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Download World History Unit 3/Part 3 Title Suggested Dates Byzantine Empire
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Title Byzantine Empire Big Idea/Enduring Understanding After the collapse of classical empires, new political, economic, and social systems evolved. Contemporary political systems have developed from earlier systems of government. World History Unit 3/Part 3 Suggested Dates 2nd 6 weeks Guiding Questions How did Christianity unify social and political factor in medieval Europe and the Byzantine Empire. What influence did Justinian's Code of Laws and the Magna Carta, have on later societies? The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to the proper depth and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and researchbased best practices. Teaching using only the suggested resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these and/or other resources to teach the district curriculum. Some resources are protected by copyright. A username and password is required to view the copyrighted material. Knowledge and Skills with Standard Clarifications Vocabulary Suggested Resources Student Expectations Resources listed and categorized to indicate suggested uses. Any additional resources must be aligned with the TEKS. In 330 CE the Roman emperor Coming (4) History. The student AbcClio—Ancient to Medieval World History Constantine I made the Greek Settlement Soon understands how, after the of Byzantium the capital of the Eastern collapse of classical empires, Roman Empire. The city was renamed new political, economic, and Constantinople social systems evolved and CISD 2015-2016, Updated 9/10/15 Page 1 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; Readiness Standard RC1 The Eastern Roman Empire continued to thrive while the Western Roman Empire weakened and fell to waves of barbarian invaders. The cultures of the Latin-speaking west and the Greek-speaking east soon diverged. Christianity, which had become the dominant religion in the empire during the reign of Constantine, evolved along somewhat different lines in the east and the west. Although they were both officially part of the same church, the pope in Rome and the patriarch in Constantinople vied for secular power and influence over issues of church doctrine. Between 330 and 1204, the Byzantine Empire was the dominant cultural and political force in the eastern Mediterranean. Constantinople's strong navy and strategic location on the Bosporus gave it control over shipping in the Black Sea and the Aegean Sea, as well as control over trade between Asia Minor and Europe. The city's imposing Theodosian walls made it impregnable to attack for nearly nine centuries. Culturally, the city was the heir to the artistic, scholarly, and religious traditions of both Greek and Roman culture. -ABC-Clio- Ancient World Database. CISD 2015-2016, Updated 9/10/15 Page 2 (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: (B) explain the characteristics of Roman Catholicism and Eastern Orthodoxy ; Eastern Orthodox ● Services are conducted in Greek or local languages ● The patriarch and other bishops head the church as a group ● The emperor claims authority over the patriarch and other bishops of the empire ● Priests may be married ● Divorce is allowed under certain conditions. United Streaming (please open United Streaming in another window before clicking on this link.) Eastern Orthodoxy Supporting Standard RC 1 (16) Geography. The student understands the impact of geographic factors on major historic events and processes. The student is expected to: (A) locate places and regions of historical significance directly related to major eras and turning points in world history; (16) Geography. The student understands the impact of geographic factors on major CISD 2015-2016, Updated 9/10/15 Page 3 historic events and processes. The student is expected to: (C) interpret maps, charts, and graphs to explain how geography has influenced people and events in the past. Social Studies Skills (19) Government. The student understands the characteristics of major political systems throughout history. The student is expected to: Justinian's Code of Laws Justinian was a Roman emperor who ruled from the eastern part of the empire and tried to unite the former Roman Empire into its former (B) identify the characteristics of the following political systems: theocracy, absolute monarchy, democracy, republic, oligarchy, limited monarchy, and totalitarianism. Readiness Standard RC1 (20) Government. The student understands how contemporary political systems have developed from earlier systems CISD 2015-2016, Updated 9/10/15 Page 4 of government. The student is expected to: (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; Supporting Standards RC 4 (22) Citizenship. The student understands the historical development of significant CISD 2015-2016, Updated 9/10/15 greatness. He ruled from 527 565 A.D. and codified Roman law. Justinian's work was called The Body of Civil Laws and was the most comprehensive law code up until that time. It spread Roman legal ideas and principles beyond the Empire (with support from the Catholic Church). Magna Carta Signed in 1215 by King John of England, this document is the "cornerstone" of English law. ● This document declared that the same laws that governed all other citizens of England bound the king. ● It is the foundation document for critical ideas such as due process and the right to a fair and speedy trial by a jury of peers. ● It became the foundation of constitutional government in England and other places as well as a guiding document in English common law. Rule of law the idea that government is a rule of law, not men. Page 5 legal and political concepts related to the rights and responsibilities of citizenship. The student is expected to: (A) summarize the development of the rule of law from ancient to modern times; Supporting Standards RC 4 (23) Culture. The student understands the history and relevance of major religious CISD 2015-2016, Updated 9/10/15 ● Originated in the early civilizations of the TigrisEuphrates valley. ● Exemplified by written codes of law such as the Code of Hammurabi. ● Brought forward by Jewish law recorded in the Ten Commandments, the Torah and other teachings of Judaism. ● Recorded in GrecoRoman law by Solon, Pericles, and the Twelve Tablets of Law in ancient Rome. ● Explained and further organized in Justinian's Codes of Roman Law. ● English Common law was a mixture of written and unwritten law codes and influenced the rule of law in the American colonies and later the United States. ● The French and Spanish legal systems were brought to the Americas and influenced law in Louisiana, Texas, and Central and South America. Christianity ● Origin Palestine. ● Leader Jesus Christ / Apostles. ● Holy Writings Bible (Old and New Testaments). United Streaming (please open a new window and log on to United Steaming before clicking on this link) Page 6 ● Beliefs Monotheism, Trinity (God, Christ, Holy Spirit). ● High Holy Days Christmas, Lent, Easter. ● Observances Sabbath on Sunday. 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; and Religions of the World; Chistianity Readiness Standard RC3 (23) Culture. The student understands the history and relevance of major religious and philosophical traditions. The student is expected to: (B) identify examples of religious influence on various events referenced in the major eras of world history. Supporting Standards RC 3 (24) Culture. The student understands the roles of CISD 2015-2016, Updated 9/10/15 Page 7 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; Supporting Standards RC 3 (26) Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to: (A) identify significant examples of art and architecture that demonstrate an artistic ideal or visual principle from selected cultures; Supporting Standards RC 3 (26) Culture. The student understands the relationship between the arts and the times CISD 2015-2016, Updated 9/10/15 Page 8 during which they were created. The student is expected to: (B) analyze examples of how art, architecture, literature, music, and drama reflect the history of the cultures in which they are produced; Supporting Standards RC 4 CISD 2015-2016, Updated 9/10/15 Page 9
