9th Grade UNIT FIVE: POWERS and ACHEIVEMENTS9.5 POLITICAL POWERS AND ACHIEVEMENTS (13-15 days)

Stage 1: Desired OutcomesTopic / Unit Title: Powers and Achievements* How do civilizations expand, achieve and fall?9.5 POLITICAL POWERS AND ACHIEVEMENTS (13-15 days)New power arrangements emerged across Eurasia. Political states and empires employed a variety of techniques for expanding and maintaining control. Periods of relative stability allowed for significant cultural, technological, and scientific innovations. 9.5a Following the fall of the Roman Empire, divergent societies emerged in Europe. Students will examine the political, economic, and social

institutions of feudal Western Europe and the Byzantine Empire, including the role of Justinian and Theodora during the Middle Ages.

Students will compare and contrast the institutions in feudal Western Europe and the Byzantine Empire ca. 500 to ca. 1200.

9.5b Political states and empires employed a variety of techniques for expanding and maintaining control, and sometimes disrupted state-building in other regions. Students will examine the locations and relative sizes of

postclassical states and empires at the heights of their power, including the Abbasid Caliphate, Byzantine Empire, Mongol Empire, and Song and Tang dynasties, noting relative position, power within their regions and the areas they influenced.

Students will compare and contrast the empire-building processes of the Mongols and the Islamic caliphates, noting important disruptions in other regions.

9.5c Periods of stability and prosperity enabled cultural, technological, and scientific achievements and innovations that built on or blended with available knowledge, and often led to cultural diffusion. Students will compare and contrast the achievements and

innovations of the Tang and Song dynasties with the Abbasid Caliphate.

Students will explore the spread and evolution of technology and learning from East Asia to Western Europe via the Middle East (e.g., gunpowder, ship technology, navigation, printing, paper).

Students will examine feudal Japan, tracing the previous arrival of elements of Chinese culture (Buddhism, writing, art) and how those elements were adopted in and adapted to Japanese society.

Common Core Skills Reading-Social Studies (RH)

1. Use relevant information and ideas from documents to support analysis2. Determine the main idea of a document9. Compare and contrast main ideas from documents

Writing (W)1. Write an argument to support claims

Speaking and Listening (SL)1. Initiate and participate in collaborative discussion

Language (L)1. Demonstrate appropriate grammar usage in writing and speaking (sentence complexity)

Understandings How the geography of China impacted the technological advancements

made in the region How to use a map to locate and identify the physical barriers causing China

to feel culturally isolated Explain the different technological advancements made under the Tang and

Song dynasties of China The historical importance of Empress Wu in China The reasons for the rise of the feudal system in Europe The feudal system of Europe, including all of the different levels of the

feudal hierarchy The impact of feudalism on society The powers of the Roman Catholic Church and its popes The conflict between the Roman Catholic Church and the different

monarchies of western Europe The reasons for and the impacts of religious intolerance

Essential Questions:Tang Song How does the geography of China influence its development? How did the Tang and Song dynasties impact our modern

world? How are the cultural developments of China under the Tang

and Song dynasties (i.e. foot binding and poetry) still relevant today?

To what extent does one civilization impact another? How cultural exchange been important to China’s history? Was feudalism the best way to provide security to the people of

the Middle Ages? How can we identify a great leader? Is a self-sufficient community desirable? Did the Catholic Church provide order and stability in a

fragmented world? Did the Catholic Church have too much power during the

Middle Ages?

Stage 2: Assessments and TasksCommon Core Literacy Task Write a thank you letter to the Tang and Song dynasties for

one advancement and explain its historical impact on the modern world as well as your life. (minimum ½ page)

Analyze primary source evidence found on maps to have students explain in a written response why certain areas of China would be better to settle. (discuss three areas minimum)

Write a diary entry showing how culture has been important to the development of China. (min ½ page)

Write a diary entry as a member of feudal society describing your daily life. (minimum ¾ page)

Analyze primary source evidence Create a resume for Holy Roman Emperor Charlemagne

detailing his goals and achievements, including 3 major accomplishments.

Write a position paper detailing their position on the power of the Roman Catholic Church during the Middle Ages in Europe. (min 3/4 page) Explain 3 reasons for their power in Europe.

