rise of European individual states. The second focus of the unit deals with the continuities and changes which befell the Eastern Roman Empire,
better known as the Byzantine Empire as a result of the fall of the Western Roman Empire. The third focus of the unit deals with the rise of Islam, the last major world
religion, and its influence on Eurasia and Africa. The last focus of the unit deals with the rise of feudalism in Japan, which will lead the government to isolationism.
Learning Goal
The students will identify significant events, figures, and contributions of medieval
civilizations and their impact on world society (Byzantine Empire, Western
Europe, Japan, and Islamic World).
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LDC Modules and DBQs
Students will be expected to complete a combination of at least four LDC modules or DBQs.
Each module or DBQ will be taught in full, most ranging from 1.5-3 weeks. It is imperative
that teachers will teach the applicable literacy skills covered within the module or DBQ,
to ensure the students have all the tools they need to achieve success in their final
product. Students will gain content knowledge that is standards-aligned and is relevant to
the corresponding unit as they walk through the tasks and lessons of each module or DBQ.
Therefore, students’ takeaways from a completed module or DBQ will be abundant; as
they will focus on literacy skills, content knowledge, and historical-thinking skills, all which
will be text-based.
DBQ Suggestions
 Black Death: How different were Christian and Muslim responses?
 Samurai and Knights
 Why did Islam spread so quickly?
 What is the primary reason to study the Byzantines?
Sample Essential Questions
How was the Byzantine Empire both a continuation of and a departure from
the Roman Empire?
Compare European and Japanese feudalism.
How are Christianity and Islam an extension of Judaism?
How did the Church and the growth of towns impact Europe during the Middle
Ages?
Were the Crusades caused primarily by religious devotion or by the desire for
political and economic gain?
Focus Literacy Standards
These standards will directly correlate with the LDC module or DBQ featured in this unit. All
these focus literacy standards will be addressed through the mini-tasks and lessons of the
module or DBQ. *Please remember that all the literacy standards should be addressed
throughout the year in regular lessons. These focus standards are just directly covered
through the featured module or DBQ.
LAFS.910.RH.1.2 Determine the central ideas or information of a primary or
secondary source; provide an accurate summary of how key events or ideas
develop over the course of the text.
LAFS.910.WHST.1.1 Write arguments focused on discipline-specific content.
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing
claims, and create an organization that establishes clear relationships among the
claim(s), counterclaims, reasons, and evidence.
LAFS.910.WHST.1.2: Write informative/explanatory texts, including the narration
of historical events, scientific procedures/ experiments, or technical processes.
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Activities and Tasks
 Argumentative Essay: After reading and annotating the article Muslim Inventions that shaped the modern world and researching text from Islamic Golden Age
students will write an essay in which students will argue which invention by the Muslim culture had the greatest impact on the world. Support your position with
evidence from the text.
Informative Essay: After researching feudalism in Europe and Japan, write an essay in which you compare European feudalism to Japanese feudalism. Support your
discussion with evidence from your research as well as class notes and discussion.
 Debate: After reading the article in suggested texts (Reasons Why Rome Fell), have students debate whether the United States in on the verge of failure as
well. Have students use the text to back up their claims and compare the fall of Rome to the fall of the United States. 2.2, 2.3
 Speech: Have students read Pope Urban II’s recruitment speech about joining the Crusade and then have students write their own speech, rallying troops as to
the causes for going to war during the First Crusade. 3.8
 Venn diagram: Compare Judaism, Christianity, and Islam: pair up students to research the 3 major world religions. Create a Venn diagram (or other graphic
organizer) comparing the 3. SS.912.W.3.2
 Philosophical Chairs: Crusades (explanation online): Were the Crusades caused primarily by religious devotion or by the desire for political and economic
gain? SS.912.W.3.7
 Student Centers: Islam - Students are broken up in groups of 3-4 (depending on class size) in order to research Islam and its impact on world history. Each
“center” focuses on a major component of Islam (Life of Muhammad, the Five Pillars of Islam, the Koran (Quran) and Sharia, Shi’ite/Sunni split, Umayyad
Empire, Abbasid Empire, trade in the Islamic World, and diffusion of Muslim culture). Students are given graphic organizers to fill out information about each
center (5-10 minutes at each center). Books and Internet resources can be used, depending on classroom (if computers are not available in classroom, ask to
use a computer lab). This task will take 2-3 periods. Ending task: Essay - How did Islam contribute to world history? SS.912.W.3.1 – 3.8
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Content Standards for the Unit
(Please make sure to read more specifics on the standards, including what needs to be covered and what doesn’t need to be covered by using the Test Item Specs for your course)
SS.912.W.2.1: Locate the extent of the Byzantine territory at the height of the empire.
