THE FALL OF ROME. (2 weeks)

Transcription

1 STATE STANDARDS THE FALL OF ROME (2 weeks) 7.1 Analyze the legacy 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. BIG IDEAS Problems from both inside and outside caused the Roman Empire to split and the western half to collapse. Relevance: Though the Roman Empire remained large and powerful, it faced serious threats from both outside and inside. Beyond the borders of the empire, many different groups of people were on the move. They threatened the peace in Rome s provinces and eventually attacked the heart of the empire itself. TNSS: 7.1 After the Roman Empire split into two parts, and the eastern Roman Empire prospered for hundreds of years while the western empire fell. Relevance: Even before the western empire fell to the Goths, power had begun to shift to the richer, more stable east. The Emperor Constantine shifted the empire's capital from Rome to Byzantium, present day Istanbul, Turkey. The people of the eastern empire considered themselves Romans, but their culture was very different from that of Rome itself. TNSS: 7.2 GUIDING QUESTIONS What problems led to Rome s decline? What effect did Germanic invaders have on the Roman Empire? What are the key achievements and contributions of Roman civilizations? How did the Byzantine Empire become rich and powerful? How did Emperor Justinian and Empress Theodora strengthen the Byzantine Empire? SUGGESTED ACTIVITIES 1. Nystrom Atlas - Unit 3, Section 23 - The Decline of the Roman Empire 2. Nystrom Atlas - Unit 4, Section 26 - The Growth and Decline of the Byzantine Empire 3. Create a timeline outlining the decline of the Roman Empire. Select 5 events and write a small description of why each was a significant factor in the decline of Rome. 4. Using the following attributes: class structure, education, government, law economy, military, language, religion, art, and literature, create a chart that lists the strengths and weaknesses of the Roman Empire. Organize these strengths and weaknesses into a T graph, ranking the factors by importance. 5. Create a list of three aspects of modern society that have been influenced by the Roman Empire. Write an explanation of your reasoning for each selection and cite how the connection spans the time between the eras. 6. Create a presentation on a major political figure from the Roman Empire. Ideas to consider include an image of the person, major accomplishments, style of rule, family lineage, length of power/leadership, political ideals and succession. 7. Create a map that shows the movement of the Germanic tribes, the Huns, the Goths and the Vandals that invaded the Roman Empire over time. Read the excerpt from Tacitus and discuss why the Romans referred to invaders as barbarians. 8. Create a balance sheet for the eastern and western half of the Roman Empire at AD 350 listing the resources and important points/strengths of each. Research information on Byzantium before it became the selection for a new eastern capital. Find information on its population and its role in the empire. Why would Constantine choose the site for a new capital? What were its advantages, strengths and weaknesses? How did it change after the selection? 9. Read chapters from the history of Eusebius regarding the conversion of Emperor Constantine to Christianity. See Resource #4 below. Create an image of the standard that Constantine had made to be placed at the head of his armies. 10. Create a map of the Mediterranean region displaying the growth of Christianity at the following points in time - AD 30, AD 100, AD 300 and AD 500. Color each time period a different color showing the increase in influence of the religion. Shelby County Schools 1 of 2!

2 11. Create a list of reasons why Christianity why may have been attractive to people around the year AD 500. Research and discuss the roles and relationships between men and women in the traditions of the Romans and how that compares and contrasts to the teachings of early Christianity. RESOURCES Why Rome fell The fall of Rome: Decline of the Roman Empire The fall of Rome Roman Empire: The fall of Rome Malaria and the fall of Rome Excerpts from Eusebius of Caesarea's Ecclesiastical History - (Chapters 28-32) Legacy of Ancient Rome Rap via YouTube ASSESSMENT Create a short editorial as if you are writing for a newspaper during the time of Rome's decline. Citing at least three specific topics, compose a warning to the leaders and the people of Rome of the danger to the empire and why these issues will cause the empire to fall. Shelby County Schools 2 of 2!

3 THE ISLAMIC WORLD - AD TH'Grade'World'History'&'Geography'' (4 weeks) STATE STANDARDS 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, the Mediterranean, Black and Caspian Seas, the Tigris, Euphrates and Nile Rivers. 7.4 Describe the expansion of Muslim rule through conquests and cultural diffusion of Islam and the Arabic language. 7.5 Trace the origins of Islam and the life and teachings of Muhammad, including Islam s historical connections to Judaism and Christianity. 7.6 Explain the significance of the Qur an and the Sunnah as the primary texts of Islamic beliefs, practice and law and their influence in a person's daily life. 7.7 Analyze the origins and impact of different sects within Islam including the Sunni and the Shia. 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. 7.9 Describe the establishment of trade routes among Asia, Africa and Europe and the role of merchants in Arab society Gather relevant information from multiple print and digital sources to examine the art and architecture, including the Taj Mahal, during the Mughal period Explain the importance of Mehmet II the Conqueror and Suleiman the Magnificent 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. BIG IDEAS Islam is one of the most widely practice religions in the world. Approximately 25% of the people in the world are Muslims. Relevance: Although Islam is a smaller religion in the United States and the Western Hemisphere, in parts of the world it is the most dominant religion. In the Middle East and Southwestern Asia there are regions where 90% of the population follows the teachings of Islam. International migration is helping Islam to grow in its worldwide impact and some demographers believe that it will soon be the most popular religion in the world. TNSS: 7.3, 7.4, 7.6 Religion can greatly influence politics and society in areas it may spread to. Relevance: Religion is an individual belief but in some nations with a religious majority it can also influence state law and policy. As areas were infused with Islamic majorities through conquest or gained Islamic communities through trade the religion had an influence on the way society functioned. TNSS: 7.3, 7.4, 7.6 Conquest and trade led to the spread of Islam, the blending of cultures, and the growth of cities. Relevance: Traders traveled through the Middle East to arrive at markets in Asia or Europe. Along the way they picked up new goods and ideas and introduced these ideas to the people they met. Islamic ideas, knowledge and practices spread across larger portions of the globe in this manner. TNSS: 7.8, 7.10 After the early spread of Islam throughout the Middle East, across North Africa and even into Spain, three other large empires grew to the east in Asia - the Ottomans in Turkey, the Safavids in Iran and the Mughals in India. Relevance: As Islam spread leaders worked to build large and prosperous empires. Some leaders were tolerant of the beliefs of those in the lands they conquered but others required Islamic teachings as daily practice. Many times those who were Islamic received special privileges in society and those who were not were compelled to pay a special tax in order to practice their own beliefs. TNSS: 7.11, 7.12 Muslim advances in mathematics, business, science, architecture and the arts influenced later European society. Relevance: After the Fall of Rome much important knowledge from earlier centuries was lost to Europeans. It was preserved in Islamic Empire libraries, schools and palaces. That knowledge was studied and added to by Muslim scholars and later was used in Europe again. TNSS: 7.8, 7.10 Shelby County Schools 1 of 4!

4 7TH'Grade'World'History'&'Geography'' GUIDING QUESTIONS How did physical geography influence the way of life in the Middle East region? What happens when people from different places meet and trade? What message did Muhammad preach? How does Islam provide guidance to its followers? How did the Arab Empire change after the Umayyads? How did the Ottomans, Safavids, and Moguls rule their empires? How did the people live and trade in the Islamic world? What were Muslim contributions in mathematics, science, architecture and the arts? SUGGESTED ACTIVITIES 1. Nystrom Atlas - Unit 4, Section 24 - Ideas Travel the Silk Road 2. Nystrom Atlas - Unit 4, Section 25 - The Spread of Islam 3. Nystrom Atlas - Unit 6, Section 37 - Moorish Spain 4. Practice the idea of cultural diffusion. Ask one student to quietly whisper a small text passage to another student. The student who listened will then pass their remembrance and understanding on to the next student and so on. After all students have participated, or a set amount, ask the final student to write what they heard and compare their version with the original version. Discuss how original may have been changed in the process and what may cause the changes. How can that concept be applied to cultural learning and practices across space and time? Is it more or less common today? Why? 5. Create a timeline of the life of Muhammad and the rise of Islam. Identify and write a short description of the five most important points of Muhammad's life. 6. Identify the Five Pillars of Islam and explain the importance of each. Students may want to make an 8 X 11.5 poster for one of the practices and sets can be displayed from across multiple examples of student work. 7. Create timelines and maps that describe and document the campaigns that brought Spain and India under Muslim rule. 8. View images of a mosque. Compare and contrast its structures with that of a church and a synagogue and discuss the purpose of important features. What aspects are similar or different? Are there features that must be part of every mosque? Church? Synagogue? How do decoration and designs differ? 9. Create a map that shows Baghdad as a center of trade and using arrows and labels note what items were traded there and where they came from. Discuss how Baghdad helped further cultural exchange. 10. Investigate and research military slavery in early Islamic kingdoms. Discuss why leaders would have wanted military slaves and how it was different than agricultural or domestic slavery. Take the role of a military slave and compose a letter to their family stating their experiences. 11. Compare and contrast Constantinople and Baghdad as centers of trade, government and industry. What were strengths and weaknesses of each? 12. Create a pair chloropleth maps showing the total population of countries in Europe, Asia and Africa and another charting the percentage of Muslims in countries of Europe, Asia and Africa today. 13. Take the role of an ancient traveler and write a letter to a friend back home as if you were a visitor to one of the ancient Islamic Empires. Describe one of the advancements in science or architecture you would have seen in detail. 14. Read the story, "The Blind Beggar of Baghdad" from to book "1001 Arabian Nights". What cultural points from Islamic empires can be recognized within the reading? What morals does the story teach? Are they appropriate? How do they compare with fables and myths from other cultures and societies? What points of Islam are evident in the story? RESOURCES Shelby County Schools 2 of 4!

