Unit+III

= ** Unit III: Regional and Transregional Exchange and Encounter 600 C.E.-1450 ** = ** (30 days) **

s ** Expansion and Intensification of Communication and Exchange Networks ** s ** Continuity and Innovation of state forms and their interactions ** s ** Increased Economic Productive capacity and its consequences **
 * Key Ideas: **

1- What role did Byzantium play in continuity and in change? 2- How and why did Islam spread so quickly and so far and what was its impact? 3- What were the innovations during this period that helped increase economic productivity? 4- What were the results of the encounter and interaction of the various groups of people? 5- What were the intended and unintended consequences of the Black Death?
 * Essential Questions **


 * Keeping Up or Splitting Up with Rome: Byzantium Moves Forward (2 days) **

__ Objectives: __ Identify and distinguish the key concepts Understand and explain Byzantine as a Bridge Investigate Constantinople as symbol of Byzantine Empire and create storyline using primary sources

__ Readings ____ : __ T&E Chapter 13

__ Activities and Assessments: __ Introduction to Unit III- Lecture (1) Pair-Share to larger Share: What are the key concepts of Byzantine Empire (caesaropapism, themes, agricultural economy, free peasants, Justinian’s code, Constantinople “the city”, Christianity as state religion, schism of church, missionary efforts) Review Connections- Lecture (1) Group Activity: Constantinople: The City

__ Homework: __ RECIPES Chart Individual review of Constantinople: The City Add to Religions Chart


 * China **** Reemerges Out of Chaos (2 days) **

__ Objectives: __ Analyze the continuities and changes in China and in Southeast Asia Analyze culture and society under the Tang and Song dynasties

__ Readings ____ : __ T&E Chapter 15, Chapter 22 (pp 579-580, 585-586)

__ Activities and Assessments: __ (1) PP Analysis of Chinese Artwork (1) CCOT Chart General TWE- China under the Tang and Song Dynasties

__ Homework: __ RECIPES Chart


 * The Islamic World (3 days) **

__ Objectives: __ See Religions Unit II Explain the spread of Islam both religiously and culturally Identify the scientific and intellectual advances made by the Islamic civilization Analyze and evaluate the impact of Islam

__ Readings ____ : __ T&E Chapter 14 (pp. 358-364) (some of you already read pp. 345-355 & 364-370 during our Religions mini unit- if you didn’t…skim the whole chapter)

__ Activities and Assessments: __ PP Islam Intro (1) Spread of Islam reading-1 question p/group-share Impact of Islam on Afroeurasia-pair/share with 2-3 other pairs (1) Video-Islamic Scientific Advances -6 min [|www.mhhe.com/psi] (1) Evidence of Factors that Eased Trade in Muslim World- each group reads one factor, creates visual illustration to share with class Vocabulary Quiz Chapters 13,14,15

__ Homework: __ RECIPES Chart Add new information onto your Religions CCOT timeline Primary Source Documents: Ibn Battuta


 * Exchange and Encounter: Indian Ocean Basin, the Silk Roads and Africa (8 days) **

__ Objectives: __ Identify geographical areas Analyze primary sources Recognize innovation, diffusion and syncretization across trade routes Understand the impact of the Bantu migration Explain the concept of kinship society Describe the evolution of empire/central government in Africa Explain the sub-Saharan trade and its impact on empires Describe the integration and impact of Islam on trade and politics Experience the exchange of goods and encounters of peoples by trade through simulation Create the means by which to demonstrate the above

__ Readings ____ : __ T & E Chapters 15 (previously read),16,19, Chp 22 (pp. 565-569, 573-576,585-586) Primary Sources: Mansa Musa’s Pilgrimage //The Human Record.// Abu Ubaydallah al-Bakri. “The Book of Routes and Realms” (doc 72 pgs 343-347) “Seated Female Figure” (doc 74 pgs 351-352, Multiple Voice III-#3 Four Robed Statues pgs 144-145 (skim from “3rd source” & 150 -151)  //Timbuktu//. __Time Magazine__

__ Activities and Assessments: __ (1) Map Exchange & Encounter (3) Trading Up Project – due _______________ (1) Primary Sources Readings, Questions and Answers (see Readings) PP- Exchange & Encounter- Indian Ocean Basin & Islam Create Your Own West African Design (**not doing) (1) Vocabulary Quiz Chapters 15,16,19, 22 (pp. 565-569, 573-576,585-586) (1) Trading Up Project Presentations (1) Test: Byzantine Empire (Chapter 13), Islamic World (Chapter 14), China (Chapter 15 and 22), Exchange and Encounter (Chapters 16,19, 22)

