Section 1 Unit Title. Social Studies Unit Structure. Byzantine Empire, Early Russia, and Islam. Grade Level

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1 Social Studies Unit Structure Section 1 Unit Title Grade Level Rationale / Abstract A) Essential question to be explored B) How and why the unit will be used? C) Why is the unit significant/relevant? D) How does the unit meet state and national standards Focus questions for the Unit (4 maximum). Section 2 Unit Goals (larger learnings from the focus questions and vice versa) a) What will students understand as a result of this unit (Wiggins and McTighe levels of understanding). Key concepts w/ definitions (min- 6) Byzantine Empire, Early Russia, and Islam 9 th and 10 th A. Why did the Eastern half of the Roman Empire (Byzantine Empire) survive the fall and what influences (geographic, social, etc.) and strengths allowed this? a. How did the Islamic World impact the Byzantine Empire and Early Russia militarily, governmentally, and economically? B. This unit follows the unit on the Roman Empire and is before the unit on the Middle Ages. This unit sets up later study of the Russians as well as the people in the area controlled by the Byzantine Empire and later study of world religions a. This unit follows the unit on the Byzantine Empire and Early Russia and comes before the unit on the Middle Ages. This unit is important because Islam is a major aspect of world history and continues to be important through history C. The Byzantine Empire is important because of its impact on the Eastern half of the world and its influence on many other cultures a. The Foundation and spread of Islam is important because it s one of the major world religions and plays a major role in world history D. Covers WHI.7 and 8 of the SOL while reviewing SOL standards on the Roman Empire a. Covers WHI.9 of the SOL while presenting SOL information that will be important later in history 1. What were the short and long term causes of the Byzantine Empire s continued success after the fall of the Roman Empire? 2. How did the Byzantine Empire influence Early Russian government? 3. How did the use of marriage strengthen the Byzantine Empire? 4. How did the spread of Islam affect the Byzantine Empire? Roman Catholic vs. Eastern Orthodox Church and their impact on later civilizations Governments of Byzantine Empire, Early Russia, Mongols, Islam, etc. Rise and fall of empires (Roman and Byzantine) Scientific, art, and architectural contributions of Byzantine, Russian, and Islamic civilizations Geographic influences on civilizations (Byzantine, Russian, and Islamic) Byzantine Empire Eastern half of the Roman Empire which split in 395 CE Mongols nomadic warlike tribe that lived north of China Golden Horde European name for the Mongols because of their gold colored tents

2 Christian Church the Christian Church divided because of its many disagreements including thoughts on the clergy, icons, leadership, and trinity Legal Reform changing the legal system; Justinian s legal reform contribution was the Code of Justinian Greco-Roman Culture Byzantium was a blend of Greek and Roman cultures, allowing the preservation of the blended culture in libraries, architecture, and art Rus Scandinavians who came to Eastern Europe and ruled over the Slavs Mongols nomadic warring culture with armies that were highly skilled in the use of massed firepower, rapid movement, and maneuvers Third Rome Another name for Moscow. Moscow would become the spiritual light of Christian orthodoxy Islam religion based on the central beliefs that there is only one God (monotheism), and that each believer must obey God s will. Holy book is the Qur an Sunni vs. Shi a Significant disagreement between various Muslim factions during the Caliphate Crisis in the mid-7 th century led to a split. Sunnis support Sunna as the heir to Muhammad s rule while Shi ahs believe that Ali was the rightful heir The Five Pillars of Islam Profession of Faith There is no god but Allah and Muhammad is his prophet; Daily Prayer Salah includes a series of 5 daily prayers; Alms-Giving/Charity annual tithing of 2.5% of all personal wealth to aid the poor and those in need; Ritual Fast of Ramadan Sawm is a ritual fast where nothing is consumed from sunrise to sunset; Pilgrimage Hajj is a religious journey to Mecca that all Muslims must make at least once in their life Section 3- Connecting Instruction /UBD (input your UBD template) Stage 1 Desired Results Established Goals: G Students will be able to compare and contrast differences in the Eastern and Western Roman Empire including causes of the Great Schism, differences in geographic landmarks that influenced trade and protection, differences in government and leadership, etc. Students will then use these civilizations in comparison to Eastern Europe and the Russians as well as the Islamic world. Understandings: U (begin with SOL curriculum frameworks) Students will understand that The capital of the Eastern Roman Empire was moved to Constantinople to provide political, economic, and military advantages Justinian provided the basis for the law Essential Questions: Q (Curriculum framework-but you own slant) How did geography impact Constantinople s success? How did Constantinople differ from Rome? What were the advantages of Constantinople? How did Justinian impact the Byzantine legal system? What are some of the major characteristics of Byzantine art? What was special about the Hagia Sophia and how did Byzantine architecture influence Russian and Muslim

