Honors History of Western Civilizations Empires of the Early Middle Ages

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1 Honors History of Western Civilizations Empires of the Early Middle Ages Chapter: 7 Essential Questions 1) How did Islam spread so rapidly through its conversions based on religious tenets & its conquering based on military & cultural expansion? 2) How did the Byzantine Empire become the Greek-speaking center of Orthodox Christianity & govern through its elaborate bureaucracy? 3) How did Charlemagne create a Frankish empire across modern-day France, Germany, & Italy & fostered a revival of cultural life? 4) How did the Scandinavian raiders from the north challenge the unstable states of Western Europe & the East Slavic civilizatio n? Islam The Byzantine Empire The Carolingian/Frankish Empire The Vikings, Kiev, & England Geographic Setting Arabian Peninsula Rise of Islam Story of Muhammad Comparisons to Judaism/Christianity Teachings of Islam 5 Pillars of Islam Importance of the Qur an Expansion/Spread of Islam- The Caliphate Golden Age of Muslim Civilization Decline of the Caliphate Bedouins Mecca Medina (Yathrib) hijra Qur an (Koran) Sharia hajj mosque Ramadan of the Book jihad caliph (caliphate) Baghdad sultan The Arabs Muhammad Khadija Allah Abu Bakr Sunni vs. Shiite Muslims Umayyad Dynasty Abbassid Dynasty Strains & Revival of Empire Affect of Islam on Empire Characteristics of Byzantine Gov t Evolution of Eastern Orthodox Church Reasons for Schism Differences b/w East & West Church Byzantine Economy- Society-Trade Byzantine Culture-Education Decline of Byzantine Empire - Effects iconoclasm schism Roman Catholic vs. Greek Orthodox Cyrillic alphabet Istanbul (not Constantinople) Heraclius Emperor Leo III Seljuk Turks Expansion under Charlemagne Extent of Frankish Empire Importance Coronation Charlemagne Charlemagne s Impact on Christianity Carolingian Government Carolingian Renaissance Impact on Education/Curriculum Medieval Latin & Standardization Carolingian Technology/Agricultural Improvements Division/Decline of Empire Charlemagne s Legacy Emperor of the Romans missi dominici capitularies Carolingian miniscule trivium quadrivium Treaty of Verdun Charlemagne (Charles the Great) Alcuin of York Einhard Vikings Origination/Invasions Reasons for Invasion Impact on Europe Viking Ship Building & Tactics Western/Eastern Expansion Conversion to Christianity Kievan-Rus Principality Agriculture, Trade, Education, Art Decline of Principality of Kiev Reasons Anglo-Saxon England Scandinavia Novgorod Kiev Sagas Russian Pravda Danelaw Anglo-Saxon Chronicle Prince Oleg Vladimir Yaroslav the Wise Alfred the Great

2 I Can Statements: Over the course of the unit, place a check mark next to the statements that are true for you. This will allow you to better prepare for unit assessments. I CAN: 1 Explain the basic religious tenets of Islam in regards to its geographic setting, story, religious practices, use of scripture, etc.(17.a.4a) 1 Compare the teachings of Islam to its Judeo-Christian roots in regards to prophets, holy land, books, God, followers, etc. (16.A.4a) 1 Describe the reasons for the expansion/spread of Islam due its religious characteristics & the Arabs role in territorial gains. (16.B.2a) 1 Compare the Islamic civilization with that of Western Europe regarding their differences politically, socially & influence. (16.B.2a) 2 Trace the reasons for the Byzantine Empire s survival, expansion, & eventual decline during the Middle Ages. (16.A.4a) 2 Compare the Eastern & Western churches regarding the schism, theological differences, & differences in secular authority. (16.B.2a) 3 Explain how Carolingian/Frankish kings were able to acquire power, establish an extensive kingdom, & eventually decline. (16.A.4a) 3 Describe the principal characteristics of the Carolingian Renaissance in regards to government, education, & agriculture. (17.A.4a) 4 Analyze the Viking invasions of Western & Eastern Europe in regards to reasons for invasion, tactics, & impact on Europe. (16.B.3a) 4 Discuss why the Principality of Kiev should be considered an advanced civilization of its time.(16.b.3a)

3 Common Core 9-10 Reading Standards for Literacy in History/Social Studies (RH) Key Ideas and Details CCSS.ELA-Literacy.RH Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. CCSS.ELA-Literacy.RH Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. CCSS.ELA-Literacy.RH Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. Craft and Structure CCSS.ELA-Literacy.RH Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science. CCSS.ELA-Literacy.RH Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. CCSS.ELA-Literacy.RH Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. Integration of Knowledge and Ideas CCSS.ELA-Literacy.RH Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. CCSS.ELA-Literacy.RH Assess the extent to which the reasoning and evidence in a text support the author s claims. CCSS.ELA-Literacy.RH Compare and contrast treatments of the same topic in several primary and secondary sources. Range of Reading and Level of Text Complexity CCSS.ELA-Literacy.RH By the end of grade 10, read and comprehend history/social studies texts in the grades 9 10 text complexity band independently and proficiently.

4 Common Core 9-10 Writing Standards for Literacy in History/Social Studies (WHST) Text Types and Purposes CCSS.ELA-Literacy.WHST Write arguments focused on discipline-specific content. CCSS.ELA-Literacy.WHST a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. CCSS.ELA-Literacy.WHST b Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience s knowledge level and concerns. CCSS.ELA-Literacy.WHST c Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. CCSS.ELA-Literacy.WHST d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. CCSS.ELA-Literacy.WHST e Provide a concluding statement or section that follows from or supports the argument presented. CCSS.ELA-Literacy.WHST Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. CCSS.ELA-Literacy.WHST b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. CCSS.ELA-Literacy.WHST c Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. CCSS.ELA-Literacy.WHST d Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. CCSS.ELA-Literacy.WHST e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. CCSS.ELA-Literacy.WHST f Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

5 Common Core 9-10 Writing Standards for Literacy in History/Social Studies Continued (WHST) Production and Distribution of Writing CCSS.ELA-Literacy.WHST Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.WHST Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. CCSS.ELA-Literacy.WHST Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology s capacity to link to other information and to display information flexibly and dynamically. Research to Build and Present Knowledge CCSS.ELA-Literacy.WHST Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. CCSS.ELA-Literacy.WHST Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. CCSS.ELA-Literacy.WHST Draw evidence from informational texts to support analysis, reflection, and research. Range of Writing CCSS.ELA-Literacy.WHST Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Note Students narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.

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