Sed 480 Complete

SED 480 Unit Plan 1
Interactions and Influences between Europe and Asia in the High Middle Ages
10th grade
World History
Jacqueline Ali
SED 480
February 6, 2017
SED 480 Unit Plan 2
Unit Overview:
The purpose of this unit is to teach a World History class about the importance of the
interactions and influences that Europe and Asia had on one another during the period of the 12th
through the 16th century. As a student of history it is important to look at influential events that
have taken place and reflect on how big of an impact those events made on present day society.
Throughout the unit students will be asked critical questions and will be given a chance to give
their opinion since much of it, we do not know for sure. That it is also why it is important for
students to learn the difference between fact and opinion. Students will also learn how to
distinguish different points of view by reading primary sources and then making analyses,
Students will learn how to fill out and read maps and be able to correlate the differences and
connections between past and present.
The vital theme of this unit is to connect the past to the present. History has a way of
repeating itself so it is very important to learn from history. When we see situations that have led
to destructive and catastrophic outcomes, we do not wish to see that occur again. Or if we see
something that took place in history and had a positive outcome on history, we wish to follow
that. That is what I wish to teach the students. If we a similar situation today that can lead in a
negative outcome, I want the students to be able to notice the similarities in events and hopefully
do what they can in order to avoid seeing a repeat occurrence of this event.
Throughout the unit I want students to focus on issues that are not so clear cut. I will have
my students perceive past events and issues as if they were experiencing it firsthand. Students
will be reading firsthand accounts to help put themselves in the authors shoes. Students will do a
lot of comparing and contrasting by filling out a Venn diagram and a T-Chart. Then we will have
one whole lesson based on analyzing how the Crusades have an influence of current issues in the
Middle East. That whole lesson will be based on connecting past to present and it gives students
a chance to learn about the Crusades while even learning more about the present issues in the
Middle East that they might not be aware of. I want the unit to be as engaging and hands on as
possible so I have included a web quest which will incorporate technological skills.
II. Standards:
Arizona Standards for Social Studies:
SSHS-S2C3-PO4: Describe the interaction of European and Asian civilizations from the 12th to
the 16th centuries:
a. Crusades
b. Commerce and the Silk Road
c. impact on culture
d. plague
SSHS-S2C1-PO7: Compare present events with past events:
a. cause and effect
b. change over time
c. different points of view
SED 480 Unit Plan 3
SSHS-S2C1-PO4: Construct graphs, tables, timelines, charts, and narratives to interpret

historical data.
Arizonas College and Career Ready Standards- Literacy in History/Social Studies

9-10.RH.4. Determine the meaning of words and phrases as they are used in a text, including
vocabulary describing political, social, or economic aspects of history/social studies.
9-10.RH.9. Compare and contrast treatments of the same topic in several primary and secondary
sources.
Arizonas College and Career Ready Standards- Literacy in History/Social Studies, Science, and
Technical Subjects
9-10.WHST.2. Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective selection, organization,
and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information
to make important connections and distinctions; include formatting (e.g., headings), graphics
(e.g., figure, tables), and multimedia when useful to aiding comprehension.
ISTE:
1. Empowered Learner
c. Students use technology to seek feedback that informs and improves their practice and to
demonstrate their learning in a variety of ways.
III. Objectives:
1. Students will be able to demonstrate knowledge of the geography of Europe and Asia at
the beginning of the 12th century by labeling a blank map in order to distinguish the
different countries and landmarks.
2. Students will be able to analyze the silk roads and how they affected trade between China
and the West in order to compare and contrast the silk roads to the spice roads by creating
a Venn diagram.
3. Students will be able to analyze two primary sources written during the Crusades and
compare and contrast the two documents on how they author viewed the Crusades by
completing a primary source analysis form in order to be able to differentiate points of
view.
4. Students will be able to apply the outcomes of the Crusades to current issues in the
Middle East by providing examples of Americas current involvement in the Middle East
by writing a paragraph in order to reflect on how the Crusades had and still have a
massive impact on society.
5. Students will be able to demonstrate understanding of the structure and culture of the
Byzantine Empire by paraphrasing important words and phrases that are included in a
primary source by filling out a graphic organizer in order to better understand the
vocabulary and how to use context clues when reading a primary source document.
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6. Students will be able to create a day in Constantinople by writing a narrative of someone

who lives in Constantinople during the twelfth century and discuss the events that would
take place on a daily basis and how trade is an important part of life in order to
demonstrate meaningful application of essential knowledge and skills by writing a
firsthand account.
7. Students will be able to evaluate how trade has transformed by critiquing trade during the
Middle Ages with current trade and trade agreements by completing a T-Chart in order to
demonstrate how trade has changed from the high middles ages to the present.
8. Students will be able to analyze the causes and outcomes of the Black Death by exploring
an online web quest and completing a follow along graphic organizer online in order to
practice on technological skills and become familiar with the huge impact the Black
Death had on society.
9. Students will be able to comprehend the interaction of European and Asian civilizations
from the 12th to the 16th centuries by reviewing the reasons for the Crusades as well as
the outcomes, the Silk Road and its impact on trade, the importance of the Byzantine
Empire, and how the Black Death was caused and the outcomes, by participating in a
game of Jeopardy in order to review for the upcoming test.
10. Students will be able to demonstrate knowledge of interaction of European and Asian
civilizations from the 12th to the 16th centuries by recalling the information learned
throughout the unit in order to complete a test.
IV. Key Concepts:

Empire: A centralized political entity consolidated through the conquest and colonization
of other nations or peoples in order to benefit the ruler and/or his homeland.
Silk Roads: an ancient network of trade routes that were for centuries central to cultural
interaction through regions of the Asian continent connecting the East and West from
China to the Mediterranean Sea.
Crusades: the military expeditions undertaken by the Christians of Europe in the 11th,
12th, and 13th centuries for the recovery of the Holy Land from the Muslims.
Papacy: the office or authority of the Pope.
Iconoclasm: the action of attacking or assertively rejecting cherished beliefs and
institutions or established values and practices.
Patriarchy: the male head of a family or tribe. In the Middle Ages the Patriarchy
consisted of the leaders in the Catholic Church.
The Black Death: The epidemic of bubonic plague that ravaged Europe, Asia, and North
Africa in the fourteenth century, killing one third to one half of the population. The
deadly bacteria, Yersinia Pestis, was spread by infected fleas who hosted on black rats.
Flagellants: Believed that the reason for the Bubonic Plague was that it was a punishment
sent from God. Flagellants would subjects themselves or others to flogging as a religious
discipline.
SED 480 Unit Plan 5
Pogroms: an organized massacre of a particular ethnic group, in particular that of Jews.

Often. People believed that the Jews caused the plague by poisoning town wells.
al Qaeda: The radical Islamic organization founded in the late 1980s by former
mujahidin. They carried out the 9/11 terrorist attacks and is responsible as well for
attacks in Africa, Southeast Asia, and in the Middle East.
Conquer: Take possession by force, as after an invasion.
Diffusion: The spreading of a feature or trend or idea from one place to another over time
Trade: the business of buying and selling or exchanging items
Caravan: A group of traders traveling together.
Silk: A valuable cloth, originally made only in China from threads spun by caterpillars
called silkworms.
Jihad: A struggle or fight against the enemies of Islam.
Bubo: Swollen, discolored lymph node; common symptom of the Black Death.
Absolution: In Catholicism, a result of the sacrament of confessing one's sins to a priest,
the priest administers absolution, which voids the penalties for those sins.
Constantinople: the largest city and former capital of Turkey, Previously known as
Byzantium, Constantine changed the name of the city and moved the capitol of the
Roman Empire here from Rome.
Byzantine Empire: Historians' name for the eastern portion of the Roman Empire from
the fourth century onward, taken from 'Byzantium,' an early name for Constantinople.
Used mostly Greek language and culture; capital-Constantinople (new Rome); enjoyed
benefit of Mediterranean trade.
Additional People/Events/Terms:
Spice Roads
Pope Gregory VII
Pope Innocent III
Peter the Hermit
Pope Urban II
The Capture of Antioch in 1098
Little ice age
Council of Constance
The Five Pillars of Islam
The Mongols
Expansion
Route
Feudalism
Lymphatic System
Penance
Scapegoat
Serf
SED 480 Unit Plan 6
Schism
Icons
Celibacy
V. Enduring Question:
- What were the interactions that occurred between Europe and Asia through the 12th and
16th centuries that have an impact on the present?
- How does the Crusades have a current effect on the present Middle East?
- Does the Silk Roads still have a relevance today?
- How does the culture during this time period differentiate from the present?
- Are there still traces of the plague today?
- Is there anything similar to the plague in recent years?
VI. Enduring Understanding