SS.912.W.2.2: Describe the impact of Constantine the Great’s establishment of “New Rome” (Constantinople) and hisrecognition of Christianity as a legal religion.
SS.912.W.2.3: Analyze the extent to which the Byzantine Empirewas a continuation of the old Roman Empire and in what ways it was a departure.
SS.912.W.2.4: Identify key figures associated with the Byzantine Empire.
Examples: Examples are Justinian the Great, Theodora, Belisarius, John of Damascus, Anna Comnena, Cyril and Methodius.
SS.912.W.2.5: Explain the contributions of the Byzantine Empire.
Examples: Examples are Justinian's Code, the preservation of ancient Greek and Roman learning and culture, artistic and architectural achievements, the empire's
impact on the development of Western Europe, Islamic civilization, and Slavic peoples.
SS.912.W.2.6: Describe the causes and effects of the Iconoclast controversy of the 8th and 9th centuries and the 11th century Christian schism between the churches of Constantinople
and Rome.
SS.912.W.2.7: Analyze causes (Justinian’s Plague, ongoingattacks from the “barbarians,” the Crusades, and internal politicalturmoil) of the decline of the Byzantine Empire.
SS.912.W.2.8: Describe the rise of the Ottoman Turks, theconquest of Constantinople in 1453, and the subsequent growthof the Ottoman empire under the sultanate including
Mehmet theConqueror and Suleyman the Magnificent.
SS.912.W.2.9: Analyze the impact of the collapse of the Western Roman Empire on Europe.
SS.912.W.2.10: Describe the orders of medieval social hierarchy, the changing role of the Church, the emergence of feudalism, andthe development of private property as a
distinguishing feature of Western Civilization.
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SS.912.W.2.11: Describe the rise and achievements of significant rulers in medieval Europe.
Examples: Examples are Charles Martel, Charlemagne, Otto the Great, William the Conqueror.
SS.912.W.2.12: Recognize the importance of Christian monasteries and convents as centers of education, charitable andmissionary activity, economic productivity, and political power.
SS.912.W.2.13: Explain how Western civilization arose from a synthesis of classical Greco-Roman civilization, Judeo-Christian influence, and the cultures of northern European peoples
promoting a cultural unity in Europe.
SS.912.W.2.14: Describe the causes and effects of the GreatFamine of 1315–1316, The Black Death, The Great Schism of1378, and the Hundred Years War on Western Europe.
SS.912.W.2.15: Determine the factors that contributed to the growth of a modern economy.
Examples: Examples are growth of banking, technological and agricultural improvements, commerce, towns, guilds, rise of a merchant class.
SS.912.W.2.16: Trace the growth and development of national identity in England, France, and Spain.
SS.912.W.2.17: Identify key figures, artistic, and intellectual achievements of the medieval period in Western Europe.
Examples: Examples are Anselm of Canterbury, Chaucer, Thomas Aquinas, Roger Bacon, Hildegard of Bingen, Dante, Code of Chivalry, Gothic architecture, illumination,
universities,
Natural Law Philosophy, Scholasticism.
SS.912.W.2.18: Describe developments in medieval English legal and constitutional history and their importance to the rise ofmodern democratic institutions and procedures.
Examples: Examples are Magna Carta, parliament, habeas corpus.
SS.912.W.2.19: Describe the impact of Japan’s physiography on its economic and political development.
SS.912.W.2.20: Summarize the major cultural, economic, political, and religious developments in medieval Japan.
Examples: Examples are Pillow Book, Tale of Genji, Shinto and Japanese Buddhism, the rise of feudalism, the development of the shogunate, samurai, and social
hierarchy.
