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Honors History of Western Civilizations – The Making of Western Europe Chapter: 6 Essential Questions 1) How did “barbarian” peoples invade Roman territories & merge their own institutions & culture with those of declining Roman civilization? 2) How did the Eastern Roman Empire survive & evolve into the long-lasting Byzantine Empire? 3) How did the Franks & Anglo-Saxons create kingdoms from which modern France & England would grow? 4) As commerce & industry decreased, how did Europe become a peasant society organized by farms, villages, & estates held by landlords? 5) How did the Christian Church, through the growth of Roman papacy, monasticism, & missionary activity, maintain & spread Roman traditions of social order & Classical culture? The New Community of Peoples Concepts The Middle Ages – When? Geography of Western Europe Changes from Roman World Characteristics of Early Germanic Tribes Germanic Society, Social Structure, Economy German/Roman Interaction Terms/Events Germania Battle of Adrianople Merovingian Kings “comitatus” “Wergeld” Beowulf People Huns Attila the Hun -“Scourge of God” Visigoths Vandals Burgundians Ostrogoths Theodoric the Goth Odoacer Anglo-Saxons Franks The New Political Structures Concepts Geography of Byzantine Empire Byzantine = Roman Justinian’s Goals Impact of Justinian’s Code Frankish Kingdom Impact of Clovis’ Conversion Kingdoms of Italy & Spain Terms/Events Constantinople Justinian’s Code Corpus Iuris Civilis Hagia Sophia Battle of Tours People Justinian the Great Theodora Clovis Charles Martel Pepin the Short Theodoric the Goth Lombards The New Economy (500 – 900) Concepts Reasons for New Economy Agricultural Innovations Impact of Technologies Descriptions, Advantages, & Improvements of Technologies Peasant Life Trade & Commerce Towns & Production Terms/Events Heavy-Wheeled Plow Horse Harness Three-Field System People The Expansion of the Church & Classical Learning Concepts Church Leadership – Adv./Disadv. Origins of the Papacy Growth of Papal Power Missionary Efforts Monasteries & Lay Society Preservation of Latin/Classical Learning Terms/Events Bishopric of Rome Doctrine of Petrine Succession Holy “see” assimilation Monasticism – Monks/Nuns ascetic life Benedictine Rule “lay” people scriptoria Book of Kells Council of Whitby exegeses People Peter – the “rock” Pope Leo I Pope Gregory the Great St. Benedict St. Patrick Bede the Venerable “I Can” Statements: Over the course of the unit, place a check mark next to the statements that are true for you. This will allow you to better prepare for unit assessments. I CAN: 1_____ Understand the time period referred to as the “Middle Ages” in regards to its place & impact in historical chronology.(17.A.4a) 1_____ Describe the patterns of conquest & settlement in regards to the Germanic invasions of the Empire & their kingdoms. (16.B.2a) 1_____ Explain how the Germans were assimilated into the culture of the Roman Empire despite differences between the cultures. (16.B.2a) 1_____ Identify the legal, political, military, & cultural institutions of the Germans as a link to later medieval institutions. (16.A.4a) 2_____ Compare the accomplishments & ambitions of Justinian to decide whether he was a successful Byzantine/Roman emperor. (16.B.2a) 2_____ Describe the relationship between the German kings & the surviving elements of the Roman Empire. (16.A.4a) 2_____ Analyze the military & social causes as to why the Frankish kings & overall Frankish kingdom came to dominance. (17.A.4a) 3_____ Trace the ways Europeans made technological & organizational changes in the economy of the early Middle Ages. (16.B.3a) 4_____ Describe the basis of power for early Roman bishops as they developed into powerful popes, such as Gregory the Great. (16.B.3a) 4_____ Analyze the impact & significance of monasticism on medieval Christian life & how the Benedictine Rule contributed. (17.A.4a) 4_____ Identify the peoples converting to Christianity & how the Church supported these missionary/assimilation initiatives.(16.B.2a) 4_____ Explain how classical culture was saved & transformed by the Church & the overall impact it had on the Church. (16.A.5a) Common Core 9-10 Reading Standards for Literacy in History/Social Studies (RH) Key Ideas and Details CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. CCSS.ELA-Literacy.RH.9-10.2 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. CCSS.ELA-Literacy.RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. Craft and Structure CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science. CCSS.ELA-Literacy.RH.9-10.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. CCSS.ELA-Literacy.RH.9-10.6 Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. Integration of Knowledge and Ideas CCSS.ELA-Literacy.RH.9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. CCSS.ELA-Literacy.RH.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claims. CCSS.ELA-Literacy.RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources. Range of Reading and Level of Text Complexity CCSS.ELA-Literacy.RH.9-10.10 By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently. Common Core 9-10 Writing Standards for Literacy in History/Social Studies (WHST) Text Types and Purposes CCSS.ELA-Literacy.WHST.9-10.1 Write arguments focused on discipline-specific content. CCSS.ELA-Literacy.WHST.9-10.1a 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. CCSS.ELA-Literacy.WHST.9-10.1b Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns. CCSS.ELA-Literacy.WHST.9-10.1c Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. CCSS.ELA-Literacy.WHST.9-10.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. CCSS.ELA-Literacy.WHST.9-10.1e Provide a concluding statement or section that follows from or supports the argument presented. CCSS.ELA-Literacy.WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. CCSS.ELA-Literacy.WHST.9-10.2b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. CCSS.ELA-Literacy.WHST.9-10.2c Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. CCSS.ELA-Literacy.WHST.9-10.2d Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. CCSS.ELA-Literacy.WHST.9-10.2e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. CCSS.ELA-Literacy.WHST.9-10.2f Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). Common Core 9-10 Writing Standards for Literacy in History/Social Studies Continued… (WHST) Production and Distribution of Writing CCSS.ELA-Literacy.WHST.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.WHST.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. CCSS.ELA-Literacy.WHST.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. Research to Build and Present Knowledge CCSS.ELA-Literacy.WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. CCSS.ELA-Literacy.WHST.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. CCSS.ELA-Literacy.WHST.9-10.9 Draw evidence from informational texts to support analysis, reflection, and research. Range of Writing CCSS.ELA-Literacy.WHST.9-10.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Note Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the stepby-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.