Download Unit 2- Turning Points - Edward R. Murrow High School

9th Grade Semester Two
Unit Two: Turning Points in European History
Stage 1: Desired Outcomes
Topic / Unit Title: Turning Points in European History
 How do events in history bring about change?
NYS Content Standards
Common Core Skills
Standard : 2 Key Idea 1
 RH 1, 3, 4, 7
Standard : 2 Key Idea 2
 W 2, 4, 9, 10
Standard : 2 Key Idea 3
 SL 1, 5, 6
 L 1, 2, 4
Understandings:
Essential Questions:
 Identify: nomad, steppe, khan, Pax Mongolica, Yuan, Crusades,
jihad, pilgrims, Holy Land, aggressor, merchant, bourgeoisie, craft  Are historical references of the Mongols
guild, merchant guild, charter, apprentice, journeyman, rural,
accurate or have they been misjudged
urban, medieval, trade, Hanseatic League, Portuguese spice
throughout history?
trade, Italian city-states, Ming Dynasty, Bubonic Plague, and
 Was the Mongol empire a blessing or a
epidemic.
curse to the empires it conquered?
 How the Mongols created the largest unified land empire in history  Were the Crusades a turning point in
between 1200 and 1350 and discuss whether their tactics justified
history?
their portrayal in history as fierce ruthless conquerors.
 Who were the aggressors in the
 Analyze and evaluate the impact of the Crusades on European
Crusades – the Christian Crusaders or
life: the growth of seaport cities, increased international trade, new
Muslim Turks?
emerging social classes (bankers, merchants, manufacturers,
 Was it inevitable that the Turkish Muslims
etc.), the decline of the nobles, money replacing land as a symbol
would win the Crusades?
of power, and New World exploration.
 Can wars have a beneficial impact on
 Explain and analyze how the rise of towns and trade caused the
society?
decline of feudalism, manorialism, and serfdom, and led to the rise  Was the rise of medieval towns in
of more powerful monarchs.
Western Europe a blessing or a curse?
 Evaluate the importance of trade for Venice, other Italian city Why was trade during the Middle Ages so
states, the Hanseatic League, Portugal, and Ming China during the
important to different European nations?
Middle Ages.
Can disease stimulate worldwide
 Analyze the political, social, religious, and economic effects of the
change?
Bubonic Plague on medieval civilizations.
Stage 2: Assessments and Tasks
Common Core Literacy Task
Performance Task(s) – Other Evidence
 Create a 1 page dialogue between Ghengis Khan and the Mongol
warriors as to why they need to be unified. Include at least 3
 Unit exam
reasons.
 Analyze and answer questions about
 Write a 1 page diary entry by Ghenghis Khan reflecting upon the
primary and secondary source
impact of his conquests. Include at least 3 impacts.
documents
 Create a 1 page diary entry written by a European visitor to the
 Participate in a discussion about the
Mongol Empire explaining at least 3 observations made on your
turning points in European history during
trip.
the Middle Ages through the
Renaissance.
 Create a 1-page dialogue between a Mongol and a non-Mongol
about the impact of the Mongol conquests. Include at least 3
topics of discussion.
 Class debate between the Christian Crusaders and the Turkish



Muslims as to who were the aggressors in the conflict between
them?
Write a 1 page diary from the point-of-view of a townsperson
describing their day.
Write a 1 page dialogue between a serf and a townsperson as to
their lifestyle.
Write a 1 page dialogue in which you are a modern day doctor
who goes back in time to help a medieval doctor stop the plague
from spreading. Compare AIDS/HIV to the Bubonic Plague
(symptoms, treatments, and prevention methods)
Accommodations: Scaffolds and Differentiation
Product
Process
Content
Modify primary source texts (variety, complexity, length)
Incorporate alternative materials (visual, video, audio, internet)
Provide supplementary resources for supports
Group with a purpose
Model skills, task and/or product
Utilize graphic organizers / note taking template
Provide individual or group intervention and support
Re-enforce vocabulary / concept development
Provide choice / variety of activities or tasks
Group with a purpose
Assign specific, purposeful assessments to individuals or groups
Allow students to choose from a variety of assessments
Provide scaffolds / supports (outlines, templates, models)
Provide extension activities to expand thinking or understanding
Group with a purpose
How will students reflect upon and self-assess their learning?