STIMULUS BASED QUESTIONS

Performance Task(s) – Other Evidence Unit Exam Analyze and answer questions about primary and secondary source

documents Participate in discussion about the causes and impacts of feudal society Class debate on the power of the Roman Catholic Church in Europe during

the Middle Ages

How will students reflect upon and self-assess their learning? Students will reflect upon and self-assess their learning using TEAL paragraph feedback and rubrics provided by the instructor. The instructor will provide prompts and make suggestions through regular feedback in continuous assessment

Accommodations: Scaffolds and Differentiation

Cont

ent o Modify primary source texts (variety, complexity, length)

o Incorporate alternative materials (visual, video, audio, internet)o Provide supplementary resources for supports o Group with a purpose

Proc

ess

o Model skills, task and/or product o Utilize graphic organizers / note taking template o Provide individual or group intervention and support o Re-enforce vocabulary / concept developmento Provide choice / variety of activities or tasks o Group with a purpose

Prod

uct

o Assign specific, purposeful assessments to individuals or groupso Allow students to choose from a variety of assessments o Provide scaffolds / supports (outlines, templates, models)o Provide extension activities to expand thinking or understanding o Group with a purpose

Stage 3: Learning Plan1. Aim: Have the Mongols been misjudged by history? Identify the boundaries and describe the great expanse of the Mongol Empire. Explain how the Mongols created the largest unified land empire in history. Explain how the Mongols were judged by their contemporaries as well as by the annals of history as both fierce conquerors and generally tolerant rulers. Explain why the Mongols maintained their warlike, nomadic ways as well as felt contempt and demanded tribute from the rich civilizations of China, India, Persia, and Russia; yet, they often allowed local/ regional autonomy without much interference.

2. Aim: Was the Mongol Empire a blessing or curse for the cultures and civilizations it conquered? Explain the impact of the Mongol Empire on Asia and Europe: expanded trade , construction of roads and canals, centralized government, tolerated the Russian Orthodox Church, and enhanced cultural diffusion of Europe and Asia. Explain the impact of the Mongol Empire on Asia & Europe: brutal warfare, tribute& taxation, religious conflict between the Muslims & Hindus, Mongol isolation of Russia. Evaluate the extent to which the Mongol Empire advanced or retarded the development of the cultures and civilization of Eurasia.

3. Aim: Is Japan’s geography a blessing or a curse? Define island, archipelago, tsunami. Identify, locate, and describe the major geographic features of Japan. Describe the influence that geography has had on the development of Japanese culture, lifestyles, politics, and religion. Evaluate whether Japans’ geography has helped or hindered its development.

4. Aim: Are Japanese beliefs the product of their environment? OR Does religion reflect a people’s culture?

(Case Study: Comparison of Zen Buddhism and Shintoism) Identify: Shinto, animism, kami, polytheism, torri gate Explain the major beliefs of Shintoism, “way of the kami”, and the ways in which Shintoism has influenced Japanese life. Compare and contrast the beliefs of Shintoism and Zen Buddhism. Assess the question: “Are the Shinto beliefs in simplicity and respect for nature the keys to contentment in life?” and “Does religion reflect a people’s culture?”

5. Aim: Was Japan's feudal period a time of order or confusion? OR Should people give up their freedom to gain security?

Identify: feudalism, daimyo, shogun, samurai, code of bushido. Explain three reasons for the development and growth of feudalism in Japan. Describe and analyze the various aspects of Japan’s feudal system, including the samurai ethic, loyalty, morality and the growing influence of Zen Buddhism. Assess whether feudalism advanced or retarded Japanese development. Was it a time or order or confusion?

6. Aim: Is isolation beneficial or harmful to a nation’s development? OR Is a strong centralized government in the best interest of the people? (Case Study: The Tokugawa Shogunate)

Identify/define: Closed Country Edict, Iyeasu Tokugawa

Explain the contributing factors (spread of Christianity, influence of foreign missionaries, Spanish conquest of the Philippines) and the immediate causes (rise to power of the Tokugawa Shogunate, fear of foreign aggression) that led to the Tokugawa policy of isolationism. Explain the Tokugawa policy of isolationism which banned Christianity ad all European merchants except the Dutch. Explain the effects of the Tokugawa policy of isolationism: peace and stability, growth of unique Japanese culture, and failure of Japan to keep up with scientific, technical, and military progress. Assess whether isolationism helps or hinders the national interest.