5 7TH'Grade'World'History'&'Geography'' Two.pdf Why Did Islamic Science Flourish? Islamic Medical Manuscript Cultural Blending CASE Study: The Safavid Empire Islamic Art and Architecture Evansville University Freer-Sackler Gallery at the Smithsonian Institute - ASSESSMENT Read the following passages: What is the Hadith? In Islam, the sacred text called the "Hadith," which is Arabic for "narrative" or "report," is a record of Islamic tradition: it is a record of the words and deeds of the prophet Muhammad, his family, and his companions. It is the second most important text in Islam next to the Quran. Although not regarded as the spoken Word of God like the Quran, the Hadith is an important source of doctrine, law, and practice. Each Hadith consists of two parts: the tradition itself, or matn (for instance, the words of the Prophet) and the isnad (chain of authorities). The isnad indicates the human transmitters through which the tradition was relayed. Source: Read the following hadiths. Hadith 19 - The Messenger of Allah has said: For every thing there is a decoration, and the decoration of the Qur an is a good voice. Hadith 21 - Amirul Mo minin Ali ibne Abi Talib has said: Learn the Qur an for it is the best of narrations, and understand it thoroughly for it is the best blossoming of the hearts. Seek cure with its Light for it is the cure of the hearts. Recite it beautifully for it is the most beneficial of narrations. Shelby County Schools 3 of 4!

6 7TH'Grade'World'History'&'Geography'' Hadith 26 - The Messenger of Allah has said: One who listens to the Qur an will be kept away from the evils of this world; and one who recites the Qur an will be kept away from the trials of the hereafter. And the person who listens to even one verse of the book of Allah - this is better than possessing a mansion of gold. Hadith 36 - Imam Ali ibne al-husain has said: The verses of the Qur an are treasures, and every time a treasure is opened up, it is desirable that you look at what is inside it. Based on your knowledge and citing evidence from the passages above, compose an essay that answers the following: What is the Qur'an and how is it regarded by followers of Islam? How do the Hadiths support the teachings of the Qur'an and the practices of Muslims who seek to follow its teachings? Shelby County Schools 4 of 4!

7 AFRICA - AD (3 weeks) STATE STANDARDS 7.13 Analyze the growth of the kingdoms of Ghana, Mali and Songhai including trading centers such as Timbuktu and Jenne, which would later develop into centers of culture and learning Draw evidence from informational texts to describe the role of the trans-saharan caravan trade in the changing religious and cultural characteristics of West Africa and the influence of Islamic beliefs, ethics and law Examine the importance of written and oral traditions in the transmission of African history and culture Analyze the importance of family, labor specialization and regional commerce in the development of states and cities in West Africa Explain the importance of Mansa Musa and locate his pilgrimage to Mecca in AD Compare the indigenous religious practices observed by early Africans before and after contact with Islam and Christianity. BIG IDEAS The geography of Africa affected the development and interactions of civilizations throughout the continent. Relevance: Oceans, rivers, mountains, deserts, grasslands, savannas and jungles all had impacts on the historical development of different African cultures and civilizations because they often require different strategies for survival. Access to water features often allowed for increased trade for groups while deserts and mountains made trade and interaction more difficult for others. But, groups found ways to traverse the most difficult natural challenges so many African cultures have interconnections in language, customs, beliefs and religious ideas. TNSS: 7.13, 7.14 The rulers of Ghana built an empire by controlling the salt and gold trade. Relevance: The various regions of Africa provided people with different resources. West Africa was rich in both fertile soils and minerals, especially gold and iron while the Sahara had important salt mines. Over time trade developed between these regions but they had to travel through Ghana to complete the process. Controlling and taxing this trade led Ghana to be first great empire in West Africa. TNSS: 7.13 After invaders from the north attacked Ghana the kingdom weakened and fell and was replaced by the Mali empire which was later supplanted by the Songhai. Relevance: Sundiata and Mansa Musa were two of the greatest Mali kings. Sundiata was known for his bravery and bringing the people of Mali together and Mansa Musa was known for his wealth and abundance of gold. After the death of Mansa Musa the empire weakened and one of the northern states broke free and made Timbuktu its capital. They took control of the Niger River and the salt trade of the region. TNSS: 7.13 The kingdoms of Axum and Zimbabwe were powerful in East Africa along the coast of the Red Sea and Indian Ocean during this same time period. Relevance: Arab traders began trading for specialty items such as frankincense, myrrh, gems, gold, copper, ivory and exotic animal skins with the coastal kingdoms of East Africa. They set up coastal towns where goods be brought and easily loaded onto small sailboats to travel to the Middle East and beyond. TNSS: 7.13 The people of West Africa did not have a written language but their culture and traditions were passed through oral history and supplemented by arts. Relevance: Although different trading empires rose and fell in West Africa many local traditions and customs continued through the centuries no matter which regional ruler was in command. In every town and village storytellers called griots passed on histories, legends and wise sayings and were at the heart of West Africa s cultural traditions. As outside visitors encountered these cultures many of the traditions were written down and preserved in histories we can read today. TNSS: 7.15 Shelby County Schools 1 of 3!

8 Most early West Africans lived in farming villages with their extended family where they worked in agriculture, practiced traditional religions and were governed by matrilineal kinship relationships. Relevance: Much like today, although there were extraordinary kingdoms in West Africa most people lived a fairly common life trying to raise and provide for a family. During that period in the world the vast majority of humans practiced small scale agriculture raising crops and livestock to provide for their needs. TNSS: 7.15, 7.16 Islam came to West Africa via trade and cultural diffusion. Relevance: Arab and Berber merchants involved in the salt, gold and iron trading business practiced Islam and their beliefs brought the teaching of Muhammad to West Africa with many rulers joining just before AD By AD 1400 much of West Africa was practicing Islam. Similar happenings extended Islam to the kingdoms of East Africa as well. TNSS: 7.17, 7.18 GUIDING QUESTIONS How did the geography of the continent affect the development of kingdoms in Africa? What were the causes for the rise and fall of African trading empires? What role did trade routes play in the development of Africa? Why do people in different parts of Africa have similar traditions and culture? What is the importance of written and oral traditions in the transmission of African history and culture? SUGGESTED ACTIVITIES 1. Nystrom Atlas - Unit 5, Section 33 - Islamic Kingdoms of North Africa 2. Nystrom Atlas - Unit 5, Section 34 - Empires of West Africa 3. Writing as an Arab merchant trader compose a letter to a leader from the Middle East about the potential for trade with one of the African trading kingdoms. Cite which kingdom you are referring to, what is to be traded and what the potential perils and benefits would be. Include information on any religious, governmental or cultural issues that would need to be tended to. Describe the geography and landscapes one would encounter while traveling to and from the destination and the supplies needed to accomplish the journey. 4. Identify the person in your family who may be considered the 'keeper of the tales', or similar to a griot. Interview them and then write an important family story. Create a piece of art to help demonstrate the story and its meaning. 5. Compare important West African trading capitals to those of other areas of the world. What similarities and differences can be noted? Are there any specific things that you find only in the African cities? If so, why would that be? 6. Identify the strengths and weaknesses of the griot system for transmission of history, culture and beliefs. Are there other cultures with similar structures? 7. Create a map of the several African trading kingdoms and label major cities, trading routes and geographic features vital to their existence. 8. View sculptures, masks and other pieces of art from West African kingdoms. Determine how they were made and discuss purposes for each. See Resource #1 below. 9. Trekking to Timbuktu - Investigate and consider using one or two of the lessons from the National Endowment for the Humanities site regarding trade and West African trading kingdoms. See Resource #7 below. RESOURCES 1. omadbc=bc&fromdate=&toadbc=bc&todate=&continent=&country=&place= Trans-Saharan Trade & West African Discovery of the Mediterranean World Shelby County Schools 2 of 3!

