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Dickson County 7th Grade Social Studies Pacing Guide
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Table of Contents: Page 1
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Suggested Pacing Calendar: Page 2
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Links to helpful websites and primary sources: Pages 3-5
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Pacing guide: Pages 6-55
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Standard/I can statement: Each standard is listed, and at least one suggested “I can statement” has been provided.
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Textbook Pages: The textbook pages that relate to each standard are provided. Those standards which lack significant coverage in the textbook have been supplemented with a helpful
link.
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Other Resources: The primary sources that are associated with this standard, and scholarly books on the topic.
o
Central Ideas: The standard, and its relevant content information, are discussed. Much of the textbook information on each standard has been summarized in this section. Also,
supplemental information has been provided.
o
Suggested Activities: At least one suggested activity has been provided for each standard.
o
Timeframe/Spiral: The amount of time to be devoted to each standard has been suggested. The sum of these days for each unit of study (plus one day as a test day) has been calculated
and is reflected in the suggested pacing calendar section. Standards which can easily relate to those currently being studied have been listed under the title “spiral.”
Suggested Pacing Calendar
August 2015
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Days when school is not in session
Ancient Rome
The Islamic World
Africa
China
Japan
Medieval Europe: The length of this unit could allow for two test days.
The Renaissance and Reformation: The length of this unit could allow for
two test days. It is recommended to test over the Renaissance, and the
Reformation.
The Age of Exploration: The length of this unit could allow for two test
days. It is recommended to test over Mesoamerican cultures, and then
European Exploration efforts.
The Enlightenment and Scientific Revolution
Flex Day: These days are to be used as make-up days, review days, or the
teaching of 8th grade material.
31
April 2016
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Links to helpful websites and primary sources
Excerpts from Eusebius of Cesarea’s Ecclesiastical History: http://www.thenagain.info/Classes/Sources/EusebiusConstantine.html
Excerpts from the Hadith: http://www.thenagain.info/Classes/Sources/Hadith.html
Excerpts from The Book of Golden Meadows: http://www.taleofgenji.org/summary.html
Excerpts from Sundiata: An Epic of Old Mali: http://www.gradesaver.com/sundiata-an-epic-of-old-mali/study-guide/summary
Excerpts from The Analects: http://www.acmuller.net/con-dao/analects.html
Excerpts from The Tale of Genji: http://www.taleofgenji.org/summary.html
Excerpts from The Life of Charlemagne: The Emperor Himself: http://college.cengage.com/history/world/bulliet/earth_peoples/2e/students/primary/charlemagne.htm
Selected accounts of the Black Death: http://edsitement.neh.gov/lesson-plan/path-black-death#sect-activities
Excerpts from the Summa Theologica: http://afe.easia.columbia.edu/ps/china/polo_short.pdf
Excerpts from Frank-land: An Islamic view of the West: https://college.cengage.com/history/world/bulliet/earth_peoples/2e/students/primary/frankland.htm
Excerpts from Walter of Henley’s Husbandry: http://www.biodiversitylibrary.org/item/57892#page/13/mode/1up
Excerpts from Ninety-Five Theses: http://www.spurgeon.org/~phil/history/95theses.htm
Excerpts from The Travels of Marco Polo: http://afe.easia.columbia.edu/ps/china/polo_short.pdf
Excerpts from In Praise of Folly: http://www.gutenberg.org/files/30201/30201-h/30201-h.htm
Selected pieces from William Shakespeare (Macbeth): http://shakespeare.mit.edu/macbeth/full.html
Excerpts from The Prince: http://legacy.fordham.edu/halsall/source/prince-excerp.asp
Excerpts from Two Treatises of Government: http://lonang.com/library/reference/locke-two-treatises-government/
Excerpts from The Spirit of Law: http://www.scholastic.com/teachers/article/spirit-laws-excerpt
Excerpts from Galileo Discovers the Moons of Jupiter: http://solarsystem.nasa.gov/scitech/display.cfm?ST_ID=2283
Excerpts from The Principia: http://www.archive.org/stream/newtonspmathema00newtrich/newtonspmathema00newtrich_djvu.txt
The Correspondence of Isaac Newton: http://www.newtonproject.sussex.ac.uk/prism.php?id=150
Excerpts from the Journals of Christopher Columbus: http://mith.umd.edu/eada/html/display.php?docs=columbus_journal.xml
Excerpts from Indigenous Peoples of North America:
https://books.google.com/books?id=jte28Ep3BoUC&printsec=frontcover&dq=bibliogroup:%22Indigenous+Peoples+of+North+America%22&hl=en&sa=X&ei=KdKHU5SaKXfsATR7oCoDg&ved=0CC0Q6AEwAA#v=onepage&q&f=false
Links to helpful websites and primary sources
Ancient Rome
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http://score.rims.k12.ca.us/activity/rome/
http://www.ancient-literature.com/rome.html
http://www.crystalinks.com/romeculture.html
http://www.webquestdirect.com.au/webquest.asp?id=2504
The Islamic World
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Africa
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http://www.islamweb.net/kidsen/kids%20corner%201,2/subjects/eshamat1.html
http://exploringafrica.matrix.msu.edu/students/curriculum/m7a/activity3.php
http://exploringafrica.matrix.msu.edu/students/curriculum/m14/
http://africa.mrdonn.org/songhay.html
http://www.mrdowling.com/609-timbuktu.html
China
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http://www.ducksters.com/biography/world_leaders/genghis_khan.php
http://www.ducksters.com/history/china/ming_dynasty.php
http://china.mrdonn.org/geography.html
http://www.ducksters.com/history/china/dynasties.php
Japan
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http://www.history.com/topics/samurai-and-bushido
http://www.kidspast.com/world-history/0257-heian-era.php
Medieval Europe
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http://www.bbc.co.uk/religion/religions/islam/history/ottomanempire_1.shtml
http://edsitement.neh.gov/lesson-plan/path-black-death
https://drive.google.com/file/d/0B97hP-foMz-JT0d5NDZQc3hvWWs/edit
http://www.lordsandladies.org/life-in-middle-ages.htm
The Renaissance and Reformation
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http://www.historylearningsite.co.uk/tudor-england/the-spanish-armada/
http://www.royal.gov.uk/HistoryoftheMonarchy/KingsandQueensofEngland/TheTudors/TheTudors.aspx
http://www.kidspast.com/world-history/0230-hundred-years-war.php
http://www.ducksters.com/biography/artists/michelangelo.php
http://www.history.com/topics/renaissance-art
http://www.kidspast.com/world-history/0300-martin-luther.php
http://www.kidspast.com/world-history/0302-john-calvin.php
http://www.pbs.org/empires/medici/renaissance/counter.html
http://www.history.com/topics/exploration/vasco-da-gama
The Age of Exploration
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http://mayas.mrdonn.org/
http://incas.mrdonn.org/
http://science.nationalgeographic.com/science/archaeology/ancient-civilizations/
http://www.history.com/topics/aztecs
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http://www.pbs.org/opb/conquistadors/home.htm
The Scientific Revolution and the Enlightenment
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http://history-world.org/beginnings_of_north_european_exp.htm
http://www.bbc.co.uk/timelines/zwwgcdm
http://www.biography.com/people/galileo-9305220
Primary Source Databases:
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http://spartacus-educational.com/
http://legacy.fordham.edu/halsall/mod/modsbookfull.asp
http://avalon.law.yale.edu/
Standard:
The Fall of the Roman
Empire
7.2 Summarize the
consequences of the
fall of the Roman
Empire including the
continuation of the
Eastern Roman Empire
as the Byzantine
Empire, Justinian and
the significance of
Constantinople. (C, E,
G, H, P).
I can…

Summarize
the causes
and
consequences
of Rome’s
fall.
Textbook
Pages:
Other
Resources:
64-69
The History of
the Decline
and Fall of the
Roman
Empire by
Edward
Gibbon
The writings
of Vegetius
Excerpts from
Eusebius of
Caesarea’s
Ecclesiastical
History of the
Church:
Central Ideas:
The time of the Pax Romana had come to an end, and what followed was a period of
violence and confusion. The government became very weak. Emperors were forced to pay
high wages to keep the loyalty of soldiers. Soon civil war broke out. Dishonest officials
took bribes, and few talented individuals sought positions in government. The weakened
economy led a weakened government. Foreign invaders attacked farms and villages. This
disrupted the food supply, leading to shortages and high prices. Merchants saw their
profits decline, and unemployment rose. To stop the economic decline, the government
minted more coins. However, this led to drastic inflation and further worsened the
situation. While Rome struggled with economic and governmental issues, Germanic tribes
began to invade the Empire.
To try and bolster their defenses, the government began the practice of hiring some of
these Germanic tribes to fight for Rome as mercenaries. This was problematic because
these soldiers had no loyalty to Rome. The economic situation also often resulted in the
soldiers not being paid. To “earn” their wages, these mercenaries often turned on the
farms and villages they were supposed to protect. Soon, the Roman Emperor Diocletian
came to the throne. Diocletian instituted a number of reforms to save the Empire,
including dividing the Empire into four administrative parts. Diocletian’s reforms did not
succeed. He was not strong enough to enforce them. Diocletian left office, and civil war
broke out. This led to the emperor Constantine taking the throne. Constantine tried to
reinforce the reforms of Diocletian; however, the Empire continued to decline. One of
Constantine’s most dramatic reforms was the moving of the capital of Rome to the
Byzantium. After the death of Constantine, Theodosius came to power. Theodosius found
the Empire too difficult to govern, and officially divided the Empire into two parts-Eastern
and Western. Rome remained the seat of power in the West, while the Eastern capital
became the newly renamed city of Byzantium-Constantinople. The Western Roman
Empire continued to suffer from devastating invasions by Germanic tribes. Many of the
tribes, the Goths, Vandals, Visigoths, and Ostrogoths, were migrating into the Roman
Empire in an effort to escape the Huns. These tribes were granted sanctuary by the
Romans in exchange for peace; however, they were not treated fairly and soon rebelled.
These Germanic tribes were able to defeat the Romans in several major battles, and
eventually they sacked Rome. These victories inspired more attacks on the Empire. Soon
the Germans had found their way into the top levels of Roman society. One Germanic
general, Odoacer was able to garner enough support to overthrow the last Western
Roman Emperor-Romulus Augustus. With this, the Western Roman Empire collapsed.
Though the Roman Empire had died in the West, it lived on in the East for another 1,000
years. The Romans in the Eastern part of the Empire eventually became what we know as
the Byzantine Empire. They s did not call themselves Byzantines, but Romans. Historians
make this distinction because of the differences in their empire. The Byzantines mostly
spoke Greek and where Christians. They acted as the keepers of Roman and Greek
knowledge, preserving it for other cultures. Their capital city was Constantinople.
Constantinople was located on a peninsula in the Bosporus Straight. This straight links the
Mediterranean Sea and the Black Sea, making the city well suited for trade. The city was
also nicely centered on the major trade route between Europe and Asia making it very
wealthy. The city had a good harbor, increasing its trade capabilities. It was modeled after
a Roman city, and even contained a venue known as the Hippodrome where chariot races
and other events were held. Constantinople was also easy to defend. Its position on a
peninsula, being surrounded on three sides by water, created a very strong natural
defense. On the fourth side, Constantinople was defended by two massive walls, and a
Suggested Activities:
Timeframe:
Have students create
a graphic organizer
web centered on the
fall of the Roman
Empire.
2 Days
Students can write a
short essay
summarizing the
consequences of the
fall of the Roman
Empire.
Spiral:
7.1
Use the
opportunity
to teach
geography
and
economics
skills
moat. Across the city’s harbor, the Byzantines stretched a long and massive chain. This
prevented enemy ships from sailing into the harbor. The location of Constantinople, and
its designation as the capital of the Byzantine Empire, created a shift in global power. For
a long time, Rome, centered in the Italian Peninsula, was the dominant power of the
world. Now, the power had shifted from West to East, bringing the two worlds closer
together.
One of the Byzantine’s greatest Emperors was Justinian. Justinian ruled with his wife,
Theodora. Both came from somewhat humble beginnings, but were very intelligent and
ruthless. Justinian’s goal was the restoration of the glory of Rome. He fought for 30 years
to achieve this dream, even recapturing Rome in the process. However, years of fighting
left the empire weak, and disease was devastating the empire at the time. Much of what
Justinian had accomplished, in terms of conquest, faded away. One of Justinian’s most
lasting contributions to future civilizations was in the area of law. After he became
emperor, he realized that the laws of the empire were disorganized and confusing. To
remedy this, the ordered a group of legal scholars to create a simpler and better code of
laws. This law code became known as Justinian’s Code. Over the centuries, the Justinian
Code has been the legal basis for much of the world’s law codes. The code gave the
emperor great power, but also protected some individual rights. Justinian also completed
the construction of the Hagia Sophia. Meaning “holy wisdom,” this church became the
religious center of the Byzantine Empire. Its walls contained polished silver, with gold and
silver ornaments. Mosaics of saints and rulers lined the walls.
It was during the time of the Byzantine Empire that the Christian church suffered its first
major split over doctrine. Much of the doctrine of the Church was settled through the
creation of the Nicene Creed during the time of Constantine; however, differences soon
emerged between believers in the Eastern and Western Empires. Believers in the two
empires also disagreed on the subject of icons. As the church continued to grow,
questions about its organization emerged. Bishops of major churches across the classical
world were the generally agreed upon leaders of the faith. These bishops claimed this
responsibility thought the doctrine of apostolic succession. At first all bishops were
considered equal, but overtime the bishop of Rome claimed supreme authority. The
bishop of Rome began to be called pope. The bishop of Rome claimed his supreme
authority as the successor of St. Peter. Eastern bishops and the Byzantine Emperor
rejected this claim, wanting to be in charge of the church in their territory. Overtime, the
differences between eastern and western Christianity became quite large. In 1054, the
two groups officially split in an event known as the Great Schism. The eastern branch of
the church became known as the Eastern Orthodox Church. In this church, the Byzantine
Emperor was the head figure, and he appointed the Patriarch (bishop) of Constantinople.
The two ran the church together, though the emperor had final say in all matters. The
western church became known as the Roman Catholic Church. The pope was the head of
this church, and was not subject to secular rulers. The two churches grew in distinction.
The language of the Roman Catholic Church was Latin, while the language of the Eastern
Orthodox Church became Greek. Today there is no Byzantine Emperor; therefore, the
Eastern Orthodox churches in various nations are ruled by their own patriarchs.
Standard:
The Fall of the Roman
Empire
7.1 Analyze the legacy
of the Roman Empire.
(C, H)
I can…

Textbook
Pages:
Other
Resources:
54-61
The History of
the Decline
and Fall of the
Roman
Empire by
Edward
Gibbon
List elements
of Roman
culture and
influence
present in
modern
times.
The writings
of Vegetius
Central Ideas:
Roman civilization began around 625 B.C. and lasted until 476 A.D (though to 1453 as the
Byzantine Empire). Over the course of more than a thousand years, the Romans built a
magnificent civilization, one that stands the test of time. The Roman civilization left a large
and lengthy legacy, much of which still influences the modern world. Many of the ideas
about law and justice that exist in the modern world can be credited to the Romans.
Concepts like equality under the law, trial by jury, innocent until proven guilty, and the
use of judges to decide cases fairly are all Roman ideas. The republican form of
government was also a Roman creation.
Suggested Activities:
Timeframe:
Have students create
a flip book containing
all of the legacies of
Rome which still
impact the world
today
2 Days
Suggested Activities:
Timeframe:
Have student draw,
label, and color a
map of the region.
1 Day
The Roman language of Latin also impacts today’s society. Many countries use the Latin
alphabet. The languages of French, Italian, Spanish, Portuguese, and Romanian have Latin
roots and are considered to be the Romance languages. Many words in the modern
vernacular have Latin roots. In the fields of law and medicine, Latin still has a major
impact. Many writers from this classical period are still influential. The writings of Vergil,
Horace, Livy, and Tacitus are still studied today.
Spiral:
Use the
opportunity
to teach
geography
and
economics
skills
Roman art and architecture are still influential today. Many of the government buildings in
Washington D.C. are based on Roman design. Their use of domes and columns are
reminiscent of the Roman style.
Rome can also be credited with the spread and development of early Christianity. The
religion was adopted by Roman emperors who helped spread and develop the faith. Also
contributing to the spread of the Christian religion was the Roman road system. This
intricate and wide spread highway system allowed the religion to spread rapidly across
Europe.
Standard:
Islamic World, 400
A.D/C.E. – 1500s
7.3 Identify the physical
location and features
and the climate of the
Arabian Peninsula, its
relationship to
surrounding bodies of
land and water,
including Northern
Africa, Mediterranean
Sea, Black Sea, Caspian
Sea, Tigris and
Euphrates Rivers, Nile
River.
I can…

Identify
important
Textbook
Pages:
Other
Resources:
Map on
pages 100101
Various maps
easily found
online,
including but
not limited to
physical
maps,
political
maps, and
climatic
maps.
Map skills
pages: 103,
109, 112
Geography
activity on
page 120
The imperialist idea as a form of state/government was also influential to nations of the
past. Czarist Russia, the French Empire/Napoleonic Europe, the Holy Roman Empire all
had a basis in the Roman ideal. Also, the desire of past nations to bring back the “glory of
Rome” has been influential over the course of history.
Central Ideas:
Students should be able to identify these features on a map, and describe how the
features and climate have impacted the lives of those people who occupied these regions.
IE rivers benefiting trade, the climate of the Arabian Peninsula isolate pre-Islamic Arabian
peoples.
Spiral:
Use the
opportunity
to teach
geography
and
economics
skills
physical
features of
the Middle
East, and
describe its
climate.
Standard:
Islamic World, 400
A.D/C.E. – 1500s
7.9 Describe the
establishment of trade
routes among Asia,
Africa, and Europe and
the role of merchants
in Arab society. (E, G,
H)
Textbook
Pages:
102-104,
115-117
Arab
Seafaring: In
the Indian
Ocean in
Ancient and
Early
Medieval
Times by
George
Hourani
I can…

I describe the
role of the
merchant in
Arab society.

I can list the
reasons trade
routes
developed
between Asia,
Africa, and
Europe
Standard:
Islamic World, 400
A.D/C.E. – 1500s
7.5 Trace the origins of
Islam and the life and
teachings of
Muhammad, including
Islam’s historical
connections to Judaism
and Christianity. (C, H)
I can…

Describe
Islam’s
origins, and
its
relationship
the
Christianity
and Judaism.
Other
Resources:
The Book of
Golden
Meadows by
Masoudi
Textbook
Pages:
Other
Resources:
104-107
Selections
from the
Quran,
Sunnah, and
Hadith:
The Book of
Golden
Meadows by
Masoudi:
Central Ideas:
Pre-Islamic peoples were isolated from the rest of the world by the harshness of the
Arabian Peninsulas climate. Trade is what brought the Arabs out of isolation. As the Arabs
began to abandon their nomadic lifestyle, and found cities, they began to emerge onto
the world scene. Overtime, cities were founded along early trade routes and the Arabs
began to make contact with other civilizations. Arab trade was generally conducted
through the use of caravans. These caravans provided protection from the harsh climate
of the region, and from bandits. The trade resulted in an influx of ideas which would later
influence Islam. After the establishment of the Islamic Empire, trade expanded further.
The Arabs so dominated trade in the region that Arabic became the lingua franca of trade.
Islam too spread along these trade routes. Muslim merchants spread the religion at
various trading cities that they visited. Many people in foreign cities converted to Islam to
improve trade relations with the prosperous Arabs. The Muslims not only dominated land
trade routes, but sea trade routes as well. Muslim merchants conducted trade in the
Indian Ocean, reaching destinations such as East Africa, India, SE Asia, and parts of
Oceania. Muslim merchants trading overseas set up trading posts. From these trading
posts, the Arabic language and the Islamic religion spread.
Suggested Activities:
Timeframe:
Map activity in which
students trace the
trade routes of Arab
merchants and label
the goods
exchanged,
encouraging them to
also label the
physical features of
the Middle East listed
in standard 7.3
1 Day
Central Ideas:
In pre-Islamic Arabia, the Arab people were nomadic. To survive in the harsh desert
conditions of the Arabian Peninsula, these Arab nomads banded together to form tribes.
Tribes were headed by a sheik, and were the center of pre-Islamic Arabian life. Roughly
100 years before the birth of Islam, the majority of Arabs had settled into towns near
oases. As these towns developed, the Arabs began to develop a niche for trade. They
formed caravans which carried goods from one desert town to the next. As trade grew,
more towns appeared along these trade routes.
Suggested Activities:
Timeframe:
Have students create
a Venn Diagram
comparing
Christianity, Judaism,
and Islam.
2 Days
One of the most important trade towns in the Arabian Peninsula was Mecca (Makkah). In
addition to being a center of trade, Mecca was also a religious site in pre-Islamic Arabia. In
the center of Mecca was a low, block-like building called the Kaaba. The Kaaba was a
religious shrine surrounded by the carven images of many gods. Pre-Islamic Arabs were
polytheistic, and the most important deity in their religion was Allah. Mecca, and the
Kaaba, were pilgrimage sites for pre-Islamic Arabian peoples.
As trade continued to grow, the Arabs were exposed to new ideas. These ideas led to the
development of Islam. Islam was founded by Muhammad in the 600s A.D. Muhammad
was born into a Meccan merchant family, but was later orphaned. Raised by his uncle,
Muhammad too entered the family trade. Muhammad led caravans to far off places in the
Middle East, including Jerusalem. Muhammad established himself, and wed a wealthy
widow. Now that he was established, and married into wealth, Muhammad could pursue
Have students create
a flow chart including
significant events in
the development of
Islam
Spiral:
7.3, 7.4
Use the
opportunity
to review
economics
skills.
Spiral:
7.3
Use the
opportunity
to review
the tenants
of
Christianity
and Judaism.
religious studies. Muhammad was troubled by the greed and corruption in Meccan
society. Seeking guidance, Muhammad journeyed to the hills outside of Mecca where he
prayed and meditated. It was here that Muhammad claimed he heard a voice telling him
to preach Islam. Islam literally translates to submission, and demands reverence to one
single god-Allah. Muhammad returned to Mecca and began preaching his message.
Muhammad won many coverts, mainly from the poor. However, Muhammad also
collected many enemies. Islam particularly upset the wealthy and powerful. Islam
demanded loyalty to Islam over the tribe and, being a different faith, it upset the lucrative
pilgrimage industry in Mecca. It was for these reasons that Muhammad was forced out of
Mecca.
Muhammad fled to Yathrib, where he was invited to arbitrate a tribal dispute. This event
is considered to be year one in the Islamic calendar and is known as the Hijrah.
Muhammad settled the dispute, won many coverts to his religion, and was named the
leader of the city. Yathrib was renamed Medina, meaning city of the prophet. In Medina,
Muhammad developed his skills as a political, religious, and military leader. He used Islam
as a means of organizing society. He set up new laws and customs in Medina which
became part of Islam’s law code. Muhammad formed a new army to defend his holdings.
Muhammad then used this army to conquer Mecca. Once Mecca was conquered, the idols
of the Kaaba were destroyed. Muhammad named Mecca a holy city, and the Kaaba as an
important religious site.
Much of Islam has a base in Christianity and Judaism. These religions were not foreign to
the Arabian Peninsula, and were influential to Islam’s development. Muhammad claimed
that he was in the same line of Biblical and Judaic prophets such as Abraham, Moses,
Elijah, and Jesus. Muhammad taught that the holy books of the other two monotheistic
religions were part of Islam, but that the Koran was the final revelation of god.
Discrepancies between the two books were explained by stating that Christians and Jews
had perverted the teachings of Allah, and that Muhammad was the final messenger of
god. As a result of these religious connections claimed by Muhammad, he taught that
Christians and Jews were “people of the book” and were to be given religious tolerance.
They were allowed to live in the Islamic community so long as they paid a special religious
tax called the jizya.
Standard:
Islamic World, 400
A.D/C.E. – 1500s
7.6 Explain the
significance of the
Qur’an and the Sunnah
as the primary sources
of Islamic beliefs,
practice, and law and
their influence in
Muslims’ daily life. (C,
H, P)
I can…