•Unit exam with feedback
•Homework assignments with feedback
•Classwork assignments with feedback
Stage 3: Learning Plan
Aim: Have the Mongols been misjudged by history?
 Identify the boundaries and describe the great expanse of the Mongol Empire.
 Explain how the Mongols created the largest unified land empire in history between 1200 and 1350, which
extended from Central Asia to Eastern Europe, from the Pacific Ocean to the Adriatic Sea.
 Explain how the Mongols were judged by their contemporaries as well as by the annals of history as both
fierce, ruthless conquerors but generally tolerant rulers.
 Explain why the Mongols maintained their warlike, nomadic ways as well as felt contempt and demanded
tribute from the rich civilizations of China, India, Persia, and Russia; yet, they often allowed local and regional
autonomy without much interference.
o
o
o
o
o
o
o
o
o
o
o
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o
o
o
Aim: Was the Mongol Empire a blessing or curse for the cultures and civilizations it conquered?
 Explain the positive impact of the Mongol Empire on Asia and Europe: expanded overseas trade for merchants,
construction of improved roads and canal systems, established a strong centralized administration and
government which provided stability, tolerated the Russian Orthodox Church, and enhanced cultural diffusion
and interaction between Europe and Asia.
 Explain the negative impact of the Mongol Empire on Asia and Europe: many years of brutal warfare,
demanded heavy tribute and increased the burden of taxation, began religious conflict between the Muslims

and Hindus that still exists in India today, Mongol rule cut Russia off from contacts with Western Europe at a
time when Europeans were making rapid advances in the arts and sciences, Mongols’ absolute power served
as a model for later Russian rulers.
Evaluate the extent to which the Mongol Empire advanced or retarded the development of the cultures and
civilization of Eurasia.
Aim: Was the growth of medieval towns a benefit for Western civilization?
 Identify/define: merchant, bourgeoisie, craft guild, merchant guild, charter, apprentice, journeyman, rural,
urban and medieval.
 Explain the reasons for the rise of towns and trade in Europe during the early Middle Ages.
 Describe the functions of the craft and merchant guilds.
 Explain and analyze how the rise of towns and trade caused the decline of feudalism, manorialism, and
serfdom, and led to the rise of more powerful monarchs.
 Evaluate the extent to which the growth of cities and towns improved the quality of life for people during the
Middle Ages.
Aim: Was the medieval “world” trade a precursor to today’s global economy?
 Identify: Hanseatic League, Italian city-states, spice trade, trade routes between Europe and Asia.
 Explain how the geographic location of Canton, Cairo, and Venice contributed to their becoming centers of
international trade.
 Explain why the development of financial institutions (money, credit, and banking) were needed for the
growth of international trade.
 Explain how the increase of trade led to the growth of cities and towns.
 Evaluate the extent to which medieval “world” trade was a precursor to today’s global economy
Aim: Did the Plague contribute to the decline of medieval civilizations?
 Describe the origins and characteristics of the bubonic plague (“Black Death”) and explain how it became a
global epidemic.
 Analyze the devastating impact of the bubonic plague on medieval society: social upheaval, religious crisis
and intolerance, political turmoil, etc…
 Evaluate how the bubonic plague affected medieval civilization.
Aim: Can disease stimulate worldwide change?
 Analyze the changes brought to Europe and North Africa due to the bubonic plague.
 Analyze Giovanni Boccaccio’s The Decameron for the effects of this disease on Italian society.
 Analyze the extent to which the plague stimulated the decline of the East and the rise of the revolutionary
change in the West.
 Compare and contrast the effects of A.I.D.S. and cancer with the bubonic plague on transforming their
respective societies and social morals.
Evaluate to what extent disease can transform a society.
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
Teacher Reflection for Future Planning
Evaluate student work and response to questions during discussion
Will explore test results and essay writing skills on class exams to shape future writing lessons
June 2004
Theme: Turning Points
Turning points are major events in history that have led to lasting change.