7. Aim: Did the geography of China hinder or help its development? shaped the Chinese identity? Use maps to locate, identify, and describe the major geographic features of China. Compare and contrast the effects of geography on the various regions of China. Explain how geography can promote feelings of isolationism and ethnocentricity. Evaluate whether China’s geography has helped or hindered its development. Evaluate the extent to which geography has shaped the Chinese identity. Activity: Using population density, topography and resource maps students will identify the best

locations tto live in China. Have students write a response.

8. Aim: TANG AND SONG Aim: Did the Tang and Song dynasties have a lasting impact on Chinese and world civilizations? Explain how the Tang and Song dynasties restored Chinese culture and prosperity as well as

international trade to Japan, Indian, and the Middle East. Describe the artistic and technological achievements of Tang and Song China. Identify achievements of Empress Wu, Tai Cong, Duo Fu, Li Bo, and Xuanzang. Assess the impact of the artistic, political, and technological achievements of the Tang and Song

dynasties on world civilization.

9. Aim: Should Charlemagne be considered a great leader? Identify: Charlemagne, Carolingian Dynasty, “Emperor of Roman”, and Treaty of Verdun. Describe conditions in Europe after the collapse of the West Roman Empire. Explain how Charlemagne built an empire in Western Europe. Explain how Charlemagne’s rule contributed to the growth of the Roman Catholic Church’s power. Analyze how Charlemagne aided the blending of the Roman, Germanic, and Christian traditions. Discuss the reasons why Charlemagne’s empire was divided after his death.

10. Aim: Should people give up freedom to gain security? Define: feudalism, fief, lord, vassal, manor, chivalry, medieval, Middle Ages, Truce of God. Explain why feudalism developed in Europe after the collapse of Charlemagne’s empire. Describe the feudal relationship between lords, vassals, knights and serfs. Describe and analyze the system of justice that emerged under feudalism. Evaluate whether or not feudalism was necessary, and whether feudalism maintained society’s order and stability during the Middle Ages

11. Aim: Was manorialism a good economic system? Explain how the invasions of Europe led to the development of manorialism. Explain how and why the medieval manor was a self-sufficient. Describe how manors consisted of an agricultural society with a strict class system. Evaluate whether or not a self-sufficient community is desirable.

12. Aim: Should organized religion play an active role in society? Identify/define: Pope, papacy, ecclesiastical, secular, salvation, tithe, excommunication,

indulgences, usury, sacrament, interdict, simony, schism, missionary, law investiture, Truce of God. Describe the role of the Pope within the Catholic Church. Describe and analyze the struggle for power between the Catholic Church and temporal rulers:

the impact of the papal power on the political developments of the times. Explain the economic, educational, religious, and social roles of the Catholic Church in providing

order, stability, and unity during the Middle Ages. Explain the Catholic Church’s temporal powers: excommunication, interdict, control of feudal

warfare, and participation in feudalism. Evaluate whether or not the Catholic Church had too much power during the Middle Ages and

provided order and stability in a fragmented world. Application Question: “Should organized religions play an active role (in economic, educational,

political, and social affairs) in our current society? Explain your viewpoint.”

13. Aim: Was the medieval “world” trade a precursor to today’s global economy? Identify: Hanseatic League, Italian city-states, spice trade, trade routes between Europe and Asia. Explain how the geographic location of Canton, Cairo, and Venice contributed to their becoming

centers of international trade. Explain why the development of financial institutions (money, credit, and banking) were needed

for the growth of international trade. Explain how the increase of trade led to the growth of cities and towns. Evaluate the extent to which medieval “world” trade was a precursor to today’s global economy

14. Aim: Did the Byzantine Empire preserve the ideas of ancient Greece and Rome? define: Greek Orthodox Church, Justinian’s Code, Byzantium, Constantine, Constantinople, patriarch, Hippodrome, aqueducts. Describe the origins of the Byzantine Empire, and Constantinople. Assess the extent to which Constantinople was a mixture of Greek, Roman and Christian culture. Explain and analyze the accomplishments of the Byzantine civilization. List and explain the reasons for the decline and fall of the Byzantine Empire. Assess the extent to which Greek and Roman technology benefited the Byzantine Empire. Evaluate whether the Byzantine Empire preserved the ideas of ancient Greece and Rome Activity: Write a letter from an explorer who is visiting the new Byzantine Empire.