Explain the
importance of
the Quran and
Textbook
Pages:
Other
Resources:
107
Selections
from the
Quran,
Sunnah, and
Hadith
The Book of
Golden
Meadows by
Masoudi
Central Ideas:
The Koran (Quran) is the holy book of Islam, but it was not complied by Muhammad. It
was compiled and standardized later by his followers. The Quran is considered by Muslims
to wholly be the literal word of Allah. This differs in some fashion from the books of the
Bible and the Torah. While the holy books of Christianity and Judaism do contain the
literal words of God, they also contain passages written by men under divine influence.
Other important texts in Islam are the Sunnah and the Hadith. Together, these books are a
collection of the actions, deeds, and sayings of Muhammad. These practices of
Muhammad were recorded by his followers and given special importance. Together, the
Quran, Sunnah, and the Hadith form the source of Islamic belief, practice, and law.
Codified, the three help to create Sharia Law. Sharia law is Islamic law based on the
teachings of the three important books in Islam, plus the rulings of Islamic
teachers/preachers (imams).
Muslims, or followers of Islam, practice the Five Pillars of Islam in their daily lives. The first
pillar is the profession of faith, or Shahada. In this, Muslims profess that there is no god
but Allah, and Muhammad is his prophet. The second pillar is prayer, or Salat. Muslims
Suggested Activities:
Timeframe:
Provide students
with a passage from
the Quran and have
them interpret it.
1 Day
Spiral:
7.5
pray 5 times a day facing Mecca. The third pillar is the giving of alms (charity) (Zakat).
Muslims are required to give charitable contributions to the poor. Their fourth pillar is the
observance of the holy month of Ramadan, or Saum. For one month out of the year,
Muslims fast during the day. The fifth pillar is the pilgrimage to Mecca, or Hajj. Muslims
are expected to, once in their life, make a pilgrimage to Mecca. Muslims must do this if
they are physically or financially able to do so.
Sunnah in
Islam using
primary
source
material.
Standard:
Islamic World, 400
A.D/C.E. – 1500s
7.7 Analyze the origins
and impact of different
sects within Islam,
Sunnis and Shi’ites. (C,
H)
I can…


Other
Resources:
111
The Book of
Golden
Meadows by
Masoudi
A History of
the Modern
Middle East
by William
Cleveland and
Martin
Bunton
Compare
Sunni and
Shia Islam
and describe
the impact of
the division.
Standard:
Islamic World, 400
A.D/C.E. – 1500s
7.4 Describe the
expansion of Muslim
rule through conquests
and the spread of
cultural diffusion of
Islam and the Arabic
language. (C, E, G, H)
I can…

Textbook
Pages:
Identify the
ways in
which Islam
spread.
Describe the
different
Islamic
Central Ideas:
The death of Muhammad created confusion in the Muslim world. Muhammad had left no
instructions regarding his succession. Soon two camps developed. On one hand were
those who believed that Muhammad’s successor should be chosen by the community
(Sunni). The other believed that the one who took on the leadership of the Muslim
community should be family relation of Muhammad (Shia). Eventually a companion of
Muhammad was elected to the position of caliph, or leader of the Muslim community.
Abu Baker’s reign began the Rashidun, or time of the Rightly Guided Caliphs. The
succession continued through the election process until the reign of Ali (Muhamad’s sonin-law). Ali was assassinated. After the death of Ali, the position of caliph passed to a
group of rulers known as the Umayyad Dynasty. Soldiers of the Umayyad Dynasty then
assassinated Ali’s son Husayn. The death of Husayn marks the final event which solidified
the divide between the Sunni and Shia. The Shia, mainly in the Eastern part of the Muslim
world (Persia/Iran), began to form their own communities and traditions.
Both groups agree on the basic tenants of Islam: monotheism, Muhammad as a prophet,
the Quran as the literal word of Allah, the five pillars, etc. The eventual breakdown of the
Islamic Empire, and the rise of more “secular,” governments weakened the position of the
caliph in the Sunni world. In the Shia world, many different splinter groups developed.
Many of these Shia splinter groups took on a more mystic approach to their religion.
Today, Sunni Muslims make up the majority of Muslims. The Shia are the minority, and are
found mainly in Eastern Iraq and Iran.
Textbook
Pages:
Other
Resources:
108-113
The Book of
Golden
Meadows by
Masoudi
A History of
the Modern
Middle East
by William
Cleveland and
Martin
Bunton
Central Ideas:
At the time of Muhammad’s death Islam had spread to much of the Arabian Peninsula.
Upon his death there was no clear line of succession. Leadership in the Islamic world
eventually passed to a series of rulers known as the Rashidun, or the rightly guided
caliphs. These men were the companions of Muhammad and ruled over a period of
Islamic growth and expansion. The death of the final rightly guided caliph, Ali, led to a
permanent division in the Islamic world between the Sunnis and the Shias. Despite this
division, the Muslim world continued to grow. Holding the title of caliph after the death of
Ali were the Umayyad Dynasty. The Umayyads were Sunni Muslims. The capital of their
Empire was in Damascus. The Umayyad culture was based around that of the Arab
peoples. The Umayyads spread Islam from India in the East, to Iberia in the West.
Much of Islam’s expansion during the time of the Rashidun and the Umayyads was by
conquest. Muslim armies marched out of the Arabian Peninsula conquering territory. The
Muslims found their opponents, the Byzantines and the Sassanid weakened by years of
war. Islam soon expanded into these territories. Those living in the former territory of the
Byzantine and Sassanid Empire were generally willing to accept Islamic rule, and many
converted. These inhabitants were so willing to accept Islamic rule because it appeared as
a way of bringing peace. Also, in many cases, the subjects of the Byzantines and Sassanid
Suggested Activities:
Timeframe:
Assign students a
selection of
informational text
regarding the Sunni
Shia divide. Preform
a close reading of the
text. Follow up the
close reading with a
discussion (or
another close
reading) regarding
the modern day
sectarian violence in
the Middle East.
1 Day
Suggested Activities:
Timeframe:
Assign students a
map activity in which
they trace the
expansion of Islam.
Students can color
code the expansion
of the territory by
year. Within each
section students can
label the various
Islamic empires,
important rulers, and
the dates of their
existence. Students
may also label
important physical
2 days
Spiral:
7.5. 7.6
Spiral:
7.5
Use the
opportunity
to teach the
term
cultural
diffusion
were not treated well. This made them very welcoming to their new rulers. The rapid
spread of Islam also led to a rapid spread of the Arabic language. Muslim armies not only
brought Islam, but the Arabic language. Soon non-Arab peoples began to speak Arabic.
This was due, in part, to cultural diffusion; however, much of Arabic’s spread was due to
the fact that Arabic was the “official” language of Islam. At the time, the Quran could only
be read/written in Arabic. Soon, the term Arab changed. No longer did it refer to a person
from the Arabian Peninsula. Instead, the term began to be synonymous with anyone who
spoke the Arabic language.
Empires, their
boundaries,
and the
regions they
encompassed.
features of the
region.
The Umayyad Dynasty was eventually brought down by a Shia rebellion. The Shia, with
their own version of Islam, had been living within the boundaries of the Umayyad Empire
since its construction. They were severely persecuted by the Sunni Umayyad. Also, the
intense focus on Arab culture by the Umayyads did not settle well with newer
converts/additions to the empire. As Islam spread, it began to incorporate peoples other
than Arabs, many of which were Persians who adopted the Shia beliefs of Islam.
Discouraged by persecution, these Shia rebelled and brought down much of the Umayyad
Empire. They set up a dynasty known as the Abbasids. The Abbasids took a much more
inward approach to developing the Islamic Empire. The Abbasids did not use conquest as
a means of spreading Islam as much as the Umayyads did. Rather, the Abbasids focused
on culture and trade. From their capital city of Baghdad, the Abbasids controlled most of
the trade between the Mediterranean and East Asia. It was through this trade that Islam
spread during the Abbasid Empire. The Abbasid Empire also embraced many elements of
Persian culture.
The Abbasid Empire eventually began to fade. Several regions broke away from the
empire to form separate states (Egypt, Spain, and Persia). In the last few years of the
existence of the Abbasid Empire, they controlled little more than the territory around
Baghdad. It was around this time that the Seljuk Turks arrived. The Seljuks were a nomadic
tribe from Central Asia. The Seljuks attacked the Abbasids, conquering Baghdad. The
Seljuks allowed the Abbasid caliph to remain in place, but he was little more than a figure
head. The Seljuks continued to rule this region of the world until they were defeated by
the Mongols. The Mongol conquest brought an end to a united Arab/Muslim world.
Standard:
Islamic World, 400
A.D/C.E. – 1500s
7.11 Explain the
importance of Mehmed
II the Conqueror and
Suleiman the
Magnificent. (H, P)
I can…

Explain the
importance of
Mehmed the
Conqueror
and Suleiman
Textbook
Pages:
113-114
Other
Resources:
Mehmed the
Conqueror
and his Time
by Franz
Babinger
Suleiman the
Magnificent
by Andre Clot
Central Ideas:
After the large and united Arab/Islamic Empire faded (Umayyads and Abbasids), Muslim
groups began to create their own Empires. One such empire was that of the Ottomans
Turks. The Ottoman Turks settled in Anatolia, after a nomadic past. The Ottomans quickly
came in conflict with the weakening Byzantine Empire. The growing Ottoman power
slowly chipped away at the Byzantine Empire. The end of the Byzantine Empire was
brought on by the Ottoman sultan Mehmed II. Mehmed captured the Byzantine capital of
Constantinople in 1453. Mehmed earned the title “Mehmed the Conqueror.” With the
Byzantine threat eliminated, the Ottomans pushed further into Europe, the Middle East,
and North Africa. By the late 1500s, the Ottomans controlled much of the Mediterranean
region.
One of the greatest Ottoman sultans was Suleiman I. Suleiman ruled the Ottoman Empire
at the height of its power. Suleiman’s greatest achievement was his reorganization of
Ottoman law and the construction of schools and mosques. For his achievements he was
given the title Suleiman the Magnificent.
Suggested Activities:
Assign students a
short research
project over the
Ottoman Empire and
two of its most
important sultansSuleiman and
Mehmed
Timeframe:
1 Day
Spiral:
7.4
the
Magnificent.
Standard:
Islamic World, 400
A.D/C.E. – 1500s
7.10 Gather relevant
information from
multiple print and
digital sources to
examine the art and
architecture, including
the Taj Mahal during
the Mughal period. (C,
H)
Textbook
Pages:
114
I can…

Use multiple
mediums to
describe the
art and
architecture
of the Mogul
period.
Standard:
Islamic World, 400
A.D/C.E. – 1500s
7.12 Write an
explanatory text to
describe the Shah
Abbas and how his
policies of cultural
blending led to the
Golden Age and the
rise of the Safavid
Empire. (C, H, P)
I can…

I can explain
how the
policies of
Shah Abbas
led to the
development
of the Safavid
Empire by
writing an
explanatory
paragraph.
Other
Resources:
Online
images (both
of the Taj
Mahal as a
whole, and
images which
show the
intricacies
and
influences of
the various
cultures of
the region).
Central Ideas:
The Muslim conquest of the Indian subcontinent led to the creation of the Muslim Mogul
empire. The Moguls initially practiced religious tolerance, but later began persecuting
believers of other religions. In particular, Hindus and Sikhs came under tremendous
persecution. The Hindus practiced a polytheistic faith, and were not considered to be
“people of the book.” Eventually, this persecution led to a Hindu rebellion. This longlasting conflict left both combatants very weak and easily defeated by the invading British
during their colonizing efforts.
The Taj Mahal was constructed during the time of the Mogul Empire in India. The Taj
Mahal was built by the Mogul ruler Akbar. It served as tomb for his wife. The Taj Mahal,
like other pieces of Mogul art, was a blending of Arab, Persian, and Hindu architecture. In
the Arab/Islamic fashion, the Taj Mahal is flanked by minarets and topped with a crescent
moon. Persian influences can be seen in the calligraphy that adorns the Taj Mahal. Hindu
influences are seen in the number of flowery lotus images (Hindu/ Buddhist symbolism)
inscribed on the “tomb.”
Taj Mahal by
Caroline
Arnold
Textbook
Pages:
114
Other
Resources:
The textbook
is very limited
regarding this
standard. The
below link is
extremely
helpful:
http://jmcent
arfer.tripod.c
om/ch18_2.p
df
Shah Abbas:
The Remaking
of Iran by
Sheila Canby
Central Ideas:
The Safavid Empire was founded in Persia (Iran) after the fall of the Abbasid Empire. The
Safavid Empire was Shia, and its primary culture and language was Persian. The greatest
leader of the Safavid Empire was Shah (Persian for king) Abbas. In general, Abbas
practiced religious tolerance and acceptance towards other ethnicities and religions. This
resulted in cultural blending. Abbas’ willingness to accept peoples of different
nationalities and faiths drew the attention of merchants and artisans from around the
world. In particular, European monarchs and merchants viewed Abbas favorably for his
tolerance of Christianity. This led them to establish trade relations with the Safavids.
Europeans had a strong desire for Persian made rugs at the time. This trade made the
Safavid Empire very wealth. This wealth, coupled with cultural blending, led to a golden
age for the Safavid Empire. It was during this time, that the Abbas built the Safavids’ a
new capital at Isfahan. Isfahan was considered to be the most beautiful city of its time.
Artisans from all over the world were recruited to come construct the city.
Suggested Activities:
Timeframe:
Show students
images of the
building. Show
students the building
as a whole, and then
show them more
detailed images,
pointing out the
influences from
other cultures. Then
challenge students to
find those same
influences using an
online search. Have
students create a
picture slide show
displaying what they
have found.
1 Day
Suggested Activities:
Timeframe:
Compare Shah Abbas
to Suleiman I
1 Days
Use a cooperative
write/class write
strategy to produce
the explanatory text
called for in the
standard.
Spiral:
7.4
Spiral:
7.4, 7.7
Standard:
Islamic World, 400
A.D/C.E. – 1500s
7.8 Examine and
summarize the
contributions Muslim
scholars made to later
civilizations in the areas
of science, geography,
mathematics,
philosophy, medicine,
art, and literature. (C,
G, H)
Textbook
Pages:
Other
Resources:
117-119
The Book of
Golden
Meadows by
Masoudi
Lost History:
The Enduring
Legacy of
Muslim
Scientists,
Thinkers, and
Artists by
Michael
Morgan
I can…

Summarize
the
contributions
of Muslims
scholars in
various fields
of study.
Standard:
Africa, 400 A.D./C.E. –
1500s
7.14 Draw evidence
from informational
texts to describe the
role of the transSaharan caravan trade
in the changing
religious and cultural
characteristics of West
Africa and the influence
of Islamic beliefs,
ethics, and law. (C, E, G,
H, P)
I can…

I can explain
how transSaharan trade
caravans led
to changes in
West African
culture.
Textbook
Pages:
129-130,
137
Other
Resources:
The Royal
Kingdoms of
Ghana, Mali,
and Songhay:
Life in
Medieval
Africa by
Patricia
McKissack
Central Ideas:
As Arabic became the lingua franca of the region, the exchange of goods and ideas
became easier. Ancient texts were collected and translated into Arabic. This free exchange
of goods, ideass and the discovery of ancient texts led an explosion of Arab knowledge.
Muslim scholars made contributions to the fields of math, science, geography, philosophy,
art, and literature. Muslim contributions to the fields of math and science include: a
model of the universe, the understanding and calculating of eclipses, the naming of stars,
improvements to the astrolabe, a confirmation of a round earth, the foundations of
chemistry, and the creation of Arabic numerals (taken from Hindu scholars). Muslim
contributions to medicine include: the foundations of cardiology, medical diagnostics, the
creation of medical clinics, required training for doctors, and a number of early medical
“publications.” Muslim contributions to the field of geography include: the study of
ancient texts, a means of measuring precise distances on the earth, new mapping
methods, exploration of the Indian Ocean (and adjacent continents), and a study of how
geography has impacted history. Muslim contributions to literature include: The Quran,
Arabian Nights, and The Rubaiyat. Muslim philosophers studied ancient Greek texts.
Muslim contributions to art include their elaborate calligraphy, and architecture (the
minaret, the Taj Mahal).
Suggested Activities:
Timeframe:
Use a cooperative
write/jigsaw strategy
to have students
summarize Muslim
contributions to
science, math,
philosophy,
medicine, art, and
literature.
1 Day
Central Ideas:
Suggested Activities:
Timeframe:
Sub-Saharan Africa was isolated from the rest of the world due to geography and climate
(Sahara Desert). This isolation was broken by Berber caravans. The Berbers were able to
cross the vast Sahara Desert by mapping the location of oases, and using them to water
themselves and their animals. When they arrived in sub-Saharan Africa, these merchants
traded items like cloth, books, and weapons for resources such as gold and silver. As trade
increased, Islam was brought to the region by these merchants. Islamic law, ethics, and
beliefs arrived via these trade routes. Merchants living in this region quickly adopted the
new Islamic faith. They saw it as a means of fostering better trade relationships with the
Muslim merchants. This boom in trade resulted in population growth. The increased
population led to the rise of powerful city-states. Soon, these city-states would strike out
and become empires.
Assign students a
selection of
informational text.
From this text, have
students list the
changes brought to
West Africa through
trade.
1 Day
Spiral:
7.1
(compare
Rome’s
legacy to
that of the
Muslim
scholar)
Spiral:
7.3, 7.4, 7.9
Standard:
Africa, 400 A.D./C.E. –
1500s
7.13 Analyze the
growth of Ghana, Mali,
and Songhai kingdoms
including trading
centers such as
Timbuktu and Jenne,
which would later
develop into centers of
culture and learning.
(C, E, G, H, P).
Textbook
Pages:
Other
Resources:
129-132
Sundiata: An
Epic of Old
Mali
Travels in Asia
and Africa by
Ibn Battuta
The Royal
Kingdoms of
Ghana, Mali,
and Songhay:
Life in
Medieval
Africa by
Patricia
McKissack
I can…

Compare and
contrast the
West African
trade
kingdoms of
Ghana, Mali,
and Songhai.

I can explain
how the cities
of Timbuktu
and Jenne
grew from
trading cities
to centers of
culture and
learning
Standard:
Africa, 400 A.D./C.E. –
1500s
7.17 Explain the
importance of Mansa
Musa and locate his
pilgrimage to Mecca in
1324. (C, G, H, P)
I can…

Explain the
importance of
Mansa Musa,
and locate his
pilgrimage to
Mecca on a
map.
Central Ideas:
Suggested Activities:
Timeframe:
Ghana was the first great trading empire in West Africa, built on the salt and gold trade
with Berber Merchants. It was located in the grasslands of West Africa along the Niger
River. Ghana taxed merchants passing though their territory. Ghana was able to do this
because they possessed iron ore for making weapons, a well-trained army, and control
over the gold and salt mines. Ghana’s power soon weakened, and it was replaced by a
new kingdom in the same region.
Have students create
a Venn diagram
comparing and
contrasting Ghana,
Mali, and Songhai
2 Days
Spiral:
7.4, 7.9.
Use the
opportunity
to teach the
basic
geography
of West
Africa.
Mali rose out of Ghana’s collapse, conquering the remainder of the kingdom and
extending their own kingdom even further. Mali gained control over gold and salt mines,
solidifying their power and wealth. Mali gained control of the trading centers known as
Timbuktu and Jenne. Control of these cities transformed the Malian Empire. These trade
cities attracted merchants, artisans, and scholars from around the region. Possession of
these cities made Mali not only a center of trade, but also a center of culture and learning.
Malian power soon weakened and a breakaway region would soon replace them as the
dominant power in the area.
Songhai broke away from the Malian Empire and eventually seized total control. Songhai
controlled the salt and gold mines which secured its wealth. Songhai also captured
Timbuktu and Jenne. Control of this trade city had similar effects as it did in Mali. The
Songhai became largest empire in Africa during the period. Civil war, and invasions by
hostile Muslim kingdoms, led to an end of the Songhai Empire.
The wealth of Ghana, and its methods of gathering wealth, laid the foundation for the
subsequent West African trade kingdoms. The possession of the great trading cities of
Timbuktu and Jenne by Mali and Songhai only further increased the importance of these
cities. Such an influx of wealth allowed these cities to become centers of culture (mainly
Islamic) and learning through the construction of mosques, libraries, and universities
financed by said riches.
Textbook
Pages:
Other
Resources:
131, 135,
138
Travels in Asia
and Africa by
Ibn Battuta
Sundiata: An
Epic of Old
Mali
Mansa Musa
and the
Empire of
Mali by P.
Oliver
Central Ideas:
Mansa Musa was a ruler of Mali. Mansa Musa practiced religious tolerance in his kingdom,
but was a devout Muslim and placed importance on spreading Islam. Mansa Musa used
the wealth of Mali to construct libraries, universities, and mosques in Timbuktu (thus
furthering the city as a center of culture and learning). As a devout Muslim should, Mansa
Musa set out on pilgrimage to Mecca. He traveled in a great splendor, freely distributing
gold along the way. So much gold was given away in Egypt alone that the economy was
ruined for decades due to inflation. The splendor that was Mansa Musa raised
“international” attention regarding Mali, thus prompting trade and travel to the kingdom
(furthering wealth and culture). Mansa Musa brought back to Mali many talented artists,
architects, and Islamic scholars who further increased the prestige of the West African
trade kingdom.
Suggested Activities:
Timeframe:
Have students
complete a map
activity tracing
Mansa Musa’s
journey from Mali to
Mecca, highlighting
the kingdom of Mali
itself, the location of
Mecca, and relevant
geographic features
from standard 7.3.
1 Day
Spiral:
7.13, 7.14
Standard:
Africa, 400 A.D./C.E. –
1500s
7.15 Examine the
importance of written
and oral traditions in
the transmission of
African history and
culture. (C, H)
I can…

Central Ideas:
Suggested Activities:
Timeframe:
Much of Africa lacked a written language. The introduction of Arabic was the first written
language to some tribes. History, culture, and other forms of learning were passed down
orally. Africans formed oral histories of their societies, and it is from those oral histories
that we gather what we know about early African societies today. Much of African history
was taught using storytelling. In some African societies these storytellers were referred to
as griots. Many ancient and modern day languages in Africa are Bantu-based, meaning
that linguistically they can be traced to an original group of migrants known as the Bantu.
Textbook
Pages:
Other
Resources:
Central Ideas:
Locate an old African
story/proverb, and
tell it to the students.
Orally quiz the
students over your
story. Then listen to
another African story
of similar depth and
complexity; however,
use internet
resources to locate a
traditional African
storyteller to tell the
story. Quiz students
about this story, and
then compare the
differing results.
Ideally, the quiz from
the traditional
African storyteller
should be higher
which would allow
you to emphasize the
effectiveness of oral
histories/storytelling.
Suggested Activities:
1 Day
131, 141142
Other
Resources:
West Africa
before the
Colonial Era:
A History to
1850 by Basil
Davidson
The textbook
lacks much
relevant
information
regarding this
standard. The
link below is
helpful in
filling the
gaps.
Have students bring
in (or provide them
with) small items
trinkets, penny prizes
etc. Have students
barter with one
another, and follow
up the trade session
with a discussion
regarding traditional
economies
1 Day
140-142
Demonstrate
the
importance of
oral history in
African
societies.
Standard:
Africa, 400 A.D./C.E. –
1500s
7.16 Analyze the
importance of family,
labor specialization,
and regional commerce
in the development of
states and cities in
West Africa. (C, E, G, H,
P)
I can…

Textbook
Pages:
Explain the
role of
family, labor
specialization
, and trade in
the
development
of West
Africa.
http://www.b
allardtighe.com/ew
hweb/Explore
More/EMCh0
5-1.pdf
West Africa
before the
Colonial Era:
African society was very much centered on the extended family in a tribal or clan-like
setting, with several generations often living together or nearby. Families in each tribe or
clan generally claimed lineage to a common ancestor. Inside the African family unit, most
of the power rested with the older members. Many African societies were matrilineal. The
rearing and education of children was the duty of the family. The culture and history of
these societies was passed down orally using storytelling via griots. Though lineage was
traced through ones mother, women generally lacked many of the rights and privileges
afforded to men in these societies. Women served primarily as wives and mothers, but
also took responsibility for farming. Men served as hunters and soldiers.
African villages often evolved into larger cities though trade. Trade connected these
villages and cities, which depended on one another to keep commerce strong. This
created an incentive to keep trade routes safe and secure in order to keep merchants
invested in the regional trade. Overtime, power became consolidated and many of these
trade villages and cities became centralized under the authority of large kingdoms (Ghana,
Mali, Songhai).
Spiral:
Use the
opportunity
to discuss
with
students the
importance
of oral
history in
other
cultures
they may
have studied
(ancient
Greece:
Homer etc.)
Timeframe:
Spiral:
7.15
A History to
1850 by Basil
Davidson
Standard:
Africa, 400 A.D./C.E. –
1500s
7.18 Compare the
indigenous religious
practices observed by
early Africans before
and after contact with
Islam and Christianity.
(C, H)
I can…