3 codes of Western Europe Under Justinian, the Byzantine Empire reached its height in culture and prosperity As the first to codify Roman law, Justinian provided the basis for the law codes of Western Europe Greek Orthodox Christianity and imperial patronage enabled the Byzantine Empire to develop a unique style of art and architecture The revelations of Muhammad form the basis of the Islamic religion, a monotheistic faith Muhammad and his followers spread Islam Islamic traditions and customs developed over centuries and created a distinctive Muslim culture In the first 3 centuries after Muhammad s death, Muslim rule expanded rapidly, overcoming geographic barriers, and facilitated by weakened political empires Political unity and the Arabic language facilitated trade and stimulated intellectual activity Major historical turning points marked the spread and influence of Islamic civilization Early Islamic civilization was characterized by achievements in science and the arts that transformed that Islamic world and contributed to world civilization architecture? What were some of the major differences that led to the split in the Christian Church? What were the characteristics of the Roman Catholic Church? The Eastern Orthodox Church? How did icons impact the Christian Church? How did the religion and culture of the Byzantine Empire affect Russia and Eastern Europe? Why did the Byzantine Empire have so much influence on religion, culture, and trade in Russia and Eastern Europe? How did the Russians come to be the most powerful Slavic group in Eastern Europe? What have you learned from the Byzantine Empire Unit? How did geography impact the Slavs/Early Russians? Was religion important to the Kievan Russians? How was Kievan Russia s government similar to the Byzantine Empire s? Why did the Byzantine Empire have so much influence on religion, culture, and trade in Russia and Eastern Europe? Where did the Islamic religion originate? Where did it spread? What are the beliefs, traditions, and customs of Islam? How did geography influence the rapid expansion of territory under Muslim rule? Hoe did political and cultural geography facilitate trade and cultural activity in the early Islamic lands? What were some major historical turning points that marked the spread and influence of Islamic civilization? How did Islamic civilization preserve and extend ancient Greek, Persian, and Indian learning? What were some contributions of Islamic civilization? Students will know K Students will be able to S (D) (begin with SOL curriculum frameworks) (begin with SOL curriculum frameworks) Location of Constantinople Maps, globes, artifacts, and pictures Role of Constantinople Geographic features Emperor Justinian Human migration and cultural interaction Byzantine achievements in art and architecture Byzantine Culture Impact of economic forces (taxation, trade, etc.) Eastern Church/Western Church Division between Eastern and Western Churches Influence of Byzantine culture on Eastern Europe and Russia Stage 2 Assessment Evidence Performance Tasks: T Byzantine Empire Quiz Byzantine Empire Test Vocabulary Worksheets Early Russia and the Mongols Quiz (Islam) Other Evidence: Byzantine Empire Mapping Activity Questioning/Discussion Popcorn Review Anticipation Guide Concept Mapping Vocabulary BINGO Arabian Peninsula Activity OE

4 Stage 3 Learning Plan Learning Activities: Timeline Venn Diagram Frame What sequence of teaching and learning will equip students to engage with, develop and demonstrate the desired understandings? List the key teaching and learning activities in sequence. Can you identify/code each entry with the appropriate initials of the WHERETO: 2/2 Mapping Activity of Byzantine Empire -- Popcorn Review of geography and Justinian 2/3 Byzantine Art comparison looking for characteristics of Byzantine art -- Exit slips to gauge student learning about Byzantine art and architecture 2/6 of Great Schism 2/7 Anticipation Guide (Before and After) to gauge student learning throughout the lesson 2/8 Concept Mapping to review for Byzantine Empire Unit Test --Vocabulary BINGO to review unit vocab words 2/9 Byzantine Empire Test to assess learning on Byzantine Empire 2/10 Sheet #1 to take notes on geography, people, and Kievan Russia 2/13 Sheet #2 to take notes on Attacks on Kiev and the Rise of Moscow 2/14 Concept Mapping to review for Early Russia and the Mongols Quiz 2/15 Arabian Peninsula Map Activity to analyze geographic features that may have impacted success in the region 2/16 Venn Diagram and to compare and contrast the two sides of Islam Sunni and Shi a 2/17 Mapping Activity of the spread of Islam 2/20 Islam Timeline Activity to review information on Islamic World 2/21 Frame for important information about Traders, governments, and society 2/22 Group work for scientific and art contributions 2/23 Concept Mapping for test review 2/24 Islam Unit Test to assess knowledge gain from unit L UBD Template continued Stage 1 Desired Results Established Goals: G? Understandings: (begin with SOL curriculum frameworks) Students will understand that U Essential Questions: Q (Curriculum framework-but you own slant)