15. Aim: Has Justinian’s Code shaped the principles of justice in our society? Identify/define: Emperor Justinian, Justinian’s Code, Roman Law Codes Explain Justinian’s Code and the principles embodied therein. Compare and contrast examples from Justinian’s Code to examples from the United States. Discuss why Justinian’s codification of Roman law is considered one of his greatest successes. Evaluate whether Justinian’s Code is truly just and its effectiveness compared to other means of maintaining order. Assess the extent to which Justinian’s Code is a preservation of Greek and Roman culture. Evaluate whether Justinian’s Code has influenced our modern justice system.

Teacher Reflection for Future Planning

Evaluate student work and response to questions during discussion Will explore test results and essay writing skills on class exams to shape future writing lessons

STIMULUS MULTIPLE CHOICE QUESTIONS

Base your answer to question 16 on the map below and on your knowledge of social studies.

16 According to the map, which conclusion about China during the Tang and Song dynasties is accurate?(1) Most trade routes began in Beijing.(2) China’s overland trade routes connected China to Japan.(3) The areas under the control of these dynasties did not change.(4) China traded extensively with other nations and regions.Base your answer to question 9 on the chart below and on your knowledge of social studies.

9 Based on the information in this chart, what is a valid conclusion about Chinese society during the Tang and Song dynasties?(1) Most peasants in China were literate.(2) The majority of Chinese people were merchants.(3) Some people living in China had opportunities for social mobility.(4) The social status of most Chinese people was determined by religious practices.

Base your answer to question 13 on the map below and on your knowledge of social studies.

13 Which statement about the Tang dynasty is best supported by the information on this map?(1) It experienced conflict in coastal areas.(2) Its boundaries extended to India.(3) It gained territory in Tibet and Korea.(4) It exchanged goods using overland routes

Base your answer to question 16 on the drawing below and on your knowledge of social studies.

16 What inference can be drawn from the location of the church in this drawing?(1) The mill was managed by the church.(2) Religion played a significant role in the lives of the residents.(3) The church controlled trade within the manor.(4) The church played a limited role in education.

Base your answer to question 5 on the passage below and on your knowledge of social studies.... I, John of Toul, make known that I am the liege man of the lady Beatrice, countess of Troyes, and of her son, Theobald, count of Champagne, against every creature, living or dead, saving my allegiance to lord Enjorand of Coucy, lord John of Arcis, and the count of Grandpré. If it should happen that the count of Grandpré should be at war with the countess and count of Champagne on his own quarrel, I will aid the count of Grandpré in my own person, and will send to the count and the countess of Champagne the knights whose service I owe to them for the fief which I hold of them. But if the count of Grandpré shall make war on the countess and the count of Champagne on behalf of his friends and not in his own quarrel, I will aid in my own person the countess and count of Champagne, and will send one knight to the count of Grandpré for the service which I owe him for the fief which I hold of him, but I will not go myself into the territory of the count of Grandpré to make war on him....

5 In which period of western European history was the relationship described in this passage most common?(1) Neolithic (2) Classical(3) Medieval(4) NapoleonicBase your answers to questions 7 and 8 on the art work below and on your knowledge of social studies.

7 Which economic system is most closely associated with the activities shown in this art work?(1) manorialism (2) capitalism(3) communism(4) socialism

8 Increases in trade and commerce that occurred during the late Middle Ages in Europe resulted in(1) lower living standards for guild members(2) the development of more towns and cities(3) a decline in rivalries between kings (4) an increase in the number of self-sufficient manors

10• The world view shifted from other-worldly to secular.• Greek and Roman ideas were revived.• Improvements were made to the printing press.

Which occurrence is most closely associated with these aspects of the Renaissance?(1) Gothic cathedrals became the focal point of town activities.(2) Charlemagne was crowned Holy Roman Emperor by the Pope.(3) Galileo Galilei published information about a heliocentric universe.(4) Emperors used the Twelve Tables to bring about Pax Romana.

Base your answer to question 12 on the map below and on your knowledge of social studies.