Other
Resources:
136-137,
143
West Africa
before the
Colonial Era:
A History to
1850 by Basil
Davidson
Locate
various
physical
features of
China and the
surrounding
region.
Central Ideas:
Suggested Activities:
Timeframe:
Traditional African religions varied widely based on location. Some believed in a single
creator god, while others believed in a supreme god with lesser gods. Animism and
ancestor worship were also part of some indigenous African religions. Traditional African
religions were generally passed down orally, and had no written scripture. Some beliefs of
indigenous African religions may include divine protection for the individual, prayer
resulting in successful harvests, and divination.
Have students watch
a video (or read a
piece of
informational text)
about the Yoruba
creation myth. Have
them compare this to
the creation story
from the Bible.
1 Day
Suggested Activities:
Timeframe:
2 Days
The arrival of Islam, through trans-Saharan trade, in sub-Saharan Africa challenged
traditional beliefs. Islam was welcomed by some African rulers who accepted the
conversion. Islam introduced strict monotheism, and a written holy text. Islam had a
harder time penetrating rural areas, where some only converted to benefit their trading
efforts with Muslim merchants. As the Quran bans the enslavement of Muslims, many
African traditionalists converted to avoid enslavement.
Compare and
contrast
indigenous
African
religions with
Christianity
and Islam.
Standard:
China, 400 A.D./C.E. –
1500s
7.19 Create a visual or
multimedia display to
identify the physical
location and major
geographical features
of China including the
Yangtze River, Yellow
River, Himalayas,
Plateau of Tibet, and
the Gobi Desert. (G)
I can…

Textbook
Pages:
Textbook
Pages:
176-177
RA pages
20-24
Other
Resources:
Various maps
easily found
online,
including but
not limited to
physical
maps,
political
maps, and
climatic
maps.
Christianity, being the elder religion to Islam had a presence in Africa for a very long time.
Christianity was present in North Africa, especially Egypt, where there had been a strong
Roman presence (these areas also had strong trade relations with Christian Europe).
Christianity was also strong in East Africa as the early church expanded. Christians had a
presence in African kingdoms such as Nubia, Kongo, and Axum. Christianity in these
regions (minus Axum) eventually faded, giving way to Islam which was arriving via Indian
Ocean trade.
Central Ideas:
Students should be able to identify these features on a map, and describe how the
features and climate have impacted the lives of those people who occupied these regions.
I.E. rivers benefiting trade, the isolating impact of the Himalayas and Gobi Desert etc.
Have students create
a 3-D map of China,
using construction
paper, which
incorporates the
relevant geographic
features mentioned
in the standard.
Spiral:
7.15, 7.16,
7.6
Spiral:
7.3
Standard:
China, 400 A.D./C.E. –
1500s
7.20 Describe the
reunification of China
under the Tang Dynasty
and reasons for the
cultural diffusion of
Buddhism.
I can…


Other
Resources:
178-183
Excerpts from
The Analects
by Confucius
China's
Cosmopolitan
Empire: The
Tang Dynasty
by Mark
Lewis
Describe the
reunification
of China by
the Tang.
Explain how
Buddhism
spread to, and
within, China.
Standard:
China, 400 A.D./C.E. –
1500s
7.21 Analyze the role of
kinship and
Confucianism in
maintaining order and
hierarchy. (C, H, P)
I can…

Textbook
Pages:
Identify the
influence of
Confucianism
on Chinese
society and
culture.
Textbook
Pages:
Other
Resources:
184-185
Excerpts from
The Analects
by Confucius
Central Ideas:
The fall of the Han Dynasty created a lack of centralized government in China, and
resulted in the loss of territory. After a period of internal strife, the Sui Dynasty arose. The
Sui Dynasty fell quickly, and China was once again reunited under the Tang Dynasty. The
Tang restored a strong central government. The Tang had a desire to restore the “glory”
of the Han Dynasty (in a fashion similar to European rulers who want to restore the
“glory” of the Roman Empire). They reintroduced the civil service exams to select
government officials. The Tang saw territorial expansion to the West, the Korean
Peninsula, and Vietnam. An increase in trade resulted in the growth and wealth of Chinese
cities under the Tang. The capital of the Tang Dynasty, Changan, became world’s largest
city. Nomadic invasions and peasant unrest lead to the fall of the Tang, and rise of the
Song.
Buddhism arrived in China via merchants and missionaries during the fall of the Han
Dynasty. The chaos, confusion, and suffering of the common people during this time
increased the appeal of the new religion, as Buddhism offers a release from suffering and
rewards in the afterlife. The earliest Tang rulers did not convert to Buddhism, but also did
not oppose the religion. Monasteries and shrines were built. Opposition to the religion
began to grow as many Chinese saw the wealth and opulence accrued by some
monasteries. Others saw Buddhism as an offensive against the Chinese values of tradition,
ancestor worship, and family values. Later Tang rulers saw Buddhism as a threat to
Confucian principals, on which their government was based. Tang rulers eventually
ordered the destruction of Buddhist temples, shrines, and monasteries. Buddhism
struggled to recover in China following this episode of Tang persecution. From China,
Buddhism spread to Korea, and from Korea to Japan.
Central Ideas:
Confucius was a Chinese philosopher. Confucius believed that good government
depended on having wise leaders and that the success of a nation was rooted in the
success of the family. Confucius placed value in the following relationships: ruler-subject,
husband-wife, father-son, older brother-younger brother. In looking at society, Confucius
taught that there existed a necessary hierarchy: rulers, scholars, farmers,
merchants/artisans. Confucius’ writings were the basis for the Chinese civil service exam,
taken to gain access to government posts. Confucianism and the civil service exams were
popular until the fall of the Han Dynasty, during which there was no central government
to administer the exams. The civil service exams were restored during the Tang and Song
Dynasties.
Suggested Activities:
Document based
questions using a
primary source:
Opposition to
Buddhism from late
Tang rulers:
Timeframe:
2 Days
Spiral:
7.4
http://afe.easia.colu
mbia.edu/ps/cup/em
peror_wuzong_suppr
ess_buddhism.pdf
Suggested Activities:
Using the internet,
locate various
Confucian quotes,
focusing on those
that stress the value
of family and social
structure. Use these
quotes and have
students analyze
them, asking
themselves various
questions. Example:
Quote (regarding the
ruler-subject
relationship):
Encourage the people
to work hard by
setting an example
yourself. Do not
allow your efforts to
slacken.
Questions:
Timeframe:
1 Day
Spiral:
7.16
(compare
the role of
the family in
Confucianis
m to that of
African
societies)
What does the quote
mean? Rulers should
lead by example
Who is the quote
for?
The ruler.
Put the quote in
your own words.
One should always
encourage others by
working hard and
leading by example,
slacking on your part
only encourages
others to do the
same.
Standard:
China, 400 A.D./C.E. –
1500s
7.22 Summarize the
significance of the rapid
agricultural,
commercial, and
technological
development during
the Song Dynasties. (C,
E, H)
I can…

Textbook
Pages:
Other
Resources:
Pages 181,
186-190
The Age of
Confucian
Rule: The
Song
Transformatio
n of China by
Dieter Kuhn
Textbook
Pages:
Other
Resources:
The textbook
is lacking in
significant
material
regarding this
standard. The
below link
should fill in
Summarize
the
technological
advances
made during
the Song
Dynasty.
Standard:
China, 400 A.D./C.E. –
1500s
7.23 Trace the spread
of Chinese technology
to other parts of Asia,
the Islamic world, and
Europe including
papermaking, woodblock printing, the
188
Central Ideas:
The Song Dynasty rose after the fall of the Tang. The Song Dynasty ruled during a time of
economic and technological success. Agricultural inventions and improvements made
during the Song Dynasty include: better irrigation methods and heartier rice. These
agricultural advances resulted in a population boom. The population boom led to an
increase in the demand for land which prompted the Chinese to settle in previously
sparsely populated land. In terms of commerce, the Song was heavily invested in the
production of tea, porcelain, and silk. As trade increased, demand for these products rose.
Technological advancements made during the Song Dynasty include: woodblock printing
and moveable type, which increased access to written materials and literacy throughout
China. Alongside printing technology, the process by which paper was manufactured was
perfected during the Song Dynasty. Gunpowder and its successful use were also
developed during the Song Dynasty. This allowed the Song to better defend themselves
against invaders from the north (and later the Mongols). During the Song Dynasty,
improvements were made in the area of seafaring. Larger ships with improved rudders
and sails increased the distance a Chinese trade ship could travel and the size of the
tradeable goods they could carry. The Song also perfected the magnetic compass,
increasing both navigation and the distance a ship was able to sail. These improvements in
the nautical field helped to increase trade and wealth in the Song Dynasty. In addition to
the increased trade and wealth, Chinese merchants sailing abroad were engaged in
cultural and technological exchanges with other civilizations. In time, these innovations
would reach European shores where they would be adopted, adapted, modified, and
improved.
Central Ideas:
Suggested Activities:
Suggested Activities:
Timeframe:
The Chinese innovations of papermaking, woodblock printing, the compass and
gunpowder were all invented, or perfected, during the Tang and Song Dynasties. The Song
Dynasty was the last set of rulers to reign over a united and majorly ethnic Chinese nation
until the fall of the Yuan (see Liao, Jin, Xia Dynasties). The Song Dynasty was ended by the
invading Mongols. The Mongols went on to create the world’s largest contiguous empire,
stretching from China to Eastern Europe. This expansive empire, for the first time, created
an unbroken connection between East and West. It was the creation of this empire that
helped spread Chinese technologies. The Mongol conquest of China allowed these
A map activity which
allows students to
trace the spread of
Chinese technology
from China to
Europe.
2 Days
Have students
participate in a
collaborative write.
Arrange students in
groups and ask them
to produce a short
essay summarizing
the advancements
made during the
Song Dynasty.
Timeframe:
2 Days
Spiral:
7.8
Spiral:
7.3, 7.9
compass and
gunpowder. (C, E, G, H)
I can…

Trace the
spread of
Chinese
technology to
other parts of
the world.
Standard:
China, 400 A.D./C.E. –
1500s
7.24 Describe and
locate the Mongol
conquest of China
including Genghis Khan,
Kublai Khan. (G, H, P)
I can…


any gaps (the
link traces the
spread of
gunpowder,
but the
information
can be
extrapolated
and applied
to meet the
other
requirements
of the
standard).
Describe the
growth and
expansion of
the Mongol
Empire.
Explain the
importance of
Genghis
Khan and
Kublai Khan
in the
development
of the
Mongol
Empire.
Textbook
Pages:
193-199
http://apworl
dhistory20122013.weebly.
com/moveme
nt-ofgunpowderfrom-east-towest.html
Other
Resources:
The Mongol
Empire:
Genghis
Khan, His
Heirs and the
Founding of
Modern
China by
John Man
invaders access to the listed Chinese technologies. Following the conquest of China, the
Mongols turned to the Indian subcontinent, bringing with them knowledge of these
Chinese technologies. From India, the Mongols turned to the Middle East, where they
made significant conquests, including Baghdad. Here again, where the Mongols went so
did these Chinese technologies. Mongol invasions into Eastern Europe also brought some
of these technologies to the continent.
Specifically looking at gunpowder’s arrival in the Middle East via the Mongols, it was
quickly adopted by the Ottomans who used canons to finally complete the conquest of
Constantinople in 1453. From there, the Ottomans pushed further into Europe where the
knowledge of gunpowder was introduced to European innovators.
It is important to note that while the Mongol conquests did play a role in the spread of
these Chinese technologies, the trade/economic climate that they provided was also key
to the spread of these technologies. A united Mongol empire created stable trade
connections between east and west. The Silk Road became a major artery by which these
ideas spread.
Central Ideas:
The Mongols were a nomadic people from the steppe area north of China. The Mongols
were excellent horsemen and soldiers. Genghis Khan (Temujin) set out to unify the
Mongol tribes. Genghis created a large army and went out to conquer lands beyond
traditional Mongolia. The Mongols conquered other steppe peoples and minor Silk Road
Kingdoms, which they use to finance an invasion of China. In 3 years, all of Northern China
was conquered. The Mongols gained a reputation as cruel fighters who used terror as a
strategy. The death of Genghis Khan resulted in the division of his empire amongst his
sons. Despite the division, the Mongol conquests continued into India, Persia, the Middle
East, etc. The Mongols adopted the favorable customs of the people they have conquered
(in China, see technologies mentioned in standard 7.23). Mongol conquest of the
remainder of China continued under the leadership of Genghis Khan’s grandson Kublai
Khan. Kublai Khan established his capital in Northern China (modern day Beijing). Kublai
Khan completed the conquest of the remainder of China, bringing an end to the Song
Dynasty, and set up the Yuan Dynasty, proclaiming himself emperor. The Yuan appointed
Mongol leaders to top positions in the Dynasty, but kept some top Chinese scholars. The
Yuan respected the Chinese Confucian principals of government, but did not use the civil
service exams. The Yuan Dynasty represented a peak in Chinese wealth and power.
Foreigners, bringing trade, were attracted to the empire. The most famous of these being
Marco Polo.
Suggested Activities:
Timeframe:
Using a map of Asia
and Europe, have
students draw the
Mongol Empire. Have
students include
certain features such
as: China, the Silk
Road, Baghdad,
Damascus, etc.
2 Days
Spiral:
7.19
Standard:
China, 400 A.D./C.E. –
1500s
7.25 Engage effectively
in a collaborative
discussion describing
the development of the
imperial state and the
scholar-official class
(Neo-Confucianism). (C,
H, P)
I can…

Other
Resources:
184-185
Excerpts from
The Analects
by Confucius
Discuss the
positive and
negative
aspects of a
scholarofficial class.
Standard:
China, 400 A.D./C.E. –
1500s
7.26 Draw evidence
from informational
texts to analyze the
contributions made
during the Ming
Dynasty such as
building projects,
including the Forbidden
City and the
reconstruction of the
Great Wall,
isolationism, and sea
voyages. (C, E, H, P)
I can…

Textbook
Pages:
Identify the
contributions
of the Ming
Dynasty to
China using
informational
text.
Textbook
Pages:
Other
Resources:
202-207
The Troubled
Empire: China
in the Yuan
and Ming
Dynasties by
Timothy
Brook
Central Ideas:
During the Tang and Song Dynasties, Confucianism evolved into neo-Confucianism which
incorporated elements of Buddhism. The neo-Confucian philosophy was constructed to
combat the growing influence of Buddhism in China. To do this, neo-Confucianism
stressed the importance order, helping others, and family values. It also incorporated the
idea of an afterlife. This changed Confucianism from a set of rules to a traditional religion.
Both neo-Confucianism and the civil service were seen by dynastic leaders as a means of
strengthening the government. Leaders believed that an educated government official
was less likely to be corrupt. The exams, only offered to men, were based on the writings
of Confucius. The sheer difficulty of the test required extensive years of study and greatly
favored the rich. Only the wealthy could pay for a tutor. Also, a poor family could not
spare the labor of a male child while he studied for the exams. At age 4, students began to
learn the extensive Chinese language/alphabet. Students then had to memorize all of the
writings of Confucius. From there, recitation was required. Once their studies were
complete, the boys would take the exam. Only one in five passed the exam. Those who
failed were never given government jobs, and generally took on posts teaching or aiding
government workers. Overtime, the civil service exams created a scholar-official class that
was set apart from the rest of Chinese society. These scholar-officials were never allowed
to preform physical labor. These scholar-officials were influential on Chinese history, even
though modern times.
Central Ideas:
The fall of the Yuan Dynasty led to the rise of the Ming Dynasty. The Ming made a number
of contributions to Chinese culture and society. The Imperial City was built by Ming rulers
in the capital, Beijing. The Imperial City was a large area filled with palaces and
government buildings. At the center of the Imperial City was the Forbidden City. The
Forbidden City was a walled compound where the Emperor and his family lived. Other
than the imperial family, only top government officials were allowed entry. The Ming also
restored the civil service exams and conducted censuses. The stability of the Ming
government resulted in economic growth, which allowed them to undertake these, and
other, construction projects such as new roads and canal construction, planting new
forests, and making repairs to the great wall. The Ming economic success, coupled with a
curiosity and desire to trade with the outside world led them to send out sailing
expeditions. This also allowed the Ming an opportunity to demonstrate Chinese power
and increase Chinese influence. The most famous of these explorations was led by a
Chinese Muslim named Zheng He. Zheng He’s travels took him to far off places such as
Africa, Arabia, and India. Zheng He brought back exotic goods, plants, and animals. His
travels encouraged Chinese merchants to settle abroad, spreading Chinese culture. After
the death of Zheng He, the voyages were discontinued due to cost, and perceived conflict
with Confucian principles.
Suggested Activities:
Timeframe:
Create a whole class
discussion in which
students debate the
merits and faults of a
scholar-official class
and the fairness of
the civil service exam
(gender and
socioeconomics).
2 Days
Suggested Activities:
Timeframe:
Assign students a
selection of
informational text.
Using this text, have
students extrapolate
the contributions of
the Ming Dynasty.
1 Day
Spiral:
7.20, 7.21
Spiral:
7.20, 7.22
Standard:
Japan, 400 A.D./C.E. –
1500s
7.27 Compare the
major features of
Shinto, Japan’s
indigenous religion,
and Japanese
Buddhism. (C, H)
Textbook
Pages:
Other
Resources:
222, 229
Shinto: The
Kami Way by
Sokyo Ono
and William
Woodword
Japanese
Buddhism: A
Cultural
History by
Yoshiro
Tamura
I can…

Compare and
contrast
Shinto with
Japanese
Buddhism.
Standard:
Japan, 400 A.D./C.E. –
1500s
7.28 Explain the
influence of China and
the Korean peninsula
upon Japan as
Buddhism,
Confucianism, and the
Chinese writing system
were adopted. (C, G, H)
I can…

Textbook
Pages:
Other
Resources:
222-223;
229
A History of
Japan by
R.H.P. Mason
Suggested Activities:
Japanese religion began as a form of animism, with a focus on nature spirits called Kami.
This later evolved into the Shinto religion, meaning way of the spirits. Japanese rulers
became linked to the religious rituals in an effort to ensure the well-being of Japan.
Shinto’s influence on the Japanese culture includes a love of nature, simplicity,
cleanliness, and good manners. Buddhism arrived in Japan by way of India, China, and
Korea. Buddhism quickly became a very popular religion. At one point, most Japanese
practiced both Shinto and Buddhism. Shinto beliefs offered the Japanese a connection to
daily life – a connection to nature and their homeland. Buddhism offered the Japanese
spiritual rewards, and a hope for the afterlife.
Have students create
a Venn diagram
comparing Shintoism
to Buddhism.
Through discussion,
compare indigenous
Japanese religion,
society, and beliefs,
with those of preIslamic and Christian
Africa (nature, family
etc.)
Central Ideas:
Suggested Activities:
Chinese culture made its way to Japan via Korea, with Korea serving as a sort of “bridge”
between the two countries. Chinese culture was “imported” to Japan under the Yamoto
prince Shotoku. Shotoku admired Chinese culture and wanted Japan to learn from it.
Shotoku employed his officials to study Chinese Buddhism, art, philosophy, architecture,
and medicine. After Shotoku’s death, Japan continued to use China as a model for Japan.
By the time Buddhism reached Japan, by way of India, China, and Korea, it had formed
many sects. Zen Buddhism was popular in Japan. Zen Buddhism taught that people could
find inner peace through self-control, mental discipline, and simplicity of life
(complimenting Shintoism). Zen Buddhism incorporated things such as meditation and
martial arts.
Have students
explain the influence
of Chinese culture on
Japan by writing a
haiku.
The Japanese adopted the Chinese writing system, using characters that represented
words; however, the two languages were very different. Many Japanese found the system
to be too cumbersome. Later, the Japanese added characters which stood for sounds,
making the written language much more like an alphabet (other elements of Japanese
writing to consider teaching might include Haikus, Nohs, and information on Lady
Murasaki Shikibu and her novel The Tale of Genji).
Identify and
describe
aspects of
Chinese
culture and
influence in
Japanese
society.
Standard:
Japan, 400 A.D./C.E. –
1500s
7.29 Trace the
emergence of the
Japanese nation during
Central Ideas:
Timeframe:
1 Day
Spiral:
7.20, 7.21
Timeframe:
2 Days
Spiral:
7.21, 7.25
Have students read
selections from The
Tale of Genji,
highlighting elements
of Shintoism,
Buddhism,
Confucianism, and
elements of Chinese
culture.
Confucianism (neo-Confucianism) was also a Chinese import to Japan. Neo-Confucianism
was originally used as an educational method for monks and scholars. Neo-Confucianism
in Japan took on less mystic view than its religious partners (Buddhism and Shintoism).
Rather, Japanese Confucianism focused on using reason and rationalism to explain the
universe. The prevailing idea was that it was up to humans, not divinity, to solve
problems. Neo-Confucianism was, at one point, considered the state philosophy of Japan.
Being of Confucius, Japanese neo-Confucianism upheld the ideals of Japan’s feudalistic
society.
Textbook
Pages:
Other
Resources:
223
excerpts from
The Tale of
Genji
Central Ideas:
Suggested Activities:
Soon after the death of prince Shotoku, Japanese emperors built a new capital city at
Nara. The nobility of the court lived in Chinese style houses, and possessed privilege and
power. During the Nara period, Japanese officials were placed in a hierarchical order, and
were chosen based on heritage rather than merit (a deviation from Chinese culture). This
Have students create
a timeline of
Japanese history,
Timeframe:
2 Day
Spiral:
7.28
the Nara, 710-794, and
the Heian periods, 7941180. (H, P)
by Lady
Murasaki
Shikibu
I can…

A History of
Japan by
R.H.P. Mason
List
significant
developments
in Japanese
history from
the Nara
period to the
Heian period.
Standard:
Japan, 400 A.D./C.E. –
1500s
7.30 Describe how the
Heian (contemporary
Kyoto) aristocracy
created enduring
Japanese cultural
perspectives that are
epitomized in works of
prose such as The Tale
of Genji, one of the
world’s first novels. (C,
H)
Textbook
Pages:
Other
Resources:
230-231
excerpts from
The Tale of
Genji
by Lady
Murasaki
Shikibu
hierarchical positioning laid the groundwork for the Japanese feudal system which would
emerge later. These government officials were chosen from the elite families of Japanese
nobility, and received great tracts of land. The Japanese capital was moved from Nara to
Heian (Kyoto). Heian would remain the capital for over 1000 years. During the early years
of the Heian period the most prestigious Japanese families continued to gain power,
reducing the office of emperor to a simple figurehead. Eventually civil war broke out
between the different clans/families of Japan. The civil war ended, and the ruling member
of the winning family was named Shogun. Though the civil war ended, the strife in Japan
did not. Eventually a feudal system arose, offering some sense of calm within local
territories. During the rule of Kublai Khan in China, Mongol forces tried many times to
invade Japan but failed. The end of the Mongol threat did not bring total peace to Japan.
Feudal lords still fought amongst one another, and a series of weak shoguns and emperors
could not stop the infighting. Eventually a series of powerful warlords, each continuing
the progress of the other, united Japan and crippled the power of the feudal lords. The
uniting leader during this “Warring States Period” was Tokugawa Ieyasu. Tokugawa made
reforms to law and society which brought peace to Japan. The Tokugawa Shogunate ruled
Japan from 1600-1868, when waves of unrest and Western intervention toppled the
Tokugawa Shogunate.
Central Ideas:
The Heian period is considered to be Japan’s golden age. The noble elite studied Buddhist
and Confucian thought. The Heian elite took up hobbies such as writing poetry (haiku),
novels (The Tale of Genji), and other “high” forms of entertainment. The nobility of the
Heian period also participated in elaborate tea ceremonies. Landscape painting became a
popular pastime, and gardening too became an art form.
from the Nara period
to the Heian period.
Central Ideas:
A series of weak emperors allowed for provincial nobles to gain more power. To keep the
loyalty of these nobles, the emperor gave them large amounts of land. As the nobles
acquired more land, they needed a means of protecting this land from bandits and other
encroaching feudal lords. Nobles found this protection in the form of samurai. The word
samurai literally means to serve, and loyalty was one of their foremost characteristics. The
samurai followed a code of conduct known as bushido. Bushido required of all samurai
bravery, loyalty, honor, and a renouncement of wealth. Nobles built up large armies of
samurai which they used to fight one another for land and control of the emperor.
Eventually, civil war broke out and the victorious party was crowned Shogun by the
emperor. While this was an honor, it was also a ploy by the emperor to maintain his
throne. The Shogun became the military leader of Japan, thus creating two governments
Suggested Activities:
Timeframe:
Have students use
excerpts from The
Tale of Gengji to
identify elements of
Heian culture within
the story.
1 Days
Suggested Activities:
Timeframe:
Discuss samurai with
the class. Describe to
them their traits,
characteristics, and
their code of honor
(bushido). Then pose
a series of
questions/scenarios
to the students. Ask
the students how
1 Day
Spiral:
7.29
I can…

Analyze
Japanese
literature to
identify
cultural traits.
Standard:
7.31 Analyze the rise of
a military society in the
late twelfth century
and the role of the
shogun and samurai in
that society. (C, H, P)
I can…