Task: Identify two major turning points in global history and for each:
o Describe the historical circumstances surrounding the turning point
o Explain how each turning point changed the course of history
You may use any example from your study of global history. Some suggestions you might wish to consider include the
Neolithic Revolution, the Crusades, the Renaissance, the Encounter, the French Revolution, the Russian Revolution of
1917, World War I, creation of the modern state of Israel, Nelson Mandela elected president of South Africa, and the fall of
the Berlin Wall. You are not limited to these suggestions.
June 2006
Theme: Conflict
Conflicts between groups of people have threatened peace in many nations and regions.
Task: Identify one conflict that has threatened peace in a nation or region and
o Discuss one major cause of that conflict
o Identify two opposing groups involved in the conflict and discuss one viewpoint of each group
o Discuss the extent to which the conflict was or was not resolved
You may use any major conflict from your study of global history. Some suggestions you might wish to consider include the
Crusades, the French Revolution, World War I, the Russian Revolution, the Chinese civil war, the partition of India, the
policy of apartheid in South Africa, the Rwandan civil war and the Bosnian War.
You are not limited to these suggestions
August 2006
Theme: Movement of People and Goods: Trade
Trade routes and trade organization have had an impact on nations and regions. The effects have been both positive and
negative.
Task: Identify two trade routes and/or trade organizations and for each
o Explain one reason for the establishment of the trade route or trade organization
o Discuss one positive effect or negative effect of the trade route or trade organization on a specific nation or region
You may use any example from your study of global history. Some suggestions you might wish to consider include the Silk
Roads, the trans-Saharan trade routes of the African kingdoms, Mediterranean trade routes, the Hanseatic League, the
British East India Company, the Organization of Petroleum Exporting Countries (OPEC), and the European Union .
Multiple Choice
1 A primary goal of European Crusaders fighting in the Middle East was to
(1) establish markets for Italian merchants
(2) rescue Pope Urban II from the Byzantines
(3) halt the advance of Mongol armies in the Asian steppes
(4) secure access to Christian holy sites in Jerusalem
2
• Zheng He’s seven voyages are sponsored by the government.
• Corn and peanuts are introduced into the people’s diet.
• The Forbidden City is built in Beijing.
Which time period is associated with these statements?
(1) Ming dynasty
(2) Tokugawa shogunate
(3) rule of Kublai Khan
(4) Japanese annexation of Korea
3 The 1453 conquest of Constantinople is an important turning point in global history because it
(1) ushered in Pax Romana
(2) began the Middle Ages
(3) contributed to the rise of the Ottoman Empire
(4) signified the end of the Napoleonic Wars
4 In the 14th century, the bubonic plague was primarily spread from Asia into Africa and Europe by
(1) sailors during Viking raids
(2) traders and pilgrims during Pax Mongolia
(3) enslaved Africans on the Middle Passage
(4) missionaries during the European Age of Exploration
5 Feudalism and manorialism played an important role in western European society during the
(1) medieval period
(2) Pax Romana
(3) Enlightenment
(4) Age of Exploration
6 One long-term effect of the Crusades was the
(1) development of Pax Mongolia
(2) fall of the Ming dynasty
(3) control of Jerusalem by Europeans
(4) growth of trade and towns in western Europe
7 One way Japanese feudalism during the Tokugawa shogunate was different from European feudalism is that during this
period of Japanese feudalism
(1) political power was more centralized
(2) foreign missionaries were welcomed
(3) emperors were overthrown in coups d’état
(4) most wealthy merchants were able to attain high social status
8 A primary goal of European Crusaders fighting in the Middle East was to
(1) establish markets for Italian merchants
(2) rescue Pope Urban II from the Byzantines
(3) halt the advance of Mongol armies in the Asian steppes
(4) secure access to Christian holy sites in Jerusalem
9 Increases in trade and commerce that occurred during the late Middle Ages in Europe resulted in
(1) lower living standards for guild members
(2) the development of more towns and cities
(3) a decline in rivalries between kings
(4) an increase in the number of self-sufficient manors
10 During the rise of capitalism in Europe, merchants and bankers began to establish
(1) systems based on bartering
(2) rules that forbid loans to the wealthy
(3) quotas to control production
(4) insurance companies and joint stock companies
11 Both the Han dynasty and the Roman Empire were known for
(1) developing decentralized political structures
(2) having governments dominated by a merchant class
(3) using examinations to select officials
(4) having long periods of stable government
12 Increases in trade and commerce that occurred during the late Middle Ages in Europe resulted in
(1) lower living standards for guild members
(2) the development of more towns and cities
(3) a decline in rivalries between kings
(4) an increase in the number of self-sufficient manors
13 A reason the Renaissance began in the Italian city-states was that they
(1) rejected the power of the papacy
(2) were unified by Garibaldi
(3) had wealth gained from trade with Constantinople
(4) prevented guilds from functioning
Base your answer to question 13 on the chart below and on your knowledge of social studies.
