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Dickson County 7th Grade Social Studies Pacing Guide Table of Contents: Page 1 Suggested Pacing Calendar: Page 2 Links to helpful websites and primary sources: Pages 3-5 Pacing guide: Pages 6-55 o Standard/I can statement: Each standard is listed, and at least one suggested “I can statement” has been provided. o 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. o 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 Su Mo Tu We Th September 2015 Fr October 2015 November 2015 Sa Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa 1 1 2 3 4 5 1 2 3 1 2 3 4 5 6 7 2 3 4 5 6 7 8 6 7 8 9 10 11 12 4 5 6 7 8 9 10 8 9 10 11 12 13 14 9 10 11 12 13 14 15 13 14 15 16 17 18 19 11 12 13 14 15 16 17 15 16 17 18 19 20 21 16 17 18 19 20 21 22 20 21 22 23 24 25 26 18 19 20 21 22 23 24 22 23 24 25 26 27 28 23 24 25 26 27 28 29 27 28 29 30 25 26 27 28 29 30 31 29 30 30 31 December 2015 January 2016 Su Mo Tu We Th Fr Sa 1 2 3 4 5 Su Mo Tu We Th February 2016 Fr Sa 1 2 Su Mo Tu We Th March 2016 Fr Sa Su Mo Tu We Th Fr Sa 1 2 3 4 5 1 2 3 4 5 6 6 7 8 9 10 11 12 3 4 5 6 7 8 9 7 8 9 10 11 12 13 6 7 8 9 10 11 12 13 14 15 16 17 18 19 10 11 12 13 14 15 16 14 15 16 17 18 19 20 13 14 15 16 17 18 19 20 21 22 23 24 25 26 17 18 19 20 21 22 23 21 22 23 24 25 26 27 20 21 22 23 24 25 26 27 28 29 30 31 24 25 26 27 28 29 30 28 29 27 28 29 30 31 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 Su Mo Tu We Th May 2016 Fr Sa Su Mo Tu We Th Fr Sa 1 2 1 2 3 4 5 6 7 3 4 5 6 7 8 9 8 9 10 11 12 13 14 10 11 12 13 14 15 16 15 16 17 18 19 20 21 17 18 19 20 21 22 23 22 23 24 25 26 27 28 24 25 26 27 28 29 30 29 30 31 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 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 Africa 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 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 http://www.history.com/topics/samurai-and-bushido http://www.kidspast.com/world-history/0257-heian-era.php Medieval Europe 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 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 http://mayas.mrdonn.org/ http://incas.mrdonn.org/ http://science.nationalgeographic.com/science/archaeology/ancient-civilizations/ http://www.history.com/topics/aztecs http://www.pbs.org/opb/conquistadors/home.htm The Scientific Revolution and the Enlightenment 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: 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]