Discuss the
importance of
samurai and
Textbook
Pages:
223-228
Other
Resources:
excerpts from
The Tale of
Genji
by Lady
Murasaki
Shikibu
Samurai: An
Illustrated
Spiral:
7.27, 7.29
History by
Mitsuo Kure
shoguns and
their role in
Japanese
society.
Standard:
Middle Ages in
Western Europe, 400
A.D./C.E. – 1500s
7.32 Identify the
physical location and
features of Europe
including the Alps, the
Ural Mountains, the
North European Plain,
and the Mediterranean
Sea and the influence
of the North Atlantic
Drift. (G)
Textbook
Pages:
one controlled by the emperor, and one controlled by the Shogunate. Outside of the
capital, Japan’s lands were still controlled by powerful warlords called daimyo. The
daimyo pledged loyalty to the Shogun and emperor, but ruled their territories as if they
were independent. The daimyo built up large samurai armies. These samurai served as
vassals to the daimyo in exchange for land. The relationship between Emperor/Shogun,
daimyo, and samurai created a feudal system.
Other
Resources:
Various maps
easily found
online,
including but
not limited to
physical
maps,
political
maps, and
climatic
maps.
Central Ideas:
Students should be able to identify these features on a map, and describe how the
features and climate have impacted the lives of those people who occupied these regions.
IE: rivers benefiting trade, the Northern European Plain as a flat landscape enabling
invasions from the East, the isolating powers of mountain ranges, etc.
Textbook
Pages:
Other
Resources:
250
The
Formation of
Christian
Europe: The
Carolingians,
Baptism, and
the Imperium
Christianum
by Owen
Phelan
Central Ideas:
After the fall of the Roman Empire most of Europe, outside of the area of the former
empire, practiced pagan religions. One exception to this was Ireland. A Catholic priest
name Patrick traveled to the island, where he won a number of converts. Patrick’s deeds
inspired Pope Gregory I to spread Christianity via missionaries. Gregory asked monks to go
out into pagan lands to spread the religion. As these missionaries did their duties, they
established monasteries across the land. The monasteries attracted followers who
became monks, and were overseen by an abbot. Female practitioners of the faith (nuns),
who formed their own religious communities called convents which were led by abbesses.
It is from these monasteries, and the work of the missionaries, from which the faith
radiated. Inside these monasteries, monks copied Christian writings. The monasteries also
served as hospitals and schools, both of which attracted followers to the faith and
improved the lives of those living near and around them.
242-243
RA 12-15
they would respond
to these questions,
and then ask them
how a samurai would
take on the scenario.
Sample Link:
http://globaled.org/j
apanproject/lessons/
lesson17_1.php
Suggested Activities:
Using a blank map of
Europe, have
students draw label,
and color the
physical geographic
features listed in the
standard.
Timeframe:
1 Day
Spiral:
7.3 7.19
I can…

Identify
major
physical
features of
Europe.
Standard:
Middle Ages in
Western Europe, 400
A.D./C.E. – 1500s
7.37 Examine the
spread of Christianity
north of the Alps and
the roles played by the
early church and by
monasteries in its
diffusion after the fall
of the western half of
the Roman Empire. (C,
G, H)
I can…

Explain the
importance of
monasteries
to the spread
of
Suggested Activities:
Use a map of Europe
to color code the
spread of
Christianity. Have
students place
symbols for
monasteries on the
map.
Timeframe:
1 Day
Spiral:
7.1, 7.2
Christianity
in Europe.
Standard:
7.34 Demonstrate
understanding of the
conflict and
cooperation between
the Papacy and
European monarchs,
including Charlemagne,
Gregory VII, and
Emperor Henry IV. (H,
P)
I can…

Identify and
explain
examples of
conflict and
cooperation
between
European
monarchs and
the papacy.
Textbook
Pages:
Other
Resources:
246-251
Excerpts from
The Life of
Charlemagne:
The Emperor
Himself by
Einhard
Excerpts from
Frank-land:
An Islamic
view of the
Westby AlQazwini
Central Ideas:
After the Fall of Rome, a Germanic tribe known as the Franks occupied much of the land in
the former Roman province of Gaul (France). The Frankish Clovis was the first Germanic
king to accept Christianity. The Franks continued to occupy much of Gaul, but were never
wholly united until the rule of Charles “The Hammer” Martel. Martel’s most famous
accomplishment was halting the advance of Muslims invading from Spain at the Battle of
Tours. Martel won favor with the Pope and was committed to strengthening Christianity
in the lands of the former Roman Empire. Martel would be succeeded in his rule of the
Franks by his son Pepin. Pepin too had favor with the pope, and aided the Holy See in
defeating the Lombards, who occupied territory around Rome. Pepin gave this land to the
Papacy, which was then turned into the Papal States.
Pepin’s son Charles came to the throne following the death of this father. Overtime,
Charles grew his kingdom into an empire, earning him the title Charlemagne. Charles was
then summoned to defend the pope against unruly Roman nobles. The defense of the
Pope was successful, and the pope crowed Charles the new Roman Emperor. Charles was
pleased with this title, but was concerned with the idea that the pope could choose the
emperor. After the death of Charles, his empire fell apart, and was divided into three
amongst his sons. Over the years, these three kingdoms suffered greatly from attacks by
Muslim invaders, Viking raiders, and Magyar nomads.
The easternmost Frankish kingdom, known as Germany had descended into a collection of
ruling nobles, but seeking more organized protection the decided to elect a king. They
elected Duke Otto of Saxony. Otto used his forces to once again liberate the pope from
the control of the Roman nobles. In return, the pope named Otto Emperor of the Romans,
and his territory The Holy Roman Empire.
As the Church became wealthy, it got involved in politics. Eventually, debate broke out
over who held supreme power, the Church or Kings. When Gregory VII became pope, he
declared that only the pope could appoint high ranking Church officials, which angered
the Holy Roman Emperor Henry IV, who insisted on appointing these officials himself. In
response to Henry’s lack of cooperation, he was excommunicated by the pope. Henry
soon lost the support of his nobles, and was forced to visit the pope in Rome to beg
forgiveness. Henry was forgiven, but in this time, the German nobles elected a new
emperor, which was immediately recognized by Gregory. In response to this, Henry seized
Rome and appointed a new pope. Fighting continued until a new German King, and new
pope were chosen. The two resolved that only the pope could pick church officials, and
that only the Emperor could select government ministers. This agreement was recognized
in the Concordat of Worms.
Suggested Activities:
Timeframe:
Provide students
with selections of
informational text
which describe
interactions between
Medieval European
monarchs and the
papacy. Have
students highlight
these interactions,
and label them as
examples of conflict
or cooperation
between the two
institutions.
2 Days
Spiral:
7.1, 7.2
Standard:
Middle Ages in
Western Europe, 400
A.D./C.E. – 1500s
7.33 Describe the
development of
feudalism and
manorialism, its role in
the medieval European
economy, and the way
in which it was
influenced by physical
geography (the role of
the manor and the
growth of towns). (C, E,
G, H, P)
I can…


Textbook
Pages:
Other
Resources:
252-259
Excerpts from
Walter of
Henley’s
Husbandry
Feudalism by
Marc Bloch
Identify roles
in a feudal
society.
Describe
Europe’s
feudal
structure.
Central Ideas:
After the death of Charlemagne strong governments collapsed, kings lost their power, and
local nobles became increasingly important. The series of Viking, Muslim, and Magyar
invasions drove people to the nobles who provided protection in exchange for labor and
military service. This arrangement was known as feudalism. Feudalism was based on ties
of land and loyalty, and was held in place by a mutual belief in the system amongst the
nobility.
Feudalism can be studied by placing the different levels of society into a pyramid. Atop
the pyramid were the kings. Nobles themselves, the kings ruled as lords over vassal nobles
and were in control of a kingdom, though during this time they were little more than a
figurehead. Beneath the king were high ranking nobles, generally in charge of large feudal
territories within the kingdom. Titles given to these members of the nobility varied by
nation but may include duke, prince, count, and baron. Serving the high ranking nobles
were the mid-level members of the nobility, whose landholdings were fiefs inside of the
feudal territory. A feudal fief was divided into manors which were ruled by “entry level”
nobles called knights. Knights were the elite soldiers of the period. Knights generally
fought on horseback, armed with lance and sword. Knights followed a code of conduct
called chivalry, which required them to be brave, loyal, honor the church, and respect
noble-born women. At the bottom of this pyramid were peasants. Peasants worked the
land on a medieval manor in exchange for protection. Peasants were divided into two
classes-freemen and serfs. Freemen had more rights than serfs. Serfs were generally tied
to the manor and could not leave; whereas, freemen generally had some freedom in
regards to their place of “employment.”
The medieval manor was the center of production in a medieval society. The manor was
essentially a small, and mostly self-sufficient, farming community. The manor was
managed by the ruling nobility, and worked by the peasants. Peasants worked year-round
to produce for their lord, while also maintaining subsistence farming for themselves.
When not working, the life of a peasant revolved around the church. As technology
increased, farming became more productive and resulted in population growth. In time,
peasants took on roles other than farming and began to produce goods. The increased
production of goods led to an increase in trade. The increase in trade transformed some
of the small farming community manors into villages, villages into towns, and towns into
cities. The rise of trade and cities created a previously non-existent middle class who
found employment as merchants or artisans. Independent wealth led to a demand from
the middle class for some type of self-rule. Though medieval villages, towns, and cities
were still under the control of the noble who owned the feudal territory in which the city
was located, some self-government was begrudgingly given.
Standard:
Middle Ages in
Western Europe, 400
A.D./C.E. – 1500s
7.35 Examine the
Norman Invasion,
Textbook
Pages:
260-261
Other
Resources:
1066: The
Year of
Conquest by
Central Ideas:
After the death of Charlemagne, a series of Viking raids plagued Europe. Some of the first
and most vicious Viking attacks were aimed towards the British Isles, which were ruled by
the descendants of the Germanic tribes known as the Angles and Saxons (Anglo-Saxons)
who invaded the islands, pushing out the native Celts. In response to these Viking
invasions, Alfred the Great of Wessex united many Anglo-Saxon kingdoms to defend them
Suggested Activities:
Timeframe:
Have students draw
and label the
“feudalism pyramid.”
Instruct students to
find unique ways to
incorporate the
importance of land,
labor, and loyalty
into the pyramid.
Also for
consideration: have
students incorporate
the pope into the
pyramid as a means
of emphasizing the
importance of
religion and the
power of the papacy
in Medieval
European society.
3 Days
Spiral:
7.31 7.37
Students can also
create a feudal
land/manorial
system “boxpyramid.” To do this,
start out with a large
drawn box. Inside the
large box, draw
decreasingly smaller
boxes to represent
the division of land
from Kingdom to
feudal territory to
fief, to manor etc.
Have students
choose a “job” (king,
noble, knight,
peasant, and have
them write a
paragraph describing
daily life.
Suggested Activities:
Have students create
a skit reenacting the
events of 1066, the
Norman Invasion, the
Timeframe:
2 Days
Spiral:
7.33
Battle of Hastings, and
the impact of the reign
of William the
Conqueror on England
and Northern France.
(H, G, P)
I can…

Describe the
events of the
Norman
invasion
through the
creation of a
skit (or
newspaper
column).
David
Howarth
from Viking invasion. After the death of Alfred the Great, the kingdom of Angleland (or
England) suffered from a series of weak rulers. These weak rulers eventually fell to later
Viking invasions and began the rule of a series of Anglo-Viking kings in England. Eventually,
a full-blooded Anglo-Saxon once again becomes king of England (Edward the Confessor).
Edward died without an apparent heir to the throne, and war broke out over who had the
rightful claim to the throne.
The belligerents in this war were Harold Godwinson, a native Anglo-Saxon noble with
family ties to Edward, Harold Hardrada, a Viking noble whose claim to the throne rested
upon an old treaty, and William Duke of Normandy who was the cousin of Edward.
William was from a part of the French kingdom called Normandy. Normandy was
conquered by Vikings during earlier raids, and since then had been incorporated into the
French crown. William, with the support of the pope, invaded England to claim his throne
in 1066 AD. William’s army was composed of Norman Knights, the most feared warriors in
Europe at the time. The Norman Knights were supported by archers and infantry.
William’s invasion of England is called the Norman Invasion.
Upon landing, William immediately began his campaign for the throne; however, he was
stopped near the town of Hastings by the army of Harold Godwinson. Harold’s army was
entirely composed of foot soldiers, with little supporting cavalry and few means of ranged
warfare. Atop these disadvantages, Harold’s army had just arrived from defeating the
army of Harold Hardrada in the north. Weary, Harold positioned his army atop a hill and
waited for the advance of William. Harold was confident in his ability to claim victory.
Despite the imbalances in the makeup of the two armies, Harold did hold the advantages
in terms of numbers and positioning. As William began his first advance, the Anglo-Saxon
army formed a shield wall and patiently waited for William. The battle raged all day, with
William making several charges up the hill. Between each charge, William’s archers would
fire volleys of arrows, slowly thinning the Harold’s ranks. As the battle wore on, Harold’s
lieutenants, his own brothers, fell in combat. Eventually, Harold himself was killed by an
alleged arrow to the eye. With their leader lost, the Anglo-Saxon army was put to route by
the invading Normans. William had won the battle of Hastings. William went on to
complete his conquest of England, claimed the throne, and earned the title William the
Conqueror.
Though William ruled the land, he was still resisted at times. To break this resistance,
William seized the lands of the Anglo-Saxon nobility and divided it amongst his Norman
knights, thus introducing the island to a strong form of feudalism. Being a foreigner in his
own kingdom, William wanted to quickly learn about his new holdings. To accomplish this,
he set out officials to take the first census since Roman times. Every person and farm
animal was counted and recorded in the Domesday Book. The new Norman rulers of
England kept many of the traditional Anglo-Saxon customs in place, but also introduced
new Norman practices to the region. Nobles of the court spoke French, and this blended
with the Anglo-Saxon version of English, making one of the first steps in the evolution of
modern English. The Normans also imported their own styles of architecture and art
which were incorporated into the traditional English style. As more intermarriage
occurred between Anglo-Saxons and Normans, the two cultures blended to produce a
new English culture.
Battle of Hastings,
and the reign of
William the
Conqueror.
Have students write
a newspaper column
describing the events
of the Battle of
Hastings, and it
consequences
Standard:
Middle Ages in
Western Europe, 400
A.D./C.E. – 1500s
7.36 Conduct a short
research project
explaining the
significance of
developments in
medieval English legal
and constitutional
practices and their
importance in the rise
of modern democratic
thought and
representative
institutions including
trial by jury, the
common law, Magna
Carta, parliament,
habeas corpus, and an
independent judiciary
in England. (H, P)
I can…

Textbook
Pages:
261-262
Other
Resources:
Origins of
Common Law
by Arthur
Hogue
A History of
Parliament:
The Middle
Ages by
Ronald Butt
After the death of Henry, his son John came to the throne. John raised taxes to pay for
foreign wars in France (The English kings controlled parts of western France through
marriage and William’s claim to the dukeship of Normandy. These claims were contested
by the French monarchs). John’s military endeavors in France resulted in failure, and
English nobles were tired of having their taxes raised for failing foreign wars. The English
nobles, or barons, rebelled and forced John to sign the Magna Carta (Great Charter). The
Magna Carta guaranteed the rights of the English nobility, forced the king to recognize
trial by jury, and created the Great Council whose approval was required before a new tax
was initiated. The Magna Carta was, and is, a major historical milestone in terms of the
limitation of government powers. Its importance is heralded by its influence on later
governments, like that of the U.S., who adopted its basic principles.
Research
topics related
to the
development
of English
common law
and
demonstrate
their
significance.
Standard:
Middle Ages in
Western Europe, 400
A.D./C.E. – 1500s
7.38 Analyze the
causes, course, and
consequences of the
European Crusades and
their effects on the
Christian, Muslim, and
Jewish populations in
Europe, with emphasis
on the increasing
contact by Europeans
with cultures of the
Central Ideas:
After the death of William the Conqueror, Norman kings continued to sit upon the throne
of England. Henry II was one such king. Henry was looking for ways to solidify his rule over
England, and took up the idea of creating a central royal court, complete with lawyers and
judges. These judges traveled around the kingdom, disseminating and unifying the law
code to all parts of England. The rulings of these courts helped create English common
law, which superseded all other laws, which generally differed from region to region. One
important practice to come out of English common law is known as habeas corpus, a Latin
phrase meaning “you shall have the body.” Habeas corpus requires that the arrested must
be served with a court order to be brought before a judge. A jailer who receives a writ of
habeas corpus must either release the prisoner or present a good reason for further
imprisonment. Habeas corpus helps to prevent secret arrests and imprisonment without
trial. Henry also set up juries of citizens to settle disputes.
Textbook
Pages:
266-267
Other
Resources:
The Crusades:
The
Authoritative
History of
War for the
Holy Land by
Thomas
Asbridge
Later kings decided that they wanted to increase the power of the Great Council
established by the Magna Carta. These kings sought the advice of country representatives,
the clergy, and other nobles. This body eventually became Parliament, one of Europe’s
oldest representative assemblies. At first, the king was able to summon Parliament when
its advice was sought. Later, the body gained more power and became a permanent
lawmaking institution. Parliament was divided into two houses, an upper and lower. The
upper house was called the house of lords and its makeup was that of the upper nobility.
The lower house was called the house of commons, and was made up of more ordinary
people.
Central Ideas:
The Byzantines had come under attack from Muslim Turks, who had seized much of the
Empire. The Byzantine Emperor appealed to the Pope to help save his empire from
Muslim aggression. Pope Urban II agreed to come to the aid of the Byzantines with hope
that the Eastern Orthodox Empire would return and reunite with the Roman Catholic
Church. Also adding to the calls for a crusade was the ongoing persecution of Christian
pilgrims to the Holy Land. To save the Byzantine Empire and protect Christian pilgrims, the
pope called a crusade, asking European nobles to call up armies and march to the Holy
Land and capture Jerusalem from the Muslims. In return, the pope promised all who
fought a cleansing of their sins. With that, the first crusade began.
European soldiers marched on Jerusalem with the battle cry “God wills it,” and took the
city from the Muslims in a fierce battle. In route to the Holy Land, the crusaders
conquered several regions, in which they set up European style kingdoms known as
crusader states. Surrounded by hostile forces, these kingdoms depended on seaborne
Italian merchants for supplies. The first Crusade was a success because the Muslims were
Suggested Activities:
Timeframe:
Using the jigsaw
method (or other
small group activity)
have students
research
developments in
English common law,
parliament, etc.
2 Days
Spiral:
7.35, 7.33,
7.6
Present students
with examples of
legal scenarios
(teacher created,
primary sources, or
from another
source), and ask
students to decided
which development
in English common
law would best
remedy the situation.
Suggested Activities:
Read primary sources
from the period, and
compare the call to
arms of the pope
with those of Saladin.
Select primary
sources from the
period to read with
students. Seek out
primary sources
which discuss
Christian, Muslim,
and Jewish relations,
Timeframe:
2 Days
Spiral:
7.2, 7.3, 7.4,
7.33, 7.34
Eastern Mediterranean
world. (C, G, H)
I can…

caught by surprise. The crusaders were able to capture Jerusalem and turn Turkish armies
way from Constantinople. The Muslim conquest of one of the crusader states-Edessa
ignited the second crusade. However, this time the crusaders were up against a brilliant
Muslim general named Saladin. The Muslims were successful in defeating the second
crusade, and retook Jerusalem. The failures of the second Crusade can be attributed to
Saladin’s cunning, but also infighting among the crusade’s leaders, and a lack of respect
for the local inhabitants. This action triggered the third crusade. This crusade too ended in
failure; however, it is from this Crusade we gain the legends of Richard the Lionheart.
Richard won many victories during this crusade, and even developed a cordial relationship
with his advisory Saladin. The third Crusade was ended by a truce which allowed for
Christian pilgrims to visit the Holy Land safely, gave Muslim recognition to crusader states,
but allowed Jerusalem to remain in Muslim hands. Crusades continued to be organized
over the years, but they accomplished very little. During the fourth Crusade the crusaders
gave up hope of capturing Jerusalem, and instead sacked Constantinople. This action
removed all possibility of reconciliation between the Catholic and Orthodox churches.
Explain the
causes and
consequences
of the
Crusades.
Standard:
Middle Ages in
Western Europe, 400
A.D./C.E. – 1500s
7.42 Outline the
decline of Muslim rule
in the Iberian Peninsula
that culminated in the
Reconquista,
Inquisition, and the rise
of Spanish and
Portuguese kingdoms.
(C, G, H)
Textbook
Pages:
Other
Resources:
109-110,
273, 279
Islamic Spain
1250-1500 by
L.P. Harvey
Reconquest
and Crusade
in Medieval
Spain by
Joseph
O’Callaghan
Despite the limited success of the Crusades, their actions had great impact on European
society. The Crusades brought Western Europeans in closer contact with the Byzantines
and the Arab world. This resulted in new knowledge being gained and lost knowledge
being returned. Europeans gained new technologies in the form of advanced ships and
accurate maps. They also learned to use the compass to tell direction. This would later
allow Europeans to make great expeditions around the globe. Europeans also
rediscovered/came in contact with important documents and manuscripts from the
classical period which would later aid in the Renaissance. Furthermore, increased contact
with the East led to European demand for Eastern goods such as spices, sugar, citrus fruit,
and silk, all of which were more than happily supplied by Italian city-state fleets that grew
very wealthy. This resulted in increased trade and contact between the two regions. The
Crusades also helped to weaken feudalism. Nobles who joined the Crusades often sold
much of their land and possessions to pay for the excursion. They also freed their serfs. In
doing this, their power was reduced and recovered by European monarchs who began to
build stronger central governments. This eventually led to the development of nationstates. The crusades also ignited religious fervor in Europe. Those following faiths other
than Christianity came under sever persecution, none more so than the Jews. Jews had
long been considered, to some degree, enemies of the faith. Some Christians used the
crusades in the Middle East as an excuse to rid Europe of any and all nonbelievers. Finally,
the Crusades had a lasting effect in that they left bitter feelings of resentment between
the Western and Muslim worlds.
Central Ideas:
During the Middle Ages, much of the Iberian Peninsula was under Muslim rule. Medieval
Muslims living in the Iberian Peninsula, called Moors, built a rich culture in the area. The
Moors arrived in Span from northern Africa and made the city of Cordoba a center of
Islam. Many of the Islamic world’s greatest thinkers were from Moorish Iberia. These
Islamic Scholars contributed to the fields of philosophy and medicine. The Moors were
slowly pushed out of Iberia over the course of several centuries in a struggle called the
Reconquista. The Reconquista began after the great Moorish caliphate in Cordoba
suffered a civil war, while the smaller Christian kingdoms became more united. The first
major battle in the Reconquista recovered the city of Toledo from Muslim rule. Several
decades later Portugal declared itself a nation. Overtime Christian kingdoms united to
form alliances against the Muslims. The Reconquista continued until the last remaining
Muslim kingdom was Granada. Granada bought itself a couple of centuries of
independence by paying tribute, but most of Iberia was under Christian rule. Soon, two of
those that deal with
the causes of the
Crusades, and/or
those that deal with
the effects of the
Crusades.
Using a blank map of
Europe and middle
East, have students
trace the paths of the
Crusades.
Suggested Activities:
Timeframe:
Create a timeline
tracing the history of
Iberia beginning with
the years preceding
Muslim conquest,
and ending with the
completion of the
Reconquista
2 Days
Spiral:
7.4, 7.8
I can…


Trace the
outline of
Muslim rule
in Iberia.
Describe the
events of the
Reconquista
and its
consequences
.
Standard:
Middle Ages in
Western Europe, 400
A.D./C.E. – 1500s
7.39 Explain the
importance of the
Catholic church as a
political, intellectual,
and aesthetic
institution, including
founding of
universities, political
and spiritual roles of
the clergy, creation of
monastic and
mendicant religious
orders, preservation of
the Latin language and
religious texts, Thomas
Aquinas’s synthesis of
classical philosophy
with Christian theology
and the concept of
“natural law.”
I can…