9 Indigenous Religious Traditions Free graphic novel to download Smithsonian Institute of African Art - (many resources embedded in this page) History ASSESSMENT Read the following two documents: Eight Reasons Why Rome Fell 1. Invasions by Barbarian tribes 2. Economic troubles and overreliance on slave labor 3. The rise of the Eastern Empire 4. Overexpansion and military overspending 5. Government corruption and political instability 6. The arrival of the Huns and the migration of the Barbarian tribes 7. Christianity and the loss of traditional values 8. Weakening of the Roman legions Source: "The emergence of the three centralized states at given points in history can be attributed to the coupling of the lucrative gold trade from the Sudan with the salt brought by North African Muslim traders. Ghana was the richest of the three in AD 1150, owing its wealth primarily to the vast gold fields of Buri and Bambak. The acceptance of Islam by the rulers of Ghana, Mali and Songhay (also spelled Songhey and Songhai) in AD 1000 encouraged trade between the empires and North Africa. The introduction of Islam also instituted more cosmopolitan social structures, such as universities, world religions and, especially, centralized state systems and military forces. At its peak, the Mali Empire extended across West Africa to the Atlantic Ocean and incorporated an estimated 40 to 50 million people. The administration of such an enormous territory was formidable and relied on the establishment of a government sensitive to the diversity of the land, population and cultures and accepting of the indigenous rulers and their customs. What distinguished the empires of West Africa, particularly Mali and later Songhay, was their ability to centralize political and military power while allowing the local rulers to maintain their identities along side Islam. The imperial powers were located in active commercial centers like Djenne, Timbuktu and Gao." Source: The Smithsonian National Museum of African Art Based on your knowledge and citing at least two pieces of evidence from the documents above, create an written argument to answer the following: Were the reasons for the rise and fall of West African trading kingdoms similar to those of the Roman Empire? Explain your answer. Shelby County Schools 3 of 3!

10 CHINA AD (4 weeks) STATE STANDARDS 7.19 Create a visual or multimedia display to identify the physical location and major geographical features of China including the Yangtze and Yellow Rivers, the Himalayas, the Plateau of Tibet and the Gobi Desert Describe the reunification of China under the Tang Dynasty and reasons for the cultural diffusion of Buddhism Analyze the role of kinship and Confucianism in maintaining order and hierarchy Summarize the significance of the rapid agricultural, commercial and technological development during the Song Dynasties Trace the spread of Chinese technology to other parts of Asia, the Islamic world and Europe including papermaking, wood-block printing, the compass and gunpowder Describe and locate the Mongol conquest of China including Genghis Khan and Kublai Khan Engage effectively in a collaborative discussion describing the development of the imperial state and the scholar-official class (Neo- Confucianism) Draw evidence from informational texts to analyze the contributions made during the Ming Dynasty such as building projects, including the Forbidden City, the reconstruction of the Great Wall, the policy of isolationism and the sea voyages of Zheng He. BIG IDEAS The location of China allowed the area to be very prosperous due to several geographic advantages. Relevance: Much of China s trade begins with the rivers that allowed traders to travel many places in the country. The rivers provided natural resources and a key transportation route. The size of China created advantages to the citizens of China with much land to occupy and spread upon. The overflow Yangtze and Yellow Rivers created rich soil that allowed agricultural to flourish. The Himalaya Mountains, the Plateau of Tibet and the Gobi Desert all help to make China difficult to access from the west or north and helped protect China from invasions of others. TNSS: 7.19 For nearly three centuries China had no centralized government and many Chinese were struggling to survive because farmlands, canals and roads were in ruins. Relevance: In AD 618, the Tang Dynasty replaced the short lived Sui, who had started on many infrastructure projects, and brought stability and peace again to China. Rather than continuing with the high taxes that funded a lavish lifestyle for the Sui rulers, the Tang restored the civil service exams to reform the government, gave lands back to farmers and expanded trade taking control of the Silk Road. TNSS: 7.20 As China unified again under the Sui and Tang, dynasties were re-established. The Sui lasted only 100 years, the Tang 300 years and they were superseded by the Song which spanned the years AD Relevance: Life was prosperous for most during the Song Dynasty and art and culture continued to flourish. The Song has challenges though, including pressure from those outside of China to the north. As a result they moved the capital south to the coastal city of Hangzhou. TNSS: 7.20, 7.21, 7.25 During the Tang and Song Dynasties advancements in agriculture, technology and art were developed. Relevance: Under the Tang, Chinese farmers improved their irrigation systems and developed new kinds of rice and built new roads and canals to improve conditions for travel and trade. Coal was mined and used to make steel to build, farm and defend China. The Chinese developed the manufacture of paper and began to print books using wooden blocks and ink. They also created gunpowder and made improvements in shipbuilding and navigation tools that allowed travel and trade far from home. In the arts, poetry, landscape painting, calligraphy and porcelain making flourished. TNSS: 7.22, 7.23 The Mongols became the first non-native rulers of China. They were skilled warriors and horsemen who used terror to defeat their enemies. Relevance: Under the leadership of Genghis Khan the Mongols were united and led to conquer northern China. The Mongols were effective and peaceful rulers. During their reign, people could trade in peace and grow in riches. By AD 1279, Kublai Khan finished conquering China and established the Yuan Dynasty with its capital city in Khanbaliq (now Beijing). The Mongols were tolerant of China s religions though they were culturally different and lived separately from the Chinese. The Mongol empire declined at the end of the 13 th century. TNSS: 7.24 Shelby County Schools 1 of 4!

11 The Ming dynasty was established by a native Chinese military officer and became the most prosperous dynasty in China. Relevance: The Yuan Dynasty declined because of expenses on conquering lands outside of China and a general decline in the quality of daily life of the native Chinese. The Ming dynasty began in AD 1368 and during this time roads, canals and farmlands were repaired, the economy and population grew so much that the government began taking a census. The arts again flourished during this dynasty with writers producing novels and dramatic plays and Ming emperors sent voyages as far as Africa to spread China s influence and bring back information and technology. TNSS: 7.26 GUIDING QUESTIONS How did Confucian ideas shape China s government? Why did Buddhism become popular in Tang dynasty? How did China rebuild its empire after years of war? Why was the Silk Road so significant in China? Why were Confucian ideas so widely accepted within China? What were the advantages and disadvantages associated with trading in China? What are the Chinese dynasties of this era and what were their accomplishments? SUGGESTED ACTIVITIES 1. Nystrom Atlas - Unit 4, Section 27 - Tang and Song Dynasties of China 2. Nystrom Atlas - Unit 4, Section 28 - The Mongol Empire Spans Eurasia 3. Nystrom Atlas - Unit 4, Section 30 - Ming Dynasty of China 4. Create a timeline of the events of the five Chinese dynasties from this era. Students may create their own or students may be placed in groups with each focusing on one dynasty and combining all pieces for a very large timeline. 5. Compare and contrast the Tang, Song and Ming dynasties and cite the important accomplishments of each. 6. Create a map of the Mongol empire including the Silk Road. Write about how and why the Mongols were able to conquer most of Asia in less than a century. 7. Create a map tracing the voyages of the Zheng He during the Ming dynasty. Students may write a description of one port he may have stopped at comparing it to what would have been in China at the same time. 8. Create a list of pros and cons regarding the trading and exploration voyages of Zheng He. Take a position on the issue and write an argument stating reasons why the voyages should or not be continued. 9. Create a T-chart contrasting Empress Wu and Kublai Khan citing facts about how both leaders affected China s government, economy and culture during their reigns. 10. Compare and contrast a Chinese scroll landscape with a landscape painting from European artists - both pre- and post Renaissance. What elements of the image are similar and which are different? How do the styles differ? What are the feelings one has looking at each? What is the meaning of each? How does perspective work in each piece of art? What layers can be viewed? Contact Instructional Advisor for many sample images. 11. Consider and list ways that gunpowder would change the face of warfare. See Resource # Investigate and practice woodblock printing (children's blocks may be used or other similar items). What are the advantages and disadvantages to the process? How did it change life for the common person? 13. Create a chart comparing the beliefs and practices of Confucianism, Daoism and Buddhism. Create an argument as to which may be the best belief system and allow students to explain why in their writing. 14. Write a letter as a Chinese young man who has just taken the civil service examination expressing why you believe this is important for China and how you plan to serve. 15. Investigate the practice of footbinding in the Song Dynasty and discuss how this affected the relationship between men and women. See Resources # Trace the journey of Marco Polo. Write a three journal entries for Marco Polo - one on the trip to China, one on seeing Chinese cities and culture and one on his return to Europe and reporting his journey. Shelby County Schools 2 of 4!

12 RESOURCES Mongols/ss/TheMongols-empire.htm Freer-Sackler Gallery at the Smithsonian Institute Belz Museum emperor philosopher poet where-did-it-come-from-ancient-china---thepersonal-weapon and-song dynasties and-song treasure-fleet ming-dynasty.htm Shelby County Schools 3 of 4!