__ Homework: __ RECIPES Chart Add new information onto Religions CCOT timeline Trading Up Project


 * Nomadic Conquerors (3 days) **

__ Objectives: __ Explain the emergence of nomadic groups into conquerors Evaluate the impact of the Mongols on other societies

__ Readings ____ : __ T & E Chapter 18 (skim; read carefully according to your assignment)

__ Activities and Assessments: __ (1) Mongol Primary Sources Activity (2) Mongols Group Activity: Migratory Patterns, Expansion, Political, Economic & Cultural Impact

__ Homework: __ RECIPES Chart Mongols Group Activity


 * Western Europe **** : A Make-Over (8 days) **

__ Objectives: __ Analyze and assess the effects of trade, empire building, scientific and cultural exchanges Analyze viewpoints and widespread effects of the Bubonic Plague Analyze primary source documents Evaluate Art and Architecture

__ Readings ____ : __ T&E Chapter 17, 20, 22 (pp. 577-579, 580-585, 586-591) Stearns, P. et al. //World Civilizations//. p. 218 (handout) Shaffer, //Lynda. Southernization//. Finding A Scapegoat (NY Times) Primary Sources from Strayer, //Ways of the World//, pp 406-416 __ Activities and Assessments: __ (1) //Southernization//- Questions in a group & share (2-3 students answer 2 question/ all share so all get answers) (2) PP Europe Videos Bridging World History Chp 10 Vikings (13-17) min & Youtube Battle of Hastings Bayeux Tapestry (1) PP Social Structures Social Structures Clickers Review (1) Primary Source readings on Japanese & European Feudalism Video Bridging World History Chp 8 Feudalism (1-14 min) Comparison of Japanese & European Feudalism as large group (1) DBQ- The Bubonic Plague- Student created (1) Comparative Essay III (1) CCOT Essay I Vocabulary Quiz Chapters 18,17, 20, 22 (noted pages) Map- Growth of Cities

__ Homework: __ RECIPES Chart Add new information onto Religions CCOT timeline Read //Southernization// article DBQ- The Bubonic Plague- Student created NY Times: Finding A Scapegoat (Plague) Complete Map-Growth of Cities CCOT Essay I Complete Comparative Essay III


 * Worlds Apart: The Americas and Oceania and Putting It Together (4 days) **

__ Objectives: __ Explain the apex and decline of the Maya Explain the rise of the Aztec and Inca Civilizations Identify the political, economic and social/cultural systems of the societies of Oceania

__ Readings ____ : __ T&E Chapters 6 and 21 according to group assignment

__ Activities & Assessments: __ (1) Jigsaw activity of societies in the Americas and Oceania Large group discussion of comparisons using Y method Images & Primary source Readings (1) Unit Review Powerpoint (1) Quiz: Vocabulary Chapter 21 & Map (see map Encounter & Exchange and map Growth of Cities) (1) Test: Western Europe (Chapters 17 & 20, 22), Mongols (Chapter 18), the Americas and Oceania (Chapters 6 (Maya) and 21) __ Homework: __ Change Over Time Chart – Complete //General// Chart for ALL Themes and 3 Civilizations- may work in pairs Completed Religions Chart Completed RECIPES Chart Technology Chart

[|Agenda Unit II] Forms and Handouts Specific to this Unit [|Recipes II- Blank.doc] [|Vocabulary Unit II.doc] [|Constantinople Activity.doc] [|The Impact of Islam in Afroeurasia.doc] [|Spread of Islam Reading.doc] [|Factors that Eased Trade in Muslim World.doc] [|Islam-Ibn Battuta.doc] [|Map Exchange & Encounter.doc] [|Trading Up Group Project.doc] T[|imbuktu.doc] [|Mongol Primary Sources Activity.doc] [|Mongols Grp Activity.doc] [|Southernization.doc] [|DBQ Instructions.doc] [|DBQ Bubonic Plague.doc] [|Bubonic Plague NY Times.doc] [|CCOT Essay II.doc] [|Comp Essay III.doc] [|Map-Growth of Cities.doc] [|Americas & Oceania Grp Presents.doc]