Explain the
importance of
the Catholic
Church in
Medieval
European
society.
Use the
Summa
Textbook
Pages:
Other
Resources:
Pages 269273
Excerpts from
the Summa
Theologica by
Thomas
Aquinas
The Medieval
Church:
From the
Dawn of the
Middle Ages
to the Eve of
the
Reformation
by Carl Volz
the largest kingdoms in Iberia united their kingdoms via marriage. Ferdinand of Aragon
married Isabella of Castile-Leon, forming the kingdom of Spain. Ferdinand and Isabella
then turned their attention to conquering Granada and making Spain a wholly Catholic
nation. Granada fell in 1492, completing the Reconquista. This lead to intense persecution
of non-Christians. Jews were the primary target of this persecution. Under Muslim rule,
and even later under the rule of early Christian kingdoms, Jews lived peacefully. When the
persecution began, many Jews converted to Catholicism out of fear. Ferdinand and
Isabella’s determination to make Spain a wholly Catholic nation led them to begin the
Spanish Inquisition. The Inquisition sought out heretics in the form of non-believers and
recent converts, terrorizing, questioning, torturing, and killing all those who were
suspected of heresy. In 1492, the Spanish monarchs banned all Jews from living in Spain.
As a result, many Spanish Jews fled to Italy, North Africa, and the Ottoman Empire. Later
Muslims were forced to leave. Portugal also implemented similar policies. The loss of
these two groups did Spain and Portugal great harm. Spain lost more than 160,000
people. But even those that did convert and remained in Spain were not safe. Generations
later, their families were still being persecuted for having a practicing Jewish or Muslim
ancestor.
Central Ideas:
Religion was so important that the time period is sometimes referred to as the Age of
Faith. For monks living in the early Christian period, copying endless religious texts and
obtaining personal salvation was the goal. They prayed and lived in remote locations,
away from the world. During the medieval period this changed. Monasteries were centers
of agricultural production, education, and charity. Also during this time period new forms
of Christianity emerged, one being the mendicant order. Mendicant orders were founded
to preach to ordinary people. Mendicants owned no property and survived by begging.
Two the best known mendicant religious orders were the Franciscan and Dominican friars.
The Franciscan Order was founded by Francis of Assisi, and was known for their cheerful
demeanor and love of nature. The Dominican Order was founded by Dominic de Guzman.
The goal of the Dominicans was to defend the teachings of the Church.
Religion also inspired some of the greatest architecture since ancient times. The Gothic
building style emerged during the Medieval period. Gothic style combined religious
symbolism with engineering advances. The Gothic style changed churches from the dark
and gloomy Romanesque style of architecture to be more bright, spacious, and airy.
The late Middle Ages also saw advances in learning, which were influenced by the Church.
Originally, students studied for the priesthood in schools attached to cathedrals. Later
schools were set up to provide further education. These schools grew into universities.
This new excitement about learning came from the return of ancient Greek and Roman
writings preserved by the Muslims. The texts were reintroduced thanks to trade
(crusades). People from many different nations traveled to study at Europe's finest
universities of the time; however, language was not a problem. The church had preserved
the Latin language for itself. Latin also became the language of learning. Students who
studied Latin could learn at almost any university. The increasing importance of education
led to the development of a new way of thinking called scholasticism. Scholastic thinkers
believed that ideas of faith did not have to conflict with ideas of reason.
The reintroduction of Aristotle’s writings was a major influence on scholastic thinkers.
Once of the greatest scholastic thinkers was Thomas Aquinas. Aquinas made it his mission
to find agreement between Aristotle and the church. Aquinas major work was the Summa
Theologica. In this text, Aquinas begins with a question: Does God exist? From here,
Suggested Activities:
Timeframe:
Use the Summa
Theologica to
identify elements of
scholasticism.
2 Days
Spiral:
7.1, 7.37
Aquinas makes logical and rational arguments, making his claim, citing opposition to his
claim, reconciling the claim, and then drawing his own conclusions. In his writings on
government, Aquinas stressed the idea of natural law. Under natural law, some laws draw
their authority from human nature and do not have to be made by governments. Aquinas
taught that natural law gives people basic rights: the right to learn, worship, and marry.
Aquinas’ ideas on natural law have been influential on later political thinkers.
Theologica to
construct an
understanding
of
scholasticism.
Standard:
Middle Ages in
Western Europe, 400
A.D./C.E. – 1500s
7.40 Describe the
economic and social
effects of the spread of
the Black Death
(Bubonic Plague) from
Central Asia to China,
the Middle East, and
Europe, and its impact
on the global
population. (C, E, G, H)
Textbook
Pages:
Other
Resources:
274-276
Selected
accounts of
the Black
Death
The Black
Death: The
Great
Mortality of
1348-1350: A
Brief History
with
Documents by
John Aberth
I can…

Describe the
Black Death
and its
effects.

Trace the
spread of the
Black Death
from Asia to
Europe.
Standard:
The Renaissance and
Reformation
7.49 Gather relevant
information from
multiple sources about
Henry V, Hundreds
Year War, and Joan of
Arc. (H, G, P)
I can…

Using
multiple
sources,
explain the
importance of
Henry V, The
Hundred
Years War,
and Joan of
Arc
Textbook
Pages:
Other
Resources:
278, 300301 (Pages
300-301
are about
the play
Henry V.
Historical
informatio
n about
Henry V
does not
exist in the
textbook)
The Hundred
Years War:
The English in
France 13371453 by
Desmond
Seward
Central Ideas:
Medieval Europe enjoyed a period of prosperity during the 1200s, but during the 1300s a
great famine struck. Following this famine the plague arrived in Europe. The plague was a
devastating disease that spread quickly and killed in large numbers. The disease was
bacterial, spread by fleas living on rats. The disease was believed to have originated in
Central Asia, and its first major outbreak was in China where 40-60 million were killed. The
Mongol Empire had created a stable and connected trade route between China and
Europe, passing though India and the Middle East in between. This stability greatly
encouraged trade. It was this trade that helped spread the plague so rapidly from region
to region, town to town. The plague’s arrival in Europe is believed to have begun in the
Black Sea port of Caffa. Italian trade ships leaving Caffa carried the disease to Sicily. From
Sicily, the plague spread to mainland Italy. Within 5 years, the plague had reached most of
Europe, and killed between 19-38 million people. Nearly 1/3-1/2 of all Europeans. At the
time Europeans were unaware of the plague’s causes, and some thought it was a
punishment from God for their sins. Others blamed the Jews, resulting in their expulsion
from many communities. With so many deaths, trade declined. Wages rose sharply due to
the demand for labor. The workers demand for higher wages was found to be
disagreeable by many lords. As a result many peasant rebellions broke out. Fewer people
meant less demand for food, resulting in a sharp drop in food prices. Some peasants
began to pay rent, rather than provide services to their lord. The art of the times reflects
the horrible conditions of the plague. The church was also impacted. Roughly 40% of the
clergy were killed by the disease. As a result, The Church was forced to hire men who
were often uneducated. This ,in turn, encouraged a movement to reform Church
practices. With these effects, the feudal system fell into further disarray.
Suggested Activities:
Timeframe:
Using primary
sources about the
Black Death have
students extrapolate
what the effects of
the disease might be.
2 Days
Central Ideas:
The Hundred Years war was a series of conflicts between the English and French. For
centuries (since William the Conqueror) the kings of England had ruled parts of France.
Efforts by the French monarchy to reunite these lands with their own led to conflict. The
English won many major battles, including those at Crecy and Agincourt. The English
longbow was the deciding factor in both battles. The Longbow had a longer range, higher
accuracy, and greater impact than the French crossbow. In later battles, guns and cannons
were introduced. The longbow and the gun gave even the poorest, most ill-equipped, and
least trained peasant advantages over the noble knight. Cannons made light work of castle
fortifications, thus making the age of knights and castles come to a close. Henry V was the
English king present at the battle of Agincourt. His actions and deeds in this battle and
others were immortalized in Shakespeare play Henry V. Continuous English victories made
it appear that France was losing the war. The tide was turned when a young peasant girl
named Joan of Arc gained notoriety. Joan claimed that she heard voices from heaven
ordering her to take up arms and lead the French to victory. Joan led the French to many
victories, but she was later captured by the English, tried for Hersey, and burned at the
stake. After Joan’s death, the French defeated the English. Joan was given sainthood, and
made a national hero of France. Both nations suffered greatly during this conflict and
would be even further ravaged by the plague.
Suggested Activities:
Spiral:
7.19, 7.24,
7.32
Have students read
primary source
accounts of the
plague, and use them
to write a short
description of the
conditions of the
period as if they
were living in them.
Using a map, have
students trace the
spread of the plague.
Using the internet,
have students
research and jigsaw
Henry V, The
Hundred Years War,
and Joan of Arc. Have
students create a
small presentation to
display their
information.
Timeframe:
2 Days
Spiral:
7.35
Standard:
Middle Ages in
Western Europe, 400
A.D./C.E. – 1500s
7.41 Trace the
emergence of a
modern economy,
including the growth of
banking, technological
and agricultural
improvements,
commerce, towns, and
a merchant class. (C, E,
H)
I can…

Other
Resources:
256-259
The Early
Growth of the
European
Economy:
Warriors and
Peasants from
the Seventh to
the Twelfth
Century by
Georges
Duby
Outline the
development
of the modern
economy.
Standard:
The Renaissance and
Reformation
7.43 Trace the
emergence of the
Renaissance, including
influence from Moorish
(or Muslim) scholars in
Spain. (C, H)
I can…

Textbook
Pages:
Trace the
emergence of
the
Renaissance,
citing key
developments
, and
influences.
Textbook
Pages:
Other
Resources:
286-287,
293-294
Florence,
Rome, and the
Origins of the
Renaissance
by George
Holmes
Central Ideas:
Advances in technology allowed for an increase of population and trade during the
Medieval Period. The heavy wheeled plow allowed for better planting and less time in the
field. The horse collar allowed for horses to pull plows. Prior to this oxen where the
primary draft animal involved in plowing. Horses were much faster than oxen as draft
animals. Innovations in water and wind power allowed for the increased production of
flour. European farmers also learned the science of crop rotation during this time. As
trade continued to grow towns grew larger, and several cities became very wealthy.
Initially, medieval towns held weekly markets where people could trade for goods. In
time, marketplaces became permanent fixtures in towns. The permanent positioning of
market places allowed certain industries to set up shops. Soon other forms of culture and
entertainment followed suit.
Suggested Activities:
Timeframe:
Have students create
a flow chart which
demonstrates the
emergence of the
modern economy.
1 Day
Suggested Activities:
Timeframe:
1 Day
Spiral:
7.33, 7.38,
7.40
In Italy city-states grew rich, building massive trade fleets. Different regions in Europe
began to specialize in certain areas of production and business. As trade increased
merchants began to demand payment in the form of silver or gold rather than simply
bartering for goods. As hard currency became the primary mode of economic activity,
merchants began to set up banks. The increase in the variety of goods produced led
craftsmen to organize themselves into guilds. Guilds controlled the wages of workers, the
prices of goods, quality of goods, and who could join a guild (apprenticeship, journeyman,
masterpiece, etc.) As all of the above became permanent, fixed and stable improvements
were made in technology. Full-time merchants began to have lucrative careers and an
unseen middle class began to develop.
Central Ideas:
The growing influence of scholasticism led to a new way of thinking called humanism. This
new concept focused on the merits of the individual. Based on the writings of the ancient
Greeks and Romans (preserved by Arabs, rediscovered in part by the crusades and contact
with the Moors in Spain), humanists sought to gain knowledge through reason, not just
faith. Humanism encouraged individuals to develop their talents. This new interest in
Greek and Roman writings particularly encouraged Italians, who uncovered the artistic
works of the ancient Romans. The rediscovery of these works were studied for their size
and proportion and were viewed as “perfect.” The rediscovery and study of ancient
Roman works, coupled with the encouraging aspects of humanism, led to a flourishing of
the arts. However, this would not be possible without the immense wealth accumulated
during this time through trade and increased productivity. As feudalism collapsed,
peasants left the manor to seek economic opportunity in cities. Nobles too were attracted
to cities in order to acquire wealth and/or hold public office. The nobility often
intermarried with the newly developed merchant class to produce a new aristocracy. The
amount of concentrated wealth in cities brought many people to them, and soon certain
diversity developed. This diversity, coupled with sheer numbers led to more, and
different, discussion amongst people. More discussion led to new ideas.
Have students create
a flow chart/graphic
organizer showing
how Renaissance
ideas began in
classical Greece and
Rome, were “lost,”
were preserved by
the Muslims, and
then later reemerged
in Renaissance
Europe.
Spiral:
7.1, 7.4, 7.8,
7.38, 7.39
Standard:
The Renaissance and
Reformation
7.44 Cite evidence in
writing explaining the
importance of
Florence, Italy and the
Medici Family in the
early stages of the
Renaissance and the
growth of independent
trading cities, such as
Venice, and their
importance in the
spread of Renaissance
ideas. (C, E, G, H)
Textbook
Pages:
Other
Resources:
288-291
Excerpts from
The Prince by
Niccolo
Machiavelli
The House of
Medici: Its Rise
and Fall By
Christopher
Hibbert
I can…

Write an
explanatory
piece,
detailing the
importance of
Florence, the
Medici
family, and
Venice to the
development
of the
Renaissance.
Standard:
The Renaissance and
Reformation
7.45 Summarize the
effects and implications
of the reopening of the
ancient Silk Road
between Europe and
China, including Marco
Polo’s travels and the
location of his routes.
(C, E, G, H)
I can…

Relate the
heightened
interest in
Asian culture
and goods to
the reopening
of the Silk
Road and the
Textbook
Pages:
Other
Resources:
198-199,
289
The Travels of
Marco Polo by
Marco Polo
Central Ideas:
During the Middle Ages Italy was not one country, but a collection of city-states. This was
due to the fact that neither the pope, nor the Italian people desired a monarch. The Italian
city-states were also able to maintain their sovereignty because they were independently
wealthy. They were able to afford large fleets and mercenary armies. Other European
monarchs had little desire to conquer these city-states, as they used them as financiers.
The trade which made the city-states was enabled by early trade with the fledging
crusader states, the Byzantine Empire, other parts of Europe, North Africa, the Turkish
Empire, Arab merchants, and others who carried exotic goods from the east. Their trade
capabilities were due in part to the geography of the Italian peninsula which was centrally
located in the Mediterranean. Italy, while centered in the Mediterranean, was also a
central location for European overland trade routes. It is from these routes that the
Renaissance was exported to the rest of Europe. The first major Renaissance city was
Florence. Florence was centrally located in Italy, and home to many artists and thinkers. It
was a well defended city, and home to much impressive architecture. Florence grew
wealthy from trade, and banking. Florentine bankers were among the first to change
money. The wealthiest family in Florence was the Medici family, who owned Florence’s
largest bank. The patriarch of the Medici family was Lorenzo de’ Medici. He controlled the
government of Florence for many years, and used his wealth to patronize the arts. The
wealthy did this to increase their prestige in society. Venice was another leading
Renaissance city. Venice, famous as the “city on the water,” also grew wealthy from trade.
Venice was very much involved in linking Europe and Asia through trade. Venetian
merchants, such as Marco Polo, were commissioned by the government to travel east in
search of trade contacts.
Suggested Activities:
Timeframe:
Have students write
a descriptive or
narrative essay
detailing the
importance of
Florence, Venice, and
the Medici Family in
the early stages of
the Renaissance.
2 Days
Central Ideas:
Mongol conquests were the main factor allowing the Silk Road to reopen. Mongol control
of the Silk Road enabled a steady flow of goods and ideas, many of which reached Europe
helping to influence the Renaissance. Knowledge and curiosity of the East attracted many
Europeans to visit localities in the Mongol Empire. Marco Polo was one such European.
Polo was a Venetian merchant who traveled to China. The ruler of China at the time was
Kublai Khan. Polo gained an audience with Khan and impressed him with his stories of his
travels, and of Europe. Khan employed Polo as an official in his administration. Polo
remained in China for many years. Upon his return, Polo wrote a book about his
adventures in China. He wrote about its magnificence, and its inventions. Polo’s book was
popular, and drove many other Europeans to an interest in China and what it had to offer.
Suggested Activities:
Timeframe:
Choose excerpts
from Marco Polo’s
journal, and have
students identify
passages which
would peak the
interests of
Renaissance
Europeans.
1 Day
Spiral:
7.43, 7.24
Spiral:
7.24, 7.43,
7.44
journeys of
Marco Polo.
Standard:
The Renaissance and
Reformation
7.46 Describe how
humanism led to a
revival of classical
learning and fostered a
new interest in the arts
including a balance
between intellect and
religious faith. (C, H)
I can…

Other
Resources:
293-294
Excerpts from
The Prince by
Niccolo
Machiavelli
Renaissance
Humanism: An
Anthology of
Sources by
Margaret King
Describe how
humanism led
to a renewed
interest in
learning and
the arts.
Standard:
The Renaissance and
Reformation
7.48 Outline the
advances made in
literature, the arts,
science, mathematics,
cartography,
engineering, and the
understanding of
human anatomy and
astronomy, including
Leonardo da Vinci (Last
Supper, Mona Lisa),
Michelangelo (Sistine
Chapel, The David),
Johann Gutenberg, and
William Shakespeare.
(C, G, H)
I can…

Textbook
Pages:
Identify
leading
Textbook
Pages:
Other
Resources:
295-299
Excerpts from
selected plays
of William
Shakespeare
(Macbeth)
Johannes
Gutenberg:
Inventor of the
Printing Press
by Fran Rees
Masters of the
Renaissance:
Michelangelo.
Da Vinci and
more by Jim
Weiss
Central Ideas:
Medieval scholasticism gave way to the development of humanism. Scholasticism was
developed by the medieval clergy that dominated the universities of the time.
Scholasticism was used to find philosophical truth rather than empirical evidence. As
times advanced, a more critical approach was needed to deal with the observations taking
place. What developed out of need for more sophisticated dealings and analysis
(especially, with the evolution of “modern” politics and government) was humanism.
Humanism’s roots are in the study of the ancient texts of Greece and Rome. Humanists
gave more importance to the individual and human society than previous modes of
thought. Humanism encouraged individuals to develop their talents and crafts. In art,
humanism freed artists from an emphasis on sin and human imperfection. Instead, these
artists focused on human potential. Increasingly, Renaissance artists moved away from
showing the glory of God and towards showing the human figure. There was a focus on
realism, with a wide display of emotion. Renaissance painters studied the art of the
classics, and added harmony and proportion. As humanism evolved, society became more
secular. Humanism turned the discipline of literature somewhat away from a highly
focused emphasis on religion. Writings became more satirical and entertaining rather than
informative. Latin was replaced with “modern” vernacular. One of the most popular
humanist writers was Niccolo Machiavelli. Machiavelli’s most famous work was his book
The Prince. In The Price, Machiavelli describes political thought with a focus on how rulers
gain, keep, and lose power. Humanism brought curiosity towards the hard sciences as
well.
Central Ideas:
Aside from studying the classics, the humanists of the Renaissance also made their own
advancements. In the field of literature, writers began write in common vernacular rather
than Latin, allowing for wider readership. One of the earliest works to be written in the
common vernacular was Dante Alighieri’s Divine Comedy. Literature also began to provide
social commentary, one example of this being The Canterbury Tales by Geoffrey Chaucer.
In the story the entire range of English society is portrayed and represented. The English
poet and playwright William Shakespeare also made great contributions to the field of
literature. Shakespeare’s works included over 37 plays and multiple sonnets and poems.
Shakespeare’s works had a profound effect on the development of the English language.
Also, his writings show the many different shades of human character and emotion.
Art also changed during the Renaissance. Human feeling and emotion were accurately
displayed. Artistic focus was taken away from religion, and placed upon the human
individual. New methods of creating art were also employed and perfected. Perspective,
proportion, shading, and experimental use of light and color were used. New mediums
were also discovered, such as the fresco, oil painting, and engraving. Both Leonardo da
Vinci and Michelangelo Buonarroti were Renaissance painters who made use of the
techniques described above. Leonardo’s famous painting of a Florentine banker’s wife,
the Mona Lisa, uses a technique called sfumato which softens outlines and shadows to
produce an effect of distance. Leonardo’s painting entitled The Last Supper shows Jesus
and his disciples. In this image Leonardo uses linear perspective to draw attention to
Christ. Michelangelo’s most famous works were the frescoes of the Sistine Chapel and the
Suggested Activities:
Timeframe:
Show students
various images of
Renaissance art, and
have them identify
elements of
humanism
1 Day
Suggested Activities:
Timeframe:
2 Days
Have students create
a flyer advertising an
art show by one of
the Renaissance
artists listed in the
standard.
Have students
dramatically read
portions of a
Shakespeare play.
Spiral:
7.39, 7.43
Spiral:
7.8, 7.46
Shakespeare: A
Biography by
Peter Ackroyd
Renaissance
scholars, and
list their
contributions
to various
fields of
study.
statue of David. In both works, Michelangelo shows the reality of the human figure and
understanding of anatomy to create realistic images.
The term “renaissance man” refers to a person who has multiple interests and skills, and
there is almost no better definition for this term than da Vinci. While he was a skilled
artist, he also pursued other interests including engineering, anatomy and science. Da
Vinci studied dead bodies to gain knowledge of anatomy, cutting open the corpses to
examine muscle and bone structure. Da Vinci filled notebooks with sketches of
engineering designs far ahead of his time- including tanks, flying machines, and
parachutes. Da Vinci’s successes came from making careful observations, laying the
foundation for the modern scientific method.
The advances made in the field of mathematics during the Renaissance were closely tied
with accounting. The increase in trade and wealth during this time expanded the field of
banking. Ways of calculating compound interest were developed during this time.
Advances made in the study of cartography were also made during the renaissance. These
advancements were made possible thanks to the information gathered through trade with
the Arabs. Until this time, the Arabs had some of the most accurate maps. These maps
were studied, corrected, and added to by Renaissance thinkers. Advancements in
mathematics and surveying during this time, coupled with the development of the
compass and other nautical navigation instruments, made period maps more accurate.
Standard:
The Renaissance and
Reformation
7.47 Analyze the
growth and effects of
new ways of
disseminating
information, ability to
manufacture paper,
translation of the Bible
into vernacular, and
printing. (C, H)
I can…

Understand
the ways in
which the
printing led to
an
Textbook
Pages:
Other
Resources:
295
Johannes
Gutenberg:
Inventor of the
Printing Press
by Fran Rees
What truly made the Renaissance was the ability of the ideas developed during this time
to spread rapidly. The greatest contributor to the spread of Renaissance ideas was the
development of the movable metal type printing press. Wood block printing made its way
to Europe from China during the 1200’s but there were problems with this method. Block
printing was time consuming, expensive, and the wood blocks wore down and had to be
replaced. German printer, Johann Gutenberg invented the movable metal type. With this
method, individual letters formed in metal, could be used multiple times. The first book
printed on the Gutenberg press was the Bible. The Gutenberg press increased literacy as
never before. Books became cheaper and many people learned to read, aiding to the
spread of Renaissance ideas.
Central Ideas:
Paper manufacturing began in China, and that technology later spread to Europe.
Europeans learned to make paper out of linen rags during the 1300s, and by the 1400s
they had the ability to make oils for printing ink. This, coupled with the development of
the Gutenberg press, created a communications revolution in Europe. Literacy increased
in the continent in unprecedented ways. The new printing methods made books less
expensive. Most Europeans could now afford a Bible, and study it for themselves. In
addition to this the Bible, and other books, were printed in the common vernacular. This
too increased readership and literacy. More books were made in the first 50 years of
printing than were written by hand in the entire history of the world. Soon pamphlets and
papers written by scholars were able to be quickly printed and distributed, resulting in an
unprecedented expansion of universal knowledge.
Suggested Activities:
Timeframe:
Using a rubber
stamp, or any other
means of
demonstrating the
benefits of the
printing revolution,
show students the
superiority of
printing compared to
hand copying
1 Day
Spiral:
7.22, 7.45
information
revolution.
Standard:
The Renaissance and
Reformation
7.53 Explain the
heightened influence of
the Catholic Church,
the growth of literacy,
the spread of printed
books, the explosion of
knowledge and the
Church’s reaction to
these developments.
(C, H, P)
Textbook
Pages:
Other
Resources:
No direct
page
numbers
The Protestant
Reformation by
Hans
Hillerbrand
Textbook
Pages:
Other
Resources:
302-307
A copy of
Luther’s 95
Theses
Central Ideas:
More reading material encouraged more people to learn to read and write. However, the
Catholic Church had strong ideas about what people should read. Prior to the printing
revolution perhaps fewer than 50% of men and 10% of women could read. As the
production of reading material increased, so did the literacy rate. Reading material such as
the Bible, medical journals, stories, and government documents were all disseminated for
reading. Even the earliest form of newspapers started to appear. As reading material
increased, so did efforts of censorship. During the Renaissance, censorship began to be
seen as a curbing self-expression. For centuries the church had formed people’s ideas, but
with these new publications people began to form their own opinions and criticize the
Church. In reaction to this criticism, the Church published a list of banned books. The
Church claimed this was to prevent a bad influence on people’s morality. One of the most
well-known instances of censorship was that of Italian astronomer Galileo.
Suggested Activities:
Timeframe:
Have students write
an op ed. as a
ranking member of
the Catholic Church
reacting to the
development of the
printing revolution.
1 Day
Central Ideas:
As the Renaissance spread, so did humanist ideals. Many of the educated elite began
criticizing the Catholic Church, calling for reforms. Critics of the church cited its growing
wealth and power as cause for concern. Bishops acted like kings, building churches as
palaces and practicing nepotism. One of the most troubling practices of the church which
came under sharp criticism was the selling of indulgences. The selling of indulgences was
the equivalent of buying pardons for one sins, or the sins of a deceased family member. In
general, people were concerned about the Church’s focus on money. People soon began
to question the authority of the Church and the pope.
Suggested Activities:
Timeframe:
Venn Diagram
comparing Luther,
Calvin, and Erasmus
3 Days
Spiral:
7.39, 7.47
I can…