- It is not possible to analyze Europe or Asia through the 12th and 16th centuries by
themselves. Europe and Asia are closely integrated at this time and have major influences
on one another.
- It is important to identify these influences and examine whether these influences
resulted in positive or negative effects.
- It is also important to identify the real result of these influences on the present
day.
Stage 2: Assessments
I. Overview
During this unit I want students to understand the material as well as the bigger picture.
The main idea that I want the students to understand is about the interactions between Europe
and Asia during the 12th and 16th centuries and how those interactions have played an influence
on society today. This includes how the Crusades play a role with current issues on the Middle
East, the Silk Roads and if they have any prevalence today. As well as comparing and
contrasting the current culture in these countries with their culture in the past and the bubonic
plague and if there are still any traces of it and is there currently anything similar to the bubonic
plague today. Overall, I want the students to make an educated decision on how the interactions
between Europe and Asia during the 12th and 16th centuries made a negative or positive
influence on society today and be able to identify the real result of these influences.
During my lessons, I will be constantly assessing the students throughout. Everyday there
will be a closure activity so I can grasp my students full understanding of the lesson for the day.
This will help me know if I need to go back and reteach a topic that the students did not grasp in
that days lesson. For every lesson, there will be at least a short discussion. These discussions
can be just with in pairs, or a group of 4 or a whole class discussion. This will help other
students possibly better grasp the concept from hearing it in the words of another student but
SED 480 Unit Plan 7
helps the teacher make sure that all the students are on the same page before moving on. There
will also be small writing assignments after watching a video or during a lecture so the teacher
can make the decision whether to move on or go over the topic again. At the end of the unit there
will be a test which will be an assessment over the entire unit.
II. Diagnostic and Formative Assessments:
1. Diagnostic: A pretest: On the first day of the unit students will be given a pretest on the
material that will be taught during the unit. This helps give the students an introduction to
the unit and what will be taught during the unit and helps give the teacher an
understanding of where the students are at. It shows what topics the students are already
familiar with and what topics the students have no knowledge of. It helps the teacher plan
the lessons accordingly to what the students need the most time spent on certain topics.
The pretest will be given as participation points and will not count as a grade based on
how many answers the students get correct.
2. Formative: Discussion: Students will take part in at least one form of a discussion a day.
The forms of discussion vary between think-pair-shares with a partner, discussing in
groups of four, or having a whole class discussion. While the students are having their
discussions, whether in pairs or in groups, the teacher will be walking around and
listening to the different groups. The teacher will make sure that the students are on task
with their discussions and are not discussing anything off topic. Once the discussions are
completed, the teacher will ask for volunteers or call on random students. In some cases
the teacher will have a representative from each group share what their group discussed.
In the case of a whole class discussion, the teacher will let students discuss amongst
themselves while the teacher observes. The teacher will not be involved in the discussion,
the teacher will only speak after the discussion and touch base on different things the
students discussed. The students will be taught on how to have a proper discussion with
one another. This will include rules such as having every student speak at least once,
waiting for three different students to speak before speaking again, and being respectful
of everyones opinion.
3. Formative: A quiz: A quiz will take in the middle of the unit in order to assess the
understanding and mastery of the concepts presented in the first half of the unit. This quiz
is meant to tell to the teacher if the students are ready to move on with the unit or if the
teacher needs to go back and reteach a topic. The test will include a small section of
filling in the blank on a map, a fill in the blank section and a short answer section. The
quiz will include questions from objectives 1, 2, 3, 4 and 5.
Schedule:
Day 1: Students will be able to demonstrate knowledge of the geography of Europe and Asia at
the beginning of the 12th century by labeling a blank map in order to distinguish the different
countries and landmarks.
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1. Pretest. Students will be given a pretest to grasp what the students already know and what
they do not. This will take place because it is the first day of the lesson. This lets the
teacher plan accordingly to what topics need to be focused on more extensively.
2. Think-pair-share. The students will take share in a think-pair-share activity during the
PowerPoint. They will be discussing the different parts of a map. Most of the information
should be review so it will be very brief. The teacher will walk around during the
discussion to make sure the students understand the material.
Day 2: Students will be able to analyze the silk roads and how they affected trade between China
and the West in order to compare and contrast the silk roads to the spice roads by creating a
Venn diagram.
1. Group Discussion. Students will have a discussion in groups of four after the lecture.
They will discuss what they know from learning about the spice roads and then compare
it to the silk roads. While they are discussing the subject, they will be filling out a Venn
diagram.
2. Venn diagram. The Venn diagram will reflect what the students discussed and what they
have learned from the lesson. This assignment is meant to use some past knowledge and
students are to think outside of the lecture notes to find the answers.
Day 3: Students will be able to analyze two primary sources written during the Crusades and
compare and contrast the two documents on how they author viewed the Crusades by completing
a primary source analysis form in order to be able to differentiate points of view.
1. Primary source analysis form. This form will help guide the students between reading the
two documents. It allows the students to learn how to investigate primary sources and
look at the bigger picture. Then in this case, helps students compare and contrast the two
documents. The completion of the form will show if the students understand how to read
these sorts of documents or if needs to be something the teacher has to go over.
2. Class discussion. The whole class will become involved in a discussion about the two
documents. The students will each state one topic each that the source discussed and how
the other document had the same or a different view on the topic. The discussion will
then turn into whether they agree with or disagree with one or both of the sources. The
student will be taking notes during the discussion and will not intervene in the discussion
until the end. The teacher will then lead the discussion based on the notes taken during
the class discussion.
Day 4: Students will be able to apply the outcomes of the Crusades to current issues in the
Middle East by providing examples of Americas current involvement in the Middle East by
writing a paragraph in order to reflect on how the Crusades had and still have a massive impact
on society.
1. Written paragraph. The paragraph will show whether the students understood the impact
of the Crusades on current issues in the Middle East. Their paragraph must include
examples to show their understanding of the topic.
SED 480 Unit Plan 9
2. Class discussion. The class discussion will start with students each giving an example of
an influence the Crusades had on the current Middle East. The students will then transfer
the conversation on how they think these issues can be rectified. The teacher will be
taking notes during the discussion and then will write the resolutions that the students
discussed on the board. The teacher will then use these resolutions for the closure
activity.
Day 5: Students will be able to demonstrate understanding of the structure and culture of the
Byzantine Empire by paraphrasing important words and phrases that are included in a primary
source by filling out a graphic organizer in order to better understand the vocabulary and how to
use context clues when reading a primary source document.
1. Graphic organizer. The graphic organizer will be used as a guide through the primary
source document. It will help students pick out important words and phrases which help
them understand important vocabulary for the unit and the overall purpose of the primary
source document. This graphic organizer will help the teacher assess whether or not the
students understood the vocabulary and the purpose of the reading.
2. Group discussion. The students will be in groups of four and will go through each of the
vocabulary terms and discuss how they can apply each of the terms to something in their
own lives. They will then discuss with one another what they think the main purpose of
the document was.
Day 6: Students will be able to create a day in Constantinople by writing a narrative of someone
who lives in Constantinople during the twelfth century and discuss the events that would take
place on a daily basis and how trade is an important part of life in order to demonstrate
meaningful application of essential knowledge and skills by writing a firsthand account.
1. Quiz. The students will be given a quiz to make sure they have an understanding of the
material taught in the first five lessons. This will help the teacher assess if there is any
material that needs to be retaught.
2. Narrative. The students will write a narrative as someone who lives in Constantinople
during this time. Students would be required to show knowledge of everyday events and
show knowledge of trade. The teacher can assess whether the students understand these
aspects or if they need to be retaught.
Day 7: Students will be able to evaluate how trade has transformed by critiquing trade during the
1. Think-pair-share. The students will have a short discussion with a partner during the
PowerPoint. They are to discuss how goods were traveled along the Silk roads from Asia
to Europe in the Middle Ages and then how goods are traveled from Asia to Europe
today. This will give the teacher the chance to assess whether the students understand this
concept and the teacher can move on with the lesson or reteach.
2. T-chart and class discussion. The students will work in groups of four to complete their
T-chart. One side of the chart is to be Middle Ages then the other side is Today. The
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students will be contrasting goods that were traded in the Middle Ages vs. goods that are
traded today. The students will include where the goods come from and how they are
transported. This will then turn into a class discussion. The teacher can assess while the
students are working on their T-charts if they understand the material and then during the
discussion.
Day 8: Students will be able to analyze the causes and outcomes of the Black Death by
exploring an online Web quest and completing a follow along graphic organizer online in order
to practice on technological skills and become familiar with the huge impact the Black Death had
on society.
1. Web quest. The teacher will be able to assess the students while completing the Web
quest to make sure they are on task and are understand the material. The student can
assess if the assignment is too easy if the students complete it will plenty of time left in
the period or if they are not grasping the material if they do not finish by the end of the
period.
2. Graphic organizer. While the students are completing the Web quest, they are required to
complete a graphic organizer that goes along with it. This to assess the ability of the
students to follow along and make sure they understood the impact the Black Death had
on society.
Day 9: Students will be able to comprehend the interaction of European and Asian civilizations
from the 12th to the 16th centuries by reviewing the reasons for the Crusades as well as the
outcomes, the Silk Road and its impact on trade, the importance of the Byzantine Empire, and
how the Black Death was caused and the outcomes, by participating in a game of Jeopardy in
order to review for the upcoming test.
1. Group discussion. The classroom will be split in half since there will be two team for the
Jeopardy game. Once the first round of Jeopardy is complete the students will discuss the
first round and something that they did not know or was not too clear on until
participating in the game,
Day 10: Students will be able to demonstrate knowledge of interaction of European and Asian
civilizations from the 12th to the 16th centuries by recalling the information learned throughout
the unit in order to complete a test.
1. Think-pair-share. If there is any time left in the period once everyone is taking the test,
the teacher will ask the students to write down 3 questions or topics that they had a hard
time with and then will share that with a partner. The partner will then help them come to
the answer or they will try to figure it out together. It will help the teacher know what
some of the difficult parts of the test were before looking at the test results.
III. Summative Assessments
1. Closure a.k.a exit tickets: Each day students will complete a small assignment during
the last five minutes of class and will turn the assignment in while leaving the class.
There are a variety of different closure activities. Some might include just answering a
question that is up on the board, writing a short paragraph, just writing down something
that they learned that day or having each student share something with the class. These
activities are beneficial to the student since it helps them revisit information learned
during the lesson. Then they are beneficial to the teacher since it helps the teacher make
sure whether or not the students understood the main takeaway of that days lesson. If the
closure does not reflect the students understanding, the teacher will be able to adjust
their following lesson to reteach what the students did not understand. All the exit tickets
throughout the lesson are purposed to address all the objectives and concepts.
2. A test: At the end of the unit, the students will take a test so the teacher can assess the
whole unit and made sure all the students understand the big picture of what the unit was
trying to teach. When looking at the results, if there is an answer that every student got
correct, it is too easy and the teacher should make the question more complex for future
classes. Then if there is an answer that every student got wrong, that is then a topic that
the teacher would want to reteach since the teacher did not get that point across to any of
the students. When writing the test, the teacher wants to have questions that come from
each objective and have no irrelevant material. If the material was never taught, it should
not be on the test. When writing the test, the teacher should want to keep it minimum on
multiple choice if they include any multiple choice questions at all. For the test of this
unit it will include ten multiple choice questions, a section of matching, a section of
filling in the blanks on a map and then two short essay questions. Overall, a test tells the
teacher which students and how many students grasped the concept of the lesson and how
many did not.
Schedule:
Day 1: Students will be able to demonstrate knowledge of the geography of Europe and Asia at
the beginning of the 12th century by labeling a blank map in order to distinguish the different
countries and landmarks.
1. A blank map. Students will complete a blank map based on what they learned in class on
how to properly fill out a map. This assignment will reflect if the students grasped the
purpose of the lesson.
2. Closure. Students will be asked to get out a sheet of paper and write down all the
different parts of a map and hand it in on their way out. This will help the teacher make
sure all the students understand the lesson.
Test question: For this test questions the students will be provided with a blank
map. They are required to fill in the blanks that consist of different cities,
countries and parts of a map.
Day 2: Students will be able to analyze the silk roads and how they affected trade between China
and the West in order to compare and contrast the silk roads to the spice roads by creating a
Venn diagram.
1. Closure. Students will write down a post it note one similarity and difference between the
spice roads and silk roads and will post it on the classroom door on their way out. This
helps the teacher assess to make sure the students understand the differences and
similarities.
Test question: Approximately when was silk first make its way to Rome and how
did that event make a major impact on China and the West?
Day 3: Students will be able to analyze two primary sources written during the Crusades and
compare and contrast the two documents on how they author viewed the Crusades by completing
1. Closure. Students will have to write one thing they agreed with and one thing they
disagreed with each source. They will have to write this in ten words for each point, so
forty words total.
Test question: How did ideas in the East and West change after the Crusades?
Day 4: Students will be able to apply the outcomes of the Crusades to current issues in the
Middle East by providing examples of Americas current involvement in the Middle East by
on society.
1. Closure. The teacher will ask that students chose one of the resolutions written on the
board and write a paragraph on how they can personally make an impact on trying to
make that resolution be achieved.
Test question: What are some outcomes of the Crusades that are seen today in the
Middle East?
Day 5: Students will be able to demonstrate understanding of the structure and culture of the
Byzantine Empire by paraphrasing important words and phrases that are included in a primary
source by filling out a graphic organizer in order to better understand the vocabulary and how to
use context clues when reading a primary source document.
1. Closure. Students will each be given an index card with different questions on them
ranging from different levels on Blooms Taxonomy. The students will walk around and
find a partner and then ask the partner the question they have on the index card and once
they are done with their answers, they will trade cards and find a new partner. This
process will continue until the teacher gives the signal to stop.
Test question: What two continents meet at Constantinople and how what major
role does Constantinople play in the connection of these two continents and how
does that have an effect on the Byzantine Empire?
Day 6: Students will be able to create a day in Constantinople by writing a narrative of someone
who lives in Constantinople during the twelfth century and discuss the events that would take
place on a daily basis and how trade is an important part of life in order to demonstrate
meaningful application of essential knowledge and skills by writing a firsthand account.
1. Closure. For closure students will write down 5 different aspects they included in their
narrative and then will share them with a partner. They will then turn down the aspects
when leaving for the day. It gives the teacher a chance to assess whether the students
understood the narrative assignment before reading them,
Test question: What are some daily events that would take place of someone
living in Constantinople during the twelfth century?
Day 7: Students will be able to evaluate how trade has transformed by critiquing trade during the
1. Closure. For closure the instructor will tell the students to write down about one good
from the Middle Ages and one good from today that was discussed during the activity.
The goods will no longer be shown on the board so it must come from the students
memory. The students will also be asked to answer what they think as the influence the
Silk Roads had on the Black Death. On the students way out of the classroom, the
students will stick their post it note onto the classroom door. The teacher can assess if the
students understood the assignment individually rather than just copying from one of
their group members and if they know anything about the Black Death which is
tomorrows lesson.
Test question: What are the differences in how trade was handled from the Middle
Ages compared to the present?
Day 8: Students will be able to analyze the causes and outcomes of the Black Death by
exploring an online web quest and completing a follow along graphic organizer online in order to
practice on technological skills and become familiar with the huge impact the Black Death had
on society.
1. Closure. For closure the students will be asked to answer a So what? on a piece of
paper. They will be asked What takeaways from the lesson will be important to know
three years from now? Why? This helps the teacher assess whether they understood the
importance of the activity rather than having a fun day on the computer.
Test question: Approximately how many people died during the Black Death and
how did that play a major role in European and Asian society?
Day 9: Students will be able to comprehend the interaction of European and Asian civilizations
from the 12th to the 16th centuries by reviewing the reasons for the Crusades as well as the
outcomes, the Silk Road and its impact on trade, the importance of the Byzantine Empire, and
how the Black Death was caused and the outcomes, by participating in a game of Jeopardy in
order to review for the upcoming test.
1. Closure. For the closure activity, students will be asked to write how confident they are
with tomorrow's test, what questions they still have and what and for how long are they
going to study. This will give the teacher the ability to assess how ready the students are
for tomorrow's test.
Day 10: Students will be able to demonstrate knowledge of interaction of European and Asian
civilizations from the 12th to the 16th centuries by recalling the information learned throughout
the unit in order to complete a test.
1. Test. The students will be assessed on their understanding for the whole unit. The
questions will come in a variety of different forms such as multiple choice, matching, fill
in the blank on a map and two short essay questions. The teacher will be able to see if any
material from this unit needs to be reviewed in the next unit.
2. Closure. Students will write down a post it note how confident they feel with the test that
they took and then will post it on the door on their way out. This allows the teacher to
compare their answers of how they felt they did to their scores.
IV. Performance Assessment.
1. On Day 6, students will be asked to complete a narrative. They will put themselves in the
shoes of someone living in Constantinople during the twelfth century. In the narrative
they will discuss the events that would take place on a daily basis and how trade plays an
important role in life at that time. Students will need to demonstrate their knowledge of
culture and trade of the Byzantine Empire. This assignment required students to be
thinking on a higher level of Blooms Taxonomy. The goal of this assignment is to have
students use critical thinking skills rather than just out an answer written out by the
teacher. The teacher is able to assess the students by reading their narrative and making
sure they understood what was asked of them by making sure they included components
of everyday and life as well as trade.
V. Summary
GRASPS:
Goal: Create a narrative to demonstrate knowledge of trade and culture in the Byzantine Empire
during the twelfth century.
Role: The students role is to put themselves in the shoes of someone living during that time.
Audience: The student will be writing this assignment for the teacher to read.
Situation: The students will work individually to show they each have their own knowledge on
these topics.
Performance: Students are required to tell a story from the perspective of someone living in
Constantinople during the twelfth century and include aspects of everyday life and the
importance of trade.
Standards: The information must be accurate with what occurs on a daily basis and how trade
plays a role during this time in Constantinople.
Unit Calendar:
Day Topic(s) Unit Objective(s) Brief Listing of Assessments