13 ASSESSMENT Read the following passage: Excerpts from: An Imperial Edict Restraining Officials from Evil By the Hongwu Emperor (Zhu Yuanzhang) To all civil and military officials: I have told you to refrain from evil. Doing so would enable you to bring glory to your ancestors, your wives and children and yourselves. With your virtue, you then could assist me in my endeavors to bring good fortune and prosperity to the people. You would establish names for yourselves in Heaven and on earth, and for thousands and thousands of years, you would be praised as worthy men. However, after assuming your posts, how many of you really followed my instructions? Those of you in charge of money and grain have stolen them yourselves; those of you in charge of criminal laws and punishments have neglected the regulations. In this way grievances are not redressed and false charges are ignored. Those with genuine grievances have nowhere to turn; even when they merely wish to state their complaints, their words never reach the higher officials. Occasionally these unjust matters come to my attention. After I discover the truth, I capture and imprison the corrupt, villainous, and oppressive officials involved. I punish them with the death penalty or forced labor or have them flogged with bamboo sticks in order to make manifest the consequences of good or evil actions For example, the former vice president of the ministry of war, Wang Zhi, accepted a bribe of 222,000 cash for making up false reports on runaway soldiers and other matters. I questioned him face to face, Why are you so greedy? He replied, Money and profit confused my mind. They made me forget my parents and my ruler. I then asked, At this moment what do you think about what you did? Facing punishment, he replied, I begin to feel remorse, but it is too late Previously, during the final years of the Yuan dynasty, there were many ambitious men competing for power who did not treasure their sons and daughters but prized jade and silk, coveted fine horses and beautiful clothes, relished drunken singing and unrestrained pleasure, and enjoyed separating people from their parents, wives, and children. Citing evidence from the text and using your own knowledge identify points of common Chinese belief systems that are displayed in this writing and compose and essay explaining why the emperor would have written such an edict. Address if this is similar to other points in history or events of today you have learned about and explain how. Shelby County Schools 4 of 4!

14 JAPAN AD 400 to 1500 ' STATE STANDARDS (3 weeks) 7.27 Compare the major features of Shinto, Japan s indigenous religion, and Japanese Buddhism Explain the influence of China and the Korean peninsula upon Japan as Buddhism, Confucianism and the Chinese writing system were adopted Trace the emergence of the Japanese nation during the Nara and the Heian periods Describe how the Heian 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 Analyze the rise of a military society in the late twelfth century and the role of the shogun and samurai in that society. BIG IDEAS The cultivation of rice to Japan at around 100 B.C. changed to culture of the Japanese islands into a more land ownership based, agricultural society. Relevance: Before the introduction of rice from China, the inhabitants of the Japanese islands focused on hunting, gathering and fishing. Changing to a more stable society with crops to tend and a surplus of food set the stage for a new culture to rise. The new culture was heavily influenced by ideas, technologies and practices imported from Chinese influenced lands. TNSS: 7.28 Shinto is a belief system native to Japan which generally affects the Japanese culture and way of life. Relevance: The core belief in Shinto is the idea of kami. Western thought tries to define kami where Japanese tend to describe aspects of it. Kami is often described as the essence of life and all things of this world - human, animal, even physical elements like rocks, water or the sky - have kami and things which are particularly impressive have greater amounts. Shinto teaches that there is a natural order and process to all things and when that order is disturbed or not followed, or if rituals are not done with order and sincerity, bad things happen. TNSS: 7.27 Buddhism was introduced to Japan via China and Korea sometime after AD 500 and was generally practiced by all Japanese by around AD Relevance: Well after Buddhism had become popular and entrenched in China the belief spread to the Korean Peninsula and eventually to Japan. The Prince Shotoku was a devout Buddhist and encouraged the nobility to embrace the religion in hopes of bringing more order and culture to the society. Because it does not openly conflict with Shinto beliefs the two systems could both be practiced and many people today in Japan have both Shinto and Buddhist shrines in their homes. TNSS: 7.27 Both Shinto and Buddhism affected the mindset of Japanese society. Relevance: The teachings of both systems stress order and personal discipline, which are strong facets of traditional Japanese society, though Buddhism goes beyond Shinto by offering several specific moral practices. Buddhism was also presented in written Chinese while early Japan did not have a written script so Buddhism offered that cultural advantage as well and around AD 500 the Japanese borrowed China s writing system TNSS: 7.27 In AD 710 the Japanese created a capital city at Nara modeled after the Chinese capital. The capital was eventually moved to Heian, today's Kyoto, where the capital would remain for over 1000 years. Relevance: Nara was the center of government and religion for a short time in Japan. After the founding of the capital the influence of Chinese ideas began to decrease and Japan pushed its own identity forward. The capital was moved after only 75 years perhaps due to pressure of the emperor to escape from the wealthy and powerful Buddhist temples in Nara. TNSS: 7.29 Shelby County Schools 1 of 3!

15 ' With the importation of Buddhism and a writing system, Japanese interest the arts greatly increased. Relevance: Much of this period's early Japanese art was related to Buddhism and making images for temples and worship. With the advent of their own written language the Japanese begin to write poetry about nature and spiritual topics and added other written works. The Tale of Genji a famous story written by Lady Murasaki Shikibu describes the life and romantic adventures of an outcast Japanese prince and many consider it the world's first novel. TNSS: 7.30 After 400 years of the Fujiwara clan being very powerful, mostly from marrying their daughters to princes and emperors, Japan s emperors came to be dominated by military leaders known as shoguns. Relevance: In Japan the idea of emperor was not the same as in other parts of the world. Many of the emperors were simply heads of state while others such as regents or chancellors held the true ruling power and conducted the business of governing. Eventually, a shogun, the commander the emperor s military forces, gained power over the emperor and the government and formed a military led government. This government was supported by the samurai who had been hired as private warriors in provinces throughout Japan. TNSS: 7.31 GUIDING QUESTIONS How does Shinto influence Japanese culture and thought? In which ways did the Chinese influence Japan? How did the nobles keep control of the land in Japan? Why was the Tale of Genji so significant in Japanese culture? How are the Japanese and Chinese written languages similar or different? SUGGESTED ACTIVITIES 1. Nystrom Atlas - Unit 4, Section 31 - From Imperial to Feudal Japan 2. Create a set of pictograms that complete a sentence describing something in your life. The pictograms should be mild representations, not complete sketches of an item. Can others decipher your sentence? How difficult would it be to create an entire language i this form of writing? What would be the benefits and drawbacks of such a form of writing? 3. Create a training manual for young men who wish to become a samurai. List what they will need to know, how they will need to act, what the benefits and drawbacks may be, what they will need to do to train, what they will need to be successful and how they will be expected to live. 4. Create a timeline of Japanese history from this era citing important events and points in the development of Japanese culture. 5. Read selections from The Tale of the Heike. What can be gleaned about samurai culture from this story? What about Buddhist culture? 6. Read excerpts from The Ten Foot Square Hut and cite instances of Japanese Buddhist philosophy and teaching. Are the ideas applicable in our wordl? Express why or why not. 7. Create two diagrams outlining the social structure in imperial and feudal Japan. Compare and contrast the diagrams citing similarities and differences. 8. Investigate the types of materials used for samurai armor. How did it differ from items used in Europe? Identify strengths and weaknesses of both Japanese and European types of armor. Create an image of an ideal Japanese set of armor they would choose to wear and describe each part and its importance. 9. Compare and contrast a Shinto shrine and a Buddhist temple in Japan. Describe and compare the structure, decorative elements, shrines, design, size and building materials. How do Buddhist temples in Japan compare with similar structures in other countries of Asia? Explain how and why they may differ. Compare and contrast temples/shrines from Japan with mosques, churches and synagogues from other parts of the world. Explain how they are similar or different. 10. Compare and contrast Japanese with Chinese arts of a similar time period. Note and explain similarities and differences. 11. Create a samurai family crest and flag. Explain the significance of the elements that make up the crest. See Resource #5. Shelby County Schools 2 of 3!

16 RESOURCES ' The Heian Period The Tale of Genji ASSESSMENT Below is a list of characteristics from Shinto and Buddhist belief systems. Shinto kami order ritual prayer offerings shrines torii purity community Buddhism temples statues art prayer meditation simplicity non-violence karma Based on the lists above and your knowledge of Japanese history compose an essay describing how at least two of the elements from each system affected Japanese culture and development during the years AD Shelby County Schools 3 of 3!

17 7th'Grade'World'History'&'Geography' THE MIDDLE AGES IN WESTERN EUROPE AD (4 weeks) STATE STANDARDS 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 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) Demonstrate an understanding of the conflict and cooperation between the Papacy and European monarchs, including Charlemagne, Gregory VII and Emperor Henry IV Examine the Norman Invasion, the Battle of Hastings and the impact of the reign of William the Conqueror on England and Northern France 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, the Magna Carta, parliament, habeas corpus and an independent judiciary in England 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 Analyze the causes, course and consequences of the European Crusades and their effects on the Christian, Muslim and Jewish populations in Europe emphasizing the increasing contact by Europeans with cultures of the Eastern Mediterranean world 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" 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 Trace the emergence of a modern economy, including the growth of banking, technological and agricultural improvements, commerce, towns and a merchant class Outline the decline of Muslim rule in the Iberian Peninsula that culminated in the Reconquista, Inquisition and the rise of Spanish and Portuguese kingdoms Gather relevant information from multiple sources about Henry V, the Hundred Years War and Joan of Arc. BIG IDEAS The geography of Europe helped to shape its cultural development. Relevance: Europe is a large peninsula with plains and although it is far north in latitude the North Atlantic Drift helps keep the climate mild with sufficient rainfall for farming. These three factors enabled feudal manors to produce much of what they needed and as a result, the manor system grew and thrived. TNSS: 7.32, 7.33 Feudalism was a new social and political order in Europe. Relevance: After the fall of Rome a system of feudalism, a society divided into well defined social classes of land owners and land workers, developed in Europe. Under this system vassals served to protect lords and received land as a reward for their military service. Beneath vassals were freeman and serfs, workers who belonged to the land, were not allowed to move or to own property. TNSS: 7.33 Christianity spread throughout Europe and became the dominant religion of the continent during the Middle Ages. A struggle between Christian religious leaders and regional political leaders festered in Medieval Europe. Relevance: Political leaders and popes argued over who should appoint religious leaders who often became wealthy and powerful. The religious leaders had political influence as well and could affect a monarch's ability to rule and keep order in the kingdom so kings and queens wanted people in those positions who were friendly to them. The Roman Catholic Church played a key role in the growth and unity of Europe. TNSS: 7.34, 7.37 Shelby County Schools 1 of 4!