12 Charlemagne’s 9th century empire covered territory which today would include the countries of(1) Poland and Russia(2) Spain and Portugal(3) France and Germany(4) Ireland and the United Kingdom

Base your answers to questions 13 and 14 on the speakers’ statements below and on your knowledge of social studies.

Speaker A: The chief problem with the Roman Catholic Church is the practice of selling indulgences. The only way for Christians to receive salvation is through faith alone.Speaker B: If Christians want to be saved, they should perform good deeds and ask for forgiveness of sins. The granting of indulgences allows Christians to be excused for their sins.Speaker C: It is true that the Bible, and not members of the clergy, is the ultimate source of religious truth. However, God has already decided who will be saved and who will not.Speaker D: Since the Pope does not agree with my position, I have decided to separate from the Roman Catholic Church. I am now not only the head of England but also of the Anglican Church.

13 Which speaker most closely reflects the ideas ofMartin Luther?(1) A(2) B(3) C(4) D

14 Which speaker best supports the idea of predestination taught by John Calvin?(1) A(2) B(3) C(4) DBase your answer to question 6 on the diagram below and on your knowledge of social studies.

6 Which type of political and social order is shown in this diagram?(1) theocratic(2) tribal(3) fascist(4) feudal

Base your answers to questions 11 and 12 on the diagram below and on your knowledge of social studies.

11 Most economic activities on this feudal manor were related to(1) guilds(2) industry

(3) banking(4) agriculture

Base your answers to questions 11 and 12 on the illustration below and on your knowledge of social studies.

11 The illustration represents a society based on(1) social class(2) educational achievement(3) accumulated wealth(4) political ability

12 This illustration suggests that the European feudal system was(1) designed to promote political and economic equality(2) controlled by a powerful middle class(3) intended to provide opportunities for social mobility(4) supported by the labor of the peasants

9 “The Peace of God declared that feudal warfare could not take place on church property, and it promised sanctuary in churches and abbeys to fugitives from combat. The Truce of God forbade fighting from Wednesday evening until Monday morning, on holidays, and during the religious seasons of Christmas and Lent. . . .”— Medieval and Early Modern Times

This quotation implies that (1) the church had considerable political power during this time(2) war was limited to religious holidays(3) religion was dictated by feudal law(4) landlords determined when warfare took place

Base your answer to question 18 on the passage below and on your knowledge of social studies.. . . The Mongols made no technological break- throughs, founded no new religions, wrote few books or dramas, and gave the world no new crops or methods of agriculture. Their own craftsmen could not weave cloth, cast metal, make pottery, or even bake bread. They manufactured neither porcelain nor pottery, painted no pictures, and built no buildings. Yet, as their army conquered culture after culture, they collected and passed all of these skills from one civilization to the next. . . .— Jack Weatherford

18 This passage leads to the conclusion that the Mongols(1) rejected technology(2) were a peaceful people(3) were urbanized(4) contributed to cultural diffusion

Base your answer to question 12 on the map below and on your knowledge of social studies.

12 Which statement about the Mongols is supported by the information in the map?(1) The Yuan dynasty kept China isolated from outside influence.(2) Most of the Chinese people lived in the river valleys.(3) Kublai Khan and Genghis Khan extended Mongol influence to other parts of Asia.(4) The city of Samarkand was part of the Yuan Empire.

Base your answers to questions 7 and 8 on the map below and on your knowledge of social studies.

7 The information provided by the map indicates that in 1280 the Mongols controlled(1) areas of Africa, Asia, and Europe(2) territory from eastern China to eastern Europe(3) Japan and Korea(4) all of Asia

Base your answers to questions 9 and 10 on the map below and on your knowledge of social studies.

The purpose of the Great Wall was to(1) protect the Chinese from the nomadic tribes of northern and central Asia(2) supply food from the south to Khanbalik (Beijing)(3) control the flood waters of the Huang He and the Chang Jiang rivers(4) protect the port city of Guangzhou

10 Which statement is best supported by the information on this map?(1) By 1300, the Mongol Empire had reached the Red Sea.(2) The Mongol Empire controlled India and Japan by 1300.(3) By 1300, most of Europe had been conquered by the Mongols.(4) The Mongol Empire controlled a large portion of Asia by 1300.