Activities
Day Unit Hook: Students will be able to The teacher will - Pretest
1 Introduction demonstrate knowledge introduce the unit by - Think-pair-
quote, Period of the geography of administering a pretest. share
maps of Europe Europe and Asia at the The teacher will then - Blank map
and Asia, parts beginning of the 12th give students an - Closure
of a map. century by labeling a introduction to the
blank map in order to lesson by examining a
distinguish the different quote and having a
countries and landmarks. think-pair-share activity.
The teacher will then go
into a brief lecture on
parts of a map and the
geography of the world
during this time.
Students will then
receive a blank map and
be asked to fill it in with
all the required parts.
The class will then end
with a closure activity.
Day -Silk Roads Students will be able to Students will complete - Think-pair-
2 -Spice Roads analyze the silk roads and their do now by share
-Trade how they affected trade reading an article on the - Group
between China and the Spice Routes. Students discussion
West in order to compare will then watch a video - Venn
and contrast the Silk on the Silk Roads and Diagram
Roads to the Spice takes notes on the video. - Closure
Routes by creating a Next students will see
Venn diagram. pictures of the Silk
Roads on a map and
answer questions about
what routes they think
traveled spices and what
routes traveled other
goods. The students will
then have a think-pair-
share activity. Then
students will have a
brief lecture on the Silk
Roads and Spice Routes.