Explain the
powerful
influence of
the Catholic
Church, and
its reactions
to
Renaissance
developments
.
Standard:
The Renaissance and
Reformation
7.55 Outline the
reasons for the growing
discontent with the
Catholic Church,
including the main
ideas of Martin Luther
(salvation by faith),
John Calvin
(predestination),
Desiderius Erasmus
(free will), and William
Tyndale (translating the
Bible into English), and
their attempts to
reconcile what they
viewed as God’s word
Institutes of
the Christian
Religion –John
Calvin
Excerpts from
In Praise of
Folly by
Desiderius
Erasmus
The Protestant
Reformation by
One English priest named John Wycliffe taught that people need only recognize Christ as
the head of the Church, not the pope. Wycliffe also believed that all religious truth came
from the Bible and, having such truth, thought that it should be read by all. To help his
followers in this matter, he translated many of the Bibles passages into English.
Have students read
portions of the 95
Theses. Highlighting
portions which
reflect Luther’s
positions on
indulgences, the
pope, and free will
The humanist movement led to the development of the Christian humanist ideology.
Christian humanists were loyal to the Church, but wanted to make reforms. One of the
earliest and best known Christian humanists was Desiderius Erasmus. Erasmus believed
that people should use reason to become better Christians. He taught that participation in
religious rituals was not enough, citing the need to improve morality and behavior in one’s
Create a debate
scenario between
two of the Church
reformers (or the
Catholic Church).
Spiral:
7.39, 7.47,
7.48, 7.53
with Church action. (C,
H, P)
I can…


Hans
Hillerbrand
Identify the
reasons for
the growing
discontent
with the
Catholic
Church.
I can list the
leaders of the
Protestant
Reformation,
and explain
their main
ideas.
personal life. To give a platform to his thoughts, Erasmus wrote In Praise of Folly, which
used humor to attack the corruption and wealth of the Catholic Church. Erasmus’
humanist ideals placed an importance on the individual and his or her
sovereign/individual ability to follow the lessons and teachings of Christ. These early
reformers had no desire to break away from the Church, preferring to simply reform it. As
the Church became more resistant, denouncing the reformers, that idea changed.
Martin Luther was a German monk, a faithful follower of Catholicism. However, Luther
was still worried about his salvation. On a visit to Rome his doubts grew greater. He
witnessed a lack of seriousness, and willful disobedience to Church teachings by officials.
Upon returning home to Germany, Luther pondered what he saw. The Church taught that
one needed faith and good deeds to obtain salvation; however, this is not what he saw.
Luther’s anger with the Church was further escalated when indulgence sellers were sent
out. This wave of indulgence sellers was used to fund the reconstruction of St. Peter’s
Basilica in Rome. Luther questioned the ability to put a price on salvation. In response to
this, Luther prepared 95 arguments, or theses against indulgences. He sent these in the
form of a letter to his bishop, and allegedly nailed them to his cathedral. Thousands of
copies of his letter were printed. After his posting of the 95 Theses, Luther’s attacks
became more direct. Luther claimed that the Bible was the final religious authority, and
that Christians could confess their sins directly to God rather than to a priest. Luther was
pressed to recant his statements, but he refused to yield. He was excommunicated by the
pope. Luther’s ideas led to the birth of the first protestant church – Lutheranism.
Lutheranism taught salvation by faith (not good works), the Bible as the source of religious
truth, and that the Church was made up of the people, not solely the clergy.
Have students
research the issues
and arguments. Have
students present the
debate.
Have students create
a poster or flyer
advocating the
particular teachings
of one of the
reformers.
Have students write
and obituary for one
or more of the
church reformers.
As the reformation spread, new forms of Protestantism were formed. Frenchman John
Calvin was another protestant reformer. Calvin studied religion and believed that Luther
was right in his declarations. Calvin accepted most of Luther’s ideas including salvation by
faith, but he also added some of his own. One of Calvin’s most influential doctrines was
that of predestination. Calvin argued that God being all powerful and omnipotent already
knew those souls which were destined for heaven and those destined for hell. Essentially,
Calvin rejected the idea of free will. Like Luther, Calvin rejected the idea of salvation by
good works, but added that good works were a manifestation of ones predestined
salvation. Most of Calvin’s followers, believing themselves predestined to salvation,
practiced good works and deeds. This made Calvinism a powerful force in society. Another
of Calvin’s revolutionary ideas was that the clergy and church elders should be chosen by
the body of its members (via presbytery), not by nobility or bishops. This concept sparked
the idea that the people should be able to choose their government leaders.
Standard:
7.54 List and explain
the significance of the
causes for the internal
turmoil within and
eventual weakening of
the Catholic Church
Textbook
Pages:
Other
Resources:
302-303,
308
The Protestant
Reformation by
Hans
Hillerbrand
At the height of the Reformation, the Bible had been translated into much of the common
European vernacular. Protestant reformer William Tyndale translated the Greek New
testament into English. It was printed in Germany and reached England one year later.
Tyndale was an outspoken critic of the Catholic Church and was later betrayed to them,
convicted of Hersey, and burned at the stake.
Central Ideas:
Much of the criticism regarding the Catholic Church during the time of Reformation came
from its wealth and opulence. Churches were constructed as palaces for bishops. Church
leaders were some of the wealthiest individuals in Europe. Much of this wealth came from
the taxes and tithes collected by the Church. The selling of indulgences also outraged
many early reformers. The idea that one could buy forgiveness of sins through the
purchase of a “good deed” (indulgence) was irreprehensible. Many European monarchs
Suggested Activities:
Timeframe:
Have students create
a T-chart to
demonstrate the
causes and effects of
the events which led
2 Days
Spiral:
7.47, 7.48
including tax policies,
selling of indulgences,
and England’s break
with the Catholic
Church. (C, H, P)
I can…

were drawn to the ideals of the reformation because they believed that they could
increase their own power. When rulers adopted the reformed faith, taxes no longer
flowed form their countries to Rome. Rulers could impose their own church taxes and
keep the money for themselves.
List and
explain the
reasons as to
why the
political
policies of the
Catholic
Church led to
its
weakening.
Standard:
The Renaissance and
Reformation
7.50 Conduct a
research project
drawing on several
resources to investigate
the Tudor dynasties of
Henry VIII, Mary I, and
Elizabeth I, including
their family heritage,
line of succession,
religious conflicts,
Spanish Armanda, and
the rise of English
power in Europe. (H, G,
P)
I can…

Use multiple
resources to
examine the lives
and events of
England’s Tudor
Dynasty.
Textbook
Pages:
Other
Resources:
309, 313315
Excerpts from
Henry VIII by
William
Shakespeare
Tudors: The
History of
England from
Henry VIII to
Elizabeth I by
Peter Ackroyd
In some cases, turmoil between Church and monarch was due to factors other than
money. Henry VIII was the ruler of England. He was a staunch defender of the Church,
even penning a book criticizing Luther. Henry was married to Catherine of Argon;
however, she was not able to give him any male heirs. At the same time this stress was
upon Henry, he fell in love with the lady Ann Boleyn. Henry wanted the pope to annul his
marriage to Catherine so that he could marry Ann. The pope did not grant Henry the
annulment, out of fear that he would anger her family who were strong Catholic rulers.
Henry then ordered the archbishop of Canterbury to end his marriage to Catherine, and
wed him to Ann. In response to this, the pope excommunicated Henry responded by
having parliament pass the Supremacy Act, making Henry the head of the new Church of
England (Anglican Church). All clergy in England were forced to accept the Act. Henry
seized Church land, and gave it to his nobles to ensure their loyalty during the religions
transformation.
Central Ideas:
The Anglican Church accepted some Protestant ideas, but it kept the majority of the
Catholic rituals. Henry VII was desperate for a male heir. Henry married six times,
producing three legitimate children. Henry’s first child, Mary, was produced from his
marriage to Catherine of Argon. Henry divorced Catherine to marry Ann Boleyn. From this
marriage Elizabeth was born. Ann was beheaded at Henry’s orders. Henry’s third marriage
to Jane Seymour yielded the necessary male heir, Edward, to continue the Tudor Dynasty.
Jane would die. Henry’s next three wives were respectively divorced and beheaded. His
final wife died shortly after Henry’s death. After the death of Henry VIII his son Edward
took the throne. Edward was too young to rule independently and was advised by a
council; however, he was raised a protestant. He died at the age of 15. After the death of
Edward, Henry’s eldest daughter Mary came to the throne. Mary was not Anglican, but
Catholic. Mary restored the Catholic Church in England, and arrested those protestants
who opposed were. Over 300 protestants were burned at the stake, earning Mary the title
“Bloody Mary.” The death of Mary brought her younger half-sister Elizabeth to the throne.
Elizabeth was a protestant, and restored the Anglican Church. She ruled England during a
golden age and is considered one of the nation’s greatest monarchs. During the late
1500s, most of Northern Europe was in Protestant control, while Southern Europe
remained Catholic. Monarchs of various realms expected their people to follow their
religion. Those who did not were severely persecuted, leading to bitter feelings between
nations of differing faith. From about 1550-1650, Europe was overtaken by a series of
religions wars between Catholics and Protestants. During this time, England was the
leading Protestant power in Europe, while Spain was the dominant Catholic power.
Initially, England and Spain enjoyed cordial relations; however, a Protestant revolt in the
Spanish controlled Netherlands led to a dispute. The English, believing themselves the
protectors of the Protestant faith, supported the Protestant Dutch rebels. Elizabeth
allowed independent English ships (privateers), to attack Spanish ships. To avenge this
action, King Philip II of Spain planned an invasion of England. Spain gathered a large naval
force known as an armada to attack England. The Spanish ships were much larger in
number, size, and cannon. The English ships were smaller, but more agile. To secure
victory, the English needed to limit the movement of the larger, but more cumbersome,
Spanish ships. To do this the English allowed the Spanish fleet to sail into the narrow
English Channel. Here the Spanish ships were forced to break formation, as the smaller
to the weakening of
the Catholic Church
Suggested Activities:
Create an illustrated
timeline showing the
significant events
during the Tudor
reign.
Provide students
with a research
project (working in
groups or as an
individual) from a
topic listed in this
standard (or assign
all topics). Allow
them to display their
research through a
variety of mediums:
PowerPoint, a
research paper, a tri
fold, a skit, etc.
Timeframe:
3 Days
Spiral:
7.42, 7.54
Standard:
The Renaissance and
Reformation
7.56 Engage effectively
in collaborative
discussions explaining
Protestants’ new
practices of church selfgovernment and the
influence of those
practices on the
development of
democratic practices
and ideas of
federalism. (C, H, P)
I can…

I can discuss
the policies of
Church self-
Textbook
Pages:
Other
Resources:
307
Institutes of
the Christian
Religion –John
Calvin
The Protestant
Reformation by
Hans
Hillerbrand
English ships were able to outmaneuver the sluggish Spanish Armada. These strategic
maneuvers, coupled with a strong storm broke the Spanish Fleet. The English arose
victorious from this engagement and were seen as heroes of the Protestant faith. The
English gained international renown for their victory and were now the dominant sea
power of Europe. While Spain and England fought a religious war between themselves,
the French were suffering from and internal religious struggle. France was a largely
Catholic nation; however, small populations of protestants following the teachings of John
Calvin called Huguenots were growing. The Huguenots were a persecuted people, and had
a strong desire to see the Catholic monarchy weakened. Protests by the Huguenots led to
hundreds being arrested and executed. Soon civil war broke out. To calm the war, the
French queen proposed a marriage between her daughter and the noble born leader of
the Huguenots Henry of Navarre. This political move ended in failure. The marriage
between the two parties meant that Henry would become a protestant king of France.
This outraged Catholics who slaughtered nearly 3,000 protestants in protest. To end the
Bloodshed, Henry announced he would convert to the Catholic faith. As king, Henry issued
the Edict of Nantes. The Edict made Catholicism the official religion of France, but granted
freedom of religion to the Huguenots. The most violent of these religious wars that
plagued Europe during this time took place in the Holy Roman Empire. The war began
when Protestant nobles in the autonomous region of the Holy Roman Empire- Bohemia
rebelled against their Catholic King. The rebellion soon evolved into civil war as other
Protestant German nobles joined the fight. The conflict soon ballooned from a civil war to
an international conflict. Troops from Sweden and Denmark joined on the side of the
Protestant rebels, while Spain and the Holy Roman Empire fought on the side of the
Catholics. Catholic France too joined the war, but on the side of the Protestants. France
sought to increase its power relative to its larger neighbors-Spain and the Holy Roman
Empire, thus making the war not only about religion but about political power and
territorial control. To end the conflict, the Holy Roman Emperor sued for peace. The war
ended with the Treaty of Westphalia. The treaty stated that people could practice their
own religion in private, even if it differed from that of the King. As the war ended, Spain
and the Holy Roman Empire were greatly weakened, and France emerged as the
dominant continental power in Europe.
Central Ideas:
Building off the ideas of John Calvin, whose thoughts on church government stressed that
the members of a congregation should choose their clergy, some people began to believe
that the common people should have a voice in government by electing their leaders. In
some cases, many viewed these Protestant reforms as lawlessness. Hearing these
concerns, John Calvin came to the aide of those who promoted self-government. Calvin
argued that the people should be subject to both civil and religious law. He added that
rulers should not act like tyrants, but also be subject to the law of God. Calvin was invited
to Geneva, Switzerland to help the people rule their city and reform their Church. In
Geneva, Calvin set up a theocracy, with the goal of founding a “city of God.” Many viewed
Geneva as a model city at the time. Protestant reformers promoted civic participation and
the ideals of self-government. These Protestant reformers promoted the ideas of
freedom, self-expression, and religious tolerance. From these thoughts, new ideas about
government structure emerged. One Calvinist, Johannes Althusius, developed the idea of
federalism, where power is shared between local and national governments. These same
federalist ideas would later influence the framers of the U.S. Constitution.
Suggested Activities:
Timeframe:
Discuss with students
the idea of church
self-government, and
compare it with the
historical conditions
that existed during
the time in which the
Concordat of Worms
was written.
2 Days
Spiral:
7.54, 7.55
government
which
developed
during the
Renaissance,
and compare
these polices
to those
which exist in
American
government.
Standard:
The Renaissance and
Reformation
7.57 Analyze how the
Catholic CounterReformation revitalized
the Catholic Church
and the forces that
fostered the
movement, including
St. Ignatius of Loyola
and the Jesuits, and the
Council of Trent. (C, H)
Textbook
Pages:
Other
Resources:
Pages
Excerpts from
The Spiritual
Exercises of St.
Ignatius of
Loyola by St.
Ignatius of
Loyola
The Catholic
Reformation by
Michael Mullet
I can…

I can
understand
the causes
and results of
the Catholic
CounterReformation.

I can compare
the Catholic
CounterReformation
with the
Protestant
Reformation.
Standard:
The Renaissance and
Reformation
7.51 Explain the
institution and impact
of missionaries on
Christianity and the
diffusion of Christianity
from Europe to other
parts of the world in
the medieval and early
Textbook
Pages:
Other
Resources:
No direct
page
numbers
Excerpts from
The Spiritual
Exercises of St.
Ignatius of
Loyola by St.
Ignatius of
Loyola
Central Ideas:
As Protestantism spread, the Catholic Church began its own reform movement called the
Counter-Reformation. Much of the Counter-Reformation revolved around the creation of
new religious orders. These religious orders had a renewed focus on aiding the poor,
teaching, and leading spiritual lives. One of the most successful new religious orders was
the Jesuits. The Jesuits were founded by Ignatius of Loyola. Ignatius was a military man
from northern Spain. Injured in battle, Ignatius spent his time recovering from his wounds
studying religion. Inspired by Jesus and the saints, Ignatius chose a religious life, moved to
Paris, and founded a new religious order called the Jesuits. Ignatius organized the Jesuits
like a military unit with himself as “general.” Catholic popes too, participated in the
counter-reformation. Pope Paul III began a series of meetings known as the Council of
Trent. During these meetings, Catholic leaders discussed ways to revive the moral
authority of the Church. At these meetings, the council reaffirmed traditional Catholic
doctrines and refuted some of the claims made by Luther. They rejected Luther’s claim as
the Bible as the only source of religious truth, citing Church rituals as important sources of
said truth. They also found disagreement with Luther’s claims that salvation depended
only upon faith. They added that good works and participation in Church sacraments were
also necessary. The council affirmed the doctrine of free will, and insisted upon proper
training and education for priests. The Church enforced the council’s decisions using the
inquisition. The inquisition in Spain targeted Jews and Muslims, but in other parts of
Europe it was used to persecute protestants. The inquisition was also used to target
specific books deemed a threat to the church.
Suggested Activities:
Central Ideas:
The Jesuit Order was major contributing factor to the spread of Christianity from Europe
to other parts of the world. The Jesuits also made contributions to stopping corruption
from within the Catholic Church. The Jesuits were very strictly trained. These missionaries
spread Christianity to areas of Africa, Asia, and the Americas. In their mission field, the
Jesuits erected hospitals, schools, and universities. They were also known to write on
secular topics including medicine. They served as advisors to popes, emperors, kings, and
local nobility. Two of the best known Jesuits were Francis Xavier and Matteo Ricci. Xavier
spread the faith in Asia, where he was said to have won thousands to the religion. Ricci
introduced Christianity to China. Ricci was also known for his study of geography and
astronomy.
Suggested Activities:
Timeframe:
Have students write
a paragraph
explaining the impact
of missionaries and
the spreading of
Christianity.
1 Day
Have students create
a foldable which
compares the
Catholic CounterReformation with the
Protestant
Reformation.
Timeframe:
2 Day
Spiral:
7.53, 7.54,
7.55
Spiral:
7.37, 7.57
modern periods. (C, G,
H)
The Catholic
Reformation by
Michael Mullet
I can…

Explain the
role of
missionaries
in the
spreading of
Christianity.
Standard:
The Renaissance and
Reformation
7.52 Locate and
identify the European
regions that remained
Catholic and those that
became Protestant and
how the division
affected the
distribution of religions
in the New World. (C,
G, H)
Textbook
Pages:
Other
Resources:
Map on
page 312
The Old
Religion in a
New World:
The History of
North
American
Christianity by
Mark Noll
Central Ideas:
Much of Northern Europe practiced protestant Christian religions. Pockets of Calvinism
existed in Switzerland, Scotland, and the Netherlands. Lutheranism was popular in
Germany, parts of Poland, and the Scandinavian countries. Anglicanism was practiced in
England. Much of Southern Europe and France remained Catholic, while Eastern Europe
contained Orthodox Churches and Muslim minorities. As the age of exploration began, the
colonization efforts of each country included the bringing and sharing of their native
religion with indigenous inhabitants.
Suggested Activities:
Central Ideas:
During the Middle Ages, Europeans developed a taste for Asian goods. Spices, silk, and
other luxury goods were in high demand. These goods were very expensive, and were
acquired through vast trade networks which connected Europe to Eastern Asia. The
problem with these routes was that they were mostly overland, and the goods had to pass
through many different nations. Each of these nations was likely to place taxes on these
goods, increasing the price at every point along the item’s journey to Europe. Those goods
which eventually found their way to European markets were usually brought by the
merchants of Italian city-states. These city-states grew very wealthy and powerful from
this trade, and as a result defended them jealously (though the growing influence of the
Ottoman naval power was presenting itself as a challenge). The merchants and monarchs
of other European nations were very eager to acquire a trade route to Asia that they could
Suggested Activities:
Timeframe:
Using a blank map of
the world, have
students draw, label,
and color the
locations of the
routes of Da Gama,
Dias, and Magellan.
Students can use the
back of the same
map to write a short
2 Days
Provide students
with a map of
Europe. Have
students color the
protestant areas, and
the catholic areas in
contrasting colors.
Timeframe:
1 Day
Spiral:
7.55, 7.57
I can…

Use a map to
locate and
identify the
Protestant and
Catholic
regions of
Europe.

Understand
that the
religion of a
mother
country
generally
spreads to its
colonies.
Standard:
The Renaissance and
Reformation
7.58 Identify the
voyages of discovery,
the locations of the
routes (Da Gama, Dias,
Magellan), and the
influence of
cartography in the
development of a new
worldview. (C, G, H)
Textbook
Pages:
Other
Resources:
322-327
The Last
Crusade: The
Epic Voyages
of Vasco da
Gama by Nigel
Cliff
Spiral:
7.23, 7.44,
7.48
I can…


Bartolomeo
Dias by Ernst
Ravenstein
Identify the
routes taken
by early
explorers.
Explain the
influence of
cartography
upon
exploration.
Over the Edge
of the World:
Magellan’s
Terrifying
Circumnavigati
on of the Globe
by Lawrence
Bergreen
exploit. This led to a number of exploration expeditions. These expeditions were made
possible by the increase in nautical technology, and new developments in cartography.
The acquisition of the compass and the astrolabe made it possible for sailors to travel
further from port, whilst also knowing their direction and location. The maps possessed by
Europeans during the Middle Ages were quite limited. They generally consisted of the
continent of Europe, and the areas around the Mediterranean Sea. However, this changed
with the study of classical maps rediscovered during the Renaissance. In particular, the
maps of Ptolemy were rediscovered and printed. Ptolemy had recorded the latitude and
longitude of over 8000 locations across the ancient world. From the Arab world,
Europeans gained geographic knowledge of the Indian Ocean, leading them to believe
that navigating around Africa was the best way to reach Asia.
paragraph explaining
the importance of
the developments
made in the study of
cartography which
made such
expeditions possible.
During the Renaissance, 4 major nations emerged who were strong and stable enough to
sponsor exploration and trade missions overseas: Spain, Portugal, France, and England.
During the 1400s, England and France were at war, and Spain was occupied by the
Reconquista. This left Portugal to take the lead in early exploration endeavors. Prince
Henry of Portugal was never a sailor, but he is known as Henry the Navigator. Henry
funded Portugal’s early exploration missions and set of a navigation school. In 1488
Bartolomeo Dias sailed to the southern tip of Africa, and 9 years later Vasco da Gama
rounded the tip of Africa and landed on India’s SW coast. Thus, Europeans had found an
overseas route to Asia.
Standard:
The Age of Exploration
7.64 Identify the
locations of the
Olmecs, Mayans, Aztec,
and Incas and explain
the impact of the
geographical features
and climates of Mexico,
Central America, and
South America on their
civilizations. (C, E, G, H,
P)
I can…

Locate the
major
Textbook
Pages:
Other
Resources:
Maps
located on
pages
159, RA 69,
Various maps
easily found
online,
including but
not limited to
physical maps,
political maps,
and climatic
maps.
158, 163,
165, 167
Spain too made early contributions to Europe's exploration of the world. Christopher
Columbus sailed for Spain. He too was seeking a route to Asia. Sailing west, he hoped to
reach the East Indies but landed in the Caribbean. Columbus died not knowing that he had
landed in North America. Columbus’ success inspired more overseas trade and exploration
missions. Sailing from Spain, Ferdinand Magellan launched the most ambitious exploration
mission yet. Ferdinand sailed west, but unlike Columbus, did so knowing a continent stood
in his way. He continued along the east coast of South America until he reached the tip of
South America, passing through a strait (now named the Strait of Magellan). Magellan had
confirmed a SW passage to Asia. He sailed on along the Pacific Ocean, landing in the
Philippines, claiming them for Spain, but dying in a battle with natives. His crew continued
the journey and arrived in Spain three years later having circumnavigated the globe.
Central Ideas:
Mesoamerica occupies the modern day countries of Mexico, and those of Central
America. Highlands dominate the southern part of Mesoamerica, while lowlands lie to the
north. The general climate of the region is tropical. Much of the climate consists of hot
and wet conditions. These regions of highlands and lowlands served to isolate many of
Mesoamerica’s indigenous cultures. Many of the region’s mountains are volcanic.
Mesoamerican civilizations which formed near these volcanic regions had access to fertile
farmland. The volcanos also offered a unique resource in obsidian, which was used in the
creation of spear and arrow heads. In the lowland areas, heavier rainfall supports a dense
rain forest. Here the soil is poor, but the forest provides valuable resources in free
growing plant foods, and a variety of animals useful for their meat, skin, and feathers. The
Olmec civilization was located in the lowland region of Mesoamerica, near the base of the
Yucatan Peninsula. The Mayan civilization was centered in Mexico’s Yucatan Peninsula.
The Aztec civilization was located in the central highlands of Mexico on a broad high
plateau. The Incan civilization was located in the Andes Mountains, along the western
edge of South America.
Suggested Activities:
Timeframe:
Have students
complete a map of
the Mexico, Central
America, and South
America in which
they draw and color
the boundaries of
the civilizations listed
in the standard.
Students should also
label important
geographic features
(Gulf of Mexico,
Andes Mts., Yucatan
Peninsula, Sierra
1 Day
Spiral:
7.3, 7.19,
7.32
Mesoamerica
n cultures
using a map.

