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Unit
Unit II: Expanding Zones of Exchange and
Encounter (500 – 1200 AD)
A.
B.
C.
D.
The Byzantine Empire
Islam
Africa
Tang & Song China
E. Medieval Europe
Enduring Understandings
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Themes
Belief Systems
Change
Culture and Intellectual Life
Human and Physical Geography
Movement of Peoples and Goods
Science and Technology
Time Frame: 31-45 days
Students will understand:
 The preservation of Greco-Roman culture within the Byzantine Empire.
 The Schism of 1054 A.D. and Orthodox Christianity
 Byzantine influence on the development of Russian culture.
 The basic beliefs, practices, and impact of Islam.
 The continued preservation and expansion of Greco-Roman intellectual and cultural achievements within Islamic society.
 The influence of geographic factors on the development of African civilizations.
 The cultural and religious practices and beliefs of indigenous African societies.
 The political, economic and social impact of maritime and trans-Saharan trade on African kingdoms.
 The causes and effects of Bantu migrations in central and southeastern Africa.
 The cultural achievements of Ghana and Mali.
 The achievements and contributions of the Tang and Song Dynasties and their influence on eastern and western societies.
 How cultural and social practices in Tang and Song China reveal attitudes towards women and their role in society.
 The effects of tribal invasions on western Europe.
 The structure and effect of the feudal system on Europe.
 The causes and long term effects of the Crusades.
 The social, political and cultural impact of the Roman Catholic Church.
 The social, political and economic causes of the fall of feudalism.
Essential Questions:
1.
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5.
6.
Does cultural diffusion promote or destroy culture?
What causes a society to rise or fall?
Do the arts reflect society or does society influence the arts?
Are the most technologically advanced societies the most civilized?
Does power corrupt?
What are the push/pull factors of migration?
Standards
New York State Social Studies Standards:
Standard 2, World History
Standard 3, Geography
Performance Indicators
Students will know and be able to:
2.1 - define culture and civilization, explaining how they developed and changed over time
2.3 - analyze historic events from around the world by examining accounts written from different perspectives
2.4 - understand the broad patterns, relationships, and interactions of cultures and civilizations during particular eras and across eras
2.5 - analyze changing and competing interpretations of issues, events, and developments throughout world history
2.9 - explain the importance of analyzing narratives drawn from different times and places to understand historical events
2.10 - investigate key events and developments and major turning points in world history to identify the factors that brought about change and long
term effects of these changes
2.11 - analyze the roles and contributions of individuals and groups to social, political, economic, cultural, and religious practices and activities.
2.12 - explain the dynamics of cultural change and how interactions between and among cultures has affected various cultural groups throughout the
world
2.15 - interpret and analyze documents and artifacts related to significant developments and events in world history.
3.1 - understand how to develop and use maps and other geographic representations to display geographic issues, problems, and questions
3.4 - understand the development and interactions of social, cultural, political, economic, and religious systems in different regions of the world
3.6 - explain how technological change affects people, places, and regions
3.8 - locate and gather geographic information from a variety of primary and secondary sources
Targeted Skills
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Map Reading/Interpretation
Chart Reading
Vocabulary Development
Essay Writing:
• Thesis Statement
• Paragraph Development
• Document Analysis (summation, outside
Sub Unit A:
The Byzantine Empire
Time Frame: 3-5 days
Scope
A. Byzantine Empire (330-1453 AD)
a. Human and physical geography
b. Achievements (law—Justinian Code, engineering, art, and commerce)
c. The Orthodox Christian Church
d. Political structure and Justinian Code
e. Role in preserving and transmitting Greek and Roman cultures
f. Impact on Russia and Eastern Europe
B. Early Russia
a. Human and physical geography
b. Trade
c. Kiev
d. Russian Orthodox Church
Text
Ch 9.1, 9.2, 9.3
Theme
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Government: How did Justinian organize his government and code of law?
Culture and Intellectual Life: How was the Byzantine Empire able to preserve and spread Greek and Roman knowledge and culture?
Movement of people and goods: What influence did the Byzantine empire have on Russia and other areas of Eastern Europe
Belief Systems: What was the significance of the Orthodox Christian Church in the Byzantine empire and Russia
Key Questions
 After it falls, what impact does a civilization have on history?