Students will then have
a group discussion while
completing a Venn
Diagram comparing the
Silk Roads to the Spice
Routes.
Day - Crusades Students will be able to Students will start class - Primary-
3 - Points of view analyze primary sources with a do now source
- Reading written during the brainstorming activity. analysis form
primary sources Crusades and compare The students will then - Class
and contrast the receive a SOAPS discussion
documents on how they Primary Source Think - Closure
author viewed the Sheet to complete for
Crusades by completing a the first primary source
primary source analysis given. Students then will
form in order to be able receive two second-
to differentiate points of order documents and
view. then will search for
themselves for three
primary source
documents that relates to
the topic. This will then
form into a class
discussion and then the
class will end with a
closure activity
Day - Crusades Students will be able to Students will come in - Group

4 - Current apply the outcomes of the and do their do now discussions
involvement in Crusades to current issues activity. Students will - Class
the Middle East in the Middle East by then be put into four discussions
- Past to present providing examples of different groups (Franks, -Written
Americas current Byzantines, Palestine paragraph
involvement in the Jews and Arabs) and - Closure
Middle East by writing a have discussion about
paragraph in order to their reasons for
reflect on how the entering the Crusades.
Crusades had and still The teacher will then
have a massive impact on bring the class back
society. together and switch over
to conflicts that the
Middle East currently
faces. The students will
then go back to
discussing with their

groups and will then
write resolutions up on
the board and will
discuss them as a whole
class. Students will then
watch a video and write
a paragraph on it and
that will follow up with
the closure activity.
Day - Structure of the Students will be able to Students will start by -Think-pair-
5 Byzantine demonstrate completing a do now share
Empire understanding of the and have a think-pair- - Graphic
- Byzantine structure and culture of share. The students will organizer
culture the Byzantine Empire by receive a primary source -Deliberative
- Vocabulary paraphrasing important and a secondary source discussion
- Context clues words and phrases that and determine whether - Group
- Reading are included in a primary they believe the discussion
primary source source by filling out a Byzantines defensive - Closure
documents graphic organizer in order strategy is rooted from
to better understand the culture or military
vocabulary and how to strategy. The class will
use context clues when choose which side they
reading a primary source agree with it and then
document. the class will have a
deliberative discussion.
After discussion, the
class will then come
together and discuss
then end with a closure
activity.
Day - Daily life Students will be able to The students will start - Quiz
6 - Trade create a day in off the class period with - Narrative
- Important parts Constantinople by taking a quiz on the 5 - Group
of everyday writing a narrative of previous lessons. This is activity
life in someone who lives in to make sure students - Class
Constantinople Constantinople during the are on track for the rest discussion
- Knights, nobles twelfth century and of the unit. After the - Closure
and peasants discuss the events that quiz the teacher will go
would take place on a over the objective for
daily basis and how trade the day, having a short
is an important part of think-pair-share activity.
life in order to The teacher will then
demonstrate meaningful play two videos for the
application of essential class, having them take

knowledge and skills by notes and will then
writing a firsthand follow up with a lecture.
account. After the lecture the
students will write their
narrative and get into
groups and act out their
narrative while reading
it to their group. The
class will then come
together for a class
discussion and the day
will end with a closure
activity.
Day - Trade Students will be able to Class will start with a - Think-pair-
7 - Comparing and evaluate how trade has do now activity of share
contrasting transformed by critiquing reading an article and - T-chart
- Past vs. present trade during the Middle answering questions in - Group
Ages with current trade their notebooks. It will discussion
and trade agreements by then transition over to - Class
completing a T-Chart in students watching a discussion
order to demonstrate how Youtube video on - Closure
trade has changed from reviving the Silk Roads.
the high middles ages to There will then be a
the present. class discussion on the
material then students
will have a brief lecture
with a think-pair-share
activity. After lecture,
students will be put into
groups of four and will
each make a T-chart
comparing goods of the
past and present and will
then write their answers
on the board. This will
then lead to a class
discussion and then the
closure activity.
Day - Black Death Students will be able to Students will start off by - Web quest
8 -Technology analyze the causes and having a reading and - Worksheet
skills outcomes of the Black answering some - Closure
- Cause and Death by exploring an questions as their do
effect online Web quest and now. The teacher will
completing a follow then have a brief class

along worksheet in order discussion on what was
to practice on read and then show a
technological skills and clip from YouTube on
become familiar with the the Black Death. The
huge impact the Black teacher will ask some
Death had on society. questions and then move
on by having students
each get a laptop to
complete the Web quest.
Students will fill out a
worksheet while
completing the Web
quest. The class period
will then end with a
closure activity.
Day - Review Students will be able to Students will start class - Group
9 - Interaction comprehend the off with answering a do discussion
between Europe interaction of European now. The class will during
and Asia during and Asian civilizations then be split into two activity
the 12th to 16th from the 12th to the 16th groups for the Jeopardy - Closure
centuries. centuries by reviewing game. The class will
- The crusades the reasons for the then play Jeopardy as
- the Silk Road Crusades as well as the review for the test. Once
- Importance of outcomes, the Silk Road the game(s) are finished,
the Byzantine and its impact on trade, students will end the day
Empire the importance of the with a closure activity.
- the Black Byzantine Empire, and
Death how the Black Death was
caused and the outcomes,
by participating in a
game of Jeopardy in
order to review for the
upcoming test.
Day - Interaction Students will be able to Students will start the - Think-
10 between Europe demonstrate knowledge class off with some time pair- share
and Asia during of interaction of to review their notes for -Test
the 12th to 16th European and Asian the test. Next the - Closure
centuries. civilizations from the students will take their
- The crusades 12th to the 16th centuries test. If there is time left
- the Silk Road by recalling the in the class period,
- Importance of information learned meaning everyone
the Byzantine throughout the unit in finished early, there will
Empire order to complete a test. be a think-pair-share
- the Black activity, followed up by

Death closure.
- Current
involvement in
the Middle East
- Past to present
- Knowledge of
locations on
maps
- Important
vocabulary
Catalog of lessons:
Day 1 Introduction; Geography of Europe and Asia during the late middle ages.
Unit Objectives: Students will be able to demonstrate knowledge of the geography of Europe and
Asia at the beginning of the 12th century by labeling a blank map in order to distinguish the
different countries and landmarks.
Length: 55 minutes
Activities:
Pretest:
Students will arrive to class and the teacher will administer a pretest on the unit.
This will help the teacher gage where the students are in regards to knowing the
content of the upcoming unit. The pre-test will only consist of one or two
questions on each topic.
Unit hook : quote
Once the students are done with their pretest they will then see a quote on the
board. The quote comes from The Saga of Grettir the Strong, and states A tale is
but half told when only one person tells it. This is an important quote that
represents the unit because it was written during the time period that is being
focused on and since there will be a lot of looking at two different sides of
history, throughout the unit. With the quote, the students will write down what
they think it means and how it will relate to the unit and they will then have a
think-pair-share activity.
Map activity
The teacher will then have a brief lecture on parts of a map, which is review, and
will then go on to discuss the geography of the world at this time. The students
will then go on to fill out a blank map of Europe and Asia during this time period
since they will be mainly focusing on Europe and Asia. If the students do not
filling it out in class, they can take it home for homework and submit it the next
day.
Closure
Students will end the day with a closure activity to reflect if the students
understood the lesson. For closure, students will be asked to get out a sheet of
paper and write down all the different parts of a map and hand it in on their way
out.
Assessments:
The pretest will count as an assessment since it is being used to assess the students
knowledge to the unit. The think-pair-share will also count as an assessment since the
teacher will be making sure students are understanding the point of the lesson. Then the
completion of the blank map will be used to assess the understanding of the day's lesson
as well as the closure activity.
Day 2 - Silk Roads and Spice Routes

Unit Objectives: Students will be able to analyze the silk roads and how they affected trade
between China and the West in order to compare and contrast the Silk Roads to the Spice Routes
by creating a Venn diagram.
Length: 55 minutes
Activities:
Do now
Students will have a do now reading when they walk in the door. They will be
asked to read an article about the Spice Routes and answer:
What other types of exchanges were there between cultures?
What type of value did many spices have?
What were some uses of these spices?
The teacher will then go over the answers and move on to the next activity.
Silk Roads Video
Students will then watch a video on the Silk Roads. It is The Silk Road:
Connecting the ancient world through trade - Shannon Harris Castelo
https://www.youtube.com/watch?v=vn3e37VWc0k. They will be asked to take
their own notes during the video. The teacher will then briefly discuss the video
after it is over.
Silk Roads on a Map Activity
Next, the students will see pictures of the Silk Roads on a map up on the board.
They will be asked to answer what routes they think traveled spices and which
routes traveled other goods such as silk for example. The students will then have a
think-pair-share with their shoulder partner.
Lecture
The teacher will then have a brief PowerPoint lecture on the Silk Roads and Spice
routes. This will help bring a connection between the previous activities by going
into further details about the importance of the Silk Roads and Spice Routes. Also
it will tell students about the important routes and why they were so important
during this time.
Group Discussion/Venn Diagram
Now between the students answers from the do now and their notes from video
and lecture, they will be put into groups of 4 and will each fill out a Venn
diagram.
Students will be asked to compare and contrast the Silk Roads from the Spice
Routes.
By working in a group, it gives students the opportunity to bounce ideas off of
one another and fill each other in, in case they missed something.
Students will hand in their Venn diagram to the teacher once it is completed, they
are expected to have it completed by the time the closure activity begins.
Closure
For the closure activity, students will write down a post it note one similarity and
difference between the spice roads and silk roads and will post it on the classroom
door on their way out. This helps the teacher assess to make sure the students
understand the differences and similarities.
Assessments: The think-pair-share activity will let the teacher walk around and hear if students
are understanding what is being asked of them. Then the completion of the Venn diagram will
show if students understood the lesson, as well as the closure activity.
Day 3 - The Crusades from different perspectives

Unit Objectives: Students will be able to analyze primary sources written during the Crusades
and compare and contrast the documents on how they author viewed the Crusades by completing
Length: 55 minutes
Activities:
Do now
As the do now, students will complete a brainstorming activity. They will be
asked to write anything down that they know about the crusades or can relate to
the crusades. The teacher will call on a few students to share their ideas.
Crusades painting
The teacher will then show a painting of the Crusades. The teacher will ask the
students:
What do you think is happening in this painting?
What are some things you notice?
What people are depicted in this painting?
What event is taking place in this painting?
The painting will make the students think of the Crusades.