Describe
climates of
Mexico,
Central
America, and
South
America.
Standard:
The Age of Exploration
7.65 Describe the
highly structured social
and political system of
the Maya civilization,
ruled by kings and
consisting of
agriculturally intensive
centers around
independent citystates. (C, H, P)
I can…

Textbook
Pages:
Other
Resources:
163-165
The Mayan
Civilization:
Moments in
History by
Shirley Jordan
Describe
Mayan
society and
culture.
Standard:
The Age of Exploration
7.67 Explain the roles
of peoples in the Aztec
and Incan societies,
including class
structures, family life,
warfare, religious
beliefs and practices,
and slavery. (C, H)
I can…

Madre Oriental,
Occidental, Mexican
Plateau, etc.) and list
their effects.
Describe
Aztec and
Incan society.
Textbook
Pages:
Other
Resources:
165-169
The Aztecs by
Richard
Townsend
The Incas by
Terrance
D’Altroy
Central Ideas:
One the earliest known Mesoamerican civilizations were the Olmec. The Olmec civilization
lasted nearly 800 years, and their culture, beliefs, and practices influenced later
civilizations that would develop in the region. One of these later civilizations was the
Mayans. The Mayans were known for their great cities and the advances they made in art
and science. Much of what is known about Mayan civilization has been extrapolated from
the study of their ruined cities. The cities were large, home to hundreds of buildings
including temples, pyramids, and palaces. Though the cities were large most Mayans lived
outside the cities in smaller farming villages. The Maya had very complex societies. There
were three distinctive classes: nobles, the middle class, and commoners. The nobility were
born into powerful families and took on roles such as priests, kings, and other high
officials. The commoners generally raised crops and served as artisans. The middle class
consisted of low ranking nobles, and high ranking commoners. The most important social
unit in Mayan society was that of the extended family. The nobility were the owners of
most of the land in Mayan society, though small family plots did exist. The Mayans used a
slash and burn form of agriculture as a means of dealing with the dense forest. Tracts of
land near the city were fertilized so that they could be used year round. Mayan cities were
linked by their merchants who traveled along foot paths or by canoe along the coast. The
Mayan civilization was actually a collection of city states, each with its own king. The
monarchy was hereditary. The nobility generally aided in helping run the government. The
Mayan religion played a large role in society. Their religion was polytheistic, with deities
usually representing forces of nature. The Maya believed that their priests and kings could
communicate with the gods and barter with them for favor in exchange for sacrifices
(including animal sacrifice, bloodletting, and human sacrifice). Only the nobility could
become priests, and the priesthood was generally a required prerequisite for the kingship.
It is believed that long periods of warfare, coupled with severe drought, brought down the
Mayan civilization.
Central Ideas:
The Aztec civilization arose within centuries of the fall of the Maya. They built their
civilization in the Valley of Mexico, centered on an island city in the middle of lake Texcoco
called Tenochtitlan. The city was easy to defend, and the land around the lake was fertile.
The Aztecs also build artificial islands called chinampas that were used for agriculture to
feed a growing population. From Tenochtitlan, the Aztecs struck out, building an empire.
The Aztec king was the king of Tenochtitlan, and part of a triple alliance with the kings of
the smaller cities of Tlacopan and Texcoco. The three agreed to support one another and
share control of the empire. The Aztec king was the most important ruler of the three
cities, and made all decisions having to do with war. As the empire grew, each of the three
kings earned control over smaller city-states in the region. These smaller city states were
required to pay tribute to the Aztecs. The Aztec kingship was not necessarily hereditary,
and new rulers were chosen by a council of nobles. The king was advised by smaller
councils, but he had final say in all matters of state. The Aztecs had a strong society that
revolved around farming. Aztec religion was polytheistic, and it was believed that the gods
Suggested Activities:
Timeframe:
Combine student
content knowledge
of the Mayan
civilization with a
demonstration of
their writing system.
Have students write
sentences using
glyphs to describe
the Mayan political
and social structure.
Compare this to the
use of symbols and
emoji used in text
messaging
applications to make
a real life connection.
1 Day
Suggested Activities:
Timeframe:
Have students
complete an essay
comparing the Aztecs
and Incas regarding
the facets of society
mentioned in the
standard.
2 Days
Have students
complete a Venn
diagram comparing
the Aztecs and Incas
regarding the facets
Spiral:
7.64
Spiral:
7.16

Compare the
social and
cultural
practices of
the Aztecs
and Inca.
controlled everything on Earth. The priesthood was at the top of Aztec society. Aztec
religion was very much attached to warfare. The Aztecs believed that success in battle
made the sun rise. The Aztecs also used battle captives as sacrifices to please their gods.
In many cases, the need for sacrifices was the primary cause of warfare. The Aztecs hoped
that conquered peoples would be frightened by the potential of being used as sacrifices,
thus reducing rebellions (though they were quite common). Aztec society was generally
divided into two classes: nobles and commoners. The nobility were considered to be
descended from the families of the first Aztec King. They lived in large homes and
occupied government posts. The nobles owned slaves. These slaves were often
commoners who sold themselves into slavery in hopes of escaping poverty. Other slaves
were war captives. Slaves could buy their freedom and the children of slaves were born
free. Most Aztecs were commoners and lived simply. The life of a commoner centered on
agriculture and household duties. Men preformed farm labor, while women attended to
matters of the home. More affluent commoners worked as artisans, while even wealthier
commoners acted as merchants. The Aztecs did not have a written language, but did have
some symbols to represent certain concepts. Much of their history and lore was recorded
orally. As such, poetry was an important part of their culture. The Aztec Empire fell to an
alliance of native tribes and Spanish conquistadores in the 1500s.
The Incan civilization began in the Andes mountains. The harsh landscape forced them to
adapt into a very unique lifestyle. Farming was done by cutting terraces into hillsides. The
sheer difficulty of creating an empire in the mountains was only accomplished through the
well-organized society that the Inca built. It is believed that the Incan civilization began in
the mountain valley of Cuzco around 1200 AD. The Inca spent the next 300 years building
an empire. The Inca possessed a strong army which helped them expand their empire;
however, they preferred not to use it. The Inca often offered their opponents peace and
protection if the agreed to join the empire. Those who were subjugated were required to
pay taxes in the form of labor and accept Incan authority. In fact, the concept of money
never existed in the Incan Empire; all taxes were paid with labor. The Incan government
was centered in Cuzco. The government was headed by the Incan ruler, or Sapa Inca.
Below the Sapa Inca were four governors, each of whom ruled a province. Below these
governors the administration was based on multiples of ten. Each village was organized
into ten families. Those ten families were organized into groups of 100 larger families.
Those 100 families were then organized into even smaller groups of 1,000. A government
official was responsible for each group. These groups were known as ayllu. The ayllu
pooled resources and distributed land. This land was divided into 3: one for the
government, one for the gods, and one for the people. Incans farmed the government and
religious land as a form of tax. The Incan government also offered a safety net for its
people. In times of crisis government officials distributed food and clothing to the needy.
These items were produced on government land and placed in government store houses
spread out across the empire. Though they were cared for in times of crisis by the
government, the people had very little real freedom. The Incans forced all in their empire
to learn their language-Quechua. This was used to unify the empire. Quechua had no
written language. The Inca also had an elaborate road system throughout the empire, and
messages could be carried quickly from one end to the other by official couriers. The Incan
roads could also be used by soldiers to put down rebellions. Incan society was divided into
two large classes, the nobility and the commoners. Each of these classes had their own
hierarchy. The highest ranking nobles were generally close to the ruling family. They
enjoyed all of the best privileges of Incan society, and held top government positions. The
lower ranks of nobles held lower level government positions. Non-Incan local leaders were
considered lower nobility. Most non-Incan peoples were commoners. They were divided
of society mentioned
in the standard.
Have students create
a chart with the
following headings:
Aztecs and Incas
(Mayans could be
added for
enrichment/review),
and the following
topics: Class
structure, family life,
warfare, religion,
slavery. Have
students complete
the chart.
Standard:
The Age of Exploration
7.68 Use multimedia
components and visual
displays in
presentations to
describe the artistic
and oral traditions and
architecture in the four
civilizations (Olmec,
Mayan, Aztec, and
Incan civilizations). (C,
H)
I can…

Use a variety
of mediums
to
demonstrate
an
understanding
of
Mesoamerica
n art,
architecture,
and oral
traditions.
Textbook
Pages:
159
(image),
164-165
(image),
166
(image)167
(image),
168-169
Other
Resources:
The Aztecs by
Richard
Townsend
The Mayan
Civilization:
Moments in
History by
Shirley Jordan
The Incas by
Terrance
D’Altroy
The Olmec
World by
Michael Coe
into categories based on age and gender. Younger boys served as farmers and shepherds,
while younger girls worked as gatherers. Older men raised crops and served in the
military, while older women were responsible for matters of the home and child rearing.
Incan religion was polytheistic, with the most important god being the sun god. The Incans
believed they were descended from the sun god, and that the Sapa Inca was a living god.
Conquered peoples were allowed to worship their own deities provided that they also
honored the Sapa Inca. The Incans did not practice slavery in the modern sense of the
word. All peoples were expected to provide labor as a form of taxation. Since there was
no concept of money, all labor was essentially “free;” however, their willingness to
provide labor on 2/3 of the land was “paid” by the other 1/3 of the land allowance.
Central Ideas:
Highlights of Olmec art include huge carven heads made from stone. It is believed that
these figures are made in the image of kings or deities.
Mayan art can be seen in their architectural achievements. All Mayan cities contained
temples, palaces, and pyramids. The pyramids were the largest structures in the cities. All
pyramids had temples at their tops. The Maya also built large observatories. All Mayan
architecture was made of large stone blocks. Lacking metal tools and draft animals, these
large stones were cut using stone tool and moved with manpower. Today, examples of
Mayan architecture look like plain, tall, and gray structures; however, during their time
they were adorned with artistic images and sculptures. Mayan artists also painted large
murals on the walls of temples and palaces. Fine pottery and jewelry were also made from
jade and pearl.
Aztec art is reflected in their architecture. The Aztec capital city of Tenochtitlan contained
a large walled plaza surrounded by palaces and temples. Jewelry was a specialty of the
Aztec artisan. Jewelers made rings, necklaces, and other jewelry from gold, silver, and
semiprecious stones. Aztec artists also crafted elaborate items from feathers. These
specialists made fans, headdresses, capes and shields from the bright feathers of tropical
birds.
Like other Mesoamerican cultures, Incan art is reflected in their architecture. Incan
structures were built with large stone blocks, cut using only stone tools. The blocks were
cut so precisely that no mortar was needed. The Incan capital of Cuzco was filled with
great palaces and temples made from these stone blocks. The Incans considered gold to
be tears of the sun, and silver to be the tears of the moon. With these metals, Incan
artisans crafted jewelry, dishes, statues, and wall decorations. To the Incans, textiles were
more precious than gold. They wove richly colored and pattered cloths made from cotton
and alpaca fur.
Suggested Activities:
Have students create
a PowerPoint, poster,
tri-fold, or other
multimedia display to
describe the artistic
and oral traditions of
the Olmec, Mayan,
Aztec, and Incan
civilizations.
Information on
Olmec art:
http://latinamerican
history.about.com/o
d/The_Olmec/p/Olm
ec-Art-AndSculpture.htm
Information on
Mayan art:
http://www.authenti
cmaya.com/maya_ar
t.htm
Information on Aztec
art:
http://www.aztechistory.com/ancientaztec-art.html
Information on Incan
art:
http://www.discover
-peru.org/inca-artforms/
Timeframe:
1 Day
Spiral:
7.65, 7.67
Standard:
The Age of Exploration
7.69 Cite several pieces
of textual evidence to
support the analysis of
the impacts of the
Mesoamerican
developments in
astronomy and
mathematics, including
the calendar, and the
Mesoamerican
knowledge of seasonal
changes to the
civilizations’
agricultural systems. (C,
H)
I can…

Cite evidence
from
informational
texts to
analyze
Mesoamerica
n
developments
in the
sciences.
Textbook
Pages:
164-167
Other
Resources:
The Mayan
Civilization:
Moments in
History by
Shirley Jordan
The Incas by
Terrance
D’Altroy
Central Ideas:
Suggested Activities:
Timeframe:
The Mayans were excellent astronomers. Without the aid of telescopes, they plotted the
movements of the sun, moon, and planets. They were able to predict eclipses. They
developed a complex system of calendars. One calendar they kept for religious purposes,
and another was a 365 day solar calendar. These were used to plan religious festivals and
seasonal farming tasks They also had a 394 year historical calendar for historical dates.
The Maya also developed an advanced system of numerals. This system, unlike Europeans
at the time, included a numeral for zero.
Using selections of
informational text
have students
highlight, circle, etc.,
pieces of information
which support the
analysis of the
impacts of
Mesoamerican
developments in
astronomy and
mathematics.
1 Day
The Incans too made contributions to science. They were skilled astronomers. They made
careful observations of the locations of different groups of stars. They also studied the
movements of the sun and moon to develop calendars. They used the calendars to decide
when to plant crops or celebrate festivals. They knew which days of the year had the most
and fewest hours of sunlight, and on which days daylight and night were equal.
Informational text on
Mayan astronomy:
http://www.nichbeliz
e.org/iaarchaeology/astrono
my-calendrics-andmathematics.html
Informational text on
Mayan Mathematics:
http://www.storyof
mathematics.com/m
ayan.html
Informational Text
on Mayan
astronomy, the
calendar, and
agriculture
http://www.starteac
hastronomy.com/ma
yan.html
Spiral:
7.8, 7.48,
7.60
Standard:
The Age of Exploration
7.70 Compare the
varied economies and
trade networks within
and among major
indigenous cultures
prior to contact with
Europeans and their
systems of
government, religious
beliefs, distinct
territories, and
customs and traditions.
(C, E, G, H, P)
I can…

Other
Resources:
163-169
The Aztecs by
Richard
Townsend
The Mayan
Civilization:
Moments in
History by
Shirley Jordan
The Incas by
Terrance
D’Altroy
Central Ideas:
The Mayan economy depended on traveling merchants that linked the empire together.
These merchants traveled along foot paths or by canoe along the coast. These merchants
traded the natural resources of different Mayan regions. Traders from farming villages
traded food, cotton, and other agricultural commodities. Those from the highland regions
traded obsidian, jade, and the brightly colored feathers of tropical birds. Those cities
which lied on the coast traded salt, fish, and pearls. In fact, salt was treated as a kind of
currency in some cities.
The Aztec economy relied heavily on agriculture. Aztec farmers grew crops such as beans,
corn, tomatoes, chili peppers, and squash. The Aztecs also raised dogs and turkeys.
Artisans produced goods such as jewelry and feather decorated capes and headdresses.
Merchants traveled across the empire trading these goods. Trade allowed each town to
specialize in a particular craft. In each town, traders would purchase goods made in that
town, and sell goods made from another town.
Suggested Activities:
Timeframe:
Have students create
a chart or Venn
diagram to compare
each of the three
major indigenous
cultures (Maya,
Aztec, Inca) of
Mesoamerica and
their economies.
2 Days
Suggested Activities:
Timeframe:
Consider a number of
graphic organizers
and/or concept maps
students could use to
address this
standard.
2 Days
Spiral:
7.63, 7.65,
7.67
The Incan economy was based in their established hierarchy. The large family unit, the
ayllu, provided resources to meet people’s needs. It owned and distributed the land. The
leader distributed food and materials to make sure that everyone received the goods they
needed. There was no form of currency in the Incan empire. People paid taxes with labor
in a system known as the mita system. The land was divided into three parts: one for the
government, one for the priests, and one for the people. Members of the ayllu farmed the
government and religious lands to play the mita, and the other third as a form of
subsistence farming. The government saved the crops produced on its share of the land
for the army, times of famine, and ceremonies. The Incan economy was greatly aided by
its well-constructed road system. Official messengers spread reports across the empire.
They often carried a quipu, a record keeping device made from knotted strings. The quipu
was used to keep records of people or goods.
Compare and
contrast the
economic
systems of
Mesoamerica
n
civilizations.
Standard:
The Age of Exploration
7.66 Create a graphic
organizer or concept
map explaining how
and where each empire
arose (how the Aztec
and Incan empires
were eventually
defeated by the
Spanish in the 16th
century). (C, G, H, P)
I can…
Textbook
Pages:
Textbook
Pages:
Other
Resources:
328-331
The Aztecs by
Richard
Townsend
The arrival of Europeans greatly changed the societies of Mesoamerican civilizations. The
Europeans instituted their own forms of government. Europeans created distinct
boundaries, each with their own governor or viceroy. The Europeans felt it necessary to
impart their religion upon the natives. In doing this, they often destroyed anything that
was deemed counter to Christianity. This often included items such as artwork, books,
records, and other artifacts. The Europeans also forced upon the natives their own
customs and traditions.
Central Ideas:
The Aztec Empire developed in the highlands of central Mexico. They settled on a hill
called Chapultepec, but later moved to a small island in Lake Texcoco where they built the
city of Tenochtitlan. The city was naturally very easy to defend and it provided excellent
agricultural opportunities. Once established, the Aztecs began to strike out at their
enemies. The Aztec army was rarely defeated. Their soldiers swung heavy wooden clubs,
spiked with shards of obsidian. The empire continued to grow, extending from central
Mexico to Guatemala. Nearly ten million people lived in it boarders. By this time, the
major cities of the Aztec Empire stood as great urban areas. In 1519, Spanish explorer and
conquistador Hernan Cortez sailed to Mexico to conquer the Aztec Empire with fewer
than 600 soldiers. Cortez had many advantages: guns, cannon, horses, and armor. One
other advantage Cortez had was a native interpreter. This interpreter was able to gather
valuable information about the Aztec army and its leader Montezuma. Cortez used this
information to form alliances with native enemies of the Aztecs. Thousands of natives
joined Cortez and his fight against the Aztecs. Cortez marched to the capital of the Aztec
Graphic organizers
and concept maps
may include parts
such as a narrative,
key ideas, and/or a
section comparing
Spiral:
7.43, 7.65,
7.67

Standard:
The Age of Exploration
7.72 Analyze why
European countries
were motivated to
explore including
religion, political
rivalry, and economic
gain. (C, E, H, P)
I can…

Empire and he was met by Montezuma. Montezuma welcomed Cortez into the city, but
soon tensions mounted and battle broke out. Montezuma was killed in this battle, and by
1521, the Aztecs surrendered Tenochtitlan.
Create a
visual aide
which shows
the locations
of
Mesoamerica
n cultures,
and how they
were
conquered by
the Spanish.
List the
reasons why
European
nations were
motivated to
explore.
Textbook
Pages:
Other
Resources:
322-323
Christopher
Columbus and
the Age of
Exploration by
Silvo Bendini
The Incan Empire was established in the Andes mountains, with its capital Cuzco located
in a mountain valley in what is today known as Peru. The Incan Empire grew over 300
years into a very large empire. The Inca were led by a series of warrior kings called Sapa
Incas. One of the greatest Sapa Incas was Pachacuti who built a powerful army. This
strong army helped the Inca expand, but they preferred not to use it. Rather, they
preferred their enemies to freely join the empire in exchange for peace and protection.
Those who were subjugated by the Inca offered tribute in the form of labor and were
expected to honor Incan authority. The last great Sapa Inca was Huayna Capac who took
power in 1453. By this time the Incan empire stretched 2,500 miles long and included
upwards of ten million people. After the death of Huayna Capac, his sons fought for
succession to the throne. Their brutal civil war greatly weakened the Empire. When the
war ended the Spanish arrived. The weakened empire was not able to resist the
conquistadors. Also, smallpox had made its way to the empire from Central America,
killing thousands. Rumors of a golden empire attracted Spanish conquistador Francisco
Pizarro to South America. Pizzaro took advantage of the instability in the Incan Empire. He
invited the leader of the Inca, Atahualpa to a meeting. At this meeting, the Incan leader
was seized, and thrown in prison. Atahualpa arranged for a ransom of 20 tons of gold and
silver. This was the largest ransom in the history of the world. Pizarro rejected the ransom,
and had the emperor killed. Pizarro had a new emperor appointed, one who would
cooperate with the Spanish. Pizarro then marched to Cuzco and took control of the city,
effectively conquering the Incan Empire.
Central Ideas:
European exploration began as an effort to locate a sea-route to Asia for means of trade.
The discovery of the Americas introduced new opportunities for the nations involved in
this exploration. The discovery of indigenous peoples gave European’s religious
motivations to explore and set up colonies in the new world. Europeans believed they had
a duty to spread the Christian faith. They saw the natives of the new world as potential
converts to the faith. This religious motivation also had a competitive element. As Catholic
nations like Spain, Portugal, and France engaged in exploration, colonization, and the
conversion of natives to the Catholic faith; Protestant nations such as England and the
Dutch became motivated to spread the Protestant faith to the natives. The religious wars
of the late Renaissance encouraged these nations to engage in the conversion of natives.
They saw these newly converted natives as a means of production and resource
harvesting for any future religiously based conflict which might emerge.
Political rivalry also motivated these exploration and colonization efforts. The successful
efforts of the early exploring nations (Spain and Portugal) encouraged other European
nations (France, England, and the Dutch) to do the same. Nations like England, France,
and the Netherlands were not ignorant to the discoveries, wealth, and knowledge gained
by Spain and Portugal from the new world, nor were they willing to be left out of the
“land-grab” opportunity. As the size of nations like Spain and Portugal grew overseas,
other nations were spurred to do the same out of what they saw as a need for political
survival.
Finally, the blossoming economic system of mercantilism encouraged further exploration
and colonization efforts. Mercantilism stated that wealth was the key to a successful and
powerful nation, and that this wealth could be obtained by acquiring vast amounts of gold
the Aztecs and the
Incans in regards to
this standard.
Suggested Activities:
A number of whole
class activities
related to the Age of
Exploration:
http://www.myperfe
d.com/submat/BZ4410.pdf
Timeframe:
2 Days
Spiral:
7.51, 7.58,
7.63
Standard:
The Age of Exploration
7.73 Identify the
voyages of discovery,
the locations of the
routes, and the
influence of technology
in the developments of
a new European
worldview including
cartography, compass,
caravel, astrolabe. (C,
E, G, H, P)
I can…