SS.912.W.2.21: Compare Japanese feudalism with WesternEuropean feudalism during the Middle Ages
SS.912.W.2.22: Describe Japan’s cultural and economic relationship to China and Korea.
SS.912.W.3.1: Discuss significant people and beliefs associated with Islam.
Examples: Examples are the prophet Muhammad, the early caliphs, the Pillars of Islam, Islamic law, the relationship between government and religion in Islam.
SS.912.W.3.2: Compare the major beliefs and principles of Judaism, Christianity, and Islam.
SS.912.W.3.3: Determine the causes, effects, and extent of Islamic military expansion through Central Asia, North Africa, and theIberian Peninsula.
SS.912.W.3.4: Describe the expansion of Islam into India and therelationship between Muslims and Hindus.
SS.912.W.3.5: Describe the achievements, contributions, and key figures associated with the Islamic Golden Age.
Examples: Examples are Al-Ma'mun, Avicenna, Averroes, Algebra, Al-Razi, Alhambra, The Thousand and One Nights.
SS.912.W.3.6: Describe key economic, political, and social developments in Islamic history.
Examples: Examples are growth of the caliphate, division of Sunni and Shi'a, role of trade, dhimmitude, Islamic slave trade.
SS.912.W.3.7: Analyze the causes, key events, and effects of the European response to Islamic expansion beginning in the 7thcentury.
Examples: Examples are Crusades, Reconquista.
SS.912.W.3.8: Identify important figures associated with the Crusades.
Examples: Examples are Alexius Comnenus, Pope Urban, Bernard of Clairvaux, Godfrey of Bouillon, Saladin, Richard the Lionheart, Baybars, Louis IX.
Suggested Texts
Links and Resources
(Suggested texts provide additional resources that teachers in a Personalized Learning Classroom
can utilize to create choice board activities)
(Suggested links and resources provide additional resources that teachers in a Personalized
Learning Classroom can utilize to create choice board activities)
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Textbook: Chapters 7-10
Pope Urban II’s Recruitment Speech of the First Crusade (online)
Excerpts from Koran, Sharia, and/or the Hadith (online) (Islam’s holy book
and set of laws.)
Project Gutenberg (free access to non-copyright books)
History.com (access to World History videos and primary sources)
Philosophical Chairs website devoted to information on how to create a
philosophical chairs opportunity in the classroom.
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Reasons Why Rome Fell article from the History Channel that talks about
eight different reasons why Rome fell.
Excerpts from Justinian’s Code (online) (Byzantine Empire – codification of
Roman laws).
Richard the Lionheart Article about King Richard I the Lionheart of
England, and his involvement in the Crusades
Samurai Article on the Samurai and feudalism.
Tale of Genji (online summary) (Japanese feudal literature)
Dante’s The Divine Comedy (High Middle Ages – first example of
vernacular writing; beginning of Renaissance).
Harkness Discussion The Harkness Discussion is a method of conducting and
evaluating group discussion which was developed at Phillips Exeter Academy. The
teacher acts as little as possible, serving mostly as an observer. The students
participate in the discussion as a team.
Medieval Ages and Crusades Primary and Secondary sources at Fordham.edu
World History for all (website with lesson plans, etc.)
World History Archives (World History database featuring articles, etc.)
Crash Course World History
https://www.youtube.com/channel/UCX6b17PVsYBQ0ip5gyeme-Q (YouTube
Channel)
People, Places, and Events to Know
Edict of Milan, Justinian, Theodora, Justinian’s Code, Justinian’s Plague, Feudalism, Charles Martel, Charlemagne, William the Conqueror, Chaucer, Thomas Aquinas,
Roger Bacon, Hildegard of Bingen, Dante, Code of Chivalry, Gothic Architecture, Illumination, Universities, Scholasticism, Magna Carta, The Medieval Church, The Black
Death, The Great Schism, Hundred Years War, Parliament, Habeas corpus, Japanese Feudalism, Samurai, Shogunate, Muhammad, Pillars of Islam, Islamic Law, Sunni,
Shi’a, Crusades, Reconquista, Pope Urban, Judaism, Christianity, Hinduism, Buddhism, Ottoman Empire
Link to Webb’s DOK Guide
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