Lecture
The students will have a brief lecture on what the Crusades were, why did they
happen, who they involved, and where did it mostly take place. The teacher will
give limited information since they will find out more information from the
documents in the next activity.
First order, second order, third order primary source documents
Students will read one primary source given by the teacher. They will then read
two secondary sources given by the teacher and then will research three of their
own primary sources that relate to the topic.
First students will read an excerpt from Pope Urban II, The Call for the First
Crusade:
"Although, O sons of God, you have promised more firmly than ever to keep the peace
among yourselves and to preserve the rights of the church, there remains still an important work
for you to do. Freshly quickened by the divine correction, you must apply the strength of your
righteousness to another matter which concerns you as well as God. For your brethren who live
in the east are in urgent need of your help, and you must hasten to give them the aid which has
often been promised them. For, as the most of you have heard, the Turks and Arabs have
attacked them and have conquered the territory of Romania [the Greek empire] as far west as the
shore of the Mediterranean and the Hellespont, which is called the Arm of St. George. They have
occupied more and more of the lands of those Christians, and have overcome them in seven
battles. They have killed and captured many, and have destroyed the churches and devastated the
empire. If you permit them to continue thus for a while with impurity, the faithful of God will be
much more widely attacked by them. On this account I, or rather the Lord, beseech you as
Christ's heralds to publish this everywhere and to persuade all people of whatever rank, foot-
soldiers and knights, poor and rich, to carry aid promptly to those Christians and to destroy that
vile race from the lands of our friends. I say this to those who are present, it meant also for those
who are absent. Moreover, Christ commands it.
They will then read part of a secondary source:
The massacre at Jerusalem profoundly impressed all the world. No one can say how many
victims it involved; but it emptied Jerusalem of its Moslem and Jewish inhabitants. Many even of
the Christians were horrified by what had been done; and amongst the Moslems, who had been
ready hitherto to accept the Franks as another factor in the tangled politics of the time, there was
henceforward a clear determination that the Franks must be driven out. It was this bloodthirsty
proof of Christian fanaticism that recreated the fanaticism of Islam. When, later, wiser Latins in
the East sought to find some basis on which Christian and Moslem could work together, the
memory of the massacre stood always in their way.
And another secondary source on the first crusade: The Fall of Jerusalem:
There now began an orgy of killing. The Crusaders went on a rampage, killing everyone they
met. They went into houses and dragged out the inhabitants to kill them. They stole everything
they found. The princes lost all control.
Muslim refugees had taken refuge in the Dome of the Rock, the mosque of al-Aqsa, the one
Tancred had taken. Despite his banner flying above, on the morning of the 16th a group of
Crusaders broke in and slaughtered everyone inside. Similarly, the Jews of the city fled to their
synagogue, only to have the Crusaders set it on fire, killing everyone.
The chroniclers tell of streets running with blood and of horses splashing blood up onto their
riders' leggings. Order returned on 17 July not so much because the commanders regained
control as there was simply no one left to kill. All the Jews of Jerusalem were dead. All the
Muslims were dead. The Christians had been expelled before the siege began. The city was
empty of all save its conquerors.
The western sources are briskly uncontrite in their descriptions of the carnage, indicating that the
chroniclers were no more dismayed than were the perpetrators. But the Muslim world would
never forget or forgive the Crusaders' behavior. Jerusalem was a holy city to the Muslims as
much as it was to the Christians. The looting of sacred shrines and the slaughter of innocents
confirmed the general Muslim opinion that the Westerners were savage barbarians with no faith
at all save in blood and wealth.
Students can find 3 primary sources to use such as:
The Capture of Jerusalem by Fulk of Chartres
The Capture of Jerusalem by Saladin
The Latins in the East by Fulcher of Chartres
Closure
For the closure activity, the students will have to write one thing they agreed with
and one thing they disagreed with each source that they found. They will have to
write this in ten words for each point, so sixty words total.
Assessments: The students questions on the painting will help assess their understanding of the
topic so far as well as looking at medieval art. Then the completion of the primary source
analysis form as well as ability to search for their own primary sources. Next the closure activity
will showed they understood the sources for the day.
Day 4 - The Crusades and the present Middle East

Unit Objective: Students will be able to apply the outcomes of the Crusades to current issues in
the Middle East by providing examples of Americas current involvement in the Middle East by
on society.
Length: 55 minutes
Teacher: Jacqueline Ali Subject: High School World History Date 3/12/17
:
Know Effects of the Crusades on the current Middle East.
Show A written paragraph.
Level of Synthesis.
Thinking
Essential How did the Crusades have a massive impact on the Middle East and how does it affect us
Question today?
Students will be able to apply the outcomes of the Crusades to current issues in the
Middle East by providing examples of Americas current involvement in the Middle East
Lesson Objective
by writing a paragraph in order to reflect on how the Crusades had and still have a
massive impact on society.
1. Do now
2. Group activity.
3. Class discussion.
4. Teacher explanation.
Agenda 5. Group discussion.
6. Class discussion.
7. Watch a video.
8. Students will write a paragraph.
9. Closure.
ENGAGE: How will I focus, prepare and engage students for the lessons Differentiation
Cyc
Les
son
le
3
objective?
Ask students what they know about know the current issues in the Learning
Middle East. Style
Also if they know anyone who is currently serving or has served over
seas. Learning Modalities:
Have students write their ideas down and brainstorm then will discuss Visual
as a class. Auditory
EXPLORE: In what ways will my learners attempt to explain or do what I have Tactile
outlined? How will I monitor and coach their performance? Kinesthetic
Put students into four different groups:
o Franks, Byzantines, Palestine Jews and Arab Muslims. Multiple
Each group will discuss their reasons for entering the crusades. Intelligences:
Meanwhile, the teacher will walk around the class and talk to each group Linguistic
to make sure they are on the right track. Logical/Math
There will be different roles for each member in the group. By having a ematical
specific role in the group, students stay on task and can shine by doing Spatial
something they have some comfort in doing. Musical
EXPLAIN: How will I convey the knowledge and/or skills of the lesson? What Bodily-
will my students be doing to process this information? Kinesthetic
Students will be writing down notes while discussing with their groups. Interpersonal
o This will help students memorize vocabulary words by having to Intrapersonal
use them in the graphic organizer.
o It also helps students organize the material and make it easier to
reference back to and memorize. Specific
After discussing in small groups, the whole class will come together to Accommodations
reasons for each groups involvements in the Crusades. and Modifications:
The teacher will then give some input after the class discussion and Copy of the
transition the conversation into what are the conflicts the Middle East notes
currently faces. Visual aids
The teacher will then ask students to have a discussion between the Graphic
students in their groups where they are asked to come up with resolutions organizer
for the current issues in the Middle East. Other:
A student from each group will come up to the board and write different
resolutions on the board.
This will then lead to another class discussion.
EXTEND: In what ways will my different learners attempt the objective on their
own? How will I gauge mastery?
We will watch a video that gives theories on how society would be
different if the Crusades never happened.
EVALUATE: How will I have students summarize what theyve learned? How
will I reinforce the objectives importance and its link to past and future learning?
Will they have homework?
After watching the video, students will write a paragraph to explain what
they know and how they feel the Crusades have an impact on society.
CLOSING: closing remarks, summary of what learned, announcements, HW: Students will
reminders. complete a worksheet
The teacher will ask that students chose one of the resolutions written on to review some
the board and write a paragraph on how they can personally make an background
impact on trying to make that resolution be achieved. information on the
Byzantine Empire.
The review will help
with the following
days lesson.
Day 5 - Structure of the Byzantine Empire

Unit Objective: Students will be able to demonstrate understanding of the structure and culture of
the Byzantine Empire by paraphrasing important words and phrases that are included in a
primary source by filling out a graphic organizer in order to better understand the vocabulary and
how to use context clues when reading a primary source document.
Length: 55 minutes
Activities:
Do now
Students will complete a do now of answering What was the schism of 1054?
This is review for them and also had a similar question on their homework
assignment from the night before. It is to refresh their memory on the Byzantine
Empire since they will go further into it today. The teacher will ask that students
share their answer with their shoulder partner as a think-pair-share.
Primary sources and deliberative discussion
After the do now, students will receive a primary source document and a follow
up secondary source document and then will discuss it in groups of 2-4 as well as
a blank graphic organizer. The students will fill in the organizer while discussing
each source. The whole class will then come together and be asked to discuss the
documents. This will take place in the format of a deliberative discussion where
students will take a side on whether the the Byzantines defensive strategy is
rooted from culture or military strategy.
First Source:
Procopius: from History of the Wars on Racing Factions