5 Students will know K Students will be able to S (D) (begin with SOL curriculum frameworks) (begin with SOL curriculum frameworks) Greek and Roman traditions were preserved in the Byzantine Empire The cultural and political differences between the Eastern and Western Roman Empires weakened the unity of the Christian Church and led to its division Byzantine civilization influenced Russian and Eastern European civilizations through its religion, culture, and trade Stage 2 Assessment Evidence Performance Tasks: Byzantine Empire Quiz Byzantine Empire Test Vocabulary Worksheets Stage 3 Learning Plan Learning Activities: T Other Evidence: Byzantine Empire Mapping Activity Questioning/Discussion Popcorn Review Anticipation Guide Concept Mapping Vocabulary BINGO What sequence of teaching and learning will equip students to engage with, develop and demonstrate the desired understandings? List the key teaching and learning activities in sequence. Can you identify/code each entry with the appropriate initials of the WHERETO: 2/2 Mapping Activity of Byzantine Empire -- Popcorn Review of geography and Justinian 2/3 Byzantine Art comparison looking for characteristics of Byzantine art -- Exit slips to gauge student learning about Byzantine art and architecture 2/6 of Great Schism 2/7 Anticipation Guide (Before and After) to gauge student learning throughout the lesson 2/8 Concept Mapping to review for Byzantine Empire Unit Test --Vocabulary BINGO to review unit vocab words 2/9 Byzantine Empire Test to assess learning on Byzantine Empire 2/10 Sheet #1 to take notes on geography, people, and Kievan Russia 2/13 Sheet #2 to take notes on Attacks on Kiev and the Rise of Moscow 2/14 Concept Mapping to review for Early Russia and the Mongols Quiz 2/15 Arabian Peninsula Map Activity to analyze geographic features that may have impacted success in the region 2/16 Venn Diagram and to compare and contrast the two sides of Islam Sunni and Shi a 2/17 Mapping Activity of the spread of Islam 2/20 Islam Timeline Activity to review information on Islamic World 2/21 Frame for important information about Traders, governments, and society 2/22 Group work for scientific and art contributions 2/23 Concept Mapping for test review 2/24 Islam Unit Test to assess knowledge gain from unit OE L WHERETO W = Where is the unit or lesson headed, and why? H = Hook the students interest and hold it. E = Experience learning activities that foster attainment of the performance objectives. R = Reflect, rethink, revise. E = Evaluate progress through self-assessment. T = Tailor instruction to meet student needs.

6 O = Organize instruction to optimize understanding. What sequence of teaching and learning will equip students to engage with, develop and demonstrate the desired understandings? Use the following page to list the key teaching and learning activities in sequence. Code each entry with the appropriate initials of the WHERETO as best you can. (Also think about how you will order these strategies to support your chronology of instruction) 1. W - This unit is leading into a unit on the Early Middle Ages. This sets up the next unit by providing information about the Byzantine Empire, Early Russians and Mongols, and the spread of Islam. Mongols are featured in the later Middle Ages so they are important to discuss before. Islam continues to spread through history and the Byzantine Empire is important in later history. 2. H The class that begins with the Byzantine art comparison and characteristics to hook the students interest in the bell work activity. 3. E The unit has activities that foster learning attainment. These activities include exit slips, concept maps, interactive notebook, mapping activities, and note taking. 4. R The Anticipation Guide activity allowed students to reflect on what they had learned from the homework the night before, rethink the information throughout the lesson, and revise their thoughts in the after section of the Guide. 5. E Students are given the opportunity to redo their vocabulary or in class activities if they feel they did not complete them to the best of their abilities. 6. T The instruction is tailored to students by having different tiers of assignments for the students. The Honors level class has extra assignments. 7. O - The instruction is organized in a chronological plan. This allows the students to understand the flow of events and set up the next unit in a timeline.