 How do physical and human geography affect people, places and regions?
Vocabulary and Key People
 Bosporus Strait
 Hagia Sophia
 patriarch
 Constantinople
 iconoclast
 schism
 Cyrillic
 icons
 slavs
 czar (tsar)
 Justinian Code
 Vikings
 Eastern Orthodoxy
 Kiev
People:
 Justinian
 Theodora
Focus Questions
 What specific geographic factors led to the success of Constantinople as a center of trade activity, cultural diffusion, and military defense?
 How did Emperor Justinian adapt Roman law for use by the Byzantines?
 What similarities do you see between Justinian’s Code and the Law Code of Hammurabi?
 What contributions did the Byzantines make in the fields of engineering, art, commerce, and law?
 In what ways were the Roman and Byzantine Empires connected?
 In what ways was the Eastern Orthodox Church similar to the Roman Catholic Church? In what ways were they different? Why did the
schism between these two branches of Christianity occur?
 To what extent did the Byzantine Empire have a centralized government?
 Was this system similar to or different from the feudal system that evolved in Europe during the Middle Ages?
 In what ways was the Byzantine political system similar to or different from the feudal system that developed in Europe?
 What role did Constantinople play in the Crusades?
 In what ways was the fall of Constantinople to the Turks in 1453 a turning point in world history?
 What role did the Byzantine Empire play in the preservation and transmission of Greek and Roman knowledge and culture? What was
preserved? How was it preserved?
 What impact did the fall of Constantinople to the Turks have on Western Europe? Asia? Africa?
Primary Sources/Resources
Internet Medieval Sourcebook
 Code of Justinian
 Justinian and the Nika Revolt
 Contract of Marriage
 In Defense of Icons
 Ecclesiastical History
 Plague of Constantinople
 Farmers Laws
Teacher Created Lesson Plans/Lesson Ideas
Chart on the Rise and Fall of Empires
Assessments
NYS Thematic:
NYS DBQ:
Other:
Sub Unit II: Islam
Time Frame: 7-10 days
Scope
A) The spread of Islam to Europe, Asia, and Africa
1) Human and physical geography
2) Organizational structure
3) The development of Islamic law and its impact
4) Social class: women and slavery in Muslim society
5) Position of “people of the book”
6) The golden age of Islam
(a) Contributions to mathematics, science, medicine, art, architecture, and literature
(b) Role in preserving Greek and Roman culture
(c) Islamic Spain
7) Trade
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Text
Ch 10.1, 10.2, 10.3
Themes
Belief Systems: What are the characteristics of the major religions? How are they similar and different?
Culture: How did major religions affect cultures?
Movement of people and goods: How did belief systems spread over large areas?
Diversity: What lands and peoples came under Muslim rule?
Economic Systems: What was the importance of trade in the Muslim empires?
Culture and Intellectual Life: What achievements did Muslim society produce in the arts and sciences?
Interdependence: How did Islamic civilization interact with Christian Europe?
Key Questions
• How are the concepts of time and place vital to the understanding of history?
• How do the movements of people and ideas (cultural diffusion) affect world history?
Vocabulary and Key People
 geometric art
 five pillars
Terms:
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Golden
Age
of
Islam
 hajj
 algebra
 House of Wisdom
 Hegira
 Arabian Penninsula
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Islam
 jihad
 astrolabe
 medical encyclopedias
 ka’aba
 Baghdad
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Muslims
people of the Book
Qur’an
Ramadan
Shari’ah
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Bedouin
caliphate
calligraphy
geographic extent of
Islamic Empires
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oasis
Belief Systems Terms:
 Allah
 Dome of the Rock
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Koran
Medina
mosque
Muhammad
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Shia
Sunni
umma
Focus Questions
In what ways are Islam, Christianity, and Judaism similar? In what ways are they different? •
What was the political organizational structure of the early Islamic Empire?
Why did Africans, Asians, and Europeans convert to Islam?
What was the basis for Islamic law?
How did Islam link Eastern and Western cultures? • What was the status of women under Islamic law? How did this status differ from the
status of women in other societies in Western Europe? •
How would you describe traditional Muslim views regarding jihad, equality, Muhammad, slavery, trade and commerce, and People of the
Book?