The population in every city has for a long been divided into two groups, the Greens and the
Blues; but only recently, for the sake of these names and the places which they occupy while
watching the games, have they come to spend their money, to abandon their bodies to the
cruelest tortures, and to consider it a not unworthy thing to die a most disgraceful death. The
members [of each faction] fight with their opponents not knowing for what reason they risk their
lives, but realizing fu1 well that even when they vanquish their opponents in brawls, they will be
carted off to prison and that, after they have suffered the most extreme tortures, they will be
killed, Therefore, there arises in them an endless and unreasoning hatred against their fellow
men, respecting neither marriage nor kinship nor bonds of friendship, even if those who support
different colors might be brothers or some other kind of relatives. Neither human nor divine
affairs matter to them compared to winning these [street] fights. When some impious act is
committed by one of them against God, or when the laws and the state are injured by their
comrades or opponents, or perhaps when they lack the necessities of life, or their country is
suffering dire need, they ignore all this as long as events turn out well for their own "faction."
For this is what they call the bands of rioters. Even women participate in this abomination, not
only accompanying the men but, if the occasion arises, even opposing them, although they do not
go to the public spectacles nor are they motivated by any other reason. Thus 1, for my part,
consider [their actions] nothing else than a sickness of the soul. And this is how things are among
the people of every city.
Secondary Source
Survival of the Byzantine Empire by Michael Antonucci
From the accounts of contemporary Europeans, Persians, Arabs, and Byzantines, to the
emperors themselves, from early writers to modern historiansall seem to agree that the
Byzantine philosophy of war was one of an active defense. Even when engaged upon a strategic
offensive, Byzantine armies relied on a tactical defense to win their battles. The militarys
mission was to defend Byzantine territory, possessions, and livesbut not at the cost of the
army. The army fought often enough to remain credible as a deterrent, and its training,
discipline, and reputation made an invasion look decidedly unappetizing to a potential enemy.
Dogging tactics added to that deterrent value as a combat multiplier for the Byzantine armys
limited forces. If the army had been drawn into a decisive battle and was defeated, then the
victorious invader would have been left with free access to any territory. But dogging tactics
denied the invader that decisive battle, leaving him constantly off balance while having yet to
deal with the threat of the Byzantine army. That combination of harassment and risk made an
invader think twice.
A completely defensive strategy was not viable in the dangerous world in which the
Byzantines lived. Offensive measures had to be taken to prop up allies and keep opponents off
balance. Toward that end, the Byzantines developed their statecraft to such a degree that it
replaced any requirement to send the military on foreign excursions. Bribery, double-dealing,
delayed negotiations, trade sanctions, and influence were all employed as offensive weapons of
state against potential enemies. Thus the army, and with it the Empire, was preserved. With a
relatively small force and an unconventional strategy, the Byzantines secured their empire
against all comers, preserved the treasures of Greece and Rome, and established a balance of
power in the area. They dealt with manpower deficiencies and far-flung strategic commitments
by being economical with their applications of force and by using dogging tactics, rather than
numbers or weaponry, as a deterrent. It is a strategic concept that is still worthy of study.
Closure
Once students are done with the discussion activity, students will each be given an
index card with different questions on them ranging from different levels on
Blooms Taxonomy. The students will walk around and find a partner and then
ask the partner the question they have on the index card and once they are done
with their answers, they will trade cards and find a new partner. This process will
continue until the teacher gives the signal to stop.
Assessments: The think-pair-share will be used to assess students prior knowledge of the topic
that will be needed for the lesson that day. The primary source document will used to assess the
students understanding of the lesson and the sources. The teacher can see if students are having a
hard time or not analyzing these types of documents. Next during the closure activity, the teacher
is able to listen in on answers while the students are walking around and can gage their
understanding.
Day 6 - Daily Life in the Twelfth Century

Unit Objective: Students will be able to create a day in Constantinople by writing a narrative of
someone who lives in Constantinople during the twelfth century and discuss the events that
would take place on a daily basis and how trade is an important part of life in order to
demonstrate meaningful application of essential knowledge and skills by writing a firsthand
account.
Length: 55 minutes
Activities:
Quiz
Students will take a quiz on the previous 5 lessons. This will help assess where
students are in regards to understanding the unit so far.
Videos on daily life
The teacher will show two videos on the daily lives of knights, nobles and
peasants. The students will be asked to take notes during the video since they will
need it during their group activity, later on in the lesson.
Lecture
The teacher will then have a lecture that briefly discusses the daily life of
someone during this time including what they ate, how they dressed, different
types of work, leisure activities as well incorporate the importance that trade had
on daily life during this time.
Narrative
Next the students will be asked to choose a group of three and choose whether
they want to be a knight, noble or peasant. They will then write a narrative about
the person they chose to be incorporating information from the videos and lecture.
Group activity
Once the students write their narrative, they will be asked to go back into their
groups of 3 and read their narrative to their partners, while acting it out. The
teacher will walk around during the activity to make sure students are on track
and following directions.
Class discussion
Once it seems that everyone is done with their narrative, the teacher will bring the
class back together and have students discuss some events that took place during
their day.
Closure
For closure students will write down 5 different aspects they included in their
narrative and then will share them with a partner that was not in their group for
the activity. They will then turn down the aspects when leaving for the day. It
gives the teacher a chance to assess whether the students understood the narrative
assignment before reading them.
Assessments: The teacher will present the students with a quiz on the previous five lessons to
assess whether students are on track for the unit. It will help the teacher determine if a few days
needed to be added onto the unit to review topic(s) that the students are not seeming to
understand. Next the students will write a narrative based off the days material and will reflect
their understanding of the lesson as well as the students actions during the group activity.
Finally the closure will assess if the students understood the aspects that go into daily life during
this period. The closure activity will help the teacher assess the students before reading their
narratives.
Day 7 - Trade during the Middle Ages vs. Trade Today

Unit Objective: Students will be able to evaluate how trade has transformed by critiquing trade
during the Middle Ages with current trade and trade agreements by completing a T-Chart in
order to demonstrate how trade has changed from the high middles ages to the present.
Length: 55 minutes
I. State Standards
SSHS-S2C3-PO4: Describe the interaction of European and Asian civilizations from the 12th to
the 16th centuries:
a. Crusades
b. Commerce and the Silk Road
c. impact on culture
d. plague
SSHS-S2C1-PO4: Construct graphs, tables, timelines, charts, and narratives to interpret

historical data.
SSHS-S2C1-PO7: Compare present events with past events:

a. cause and effect
b. change over time
c. different points of view
Arizonas College and Career Ready Standards- Literacy in History/Social Studies

9-10.RH.4. Determine the meaning of words and phrases as they are used in a text, including
vocabulary describing political, social, or economic aspects of history/social studies.
II. Content Objectives
Students will be able to evaluate how trade has transformed by critiquing trade during the Middle
Ages with current trade and trade agreements by completing a T-Chart in order to demonstrate
how trade has changed from the high middles ages to the present.
III. The Why
Students will use the ability to compare present events with past events.
With issues regarding trade occurring in the present, students will be able to become more
informed with current issues while relating it to the past.
IV. Relevance
This lesson will reinforce how important trade is and how it has changed over time. There are
current issues with trade in the news and students will then be able to become more informed on
those issues and be able to make their own position on the issues. Students will become more
informed on the world around them and where many of the objects they use on a daily basis
come from and how they wind up on the store shelves.
V. Materials Needed
1. A copy for each student of an article by USA Today discussing a New Silk Road.
2. A YouTube clip of Chinas Silk Road Ambitions from a British News Outlet to be played
on the teachers computer: https://www.youtube.com/watch?v=KpVu14pDL6c
3. One laptop for each table.
4. A PowerPoint on trade.
5. Notebook paper.
6. A post it note for each student.
7. A graphic organizer for each student.
8. Pens/pencils.
VI. Key Vocabulary

Empire
Trade
Crusades
Silk Roads
Spice Roads
Diffusion
Expansion
Route
VII. Bell Work/Do now/Reading
Students will immediately come in and take a copy of the article by USA Today on a New
Silk Road and take their seats. The students will have 5 minutes to read the article. The article
will have students reading about the current thoughts on the silk roads meanwhile students will
be thinking back to the material they already know on the silk roads.
After the students are done reading they are asked to answer in their notebooks: Do you feel
that the revival of the Silk Roads would be beneficial to trade? Why or why not?
The teacher will give the students about 3 minutes to write down the answer.
The teacher will then pull several Popsicle sticks and ask students to share what they feel.
VIII. Anticipatory Set/Grabber
Students will watch a YouTube video on Chinas goal on reviving the Silk Roads from a
London News Outlet.
Students will be asked the questions:
o What are the benefits of reviving the Silk Roads?
o What would be the negative effects of reviving the Silk Roads?
These questions are to be answered on a separate piece of scratch paper.
IX. Instruction
The teacher will then facilitate a discussion amongst the students by asking the students how
they feel on the subject after watching the video versus reading the news article. The students
answers for the video would count as a diagnostic assessment. It is expected that every student
speaks at least once. The teachers role in the discussion is only to guide students in comparing
the present to what they have learned about the past regarding the silk roads.
Next, students will take notes for a brief PowerPoint that discusses the evolution of the silk
roads and the evolution of trade. It will include material on todays trade deals and everything
relevant to the subject on trade. There will be a think, pair, share activity during the
PowerPoint. The students will have one minute to write down their answer and the teacher will
then ring the bell and that will be que for the pairs to start talking. The student with the shortest
hair will go first and then the students will switch roles. Each student will have about 30 seconds
to speak and the teacher will ring the bell and say switch. This activity helps students further
think about the material rather than just takes notes and not reflect back to the material. This will
count as a formative assessment. During the think, pair, share students are to discuss how
goods were traveled along the Silk roads from Asia into Europe in the Middle Ages and then
how goods are traveled from Asia into Europe today. This is to review information that the
students should already know. This should only take about two minutes.
Checking for understanding: Ask:
What are you going to be writing down?
Which student is going to speak first?
How long does each student have to speak?
The PowerPoint will then continue on the difference of goods that are traded today. Once the
PowerPoint is completed, students will be put into groups of four. The students will be instructed
to each take out a piece of notebook paper and make a T-chart. The purpose of the T-chart is to
contrast goods that were traded in the Middle Ages and goods that are traded today. The students
will have to put goods under the Middle Ages or under Today that were not a part of the
PowerPoint so the students will be able to work together to complete this activity. Also, the
students will have at least one laptop per table to do research on these goods. Students are
expected to know where the goods come from, who they are mostly traded to, and how are they
transported. The T-chart and group activity, as well counts as a formative assessment.
Checking for understanding: Ask:
What type of chart are we going to make?
What goes on each side of the chart?
How many students are to be in a group?
What are we doing for the activity?
While the students are discussing amongst each other, the teacher will split the board in half
between Middle Ages and Today. Once the discussion time is up, the students will take turns
putting one good under Middle Ages and one under Today. One representative from each
team will be the one to volunteer to go up to the board. Once at least one representative from
each team has gone up to the board, if there are any goods that have not been put up, the students
would be welcomed to come write the remainder of goods on the board.
This will then lead into a class discussion. A representative from each team will discuss what
goods they wrote on the board and where they come from, who they are traded to, and how are
they transported. Students should be able to show knowledge on these goods and be able to make
connections between the past and present.
Once all the goods are discussed, students will then go back to their seats while the teacher
hands out a graphic organizer for tonights reading. The teacher will go over it for about 5
minutes on what is expected to be completed for tomorrows class.
X. Differentiation
Students who are considered advanced or gifted will be given a standard graphic organizer that
contains an extra credit section. The extra credit section will contain higher level thinking.
These questions are to pose some challenge to advanced students as well as average students.
For students that language arts, special needs, ELLs, etc., they will be assisted with the do now
readings, comprehending the videos and during group work. During group work, students will be
placed in groups with students the teacher feels are able to provide assistance to the struggling
student rather than leaving them behind if they do not understand. The instructor will be
constantly assessing these students by choosing them to participate in all classroom discussions.
The instructor will also walk around the classroom throughout, especially during individual work
time, to make sure the students understand what is expected of them and be able to clarify any
questions.
XI. Assessment
The students will be assessed throughout the lesson in a variety of ways as detailed throughout
the lesson plan under Instruction. These assessments are to grasp a basic understanding of
where the students are in regards to understanding the material. It provides the teacher with the
ability to know if they have to go over the material once again in order to make sure all students
are on the same page. The diagnostic assessment is used to make sure that the students
understand the past material and are able to go into the days lesson. Then the formative
assessment allows the teacher the ability to make sure the students have an understanding of the
content are able to reach the days objective. These help the teacher know if they need to answer
any questions or clarify the instructions and/or material.
XII. Closure
With about 5 minutes left in the class, the teacher will start handing out a post it note to each
student and ask that the students get everything off their desks. This will be considered their
ticket out the door. The instructions will be up on the board. The instructions will tell the
students to write down about one good from the Middle Ages and one good from today that was
discussed during the activity. The goods will no longer be shown on the board so it must come
from the students memory. The students will also be asked to answer what they think as the
influence the Silk Roads had on the Black Death. On the students way out of the classroom, the
students will stick their post it note onto the classroom door. This closure will act as a
summative assessment since it reviews the students comprehension of the lesson and it has the
students beginning to think of the Black Death since that is what their following lesson will be
about. The teacher will be able to read each of the post it notes and see if they need to go over
some of the material tomorrow to make sure everyone has a clear understanding.
XIII. Independent practice/Homework