18 7th'Grade'World'History'&'Geography' The Magna Carta was a legal agreement that limited the powers of the English king, offered nobles more protection for disagreement with the king and gave some of the nobility the right to a say in government in the form of collective body of representatives to help advise the king on law and policy. Relevance: Americans can trace elements of the way our government is set up and the freedoms the Founding Fathers made sure were protected in the Bill of Rights to the principles found in the Magna Carta and English law. The Magna Carta recognized that they king was not the only being whose ideas should be considered and strengthened the concept that all people have some basic rights. TNSS: 7.36 Urged by religious leaders, Europeans waged a series of religious military expeditions to Jerusalem known as the Crusades to gain control of the Holy Lands. Relevance: Combining a plea from the Christian Byzantine emperor and a fear of the spread of Islam, as in Spain at the time which was riled by Muslim Moors, and the potential loss of the pope's power and the church's wealth, Pope Urban II called on European kings to take back Jerusalem from the Muslims in control of the Middle East region. The pope made the claim it was acceptable to kill non-christians on such a mission and many Jews and Muslims were slaughtered as a result. The Europeans took Jerusalem fairly quickly and many returned home, but the city was retaken by Muslim leaders and over the next two centuries similar wars took place with the Christians never being very successful again. TNSS: 7.38, 7.42 Strict devotion to the Christian religion and the hope of salvation by its teachings was at the center of life in Medieval Europe. Relevance: During this Age of Faith the Church influenced art and culture. Advances in technology enhanced religious buildings and allowed them to increase their height and beauty. Churches became the center of learning with schools and universities being developed through them so the church could control both religious and scientific thought. Universities educated European scholars such as Thomas Aquinas, who influenced by Aristotle, believed that there was no conflict between reason and faith, although others did. TNSS: 7.39 A series of disasters - flooding from too much rain, lack of food due to weather issues, wars and diseases such as the plague - struck Europe starting in the 1300 s. The combined effect of these disasters and the accompanying loss of life for low level workers caused a new era of labor and economic freedom and trade to begin. Relevance: Weather related crop failures resulting food shortages and starvation were some of the causes of the Hundred Years War between France and England. The plague, also known as the Black Death, spreading via trade from Asia to Europe, killed tens of millions of people and changed medieval society. The lower number of manorial workers allowed them a bit of freedom to work for the highest bidder and develop a middle class of small merchants, tradesmen, artisans and bankers. As trade increased and wealth was distributed to more people towns and cities prospered as did educational opportunities and technological advances. TNSS: 7.40, 7, 41, 7.49 GUIDING QUESTIONS How has geography shaped the development Europe? How did the political boundaries of Europe change after the Fall of Rome and what kingdoms arose to become powerful? How did the Catholic Church influence life in medieval Europe? What role did the manor system play in the economic structure of Europe during the Middle Ages? Who were important European political leaders of this era and why did they have an influence? How did increased trade change life in medieval Europe? What significant changes took place in England's political system during this era? How did the Black Death affect Europe during the Middle Ages? SUGGESTED ACTIVITIES 1. Nystrom Atlas - Unit 6, Section 36 - Early Kingdoms of Medieval Europe 2. Nystrom Atlas - Unit 6, Section 38 - Viking Impact on Europe 3. Nystrom Atlas - Unit 6, Section 39 - Feudalism and the Holy Roman Empire Shelby County Schools 2 of 4!

19 4. Nystrom Atlas - Unit 6, Section 40 - Crusades to the Holy Land 5. Nystrom Atlas - Unit 6, Section 41 - Trade Routes and the Plague 6. Nystrom Atlas - Unit 6, Section 42 - Reconquest of Spain 7th'Grade'World'History'&'Geography' 7. Create a timeline of major events during the Middle Ages in Europe. Cite years and write a small paragraph explaining the significance of each event. Add at least 10 persons to the timeline and add a small paragraph explaining their importance to this era. 8. Create a social class pyramid for the European feudal society stating the roles and responsibilities of each. Cite how different classes of persons depended on each other to keep the system working. 9. Create a Venn diagram to comparing the European and Japanese feudal systems. Why would they have similarities and differences? 10. Create a cause-effect-outcome chart of the first four Crusades. 11. With a partner create a mural that depicts life on a manor showing structures and where different groups of people would have lived. 12. Create a diary entry for the day in the life of a monk or nun including explanations of all events from the start to the finish of the day. 13. Assign students different roles of English society - king, noble, cleric, free man and serf - and then analyze the Magna Carta from that role. Did it affect them in any way? Explain how and what the impact on their life would be. Did the document give the free man or serf any rights? Why or why not? Why was this document a product of the feudal system? 14. Discuss the differences in and causes for hereditary monarchies in Western Europe compared to elective monarchies in Eastern Europe. 15. Analyze the roles of and relationships between men and women during this time period. How have they changed since that time? 16. Create a list of reasons why Richard the Lion-Hearted and Saladin were each fighting for control of the Holy Lands. Why was it so important to each? How did their reasons differ? 17. Create a knight's training manual citing what a knight would need to know, do, how they would act, what the expectations of them would be and what they would need to possess. 18. Create a Crusades era recruiting poster for either the Christian or Muslim army. How could a knight be convinced to participate? What were the benefits of participating? How does the concept of the crusade compare with that of jihad? 19. Analyze Jewish life during this era. What types of jobs were Jews allowed to hold? Were they able to live where they chose? What role did the synagogue play in their community and life? 20. Compare images and decorations of Gothic and Romanesque churches and cathedrals noting similarities and differences. Examine how churches and cathedrals changed in size, shape, height and decoration during this era. 21. Create a timeline of events that led to the founding of European universities and how the works of ancient scholars, such as Plato and Aristotle, made their way into European universities. How did contact between Muslims and Christians in Spain further this process? RESOURCES Medieval Manor Joan of Arc Shelby County Schools 3 of 4!

20 Reconquista Rise of Nation States Magna Carta Out of the Middle Ages th'Grade'World'History'&'Geography' ASSESSMENT Consider the word steward and what a steward does as you read the following excerpt from Walter of Henley's Husbandry: Manorial Management & Organization, c The Office of the Steward: The steward of lands ought to be prudent and faithful and profitable, and he ought to know the law of the realm, to protect his lord's business and to instruct and give assurance to the bailiffs who are beneath him in their difficulties. He ought two or three times a year to make his rounds and visit the manors of his stewardship, and then he ought to inquire about the rents, services, and customs, hidden or withdrawn, and about franchises of courts, lands, woods, meadows, pastures, waters, mills, and other things which belong to the manor and are done away with without warrant, by whom, and how: and if he be able let him amend these things in the right way without doing wrong to any, and if he be not, let him show it to his lord, that he may deal with it if he wish to maintain his right. The steward ought, at his first coming to the manors, to cause all the demesne lands of each to be measured by true men, and he ought to know by the perch of the country how many acres there are in each field, and thereby he can know how much wheat, rye, barley, oats, peas, beans, and dredge one ought by right to sow in each acre, and thereby can one see if the provost or the hayward account for more seed than is right, and thereby can he see how many plows are required on the manor, for each plow ought by right to plow nine score acres, that is to say: sixty for winter seed, sixty for spring seed, and sixty in fallow. Also he can see how many acres ought to be plowed yearly by boon or custom, and how many acres remain to be tilled by the plows of the manor. And further, he can see how many acres ought to be reaped by boon and custom, and how many for money. And if there be any cheating in the sowing, or plowing, or reaping, he shall easily see it.... The steward ought, on his coming to each manor, to see and inquire how they are tilled, and in what crops they are, and how the cart-horses and avers, oxen, cows, sheep, and swine are kept and improved. And if there be loss or damage from want of guard, he ought to take fines from those who are to blame, so that the lord may not lose. The steward ought to see that each manor is properly stocked, and if there be overcharge on any manor more than the pasture can bear, let the overcharge be moved to another manor where there is less stock. And if the lord be in want of money to pay debts due, or to make a purchase at a particular term, the steward ought before the term, and before the time that need arise, to look to the manors from which he can have money at the greatest advantage and smallest loss, for if he will not provide, he will often lose. The steward ought, on his coming to the manors, to inquire how the bailiff bears himself within and without, what care he takes, what improvement he makes, and what increase and profit there is in the manor in his office, because of his being there. And also of the provost, and hayward, and keeper of cattle, and all other offices, how each bears himself towards him, and thereby he can be more sure who makes profit and who harm. Also he ought to provide that there should be no waste or destruction on any manor, or overcharge of anything belonging to the manor.... The word stewardship is the same as the practices of a steward. Based on the reading above and citing at least three examples of evidence from the text compose and essay explaining what the meaning of stewardship is, why it was important an important job in that time period and how the idea can be applied to a job in today's world. Shelby County Schools 4 of 4!