During the Golden Age of Islam, what contributions were made to global history by Muslims in the areas of mathematics, science, medicine,
art, architecture, and literature? How do Islamic art and architecture reflect a blend of many different cultures? • In what ways did
Islam preserve Greek and Roman culture? •
Why was it possible for Muslims, Christians, and Jews to trade and mingle freely in cities like Cordova and Malaga during the Golden Age
of Islam?
What roles did trade, conquest, and missionaries play in the spread of Islam?
Primary Sources/Resources
Medieval Sourcebook: Islam
Teacher Created Lesson Plans/Lesson Ideas
NYS Thematic:
Belief Systems 06.08 – Practices & Influences
Change: Philosophers and Leaders 01.06 – Muhammad
Change: Individuals Who Have Changed History 01.04 –
Muhammad
Change: Individuals 08.02 – Muhammad
Science and Technology 08.00 – Astrolabe
Assessments
NYS DBQ:
Other:
Sub Unit III: Africa
Time Frame: 3-5 days
Scope
B) Rise and fall of African civilizations: Ghana, Mali, Axum, and Songhai empires
1) Human and physical geography
2) Organizational structure
3) Contributions
4) Roles in global trade routes
5) Spread and impact of Islam— Mansa Musa
6) Timbuktu and African trade routes
Text
Ch 11.1, 11.2, 11.2, 11.3
Themes
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Geography: How did the geography of Africa encourage the development of diverse civilizations.
Movement of Peoples and Goods: What links did Africa have with global trade routes
Power: What factors contributed to the rise and fall of powerful kingdoms in Africa?
Culture: How did traditional art and literary forms reflect the beliefs of the African peoples?
Key Questions
How do the movements of people and ideas (cultural diffusion) affect world history?
What impact do regional and global trade networks have on world cultures?
To what extent do the concepts of justice and human rights differ across time and place?
Vocabulary and Key People
 Great Rift Valley
 scarcity
Terms:
 Great Zimbabwe
 Songhai
 Bantu
 griot
 Swahili
 clan
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location
of
African
kingdoms
 terrace farming
 cosmopolitan
 Mali
 Timbuktu
 desertification
 savanna
 topography of Africa
 Ghana
Belief Systems Terms:
 ancestor worship
 animism
People:
 Ibn Battuta
 Mansa Musa
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gold-salt trade
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Focus Questions
How did the physical geography shape the development of Africa?
What roles did women play in early African civilizations? Were some of these societies matriarchal?
What was life like in West Africa before the trans-Atlantic trade?
In what ways does traditional art, like Benin bronzes, reflect the beliefs of African kingdoms?
What was the Benin kingdom’s attitude toward slavery?
What role did African kingdoms play in overland and maritime trade routes of the era?
How did Islam affect African kingdoms?
How did the introduction of foods from Asia and the Americas raise the standard of living in Africa?
What were the short-term and long-term impacts of the trans-Atlantic Slave trade on Africa, the Americas, and Europe?
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Primary Sources/Resources
Ibn Battuta: Travels in Asia and Africa 1325-1354 http://www.fordham.edu/halsall/source/1354-ibnbattuta.html
Leo Africanus: Description of Timbuktu (1526) translated by Paul Brians.
Leo Africanus on Timbuktu in the 16th century
The Songhay Empire According to Ta’rîkh al-Fattâsh, Ta’rîkh as-Sûdân and Leo Africanus.
Teacher Created Lesson Plans/Lesson Ideas
NYS Thematic:
 Geography 01.09 – Geographic Feature & Cultural
Diffusion
 Belief Systems 06.08 – Practices & Influences
 Political Change 06.07 – Mansa Musa
 Movement of People & Goods: Trade 08.06 – Trans
Saharan Trade
 Human & Physical Geography 08.03 – Gold Salt
Trade
 Geography & Society 06.02 – Terrace Farming
 Geography 01.02 – Regular Coastline of South Africa
Assessments
NYS DBQ:
Other:
Sub Unit IV: T’ang & Song China
Time Frame: 3-5 days
Scope
Text
C) Tang and Song Dynasty (618-1126 A D )
1) Human and physical geography
2) Contributions
3) Chinese influence on Korea and Japan
4) Cultural flowering
5) Growth of commerce and trade
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Ch 12.1
Theme
Political Systems: How did the Tang Dynasty unite China and keep it strong?