The students will be expected to complete a graphic organizer to go along with the chapter on the
Black Death as homework. The graphic organizer will include some questions that are not
directly spelled out in the textbook so students will need to be thinking rather than just
regurgitating what it says in the chapter. There will also be an extra credit section at the end
which will include higher level thinking.
The students have not yet learned about the Black Death so giving them the chapter on the Black
Death gives them an opportunity to explore the topic. Students can come to their own
conclusions, with the help of the graphic organizer and have a basic understanding of the topic.
This will make class time run much smoother since it would not be an entirely new concept since
they already have a basic understanding.
XIV. Reflection
The teacher will be constantly reflecting on the effectiveness of the lesson throughout the class
period. The teacher will be reflecting during discussions, work time, and assessments. In the case
of this lesson, the best reflection on the students grasping the material would be with their ticket
out the door. The teacher can adjust the following day's lesson plan accordingly to make time
for some review, if need be as well as adjust this particular lesson plan for future classes.
Day 8 - The Black Death

Unit Objective: Students will be able to analyze the causes and outcomes of the Black Death by
exploring an online Web quest and completing a follow along graphic organizer online in order
to practice on technological skills and become familiar with the huge impact the Black Death had
on society.
Length: 55 minutes
Activities:
Do now
Students will start off by reading an article on the Black Death. They will answer
questions on the article after reading it which include:
Where did the Black Death originated from?
What animals carried the disease?
What were some superstitious practices that were used to prevent the
disease from spreading?
What was the reason that people believed caused this disease?
http://www.history.com/topics/black-death
The teacher will then go over the questions with the class and move on to the next
activity.
YouTube clip on the Black Death
The students will then watch a video on the Black Death. The students will take
their own notes during the video. This will be helpful information during their
web quest as well as information that can be on their unit test.
Web quest
Students will receive a worksheet which they are to complete while completing
the Web quest. They will turn the worksheet in for a grade.
Closure
The teacher will then ask everyone to put away their laptops and get ready for
closure shortly before the class period ends. For closure the students will be asked
to answer a So what? on a piece of paper. They will be asked What takeaways
from the lesson will be important to know three years from now? Why? This
helps the teacher assess whether they understood the importance of the activity
rather than having a fun day on the computer.
Assessments: The teacher will use the worksheet from the Web quest and their responses from
the closure activity to assess if the students understood the lesson or not.
Day 9 - Review Day

Unit Objective: Students will be able to comprehend the interaction of European and Asian
civilizations from the 12th to the 16th centuries by reviewing the reasons for the Crusades as
well as the outcomes, the Silk Road and its impact on trade, the importance of the Byzantine
Empire, and how the Black Death was caused and the outcomes, by participating in a game of
Jeopardy in order to review for the upcoming test.
Length: 55 minutes
Activities:
Do now
Students will be asked to answer:
What impact did the Crusades have?
What are the Silk Roads?
What was one daily event for a peasant?
What caused the Black Death to spread?
The teacher will go over the answers with the class and then transition into the
next activity.
Jeopardy game
The teacher will split the class into half for the review game. Students are not
allowed to have a study guide out but they can have a blank piece of paper out to
write down the correct answers and use them to study.
The teacher will complete the game once or twice, depending on how much time
there is in the class period.
The students will use the review game to work as a team and show their
knowledge of the content.
The team who wins will get to choose a piece of candy each.
Closure
Closure. For the closure activity, students will be asked to write how confident
they are with tomorrow's test, what questions they still have and what and for how
long are they going to study. This will give the teacher the ability to assess how
ready the students are for tomorrow's test.
Assessments: The teacher will assess students based on the do now questions which are review
as well as the answers during the review game. The teacher will also use the closure activity to
assess students by seeing how confident her students are in tomorrows test.
Day 10 - Test day

Unit Objective: Students will be able to demonstrate knowledge of interaction of European and
Asian civilizations from the 12th to the 16th centuries by recalling the information learned
throughout the unit in order to complete a test.
Length: 55 minutes
Activities:
Time for review
Instead of having a do now activity, students will be given time to go over their
notes and review for the test.
Test
After some time, the teacher will ask that all students put everything away except
for something to write with and then will hand out the test.
Students will have the rest of the class period to complete the test.
The test will include questions from all the topics discussed during the unit.
Think-pair-share
If everyone finishes before the end of class, there will be a think-pair-share
activity.
The teacher will ask the students to write down 3 questions or topics that they had
a hard time with and then will share that with a partner. The partner will then help
them come to the answer or they will try to figure it out together. It will help the
teacher know what some of the difficult parts of the test were before looking at
the test results.
Closure
After the think-pair-share, the teacher will have a closure activity.
Students will write down a post it note how confident they feel with the test that
they took and then will post it on the door on their way out. This allows the
teacher to compare their answers of how they felt they did to their scores.
Assessments: The teacher assess students of their test scores which will show their understanding
of the unit. The teacher will also use the student's answers from the think-pair-share and the
closure activity to compare to the test results.
Works Cited
8th Grade. (n.d.). Retrieved February 20, 2017, from
https://sseighthgrade.wikispaces.com/8th+Grade
12 - Facts & Trivia - Silk Road Travel & Trade. (n.d.). Retrieved February 27, 2017, from
http://www.silkroadencyclopedia.com/FactsTrivia/SilkRoad/12Answer.htm
20 Great Medieval Quotes. (2016, August 06). Retrieved April 12, 2017, from
http://www.medievalists.net/2014/08/20-great-medieval-quotes/
(2015, August 10). What if the Crusades Never Happened? Retrieved March 12, 2017, from
https://www.youtube.com/watch?v=UyRU5afyITE
Berke, O. R. (2015, May 25). New 'Silk Road' could alter global economics. Retrieved February
20, 2017, from http://www.usatoday.com/story/money/markets/2015/05/25/oilprice
dotcom-silk-road/27746785/
Byzantine Empire Quiz. (n.d.). Retrieved February 27, 2017, from
http://www.proprofs.com/quiz-school/story.php?title=byzantine-empire-quiz
Finley, T. (2015, December 15). 22 Powerful Closure Activities. Retrieved February 27, 2017,
from https://www.edutopia.org/blog/22-powerful-closure-activities-todd-finleyx
History.com Staff. (2010). Black Death. Retrieved April 12, 2017, from
http://www.history.com/topics/black-death
J. (2012, November 13). Sir Steven Runciman, A History of the Crusades: Extract. Retrieved
April 12, 2017, from
http://www.hist.cam.ac.uk/prospective-undergrads/virtual-classroom/secondary-source-
exercises/sources-crusade/crusade-runciman-extract
Kuanyshbay, A. (1970, January 01). The Early Byzantine Empire Homework Question and
answer. Retrieved March 12, 2017, from
http://lovecrunchamericanstyle.blogspot.com/2014/09/the-early-byzantine-empire-
homework.html
M. (2010, September 29). The Black Death. Retrieved April 12, 2017, from
https://www.youtube.com/watch?v=v8Gk1a-RMAM
Medieval Era II Crusade Sources. (n.d.). Retrieved April 12, 2017, from
http://www.southallegheny.org/webpages/jmccay/resources.cfm?subpage=1273893
Middle Ages II Byzantine Empire Sources. (n.d.). Retrieved April 12, 2017, from
http://www.southallegheny.org/webpages/jmccay/resources.cfm?subpage=1273869
Middle Ages Artifacts. (n.d.). Retrieved April 12, 2017, from
https://connormmuseum.wikispaces.com/Middle Ages
Artifacts?responseToken=0c714d10c40a3c3c208683ee2695624f8
Procopius. (n.d.). Medieval Sourcebook: Procopius: from History of the Wars On Racing
Factions. Retrieved April 12, 2017, from
https://sourcebooks.fordham.edu/source/procop-factions.asp
Silk Road Dialogue, Diversity & Development. (n.d.). Retrieved April 12, 2017, from
http://en.unesco.org/silkroad/content/what-are-spice-routes
T. (2014, June 03). The Silk Road: Connecting the ancient world through trade - Shannon Harris
Castelo. Retrieved April 12, 2017, from
https://www.youtube.com/watch?v=vn3e37VWc0k
The Crusades. (n.d.). Retrieved February 27, 2017, from http://www.proprofs.com/quiz
school/story.php?title=crusades
The First Crusade. (n.d.). Retrieved April 12, 2017, from
https://europeanhistory.boisestate.edu/crusades/1st/28.shtml
The Medieval Ages: The Black Death. (n.d.). Retrieved April 12, 2017, from
http://blackdeathwebquesth8.weebly.com/
V. (2017, January 24). China's Silk Road Ambitions Reach London as Beijing Champions
Global Free Trade. Retrieved February 20, 2017, from
https://www.youtube.com/watch?v=KpVu14pDL6c
The Byzantine Empire Homework Question and