Locate the
voyages of
European
explorers
using a map.
Explain the
importance of
scientific,
nautical, and
engineering
developments
upon
European
exploration.
Textbook
Pages:
Other
Resources:
Maps on
pages
320-321,
324
Christopher
Columbus and
the Age of
Exploration by
Silvo Bendini
323-327
and silver. Also mercantilist economics required that a nation possess all of the means of
production within their territorial confines. Since these European nations did not possess
all of the resources necessary for production, the creation of overseas colonies which
did/might poses these resources was necessary. Nations like the English, French, and
Dutch saw the vast amounts of gold and silver extracted from the Spanish and Portuguese
colonies of South America. These nations desired the same results from their colonies;
however, this was not always the case. Though gold and silver resources did not appear in
vast quantities in these English, French, and Dutch colonies, they did find other means of
producing wealth.
Central Ideas:
Bartolomeo Dias: Sailing for Portugal, he sailed around the southern tip of Africa known as
the Cape of Good Hope.
Vasco da Gama: Sailing for Portugal, he rounded the Cape of Good Hope and sailed on to
the SW coast of India.
Christopher Columbus: Sailing for Spain, he journeyed west, landing in the Caribbean.
Pedro Alvares Cabral: Sailed from Portugal heading to India. He sailed too far west,
reaching the east coast of South America. He is credited with discovering Brazil. He
continued on, sailing east, eventually reaching India. He sailed for Portugal
Amerigo Vespucci: Sailing for Spain, and making four voyages, he is credited with
discovering that the findings of Columbus were actually part of the “new world.” His
reports were so popular in Europe that a German mapmaker named the newly
encountered lands America, a Latinized version of his name.
Ferdinand Magellan: He sailed for Spain. Magellan sailed around the southern tip of South
America (now named the Strait of Magellan), making his way to the Pacific Ocean. He is
credited with discovering a SW passage to Asia. Magellan went on to discover the
Philippines, claiming them for Spain. Here, Magellan died and his crew went on, sailing
back to Spain thus being the first to circumnavigate the world.
John Cabot: Sailing for England, he explored the North American coasts of Newfoundland
and Nova Scotia.
Giovanni da Verrazano: Sailing for France, he explored and mapped the Eastern coast of
North America.
Jacques Cartier: Sailing for France, he explored the St. Lawrence River. He claimed much
of Eastern Canada for France.
Henry Hudson: Sailing for France, he explored the Hudson River and Hudson Bay.
These explorers were able to accomplish such feats due to new developments in the fields
of navigation and cartography. Prior to this age of exploration, those who wished to travel
were guided by maps made during the classical period, or those made during the medieval
period by crusaders and traders. Though valuable, these maps were incomplete. During
the Renaissance mapmakers developed the science of making maps and globes called
cartography. Mapmakers discovered how to project the curved surface of the globe onto
Suggested Activities:
Have students create
flash cards, one for
each of the routes.
Make the front of the
card a blank map of
the world. On this
map, have students
draw one of the
routes of
exploration. On the
back of this card,
have students write
the name of the
explorer, who he
sailed for, and any
other relevant
information. Also,
create another card
for the advances in
technology which
made these
explorations possible
(astrolabe, compass
etc.) Students could
draw these things on
one side of the card,
and define and
describe them on the
other.
Timeframe:
3 Days
Spiral:
7.23, 7.58,
7.60
a flat page. In doing this, the northern and southern regions were distorted, but the most
traveled areas of the globe were undistorted. The most commonly used navigational tool
at this time was the magnetic compass. Also used was the astrolabe which determined a
ships north-south position based on the measurements of the stars. These tools allowed
sailors to travel far from the coast. Sailors also began to understand the Earth’s wind
patterns and how they changed during the seasons. This allowed them to better plan
voyages. Great changes in ship building also helped to launch this age of exploration. Until
the Middle Ages, a ships power rested with its rowers. During the Renaissance.
Shipwrights developed a new type of ship called a caravel. The caravel was smaller and
narrower. It possessed two or three masts with triangular sails. It was fast and easier to
maneuver in different wind and sea conditions. This triangular sail shape design was taken
from Arab trade vessels. The voyages that took place during this time inspired wonder in
Europe’s populace, and inspired excitement about the natural world. Suddenly even
ordinary Europeans wanted to know more about geography. Printers published cheap
portable atlases to meet this demand. Travel books became popular, and the accounts of
the explorers of this time were popular reads.
Standard:
The Age of Exploration
7.71 Identify the
European countries
responsible for North
American exploration
and the modern day
countries in which they
settled, including
France, Spain, England,
Portugal, and the
Dutch. Summarize the
reasons for the success
of these countries in
colonization or North
and South America. (E,
G, H, P)
I can…


Use a map to
identify the
European
nations
responsible
for colonizing
the Americas.
I can
summarize
the reasons
for the
economic
success of
Textbook
Pages:
332-335
Other
Resources:
Christopher
Columbus and
the Age of
Exploration by
Silvo Bendini
Central Ideas:
The countries responsible for the settlement of the Americas were mainly the Spanish,
French, English, Portuguese, and Dutch.
The Spanish occupied most of South America, with the exception of Brazil. They occupied
much of Central America, Mexico, and the western portion of the United States. The
success of the Spanish colonies in the new world rested mainly in plantation style
agriculture. Spanish plantation owners grew cash crops like sugar. Some Spanish
landowners also operated gold and silver mines. The labor in the Spanish colonies was
initially provided by enslaved Native Americans. This resulted in millions of deaths. The
natives had little immunity to European diseases like small pox. As the number of Native
Americans declined, the Spanish began to import enslaved Africans who had a stronger
immunity to European diseases.
The Portuguese occupied the land now known as Brazil. Similar to the Spanish, the
Portuguese operated plantations where they grew cash crops such as sugar, tobacco,
coffee, and cotton. Also like the Spanish, the Portuguese used enslaved labor. The
Portuguese began with enslaved natives, but eventually began to import Africans.
*Portugal and Spain sign the Treaty of Tordesillas, endorsed by the pope. The treaty split
the newly discovered lands between Spain and Portugal.
The French occupied what is today much of Eastern Canada, naming the territory New
France. Later, French explorers would sail down the Mississippi River to the Gulf of
Mexico. They claimed this land for France and named the territory Louisiana after King
Louis XIV. The French colonies built their success off of the fur trade. Farming operations
in New France also relied on slave labor.
The English settled along the East Coast of the U.S. Bad economic conditions, and the
desire for religious freedom attracted many English to the new world. The first settlement
was founded by the Virginia Company in 1607, and it was named Jamestown after King
James I. Jamestown was located in the new territory called Virginia. The Jamestown
Suggested Activities:
Using a map of the
Atlantic World, have
students label and
color the colonizing
powers of the age of
exploration, and
their overseas
possessions. Ensure
that students color
the colony and the
home country the
same color. In an
area near or outside
of the colony, have
students write the
main economic
activity of the region.
Timeframe:
2 Days
Spiral:
7.55, 7.57,
7.63

Standard:
The Age of Exploration
7.74 Examine the
impact of the
exchanges of plants,
animals, technology,
culture, ideas, and
diseases among
Europe, Africa, Asia,
and the Americas in the
15th and 16th
centuries and the
major economic and
social effects on each
continent. (C, E, G, H)
I can…


settlement was initially not profitable. Soon, the English settlers found that tobacco was a
popular commodity in Europe. The English found the Virginia soil to be suitable for the
growth of tobacco and turned it into their primary cash crop. Soon the English made other
settlements along the east coast of North America where they discovered that they could
grow a variety of other crops like rice and indigo. The English also set up sugar cane
plantations in the Caribbean. Plantation labor in the English colonies was provided by
enslaved Africans imported to the new world.
European
colonies.
I can name
the modern
day countries
associated
with
European
colonies in
the Americas.
Define the
Columbian
Exchange.
Examine the
impact of the
Columbian
Exchange.
Textbook
Pages:
Other
Resources:
338-339
Christopher
Columbus and
the Age of
Exploration by
Silvo Bendini
The Columbian
Exchange:
Biological and
Cultural
Consequences
of 1492 by
Alfred Crosby
and John
Mcneill
The Dutch were experiencing a golden age at the time of the age of exploration. Their
ships were efficient, and could transport more goods with smaller crews. The Dutch
settlement of North America was limited, but they did set up a successful colony along the
east coast of North America on the island of Manhattan. The Dutch named their colony
New Amsterdam. New Amsterdam’s success was built on the trade and shipping industry.
Central Ideas:
The exploration of the new world linked the Americas to the rest of the world. People,
plants, animals, diseases, and ideas from both sides of the Atlantic Ocean impacted the
globe greatly. This exchange of people, plants, goods, and ideas between the two is called
the Columbian Exchange. The arrival and success of the first settlers in the new world
resulted in a mass migration. By the end of this great migration period, over 50 million
people had settled in the Americas. Plants from the Americas altered worldwide eating
habits and helped increase global population. Once of the most important crops from the
new world was corn. Corn grew remarkably well in Africa and Asia, where it led to a
population boom. Other important crops included potatoes, beans, and tomatoes. Plants
from Europe, Asia, and Africa had a similar impact on North and South America. The
introduction of sugar cane became a major source of profit for the colonies. Also, crops
like coffee, rye, rice, grapes, and bananas transformed the Americas.
Horses, cows, and other livestock were introduced to North and South America. These
beasts took well to the grassy plains of Argentina, northern Mexico, and the Great Plains
of North America. The horse became a central part of Native American cultures. Many
tribes began to depend less on farming, opting to hunt buffalo on horseback. Native
Americans also began to uses these horses, and guns, from Europe in warfare.
While some of these exchanges were deliberate, others were accidental. European
diseases, like small pox, had a great impact on the Native Americans who had no
immunity to it. European sailors returning from the tropics brought new diseases back to
Europe.
Technology was also exchanged. Before the arrival of Europeans, Native Americans did
not have the wheel, firearms, iron tools, or large draft animals. Another unfortunate, but
deliberate result of the Columbian Exchange was the enslavement of Africans. These men
and women were enslaved in Africa, sold to slave traders, and then brought to the
Americas to perform manual labor. Soon, a type of triangular trade evolved. Raw
materials and crops were collected in the Americas. These materials were then
transported to Europe where they were made into finished goods. These finished goods
were then sent either back to the Americas where they were sold, or they were sent to
Africa to exchange for slaves. These slaves would be sent to the Americas where they
would labor for the collection of resources.
Suggested Activities:
Timeframe:
Have students
complete a
map/graphic
organizer showing
the goods and other
things traded in the
Columbian Exchange.
Any map showing the
Atlantic world will
work; however a
number of maps
exist online with built
in graphic organizers.
2 Days
Columbian Exchange
Whole Class Activity:
http://rprogress.org/
training_manual/Col
umbian_Exchange.pd
f
Spiral:
7.40, 7.63
Standard:
The Age of Exploration
7.75 Write an opinion
piece with supporting
details that describes
the effects of
exploration on the
indigenous American
cultures. (C, H)
I can…

Other
Resources:
338-339
Excerpts from
Indigenous
Peoples of
North America
by James Torr
Write an
opinion piece
which details
the effects of
exploration
on the native
cultures of
the Americas.
Standard:
The Enlightenment and
Scientific Revolution
7.59 Describe the roots
of the Scientific
Revolution based upon
Christian and Muslim
influences. (C, H)
I can…

Textbook
Pages:
Describe the
development
of the
Scientific
Revolution,
including its
religious
influences.
Textbook
Pages:
Other
Resources:
346-348
The Scientific
Revolution: A
Brief History
with
Documents by
Margaret
Jacob
Central Ideas:
The exploration and resulting colonization of the Americas had numerous impacts upon
indigenous American cultures. As more Europeans arrived in the Americas, they needed
more land to settle. This resulted in conflict between the two worlds, and natives were
pushed off of their lands. As much as ten percent of the native population was lost to
violence. Initial estimates of native populations before the arrival of Europeans were
thought to be between 1 and 12 million. By the late 1800s, this population was reduced to
250,000 (though disease claimed more lives than war). As Europeans and natives came
into greater contact, European culture, customs, and technology were adopted by native
Americans. The introduction of horses and guns changed native hunting and warfare.
Europeans introduced the idea of land ownership to the natives, a concept that did not
exist in the Americas until their arrival. To Europeans, land that was not cultivated was
land wasted. Land cultivation and the raising of livestock greatly interfered with
traditional native food supplies. This greatly impacted those natives who were nomadic in
nature, often resulting in warfare between the two groups, as well as warfare amongst
tribes. Christianity was brought to the Americas by Europeans. Puritans from England
believed the natives to be the lost tribes of Israel. They built “praying towns” to try and
educate the natives on religion. French and Jesuit missionaries established missions in and
amongst native populations, where culture and ideas were exchanged. European diseases
ravaged native populations, resulting in a great loss of many elements of native culture. As
populations of natives declined, and while others integrated and adopted European
customs, the languages of the native inhabitants of the Americas were widely lost.
However, a number of Native American words were adopted into English and serve as the
names of cities and states. European colonization and exploration resulted in the “cultural
death” of many native cultures. However, some of these cultures still survive today, but
they still contain traces of European influence.
Central Ideas:
Mankind’s first delving into the hard sciences is believed to have been done by the ancient
Greeks. Their scientific heritage was carried on by the Romans. After the fall of the Roman
Empire, Europe entered the Medieval period where religion took precedence over
science. While Europe was experiencing a lack of new scientific development, the Arabs
had preserved the ancient writings of the Greeks and Romans. They copied these works
into Arabic and made new scientific discoveries. The Arabs made contributions to the
fields of medicine, math, chemistry, etc. As contact between these two worlds increased,
Europe once again gained an interest in the hard sciences. Europeans read and studied
the classical works which had been preserved by the Arabs. They abandoned Roman
numerals in favor of the easier to use Arabic numerals. Scholastic thinkers like Thomas
Aquinas began to demonstrate relationships and harmony between reason and faith.
Europeans began to open more schools and universities which helped the growth of
science. During the Renaissance, humanist thinkers added to the growing list of European
scientific achievements. The age of exploration brought with it new charting and mapping
skills. As more of the world was explored, new information was gathered. As scientific
knowledge expanded so did an understanding of the natural world.
Suggested Activities:
Timeframe:
POW TIDE essay
organization, prewriting, graphic
organizers.
2 Days
Spiral:
7.66, 7.74
Sentence stems for
opinion writing: I
think, I feel, I prefer, I
believe, In my
opinion, etc.
Sentence stems for
supporting details
(providing evidence):
Because, For
instance, For
example, According
to the text, The
author states, etc.
Document-based
questions regarding
the results of
European
exploration:
http://www.49online
.org/webpages/adele
o/index.cfm?subpage
=1094747
Suggested Activities:
Discuss with students
the similarity
between the Muslim
influences on the
Renaissance, and the
Muslim influences on
the Scientific
Revolution.
Timeframe:
1 Day
Spiral:
7.1, 7.8,
7.39, 7.43
Standard:
The Enlightenment and
Scientific Revolution
7.60 Gather relevant
information from
multiple print and
digital sources
explaining the
significance of new
scientific theories, the
accomplishments of
leading figures
including Sir Frances
Bacon, Nicolaus
Copernicus, Rene
Descartes, Galileo
Galilei, Johannes
Kepler, and Sir Isaac
Newton, and new
inventions, including
the telescope,
microscope,
thermometer, and
barometer. (C, H)
I can…

Textbook
Pages:
Other
Resources:
248-253
Excerpts from
Galileo
Discovers the
Moons of
Jupiter by
Galileo Galilei
Excerpts from
The Principia
by Sir Isaac
Newton
Selected pieces
of the personal
correspondenc
e of Sir Isaac
Newton
The Scientific
Revolution: A
Brief History
with
Documents by
Margaret
Jacob
Use multiple
sources to
explain the
significance
of the
Scientific
Revolution
and its great
thinkers.
Central Ideas:
Prior to the Scientific Revolution claims about the natural world were not based on
observation and experimentation, but more on common sense. This resulted in a number
of false conclusions. The Scientific Revolution saw Europeans using math and science to
reach conclusions. This revolution challenged traditional ideas. A number of persons made
significant contributions to this revolution.
Nicolaus Copernicus was a Polish astronomer who challenged the Ptolemaic model of the
universe. Writing in his text On the Revolution of the Heavenly Spheres, Copernicus argued
that the sun, not the earth, was the center of the universe. Copernicus’ views were
challenged by the Church, as it disagreed with Church teachings. As a result, his writings
were only published as he was on his death bed.
German astronomer Johannes Kepler used math to support Copernicus’ theory. Kepler
also made corrections to Copernicus’ theory, proving that the planets revolve around the
sun. Kepler also proved that the planets revolved around the sun in ellipses, and that they
do not always travel at the same speed. Kepler’s achievements laid the foundation for the
modern study of astronomy.
Italian astronomer Galileo Galilei made the next great discovery of the Scientific
revolution. Galileo also supported the heliocentric model of the universe, which brought
him into conflict with the Church. His books were banned, he was convicted of heresy, and
he was forced to recant many of his statements. Galileo also challenged the long held
believe that heavier objects fall faster than those which are lighter. He argued that all
objects fall at a constant rate. He also believed that scientific instruments could aid in the
study of the natural world. Galileo improved on the current telescope and used it to prove
Copernicus’ theory. Galileo also developed new scientific instruments including the water
thermometer, allowing the measurement changes in temperature. He also built the first
barometer that measures air pressure.
Isaac Newton was an English mathematician who is credited with the discovery of gravity
and the laws of motion. Newton published his ideas in the Principia. Widely considered
the most important book in the history of modern science, the Principia explains the laws
of motion and demonstrates gravity as the force which binds the solar system together.
French scientist Rene Descartes published a book called Discourse on Method. In his book,
Descartes argued that mathematics is the source of scientific truth. He argued that correct
answers in math are always correct. He stated that math begins with the simplest of
concepts, and then applies logic and reason to build more complex truths. Descartes is
believed to be the founder of modern rationalism.
Standard:
The Enlightenment and
Scientific Revolution
7.61 Trace how the
main ideas of the
Enlightenment can be
traced back to such
Textbook
Pages:
354
Other
Resources:
The
Enlightenment:
History of an
Idea by
Vincenzo
English thinker Sir Francis Bacon believed that the unproven ideas of the past should be
put aside. He thought that to find truth one must examine only facts. He developed the
scientific method as a means of collecting and analyzing evidence.
Central Ideas:
The Enlightenment was a period of time in which European thinkers believed that they
could you reason as a means of uncovering truths. The Enlightenment is a culmination of
many historical periods, beginning with the classical civilizations of the Greeks and
Romans. Greek and Roman philosophers studied ethics, logic, rhetoric, etc. The
development of Christianity brought a heightened sense of ethics and morality to
philosophy. The scholastic thinkers of the Medieval period combined the thoughts of the
Suggested Activities:
Complete any
science experiment
that demonstrates
the principles of
Bacon, Copernicus,
Descartes, Galileo,
Kepler, and/or
Newton. Provide
students with a
demonstration and
explanation of the
thermometer and
barometer.
Timeframe:
3 Days
Spiral:
7.47, 7.48
Have students
research one or more
of the scientists
listed in the
standard. Students
use their research to
create a “resume”
for that scientist.
Have students write
a response to
Descartes’ famous
line “I think therefore
I am”
Have students create
a flipbook containing
quotes from the
thinkers of the
Scientific Revolution
listed in the
standard.
Suggested Activities:
Have students create
a graphic
organizer/flow chart
demonstrating the
progression of the
Timeframe:
1 Day
Spiral:
7.1, 7.8,
7.39, 7.43,
movements and epochs
as the Renaissance, the
Reformation, the
Scientific Revolution,
the Greeks, the
Romans, and
Christianity. (C, H, P)
Ferrone and
Elizabetta
Tarantino
classic philosophers and Christian belief together in an effort to synchronize the two. The
humanist philosophers of the Renaissance used reason to explain the world around them,
and brought the importance of the individual to the “debate.” The scholars of the
scientific revolution introduced the concepts defined as the scientific method to their
thought. Prior to this, conclusions by thinkers were generally arrived at by common sense.
Very little experimentation was carried out. The thinkers of the Enlightenment used
reason to arrive at their conclusions. They discovered that scientific laws and methods
could be used to explain human behavior. These thinkers tried to use reason to improve
government, claiming that there existed a “natural law” which could be applied to all
peoples and institutions.
main ideas of the
Enlightenment
present in the time
of the ancient Greeks
through the ages
leading up to the
epoch
Textbook
Pages:
Other
Resources:
Suggested Activities:
Timeframe:
Two Treatises
of Government
by John Locke
Venn Diagram
comparing Locke to
Montesquieu.
2 Days
356-357
Central Ideas:
John Locke was an English Enlightenment thinker who used the concept of natural law to
support the rights of citizens. Locke stated that government must be accountable to its
citizens. Locke wrote a book entitled Two Treatises of Government. In this book Locke
stated that government should be based on natural law and natural rights. Locke believed
that these rights included: life, liberty, and the right to own property. He believed that the
purpose of government was to protect its citizens. He argued that all governments were
based on a social contract between the government and the governed. Locke believed
that if the government violated natural rights that the people had the right to rebel and
create a new government. Locke was greatly influenced by the Glorious Revolution of
England. The Glorious Revolution began when James II took the throne of England. James
was Catholic and considered to be pro-French. James was forced to abdicate the throne,
and his daughter and son-in-law (William and Mary) were called to become the nation’s
monarchs. This revolution took place with little to no bloodshed. The Glorious Revolution
turned England into a constitutional monarchy. Laws were written by Parliament to limit
the power of the crown, and a bill of rights was passed.
I can…

Explain the
progression
of ideas
which led to
the
Enlightenmen
t
Standard:
The Enlightenment and
Scientific Revolution
7.62 Describe the
accomplishments of
major Enlightenment
thinkers, including
Locke and Charles-Louis
Montesquieu. (C, H)
I can…


The Spirit of
the Laws by
Charles-Louis
Montesquieu
Describe the
accomplishm
ents of John
Locke and
Charles-Louis
Montesquieu.
Explain the
influences of
Locke and
Montesquieu
upon modern
governments.
Standard:
The Enlightenment and
Scientific Revolution
7.63 Explain the origins
of modern capitalism,
the influence of
mercantilism, and the
cottage industry; the
The events of the Glorious Revolution inspired Enlightenment thinkers of France. At the
time, France was governed by an absolute monarchy, where all power rested in the hands
of the King. The French Enlightenment thinker Charles-Louis Montesquieu admired the
separation of power contained in the English government. He believed that by separating
the powers of government into different branches it could not become too powerful.
Montesquieu’s writings went on to inspire the framers of the U.S. Constitution.
Textbook
Pages:
Other
Resources:
336-338
The Wealth of
Nations by
Adam Smith
Central Ideas:
As Europeans created overseas empires, profitable trade emerged between homelands
and colonies. Also trade rivalries developed as European nations competed with one
another for access to resources. The wealth extracted by Spain and Portugal from their
colonies built a desire for other nations to do the same. Soon, an economic theory called
mercantilism arose. Mercantilism stated that a country’s power depended on its wealth.
Wealth was to be obtained by gaining access to gold and silver. To gain this wealth a
country must export more goods than it imports. Colonies too played a great role in
Spiral:
7.61
Class discussion on
the presence of
Locke and
Montesquieu’s ideas
in today’s political
world.
Have students read
selections of the U.S.
Constitution and the
Declaration of
Independence,
looking for elements
of Enlightenment
thinking.
Have students
discuss natural law
(Aquinas) v natural
law (Locke).
Suggested Activities:
Timeframe:
Mercantilism and the
Midas Touch Activity:
1 Days
http://msh.councilfor
econed.org/docume
nts/978-1-56183-
Spiral:
7.33, 7.41
elements and
importance of a market
economy in 17th
century Europe; the
changing international
trading and marketing
patterns; including
their locations on a
world map; and the
influence of explorers
and mapmakers. (C, E,
G, H, P)
mercantilism. Colonies were established to provide the home country with access to
resources. These resources were used as a means of production in the home country to
create goods available for export. Under mercantilism, a nation would own all resources
necessary for the means of production. These resources may have been found in the
home country, or abroad in its colonies. As mercantilism popularized, European nations
sought to establish colonies in all parts of the world. Europeans soon discovered that
overseas trade was a very risky and expensive endeavor. A single failure could financially
ruin the mission’s sponsor. As a result, many European merchants banded together to
form joint-stock companies. Through these organizations the cost and risk of a trade
mission was spread amongst its investors. Investors would buy stock in the company and
share in its cost, risk, and payout. The increase in trade, money, resources, and overseas
empires spurred the growth of capitalism.
I can…

Under a capitalist system business is privately owned and operated for profit. Often
referred to as a free market, or free enterprise system, capitalism allowed for sellers to
compete to supply goods to buyers who demanded them. The interplay of supply and
demand determined the price of goods. As capitalism grew, the prices of goods increased.
Also, there was a sharp increase in the money supply thanks to the influx of gold and silver
from the Americas. Finally, during this time there was a large increase in population,
leading to a higher demand for food. The higher prices of food led to great profits for
landowners and merchants. In the flourishing capitalist system, land was owned privately.
Thus individuals owning land benefited not only from their crops and profitable harvests,
but also from the buying and selling of land for gain. Under capitalism, farmers benefited
by working for landowners and making wages that enabled them to buy goods. Some
farmers saved money to purchase land for themselves, where they too could participate
in the budding free market system.


Define the
terms
capitalism,
mercantilism,
and cottage
industry.
Describe the
development
of capitalism.
Compare the
cottage
industry
system with
the feudalist
system of
economics.
As profits continued to increase from land use, some landowners forced the few
remaining peasants on their land and converted it into pastures. Landowners used this
land to raise sheep for wool. The wool trade had become increasing profitable. English
merchants had devised a clever means of making and selling the cloth made from wool.
Merchants bought wool at the lowest price possible from land owners. The merchants
then took this wool into local villages, where they paid villagers to spin it into cloth. The
merchants would then retrieve the cloth and take it to be dyed. Once dyed, the wool was
then sold at the highest possible price. Thus, merchants were able to produce cheaply,
and yield high profits. The people who wove this cloth in their homes participated in a
system known as the cottage industry. For the first time, labor and capital were
separated. This concept would be furthered later during the industrial revolution with the
development of the factory system. Soon, those who profited from the capitalist system
began to invest their money into other industries, applying the very same methods.
Overtime, these changes revolutionized economics. For the first time, nations moved
away from traditional economies and towards market economies. In these market
economies, the prices and distribution of goods was based on market competition, not
governments, guilds, or customs. Instead prices were set by the interplay of supply and
demand. In the air of free competition in the market place, merchants and skilled
craftsmen worked hard to become prosperous. This group became the first permanent
and established middle class, an essential part of any capitalist society.
758-8-activity-lesson22.pdf
Have students write
to compare the
cottage industry
system with the
manorial/feudalist
system of
production. Have
students draw
conclusions
regarding the next
step in more efficient
production (factory
system, assembly
line, moving
assembly line etc.)
Questions, Comments, Corrections: [email protected]