21 THE RENAISSANCE AND REFORMATION STATE STANDARDS (5 weeks) 7.43 Trace the emergence of the Renaissance, including influence from Moorish scholars in Spain 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 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 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 Analyze the growth and effects of new ways of disseminating information, the ability to manufacture paper, the translation of the Bible into vernacular and printing Outline the advances made in literature, the arts, science, mathematics, cartography, engineering, the understanding of human anatomy and astronomy, including Leonardo da Vinci, Michelangelo, Johannes Gutenberg and William Shakespeare Conduct a research project drawing on several resources to investigate the Tudor dynasty of Henry VIII, Mary I and Elizabeth I, including their family heritage, line of succession, religious conflicts, conflict with the Spanish Armada and the rise of English power in Europe 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 modern periods Locate and identify the European regions that remained Catholic and those that became Protestant and how the division affected the distribution of European religion in the New World Explain the heightened influence of the Catholic Church, the growth of literacy, the spread of printed books, the explosion of knowledge that followed and the Church s reaction to these developments List and explain the significance of the causes for the internal turmoil within and eventual weakening of the Catholic Church including tax policies, selling of indulgences and England s break with the Catholic Church Outline the reasons for the growing discontent with the Catholic Church, including the main ideas of Martin Luther, John Calvin, Desiderius Erasmus and William Tyndale, and their attempts to reconcile what they viewed as God s word with Catholic Church practices Engage effectively in collaborative discussions explaining the new Protestant practices of church self-government and the influence of those practices on the development of democratic practices and ideas of federalism Analyze how the Catholic Counter-Reformation revitalized the Catholic Church and the forces that fostered the movement, including St. Ignatius of Loyola and the Jesuits and the Council of Trent. BIG IDEAS The Renaissance developed in Italy which was home to large and thriving trade cities. Relevance: A rebirth of interest in more realistic art and learning based on classic Greek and Roman images and knowledge retained by the Moors in Spain began in Italy. People began to value secular, or worldly, ideas, art and learning and moved away from a strictly religious focus in art. Trade made merchants in Italy, who had reopened the Silk Road trade with Asia, very wealthy and they could afford to sponsor artists and pay for their work. Trade with Asia also brought a variety of different materials and ideas to Italy that could inspire artists. TNSS: 7.43, 7.44, 7,45, 7.46, 7.48 The Italian Renaissance gave rise to great achievements in the arts by taking the learning from previous eras and mixing it with new knowledge and techniques. Relevance: The artistic and literary styles that emerged during the Renaissance continue to influence society today. Some of the most respected pieces of art and architecture in the world were completed during this period. DaVinci, Michelangelo and Raphael are some of the most revered artists in history and were all contributors to the Renaissance. TNSS: 7.48 Shelby County Schools 1 of 4!

22 The spread of Martin Luther s ideas changed European political and religious practices. Relevance: Martin Luther, a Catholic friar and priest, disagreed with the Catholic practice selling of indulgences, or certificates that claimed a person was forgiven for a sin, to make church leaders wealthy. Luther and other reformers broke from the Catholic Church and began a new Christian movement called Protestantism. TNSS: 7.54, 7.55 The Counter Reformation of the Catholic Church developed new ways to spread its message and counter the spread of Protestantism. Relevance: Catholics wanted to put an end to the growth of Martin Luther s Protestant churches and ideas in Europe and even reassert the pope into areas where interest in Catholicism had waned.. A group of bishops met at the Council of Trent to examine and reform practices within the Catholic church. A focus away from church leaders and on a renewed relationship with God was at the center of the movement. The Jesuits trained priests and taught and preached to citizens and were successful in bringing back Protestants in some countries to the Catholic Church. TNSS: 7.51, 7.53, 7.57 The invention of Johann Gutenberg s printing press greatly impacted the way people lived and viewed the church. Relevance: With the introduction of the printing press, books could be printed inexpensively and in large quantities. With more books now available to the public, more people began to learn to read and literacy increased. For centuries, the Church had controlled much of the knowledge in Europe but with the help of the printing press during the Renaissance, people began read more, learn more and find fault with institutions such as the Church. TNSS: 7.47, 7.53, 7.57 Where Charlemagne had done much in the name of religion to politically unify Europe the difficulties of religion and the disagreement with some of its leaders and practices divided Europe. Relevance: The Catholic Church had possessed a virtual monopoly on religious thought, practice and money in Europe so when some began to question the church many political rifts were exposed. Some political leaders were devoted to the pope and fought hard to keep their kingdoms Catholic while others veered away from the church and embraced Protestantism or even allowed citizens to choose their own faith and causing strife. Wars, assassinations and the torture or killing of a ruler's loyal subjects were all part of a list of tragedies that happened in the name of Christianity. TNSS: 7.50, 7.52, 7.54, 7.56 GUIDING QUESTIONS 1. What factors brought on the Renaissance? 2. How did the view of human life and purpose change during the Renaissance? 3. What ideals of the Renaissance continue to impact modern societies? 4. What caused the Reformation and would it have happened without Martin Luther? 5. How was the Reformation more than just a religious movement? 6. How did the printing press impact life in Europe during this era? 7. What were the effects of the Reformation and why did it have such a dramatic political impact? 8. What advantages did the Catholic Church have when beginning the Counter Reformation? 9. How did violence in the name of religion affect Europe? SUGGESTED ACTIVITIES 1. Nystrom Atlas - Unit 8, Section 50 - Europe During the Renaissance 2. Nystrom Atlas - Unit 8, Section 51 - Reformation and Counter Reformation 3. Nystrom Atlas - Unit 8, Section 52 - Growth of Eastern Empires 4. Create a time line of important events leading to and through the Renaissance. Select one person from the era to have extra focus on as the time line is constructed and write a small essay highlighting points in their life, contributions to the movement and explaining their significance in history. Shelby County Schools 2 of 4!

23 5. Evaluate the impact of the printing press. Create a T-chart that lists seven facts about the invention and how it affected society under the headings "Before the Printing Press" and "After the Printing Press". Compare Gutenberg's machine with those of the 1700s and today. How did the technology change and improve? Generate ideas on how that invention still affects us today. 6. Write a letter to the people of your town that will be posted for all to read in the town square arguing either for or against the sale of indulgences by religious leaders. Make a claim and support that claim in a brief piece that should not exceed 300 words. 7. Create a time line that shows important events that led to the Reformation of the Catholic Church. 8. Create a map and timeline that describe the travels of Marco Polo. 9. Create a triptych that portrays the three key Renaissance ideas of humanism, secularism and individualism in images. 10. Create a training manual for someone who wanted to become and Renaissance Man or Renaissance Woman. List what they would need to do, what they would need to study and know, how they would need to act and what type of people they would need to associate with. 11. Create a Venn diagram that compares and contrasts the complaints of the Reformation and the church's actions in the Counter Reformation. 12. Give a presentation to persuade a patron to sponsor their project instead of others. Divide the class into four groups. Each group must take turns to try to persuade Lorenzo de Medici to pay for their project instead of other class groups project. 13. Create a gallery walk for students to view, record notes on, compare and contrast European art from the Middle Ages and the Renaissance eras. Consider theme, color, size, quality of human depiction, perspective, realism and overall appeal for each piece. Allow students to rank the pieces from in order of preference and write a short description for that ranking. 14. Select one Renaissance artist and create a special museum exhibit featuring that artist. Generate a theme for the exhibit and select an appropriate title. Research and choose ten pieces of the artist's work that will be displayed. There is no expense to be spared and students can select any pieces they wish. Students will create a catalog of the items citing the title, date created, where it is on loan from and write a short piece about the significance of that piece. RESOURCES Louvre Museum Interactive of Mona Lisa Shelby County Schools 3 of 4!