answer
Explain the importance:
Byzantine Empire-
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Roman Catholic-
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Orthodox-
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
What factors helped Constantinople to become a thriving city?
____________________________________________________________________________________
____________________________________________________________________________________
What two churches emerged from the schisms in the Christian church?
____________________________________________________________________________________
How did the two churches differ in views on church-state relations?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Which Church leader appeared to be more powerful, the Pope or the Patriarch?
____________________________________________________________________________________
____________________________________________________________________________________
SOAPS Primary Source Think Sheet

Document: The Call of the First Crusade Reviewers: Jacqueline Ali
Subject Occasion and Audience

Think about the information the document conveys. What type of document is it?
Form an overall impression and then examine o Newspaper o Poster o Letter
individual items or specific parts. o Advertisement o Drawing o Diary entry
What is the general topic? o Leaflet o Map o Memorandum
o Flyer o Photograph o Legal record
The general topic is Pope Urban II calling for a o Other- -Sp-ee-
ch- - - - - - - - - - -
Holy War against the Muslims.
What are the unique physical qualities?
What are three things the author said that you think o Handwritten o Typed o Signature
are important? o Picture, symbols o Seal(s) o Notations
o Letterhead o Stamps o Caption
1. Muslims are taking Christian land so Christians o Official stamp: i.e., date, "RECEIVED," "PAID"
must go and take it back. o Other_ _ N_/A_ _ _ _ _ _ _ _ _ _ _
2. The poor and rich must come together to defeat
Support each answer with document evidence:
the Muslims. Who was the intended audience?
3. Christians will be doing the work of God by Christians. "On this account I, or rather the Lord,
participating. beseech you as Christ's heralds"
When was the document created or circulated?

The speech took place in 1095.
Purpose Speaker
Why do you think this document was created? What Think about the occupation, gender, religion,
specific evidence in the document helps you know nationality, and class of the creator of the document.
why it was created?
Who created the document? How do you know?
It was created to call Christians together and have them help
In the completed source, not just the excerpt, it says who
out their fellow Christians in the East. Claims that "Christ
wrote it but he also uses his name in the speech. It was
commands it" and he states "there remains still an important
said by Pope Urban II.
work for you to do."
What does the document convey about life in the What position or title did he or she hold? Is this
United States at the time it was created? person an insider or an outsider? How do you know?
It portrays life in Europe and the East meaning the Middle The title he held was as Pope. He was an insider since he
East. was seen as the "head" of the Catholic Church at the time.
It portrays that the Turks and Arabs are coming West and
starting to conquer land from Christians and must be Whose voice is not represented in the document?
stopped. Why do you think that voice was left out?
The voice that was not represented in the document is the
voices of any Muslims or Christians who were actually
What questions does the document raise?
losing their land, I feel that their voices were left out so the
The documents raises some questions on the Pope's
Pope can use this as ammunition to start a 'Holy War',
'credibility' and why people believed this.
Name:___________________________
Bubonic Plague Graphic Organizer
Impact of the Plague
Use the textbook and graphics located in the textbook to complete the table below. What were
the political, economic, social and cultural impacts of the plague? Complete the chart as you
read through the chapter. Be sure to include page numbers.
Demographics Social Economic Political Cultural
Effects
Effects of
Bubonic
Plague
Breakdown of
Social Order
Using a Map: the

Spread of the
Black Death
Extra Credit:
Trade between
Europe and Asia
Medieval Europe: The Black Death

Web quest
Follow the instructions and links to answer each of the questions about the Black Death.
Take a look at the PDF provided, read the information and answer the following questions:
1. What other two names is the Black Death known by?
2. What fraction of the British population was killed by the Black Death?
3. How many people were killed?
4. How many dogs were killed?
5. How many cats were killed?
6. What contributed to London having "ideal conditions for the plague to spread"?
7. Why do you think people required a certificate of health to enter other towns or cities?
8. Why did the Lord Mayor of London order the dogs and cats be destroyed?
9. What did a house marked with a Red Cross mean?
Use the link "Ducksters: The Black Death Plague" and read the information provided, to answer
the following questions:
1. When did the Black Death spread throughout Europe?
2. What was, in summary, the Black Death?

3. Define: contagious
4. Where do historians believe the plague started?
5. How do they believe it travelled to Europe?
6. How was the disease carried?
7. How many people, is it estimated, were killed by the Black Death a day in Paris, France?
8. How long did it take for Europe to re-build?
Use the link "A Student's Guide to the Bubonic Plague" and read the information provided, to
answer the following questions:
1. Where and when was the Bubonic Plague believed to have started?
2. What kept the bacteria blamed for the plague dormant for several years?
3. Describe the process of the plague spreading
4. List some symptoms of the Black Death

Quiz
Section 1:
Fill in the blank with which country or city matches with the number shown on the map.
1.___________________________
2.___________________________
3.___________________________
4.___________________________
5.____________________________
6.____________________________
Section 2: Fill in the blanks with the correct answer.
1. The compass, papermaking, printing and _________________ were all introduced to the West
via the Silk Road.
2. Goods were carried and transported across the Silk Road and desert routes by
_________________.
3. Some of the factors contributing to the crusades were _________________ and
_________________.
4. A war similar to the Crusades is the ______________________.
5. In the Byzantine Empire, Ivory, _______________, _______________, and
_______________ were sold at the market.
Section 3. Short answer. What two continents meet at Constantinople and how what major role
does Constantinople play in the connection of these two continents and how does that have an
effect on the Byzantine Empire? Please be sure to include cultural and political influences.

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SED 480 Unit Plan 1

SSHS-S2C1-PO4: Construct graphs, tables, timelines, charts, and narratives to interpret

Arizonas College and Career Ready Standards- Literacy in History/Social Studies

6. Students will be able to create a day in Constantinople by writing a narrative of someone

IV. Key Concepts:

Pogroms: an organized massacre of a particular ethnic group, in particular that of Jews.

VI. Enduring Understanding

II. Diagnostic and Formative Assessments:

III. Summative Assessments

IV. Performance Assessment.

Day Topic(s) Unit Objective(s) Brief Listing of Assessments

Roads and Spice Routes.

Day - Crusades Students will be able to Students will come in - Group

discussing with their

application of essential class, having them take

completing a follow then have a brief class

- the Black activity, followed up by

Day 2 - Silk Roads and Spice Routes

Day 3 - The Crusades from different perspectives

What event is taking place in this painting?

The painting will make the students think of the Crusades.

Day 4 - The Crusades and the present Middle East

Day 5 - Structure of the Byzantine Empire

Procopius: from History of the Wars on Racing Factions

Day 6 - Daily Life in the Twelfth Century

Day 7 - Trade during the Middle Ages vs. Trade Today

SSHS-S2C1-PO4: Construct graphs, tables, timelines, charts, and narratives to interpret

SSHS-S2C1-PO7: Compare present events with past events:

Arizonas College and Career Ready Standards- Literacy in History/Social Studies

III. The Why

VI. Key Vocabulary

VII. Bell Work/Do now/Reading

VIII. Anticipatory Set/Grabber

XIII. Independent practice/Homework

Day 8 - The Black Death

Day 9 - Review Day

Day 10 - Test day

8th Grade. (n.d.). Retrieved February 20, 2017, from

20, 2017, from http://www.usatoday.com/story/money/markets/2015/05/25/oilprice

Byzantine Empire Quiz. (n.d.). Retrieved February 27, 2017, from

April 12, 2017, from

answer. Retrieved March 12, 2017, from

Middle Ages Artifacts. (n.d.). Retrieved April 12, 2017, from

Factions. Retrieved April 12, 2017, from

Castelo. Retrieved April 12, 2017, from

The Crusades. (n.d.). Retrieved February 27, 2017, from http://www.proprofs.com/quiz

The First Crusade. (n.d.). Retrieved April 12, 2017, from

Global Free Trade. Retrieved February 20, 2017, from

The Byzantine Empire Homework Question and

What factors helped Constantinople to become a thriving city?

How did the two churches differ in views on church-state relations?

SOAPS Primary Source Think Sheet

Subject Occasion and Audience

When was the document created or circulated?

Using a Map: the

Medieval Europe: The Black Death

1. What other two names is the Black Death known by?

3. How many people were killed?

4. How many dogs were killed?

5. How many cats were killed?

9. What did a house marked with a Red Cross mean?

the following questions:

1. When did the Black Death spread throughout Europe?