13 What is the best title for this chart?
(1) Role of the Church
(2) Feudal Obligations
(3) Knights’ Code of Chivalry
(4) Rules for Guild Membership
14 Which characteristic was common to the cities of the Hanseatic League in Europe and the cities of the African kingdom
of Ghana?
(1) location on key trade routes
(2) indirect control by the papacy
(3) management of local gold mines
(4) development as centers of woolen industry
15 Which heading best completes the partial outline below?
I. __________________________________
A. Decentralized governments
B. Widespread usage of manorialism
C. Increased power of the Roman Catholic Church
(1) Results of the Spanish Reconquista
(2) Characteristics of Feudal Europe
(3) Essential Traits of the Italian City-States
(4) Outcomes of the Glorious Revolution
16 Which group used the stirrup, skilled horsemanship, and siege warfare techniques to conquer much of Asia and part of
Europe in the 12th and 13th centuries?
(1) Japanese
(2) Vikings
(3) Persians
(4) Mongols
17 The Ming dynasty under Emperor Yonglo (Zhu di) used Zheng He’s voyages to
(1) expand trade with Africa and Southeast Asia
(2) explore North America and South America
(3) obtain a military alliance with Russia
(4) secure a border agreement with Mongolia
18 One important impact of the Mongol expansion across Asia and Europe was the
(1) increased authority of the Kievan princes
(2) rise in trade along the Silk Roads
(3) introduction of Hinduism into Chinese culture
(4) maritime exploration of the Arabian seacoast
19 Which areas did the Mongols conquer and incorporate into their empire?
(1) China, Russia, and Iran
(2) Axum, Zimbabwe, and West Africa
(3) Spain, France, and Egypt
(4) Japan, India, and eastern Europe
20 What was a major cause for the shift in European trade from the Mediterranean Sea to the Atlantic Ocean during the late
1400s?
(1) Ottoman Turks seized control of Constantinople.
(2) The Ming dynasty authorized Zheng He to make long-distance voyages.
(3) The Tokugawa shogunate adopted an isolationist policy.
(4) Christian crusaders captured Jerusalem.
21 Why is the year 1492 considered a turning point in history?
(1) The Spanish established an exchange between Europe and the Americas.
(2) The Ming dynasty launched expeditions to the east coast of Africa.
(3) Muslim Arab armies succeeded in con-quering Egypt and Syria.
(4) The British established control over new territories in India.
Base your answer to question 22 on the chart below and on your knowledge of social studies.
22 The population trend from 1350 to 1450 is most likely the result of the
(1) development of trade with the Americas
(2) raids by Vikings on coastal cities
(3) defeat of the Spanish Armada by England
(4) spread of the bubonic plague in England
23 Which statement about the bubonic plague in Europe, Asia, and Africa is accurate?
(1) It followed trade routes.
(2) It increased agricultural production.
(3) It was restricted to rural areas.
(4) It encouraged nationalism
24 Around the 14th century, why were the cities of Nanjing, Calicut, Mogadishu, and Venice significant?
(1) Major centers of trading activity flourished there.
(2) The first democracies emerged there.
(3) Islamic religious centers developed there.
(4) The Portuguese established colonies there.