Economic Systems: How did the Tang and Song rulers help the economy to flourish?
Culture and Intellectual Life: What were3 the Tang and Song dynasties’ contributions to the arts and architecture?
Movement of People and Goods: How did the Tang and Song china influence Japanese culture?
Key Questions
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How do physical and human geography affect people, places and regions?
What impact do regional and global trade networks have on world cultures?
To what extent is life a struggle between continuity and change?
Vocabulary and Key People
abacus
 footbinding
 meritocracy
 Song
alchemy
 Grand Canal
 movable type
 T’ang
block printing
 gunpowder
 porcelain
civil service exam
 magnetic compass
Focus Questions
During the period 618-1126, where was population concentrated in China? Cite geographic reasons for this concentration.
To what extent was China isolated from and connected to other regions during the Song Dynasty? What were the effects of these contacts?
During the Tang and Song dynasties, most Chinese worked the land as peasants. What was life like for rural peasants?
Why is the Tang Dynasty referred to as a golden age?
In what ways did Chinese culture affect the cultures of Korea and Japan?
What role did women play in the Tang and Song dynasties? What leisure activities were available to upper-class women?
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With whom did the Chinese trade during the Song Dynasty? Describe what was traded and how.
Primary Sources/Resources
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Tang Painting of Maids: Fresco Quianling Mausoleum
Sui/Tang and Song Dynasties
Teaching the Golden Age of Chinese Archaeology
China
 http://www-chaos.umd.edu/history/imperial2.html
 http://library.thinkquest.org/16325/c-son.html
 http://worldhistoryconnected.press.uiuc.edu/1.2/peterson.html
India, China, and Japan
 http://www.fordham.edu/halsall/eastasia/eastasiasbook.html#Imperial%20China
Visuals
 http://academic.brooklyn.cuny.edu/core9/phalsall/images/sungmap.jpg
 http://academic.brooklyn.cuny.edu/core9/phalsall/images/tangcoin.jpg
 http://www.aa2sbu.org/aaezine/images/S/SongDynastyBridgeScroll.gif
Maps
 http://acc6.its.brooklyn.cuny.edu/~phalsall/chinamap.html
The Metropolitan Museum of Art: Timeline of Art History
 http://www.metmuseum.org/toah/splash.htm?HomePagLink=toah_1
Music from the Tang Dynasty
 http://www.musicfromchina.org/
Teacher Created Lesson Plans/Lesson Ideas
The Tang Dynasty: Lasting Achievements
Assessments
NYS Thematic:
NYS DBQ:
Other:
Sub Unit V: Medieval Europe
Time Frame: 15-20 days
Themes
Scope
D) Medieval Europe (500-1400)
1) Human and physical geography
2) Frankish Empire—Charlemagne
3) Manorialism
4) Feudalism
(a) Social hierarchy and stratification
(b) Role of men and women
5) Spiritual and secular role of the Church
6) Monastic centers of learning
7) Anti-Semitism
8) Art and architecture
E) Crusades
1) Causes
2) Impacts on Southwest Asia ,Byzantium, and Europe
3) Perspectives
4) Key individuals—Urban II, Saladin, and Richard the Lion- Hearted
F) Global trade and interactions
1) Resurgence of Europe
(a) Hanseatic League and Italian city-states
(b) Trade fairs and towns
(c) Medieval guilds
(d) Commercial revolution
Themes
Middle Ages
Interdependence: What duties and responsibilities guided peoples’ lives in medieval Europe?
Political Systems: What role did individual citizens play in medieval feudal systems?
Economic Systems: How did manorialism provide for people’s basic needs?
Belief systems: What role did the church play in medieval society?
The Crusades
Imperialism: Why did Christians and Muslims engage in the Crusades?
Text
Ch 7.1, 7.2, 7.3, 7.4
8.1, 8.2, 8.3, 8.4
Change: What effect did the Crusades have on the economy of Europe?
Power: How did the Crusades affect the power of the Church and the feudal lords?
Culture: How did the Crusades expands Europeans’ view of the world?
Global Trade (European Resurgence)
Interdependence: What factors led to increased global trade from the 1200s to the 1500s?
Movement of people and goods: What were some of the major trade centers and trade routes from the 1200s to the 1500s?