24 ASSESSMENT Read the following passages regarding the status of women and their roles during the Renaissance and Reformation period and answer the question below. Women in the Renaissance and Reformation Women played several roles in their families, depending on their age and marital status. First a woman was a daughter and then a wife, mother or widow. In contrast, male roles were generally defined by social position or occupation merchant, knight, priest, peasant, barrel maker, weaver and so on. Female roles were more sharply defined in upper-class society than in peasant society. The main reason was economic. Upper-class daughters, wives and widows had a share in the family estate, so they were regarded mainly as a way to hold onto or expand wealth.... Daughters were required to master skills that they would later use in marriage. Most important were textile crafts such as spinning, weaving and embroidering, which were generally taught by the older women of the household. Young girls also learned to manage finances, to supervise servants and to nurse ailing household members. Finally, girls were instructed in chastity, obedience and silence, all qualities that were thought to prepare a daughter for her role as a wife.... In most regions of Europe, when a woman of the propertied classes got married, she was expected to bring to her new husband's household a portion of her father's wealth. Called a dowry, that portion usually represented the woman's claim on her inheritance. The function of the dowry was to remove a woman from her father's line so that she had no further claim on his property. Her share of her inheritance was to be as small as possible, to minimize the burden on the father's estate. At the same time, the dowry had to be large enough to attract in effect, "purchase" a husband with the highest social status. A marriage could reflect glory on the bride's kin, win them political allies and access to power or increase the family's wealth. If a woman's family could not afford a high-status husband, she had to be satisfied with a lesser one who could be acquired with a smaller dowry. Even among the poorest ranks of the peasantry, a bride was expected to bring some goods to a marriage, if only a few pots or stools to furnish her new home. The dowry technically remained the woman's property for life, but in fact it was managed by her husband. Source: Encyclopedia.com From Martin Luther's Lectures on Genesis Genesis 1:27 - So God created humankind in his image, in the image of God he created them; male and female he created them. Moses here mentions both sexes together that woman might not appear to be excluded from all the glory of the life to come. For woman seems to be a creature somewhat different from man, in that she has dissimilar members, a varied form and a weaker mind than man. Although Eve was a most excellent and beautiful creature, like unto Adam in reference to the image of God, that is with respect of righteousness, wisdom and salvation, yet she was a woman. For as the sun is more glorious than the moon, the moon is a most glorious body, so woman, though she was a most beautiful work of God, yet she did not equal the glory of the male creature. Genesis 3:16 - To the woman he said, "I will greatly increase your pangs in childbearing; in pain you shall bring forth children, yet your desire shall be for your husband, and he shall rule over you." Eve has been placed under the power of her husband, she who previously was very free and, as the sharer of all the gifts of God, was in no respect inferior to her husband. This punishment, too, springs from original sin: and the woman bears it just as unwillingly as she bears the pains and inconveniences that have been placed upon her flesh. The rule remains with the husband, and the wife is compelled to obey him by God's command. He rules the home and the state, wages wars, defends his possessions, tills the soil, builds, plants, etc... The woman on the other hand, is like a nail driven into the wall. For just as a snail carries its house with it, the wife should sit at home and look after the affairs of the household, as one who has been deprived of the ability of administering those affairs that are outside and that concern the state. She does not go beyond these personal duties. Source: Luther's Works, Volume 1 (Lectures on Genesis Chapters 1-5) Based on your knowledge of history and citing evidence from the sources above, compose an essay that explains the role of women during the Renaissance and Reformation era and discuss if, how and why that has changed for our society today and how it affects you. Shelby County Schools 4 of 4!

25 THE SCIENTIFIC REVOLUTION AND THE ENLIGHTENMENT (4 weeks) STATE STANDARDS 7.59 Describe the roots of the Scientific Revolution based upon Christian and Muslim influences Gather relevant information from multiple print and digital sources explaining the significance of new scientific theories, the accomplishments of leading figures including Bacon, Copernicus, Descartes, Galileo, Kepler and Newton, and new inventions, including the telescope, microscope, thermometer and barometer Trace how the main ideas of the Enlightenment can be traced back to such movements and epochs as the Renaissance, the Reformation, the Scientific Revolution, the Greeks, the Romans and Christianity Describe the accomplishments of major Enlightenment thinkers, including Locke and Montesquieu Explain the origins of modern capitalism examining the influence of mercantilism and the cottage industry, the 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. BIG IDEAS The Scientific Revolution was born from ideas of the Renaissance and Reformation as people began to read, learn and think more. Relevance: Thinkers of the Renaissance used knowledge preserved from Islamic libraries of the Middle Ages and explored new ways of learning, expressing oneself and considering life. As religious shackles came off the art world scientists drew on a different sense of what it was to be a human being and coupled that with questioning the ultimate authority of church knowledge and how religious teachings compared with an observation of events in nature. One of the most notable was the idea that the earth was the center of the universe and that all things revolved around it. TNSS: 7.59, 7.61 By observing how everyday actions took place in nature and then devising questions about why, scientists began to conduct experiments to prove theories and then be able to explain events. Relevance: Rather than relying on previously accepted explanations that they disagreed with, scientists set out to prove ideas they had that discredited accepted notions or explained other natural phenomena. In order to document and prove their ideas inventions like the telescope, microscope and thermometer were created and helped man determine greater truths about the world than had ever been known. TNSS: 7.60 John Locke of England and Baron Montesquieu of France question the role of government in relation to the citizens it ruled. Instead of the people having to serve the leaders they believed that the government should serve the citizens. Relevance: For almost the entire history of the world rulers had been regarded as superior to the citizens, sometimes even considered gods. The idea that the citizens should choose those who govern them and that those leaders work for the people and can be removed by the people was a very new and different idea. It changed the general way of thinking and is the idea that our nation and government is based on. TNSS: 7.62 In line with the idea that the government should serve the people came the concept of a person being able to acquire and keep their own wealth based on their labor and not only inheritance or through the gift of a monarch. Relevance: The practice of capitalism, or one having the ability to grow and keep wealth through one's own work and enterprises, free from government or social class control led to more personal wealth being developed among more people instead of just a select few. This factor led to more trade and spending and the rapid growth of economies in Western Europe. TNSS: 7.63 GUIDING QUESTIONS How was the Scientific Revolution influenced by the Renaissance, Christianity and Islam? What important advancements were made during the Scientific Revolution? How did the theory of the purpose of government change during the Enlightenment? What are the differences between capitalism and mercantilism? What were advantages and disadvantages to the cottage industry? What was the conflict between Christianity and science and has it ever been resolved? Shelby County Schools 1 of 3!

26 SUGGESTED ACTIVITIES 1. Nystrom Atlas - Unit 8, Section 53 - Dawn of the Global Economy 2. Nystrom Atlas - Unit 9, Section 54 - Scientific Revolution and Enlightenment 3. Create a timeline of important events of the Scientific Revolution. In addition, select one notable scientist from this era and highlight at least ten important points during their life on the timeline. 4. Create a timeline of important writings and events of the Enlightenment. Place important changes in government structures on the timeline. 5. Test Galileo's theory that all objects fall at the same rate of speed towards the earth. Choose several objects and conduct the research either in the classroom or in a different space if need be. Include an 8.5 X 11 piece of paper in the list of items. Drop the flat piece of paper with another object after several other tries have been demonstrated. It will not fall at the same rate. Take the same piece of paper, wad it into a ball and drop it with the same object again and it will fall at the same rate. Ask students to generate ideas as to why. 6. Borrow some microscopes, or a SmartMicroscope that can be attached to a projector (each middle school should have these on hand), from the science department and allow students to view different items by using it. The structure of dead skin, leaves, paper or several other items will help them to understand the advancements Hooke, van Leuwenhoek and Boyle made. 7. Compare the idea of the European Enlightenment to the concept of bodhi in Buddhism. Are they the same or different? Create a graphic to compare and contrast the two. 8. Select two different persons from the Enlightenment period. Create a Venn diagram comparing the lives, work and thinking of the two individuals. Compare various student diagrams from throughout the room. 9. Create a list of things that can be scientifically proven and those that cannot. How do the lists compare? What is the difference in the items on each list? Is one list more important than the other? How and why? 10. Compose a letter to the editor that effectively argues for the separation of powers in a government. 11. Read excerpts from the work of Locke, Montesquieu and Rousseau and identify ways they are connected to our government structures and practices today. See Resource #14 below for a link to a set of short readings.! RESOURCES Enlightenment Reading.docx?oref=e&n= Shelby County Schools 2 of 3!

27 ASSESSMENT Read the following passage from the Declaration of Independence: We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.--That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, --That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness. Prudence, indeed, will dictate that Governments long established should not be changed for light and transient causes; and accordingly all experience hath shewn, that mankind are more disposed to suffer, while evils are sufferable, than to right themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and usurpations, pursuing invariably the same Object evinces a design to reduce them under absolute Despotism, it is their right, it is their duty, to throw off such Government, and to provide new Guards for their future security.--such has been the patient sufferance of these Colonies; and such is now the necessity which constrains them to alter their former Systems of Government. The history of the present King of Great Britain is a history of repeated injuries and usurpations, all having in direct object the establishment of an absolute Tyranny over these States. Based on your knowledge of history and the using information from the passage above, compose an essay and cite at least 3 pieces of evidence explaining how the Declaration of Independence reflects Enlightenment ideals. Shelby County Schools 3 of 3!

