PREVIEW 6. Historical Connection. Classroom Experience. Students were members of different groups. Students traded different colors of tokens.
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1 PREVIEW 6 How do you think your experience exchanging paper tokens may be similar to trading goods in Constantinople? Examine the map your teacher is projecting. For each item in the first column of the chart, make an entry in the second column that connects your experience in the trading activity to history. Classroom Experience Historical Connection Students were members of different groups. Students traded different colors of tokens. Tokens had to be traded in the trading hub. Students could trade for only one token at a time. Students walked along strips of tape to trade. Groups finished the activity with a variety of token colors. Teachers Curriculum Institute The Byzantine Empire 31
2 READING NOTES 6 Read Sections 6.2 to 6.5 of History Alive! The Medieval World and Beyond and answer the corresponding questions. 6.5 Conflict Between East and West 1. Why did Byzantine emperor Leo III forbid the use of icons in 730? How did the pope react to Leo s order? 2. What event in 800 increased tensions between the east and west? Rome 3. How did the relationship between the Eastern Orthodox Church and the Roman Catholic Church change in 1054? 6.2 Constantinople 1. Why was Constantinople ideally located to be the capital of the Byzantine Empire? 2. What were some of Constantinople s main features? 3. What was daily life like in Constantinople? 32 Lesson 6 Teachers Curriculum Institute
3 READING NOTES The Reign of Justinian I 1. What event forced Justinian to start rebuilding parts of Constantinople? 2. What were some of the improvements made to Constantinople as a result of Justinian s public works projects? 3. How has Justinian s Code affected the modern world? 6.4 The Eastern Orthodox Church 1. What was the relationship between religion and government in the Byzantine Empire? 2. How did the Eastern Orthodox Church play a central role in the daily life of Byzantines? Teachers Curriculum Institute The Byzantine Empire 33
4 PROCESSING 6 On the opposite page, create a real estate advertisement to encourage people to move to Constantinople after the schism of Your advertisement must include these elements: a memorable slogan a map that shows where Constantinople is located four paragraphs of information about the city s geography, government, religion, and daily life four visuals that represent key ideas in the written information extra creative touches that make the advertisement look authentic writing that is free from spelling and grammatical errors 34 Lesson 6 Teachers Curriculum Institute
5 PROCESSING 6 Teachers Curriculum Institute The Byzantine Empire 35
6 TIMELINE CHALLENGE 1 Use information on the timeline to help you complete the missing parts of Items A F. When completed, each item should include the following: the date(s) and a short written description of the item. a simple symbol or drawing to represent the item. an appropriate geometric shape surrounding the symbol or drawing. These shapes correspond to the categories listed above the right side of the timeline. a color bar or dot in the appropriate location on the timeline. a line connecting the bar or dot to the geometric shape. B A leads to two separate Christian churches: Roman Catholic and Eastern Orthodox. A. About 800 Scholars in Charlemagne s schools begin to write with lowercase letters D Construction of the present-day Chartres begins in France. 36 Timeline Challenge 1 Teachers Curriculum Institute
7 TIMELINE CHALLENGE 1 Social Structure Government Religion Arts Technology Writing and Literature C. William the Conqueror introduces feudalism to England E King John puts his seal to the. F English archers use longbows to defeat the French at Crecy during the. Teachers Curriculum Institute Medieval Europe Timeline Challenge 37
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