Urbanization: Why did cities grow in importance?
Change: How did the plague affect the world socially, economically and politically?
Key Questions
 After it falls, what impact does a civilization have on history?
 How are economic systems structured to meet the needs and wants of different societies?
 What assumptions do different groups hold about power, authority, governance, and law?
 How does the individual influence world events?
 Are conflicts between nations and/or people inevitable?
 Do belief systems unite or divide people?
 How do the movements of people and ideas (cultural diffusion) affect world history?
Vocabulary and Key People
Terms:
 fief
 longbow
 self-sufficient
 bishop
 flying buttress
 knight
 serf
 Black Death
 Franks
 manorialism
 tithe
 Bubonic Plague
 geographic extent of the
 monastery
 vassal
Black Death
 castle
 monk
People:
 Catholic Inquisition
 gothic
 Moors
 Charlemagne
 chivalry
 guild
 noble
 Joan of Arc
 commercial revolution
 Hanseatic League
 oral history
 Urban II
 Crusades
 heresy
 pope
 epidemic
 Holy Land
 Reconquista
 feudalism
 Holy Roman Empire
 sacraments
 Hundred Years War
Focus Questions
 Why did intensive land use during the Middle Ages have a significant impact on the environment?
 Why did Charlemagne play an important role in European history?
 Why was feudal Europe considered an example of political decentralization?
 How did feudal practices of law differ from what you learned about Hammurabi’s Code? The Roman Law of Twelve Tables? What
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similarities do you see?
What social inequalities existed in the feudal system? Why do you think these inequalities would have far-reaching consequences?
What were the roles of men and women in western medieval societies?
In what ways did the Roman Catholic Church become more influential in Western Europe after the fall of Rome in the 5thCentury? What
spiritual and secular roles did the Roman Catholic Church have?
What important economic and social contributions did Jews make to medieval European societies? Why were Jews needed? Why were
Jews targeted for persecution?
What is anti-Semitism, and what examples of anti-Semitism during the Middle Ages can you name and explain?
What were the causes and results of the Crusades of the late 11th – 13thcenturies?
What was the importance of Jerusalem, Constantinople, and Venice to the Crusades?
How did the Crusades impact:
A) the role of the Catholic Church
B) feudalism
C) trade and commerce
D) the Italian city-states
E) East/West relations
F) knowledge of science and technology
G) economic systems
In what ways did the Crusades bring about the European Renaissance
What impact did the Mongols have on the Crusades?
Why were the Crusades viewed differently by Eastern Orthodox Christians, Roman Christians, and Muslims?
Why did the following groups of people participate in the Crusades?
A) Lords
B) vassals
C) knights
D) kings
E) children
What were the roles of Urban II, Saladin, and Richard-the-Lion-Hearted in the Crusade
What was the role of guilds in this economic system?
What was the relationship between the rise of capitalism and the decline of feudalism?
What role did a class of merchants and bankers play in the rise of capitalism?
In a market economy, how does the system determine what goods and services are to be produced and in what quantities and for whom?
How did a capitalist economy change the way men and women worked?
What goods were being traded within Europe and between Europe and the rest of Afro-Eurasia? Why?
Outside of Europe, what were the major Afroeurasian trading centers?
Primary Sources/Resources
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End of Rome
Byzantium
Islam
Roman Church
Early Germans
Celtic World
Carolingians
10C Collapse
Economic Life
Crusades
Empire & Papacy
France
England
Celtic States
Iberia
Italy
Intellectual Life
Medieval Church
Jewish Life
Social History
Sex & Gender
States & Society
Teacher Created Lesson Plans/Lesson Ideas
NYS Thematic:
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Change 01.08 – Nonpolitical Revolutions
Movement of People & Goods: Trade 08.06 –
Mediterranean Trade or Hanseatic League
Conflict: Threatened Peace 06.06 – Crusades
Economic Systems 08.04 – Manorialism
Assessments
NYS DBQ:
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Turning Points 06.09 – Middle Ages/Crusades
(3 Documents)
Economic Systems 06.07 – Manorialism (3
Documents)
Wars 06.05 – Crusades (2 Documents)
Other:
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Change 06.04 – Turning Points
Change: Turning Points 08.01 – Commercial
Revolution
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Epidemics 08.04 – Black Death (3 Documents)