28 THE AGE OF EXPLORATION AND TRADE STATE STANDARDS (4 weeks) 7.64 Identify the locations of the Olmec, Maya, Aztec and Inca civilizations and explain the impact of the geographical features and climates of Mexico, Central America, and South America on their civilizations Describe the highly structured social and political system of the Maya civilization, ruled by kings and consisting of agriculturally intensive centers around independent city-states Create a graphic organizer or concept map explaining how and where four important South and Mesoamerican empires arose Explain the roles of peoples in the Aztec and Incan societies, including class structures, family life, warfare, religious beliefs and practices and slavery Use multimedia components and visual displays in presentations to describe the artistic and oral traditions and architecture in the four major South and Mesoamerican civilizations 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 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 Identify the European countries responsible for North American exploration and the modern day regions in which they settled, including France, Spain, England, Portugal and Holland. Summarize the reasons for the success of these countries in colonization or North and South America Analyze why European countries were motivated to explore including religion, political rivalry and economic gain 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 and astrolabe 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 Write an opinion piece with supporting details that describes the effects of exploration on the indigenous American cultures. BIG IDEAS Europeans were heavily involved in seafaring trade with Africa and Asia by AD Relevance: Europeans had traded for exotic goods with Asian countries for centuries but greater demand for goods, which led to greater profits for merchants, caused traders to seek sea routes for trade as ships could carry much more than camels. TNSS: 7.72, 7.73 There were several well developed civilizations in the Americas that were not known to Europeans, Asians or Africans before AD Relevance: Europeans, Asians and Africans were all deeply involved in multi-continent trade by this point in history but were completely unaware of several major civilizations thriving in the Americas at the same time. Bold ideas to try to get to Asia faster led Columbus to sail west from Europe rather than south and around Africa and as a result he was brought into contact with the Americas and new people, crops and ideas that Europeans had not encountered yet. TNSS: 7.64, 7.72, 7.73, 7.74, 7.75 Contact with the Americas moved people, plants, goods and ideas both east and west across the Atlantic Ocean. Relevance: Europeans received several different types of plants from the Americas they had never before seen. They began using them in their diets and later transported their recipes using them back to the Americas. Items like potatoes, tomatoes, squash and corn were introduced to Europe. Gold, silver, copper, sugar and tobacco were also transported in large quantities and made Europeans, especially Spain, even wealthier. In return the Native Americans that survived were given disease, forced religion and beings subjects to a ruler they would never meet. TNSS: 7.72, 7.73, 7.74, 7.75 Shelby County Schools 1 of 5!

29 Civilizations throughout both North and South America had also developed extensive trade routes among themselves. Relevance: Just as Europeans, Asians and Africans profited from trade and brought different goods and cultural ideas to their locations, groups in the Americas did the same and had networks that moved goods, ideas and practices to several locations throughout the continents. TNSS: 7.70 The civilizations of the Americas had their own forms of religion, art, music and sport and were also expert builders, engineers and mathematicians. Relevance: Large and well developed cities with complex social structures were present in the Americas before the arrival of Europeans. Many different groups built pyramidal structures or stone or mud brick that are still standing today. They also developed exceptional farming techniques for swampy lands and mountainsides and ways to bring water from distant locations to farms and cities. They used accurate calendars and knew the both seasons and the paths of the stars. TNSS: 7.68, 7.69 GUIDING QUESTIONS How did geography affect the development and locations of early American civilizations? How did civilizations in the Americas grow and develop? What were the social and political structures of early American civilizations and how did they compare to those in other parts of the world? What factors drove the era of European exploration? What were the consequences of European exploration and how do they affect us today? How did the Americas change due to contact with Europeans? How did Europe change due to contact with the Americas? SUGGESTED ACTIVITIES 1. Nystrom Atlas - Unit 7, Section 44 - Trade in the Indies 2. Nystrom Atlas - Unit 7, Section 45 - Age of European Exploration 3. Nystrom Atlas - Unit 7, Section 46 - Aztec Empire 4. Nystrom Atlas - Unit 7, Section 47 - Inca Empire 5. Nystrom Atlas - Unit 7, Section 48 - Europeans Explore and Settle the Americas 6. Nystrom Atlas - Unit 7, Section 49 - Impact of Colonization 7. Create a map showing the locations of major cultural centers of the Americas prior to AD Create a map of European explorers, dates and their routes of exploration from AD Create a timeline outlining major points in the exploration of the globe from AD Include contact with the Australian continent as part of the exercise. 10. Using images of early American civilization sites create a drawing of a city as it may have been before European contact. (Images for several sites are easily found doing a web search for the city name.) Label the image and explain what different buildings or structures would be used for. Groups of students can create a portfolio of a site with each doing a different structure or facet of the location. Example - temples, homes, ball court, main square, farms/fields, etc... Sites to consider may include: Machu Picchu, Teotihuacan, Chan Chan, Tikal, Palenque, Chichen Itza, Cerro Blanco, Pisaq, Puka Pukara, Tambomachay, Raqchi, Saqusaywaman, Ollantaytambo, Calakmul, Copan, Uxmal, Calixtlahuaca, San Lorenzo, La Venta, Tula, Cahokia and Chaco Canyon. 11. Select two Mayan gods and compare them to 2 Hindu, Egyptian or Greek god of similar nature. What is similar or different about each? Make a small poster or trading card of each deity and note special features, habits or needs of the god along with a drawn image. 12. Compare the Mesoamerican ball game with a modern sport that it is most similar to. Create a double drawing with side by side images of both games being played. Explain how the games are similar. What were the purposes and outcomes of each game? 13. Select a South or Mesoamerican civilization and create a climate description for each group. Cite the latitude and longitude of the location, the proximity to various physical features, access to water and other necessary materials. Write a short description of how these Shelby County Schools 2 of 5!

30 factors affected the civilization. 14. Create a list of South or Mesoamerican agricultural products that we still use today. Which are more common? Which do you prefer or strongly dislike? How do we use the items today? 15. Compare and contrast the process of and reasons for Egyptian and Andean mummification. How are they similar or different? 16. View images of the Nazca Lines of Peru and investigate the process of their construction. Compare the images with images of animal mounds in Ohio and other places in North America. Note similarities and differences in the images portrayed and the creation of the images. Generate thoughts on why the images were created and research to see how student ideas compare with scientific research. Determine what images someone would make today for similar reasons to those of the Nazca culture. Create an image that would be similar in nature, write about where it would be placed and explain the construction of the image and its overall significance. 17. Read excerpts from Columbus' journal from his first voyage. Consider the following: What challenges did he face? How did his crew react to the voyage? What was the reaction to first contact? What were the results of this contact? Citing evidence from the reading, compose an essay that identifies and addresses three significant issues that took place on or as a result of Columbus' voyage. See Resource #33 below for a link to excerpts from the journal. RESOURCES National Museum of Anthropology in Mexico City Larco Museum in Lima, Peru Shelby County Schools 3 of 5!

31 Columbus.docx?dl=0 ASSESSMENT Read the following passage: On the Destruction of the Indies, by Bartolomé de Las Casas, 1542 The Indies were discovered in the year The year following, Spanish Christians went to inhabit them, so that it is since 49 years that numbers of Spaniards have gone there: and the first land, that they invaded to inhabit, was the large and most delightful isle of Hispaniola, which has a circumference of 600 leagues. There are numberless other islands, and very large ones...that were all and we have seen it as inhabited and full of their native Indian peoples as any country in the world. Of the continent...more than 10,000 leagues of maritime coast have been discovered, and more is discovered every day; all that has been discovered up to the year 1549 is full of people, like a hive of bees. Among these gentle sheep...the Spaniards entered...like wolves, tigers, and lions which had been starving for many days, and since 40 years they have done nothing else; nor do they otherwise at the present day, than outrage, slay, afflict, torment, and destroy them. To such extremes has this gone that, whereas there were more than 3 million souls, whom we saw in Hispaniola, there are today, not 200 of the native population left. The island of Cuba is almost as long as the distance from Valladolid to Rome; it is now almost entirely deserted. The islands of San Juan and Jamaica...are both desolate. The Lucaya Isles lie near Hispaniola and Cuba to the north and number more than 60. The poorest of these contained more than 500,000 souls, but today there remains not even a single creature. All were killed in transporting them to Hispaniola, because it was seen that the native population there was disappearing. We are assured that our Spaniards, with their cruelty and execrable works, have depopulated and made desolate the great continent, and that more than ten kingdoms, larger than all Spain...although formerly full of people, are now deserted. We give as a real and true reckoning, that in the said 40 years, more than 12 million persons, men, and women, and children, have perished unjustly and through tyranny, by the infernal deeds and tyranny of the Christians. Two ordinary and principal methods have the self-styled Christians, who have gone there, employed in extirpating these miserable nations. The one, by unjust, cruel, and tyrannous wars. The other, by slaying all those who might aspire to...liberty or to escape from the torments that they suffer, such as all the native lords and adult men. The reason why the Christians have killed and destroyed such infinite numbers of souls is solely because they have made gold their ultimate aim, seeking to load themselves with riches in the shortest time. These lands, being so happy and so rich, and the people so humble, so patient, and so easily subjugated, they have...taken no more account of them...than I will not say of animals, for would to God they had considered and treated them as animals but as even less than the dung in the streets. In this way have they cared for their lives and for their souls: and therefore, all the millions above mentioned have died without faith and without sacraments. And it is...admitted...by all...that the Indians throughout the Indies never did any harm to the Christians: they even esteemed them as coming from heaven, until they and their neighbors had suffered the same many evils, thefts, deaths, violence, and visitations at their hands. Source: Bartolomé de Las Casas: A Selection of His Writings; Translated and edited by George Sanderlin. Citing at least three pieces of evidence from the reading compose an essay that explains what happened to the natives of the islands after the visit of Columbus. Close with a paragraph reasoning if this was fair or not and explain why you feel that to be the case, add if any similar situations occur in today's world and what can be done. Shelby County Schools 4 of 5!