7 If the desired results is For learners to Alignment: The logic of Backward Design (What do the desired results imply?) Stage 1 Stage 2 Stage 3 Understand that U Roman Catholic vs. Eastern Orthodox Church and their impact on later civilizations Governments of Byzantine Empire, Early Russia, Mongols, Islam, etc. Rise and fall of empires (Roman and Byzantine) Scientific, art, and architectural contributions of Byzantine, Russian, and Islamic civilizations Geographic influences on civilizations (Byzantine, Russian, and Islamic) The capital of the Eastern Roman Empire was moved to Constantinople to provide political, economic, and military advantages Justinian provided the basis for the law codes of Western Europe Under Justinian, the Byzantine Empire reached its height in culture and prosperity As the first to codify Roman law, Justinian provided the basis for the law codes of Western Europe Greek Orthodox Christianity and imperial patronage enabled the Byzantine Empire to develop a unique style of art and architecture And thoughtfully consider the questions Q What were the short and long term causes of the Byzantine Empire s continued success after the fall of the Roman Empire? How did the Byzantine Empire influence Early Russian government? How did the use of marriage strengthen the Byzantine Empire? How did the spread of Islam Then, you need evidence of the students ability to Identify, analyze, and interpret primary and secondary sources to make generalizations about events and life in world history (WHI.1a) Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and interpret the past (WHI.1b) Identify major geographic features important to the study of world history (WHI.1c) Identify and compare political boundaries with the locations of civilizations, empires, and kingdoms (WHI.1d) Analyze trends in human migration and cultural interaction (WHI.1e) Analyze the impact of economic forces, including taxation, government spending, trade, resources, and monetary systems on events (WHI.1f) Then, the tasks to be assessed need to include some things like T Byzantine Empire Mapping Activity Questioning/Discussion Popcorn Review Anticipation Guide Concept Mapping Vocabulary BINGO Byzantine Empire Quiz Byzantine Empire Test Vocabulary Worksheets Early Russia and Mongols Quiz OE Then, the learning activities need to L Mapping activity to review the geography of the Byzantine Empire Popcorn Review to review information on Byzantine geography and Justinian Comparing art for characteristics of Byzantine art 3D tour of Hagia Sophia to show real life examples of Byzantine art and architecture Exit Slips to gauge student learning and understanding Religious comparison chart to summarize information about the Great Schism Anticipation Guide to show student growth throughout the lesson Concept Mapping for students to organize they information they ve learned and review before the test Vocabulary BINGO to review important vocabulary before the test Byzantine Empire Unit Test to assess student learning on the Byzantine Empire Sheet #1 to aid in student note taking and encourage student investment in learning Sheet #2 to encourage student note taking and structure while encouraging investment in learning. Concept Mapping to encourage student recall of information to be quizzed later that day Early Russia and Mongols quiz to assess student knowledge on subject Timeline to assess student learning on Islamic World information

8 affect the Byzantine Empire? Byzantine Empire Mapping Activity Questioning/Discussion Popcorn Review Anticipation Guide Concept Mapping Vocabulary BINGO Arabian Peninsula Activity Timeline Venn Diagram Frame Section 4- Resources Resources (link to specific activity) 2/2 Mapping Activity of Byzantine Empire -- Popcorn Review of geography and Justinian 2/3 Byzantine Art comparison looking for characteristics of Byzantine art -- Exit slips to gauge student learning about Byzantine art and architecture 2/6 of Great Schism 2/7 Anticipation Guide (Before and After) to gauge student learning throughout the lesson 2/8 Concept Mapping to review for Byzantine Empire Unit Test --Vocabulary BINGO to review unit vocab words 2/9 Byzantine Empire Test to assess learning on Byzantine Empire 2/10 Sheet #1 to take notes on geography, people, and Kievan Russia 2/13 Sheet #2 to take notes on Attacks on Kiev and the Rise of Moscow 2/14 Concept Mapping to review for Early Russia and the Mongols Quiz 2/15 Arabian Peninsula Map Activity to analyze geographic features that may have impacted success in the region 2/16 Venn Diagram and to compare and contrast the two sides of Islam Sunni and Shi a 2/17 Mapping Activity of the spread of Islam 2/20 Islam Timeline Activity to review information on Islamic World 2/21 Frame for important information about Traders, governments, and society 2/22 Group work for scientific and art contributions 2/23 Concept Mapping for test review 2/24 Islam Unit Test to assess knowledge gain from unit Web based resources 3D Tour Hagia Sophia ox/ december/hagiasophia/entrance.html

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