Unit Two: European Middle Ages, Africa, and Asia New …barryderfelequity.wikispaces.com/file/view/Unit+two.+European... · Unit Two: European Middle Ages, Africa, and Asia ... Feudalism

Unit Two: European Middle Ages, Africa, and Asia New York State: Essential Questions:

1. How can misconceptions lead to stereotyping? This sets a classroom context in which issues of bias, racism, and other forms of oppression are routinely thought about and talked about as part of the teaching-learning process. This supports all students, but particularly those students whose lives are characterized by resistance to oppression, based on their identity/identities, or those of their family.

2. What are the political, economic, and social roots of colonial settlements in the Americas?

Content Objectives:

1. To understand the ways different people view the same event or issues from a variety of perspectives.

2. To understand the worldview held by Europeans prior to 1500. 3. To explain how societies and nations attempt to satisfy their basic needs and

wants by utilizing scare capital and natural and human resources. 4. To classify major developments in categories such as social, political, geographic,

technological, scientific, cultural, or religious. 5. To investigate how people in the United States and throughout the world answer

the three fundamental economic questions and solve basic economic problems. 6. To present information by using media and other appropriate visuals such as

tables, charts, and graphs to communicate ideas and conclusions. 7. To understand how different experiences, beliefs, values, traditions, and motives

cause individuals and groups to interpret historic events and issues from different perspectives.

8. To define basic economic concepts such as scarcity, supply and demand, markets, resources, and economic systems.

Barry Derfel 2007- 2008

ICSD Core Curriculum

Content Topic and Essential Question(s):

1. How does geography shape cultures? 2. What forces and motivations led to world exploration from Europe in the 1500’s?

Core Concept Vocabulary:

1. Culture 2. Civilization

Skills:

1. Use graphic organizers including: flow charts. 2. Review and recognize themes of Geography:

• Places and regions • Movement • Human-Environment Interaction

3. Read for information and comprehension. 4. Identify main ideas and supporting details. 5. Organize and record notes from oral and written sources. 6. Summarize a reading passage.

Concepts:

1. Feudalism was an economic and political system for distributing power in European Society during the Middle Ages.

2. The Church and State were interconnected in Europe during the years 800 – 1500. 3. The term “Middle Ages” refers to Europe, and is not an accurate descriptor of

Africa and Asia during the time period 800 – 1500 A.C.E. 4. Power can be defined as the ability to obtain food, shelter, clothing, safety, and to

develop one’s unique human potential. 5. Europe during the Middle-Ages was in the midst of a power struggle between The

Church and State. 6. Successfully transforming written information from a narrative into a graphic

organizer requires accurate understanding of the key concepts presented in the reading.

7. Africa and Asia were each in the midst of complex, diverse, and significant social, political, geographic, technological, scientific, cultural, and religious developments between the 800’s and 1400’s. This explicitly affirms students who are of African or Asian descent, and creates a classroom environment in which such affirmation is an integral component of teaching and learning, rather than an add-on.


Objectives: The student will be able to:

1. Identify the names and locations of the countries and Empires of Europe as they were during the time period commonly referred to as the European Middle Ages.

2. Identify and explain the basic elements of European Feudalism during this period. 3. Explain the role of the Church in Europe during the European Middle Ages. 4. Explain the relationship between the Church and State in Europe during the

European Middle Ages. 5. Explain key elements of daily life for different groups of people in Europe during

the European Middle Ages. 6. Evaluate the ways in which Feudalism and the Church each impacted the daily

lives of different groups of people during the European Middle Ages. 7. Identify the names and locations of the major Asian and African States and

Empires during the European Middle Ages. 8. Identify the social, political, geographic, technological, scientific, cultural, and

religious characterisitics of the major Asian and African States and Empires during the European Middle Ages.

9. Propose reasons why the nations of Europe encouraged exploration across the Atlantic and Pacific Oceans during the latter part of the European Middle Ages.

10. Propose reasons why people were willing to explore across the Atlantic and Pacific Oceans during the latter part of the European Middle Ages.

11. Accurately copy notes presented on the chalkboard. 12. Present ideas orally with clarity and appropriate volume.

Materials:

1. Selected excerpts from A Guide to African History, Basil Davidson, 1971, Zenith Books.

2. Selected excerpts from This is India, Shobita Punja, 1999, New Holland Press. 3. The Kingfisher book of the Medieval World, 500 – 1500, 1995, Scholastic. 4. The Middle Ages, Alan Clifford, 1980, Greenhaven Press. 5.


Daily Lessons 1. Explain and begin Basil Davidson Reading Activity. (Webs and Graphic

Outlines) These reading guides support students who need to see relationships 2. Go over Ghana, Mali, continue with worktime. 3. Explain Cities of the Coast Outline. Worktime. 4. Go over “Kilwa and other Eastern Cities, continue with worktime.. 5. Explain Kingdoms of the Interior Outline. Worktime. 6. Worktime. 7. Handout European Middle Ages Packet. Read aloud introduction and conclusion,

and explain each. This supports students who are auditory learners. 8. Teach about Feudalism. (Notes) This style supports learners who are linear

learners, and those who learn best when listening and writing. 9. Teach about Feudalism. (Notes) 10. Read Aloud from packet while students complete web. Discuss the web in small

groups. Explain why each main idea and related idea is where it is. Explain why the details are each where they are. This supports students who are auditory learners. The webs support students who need to see relationships. The small group time supports students who need to work and process information with others. The direct instruction provides all students with explicit information that is essential to understanding the big ideas.

11. Teach about Feudalism. (Notes) 12. Read Aloud from the remainder of the packet. Discuss and/or explain ideas or

details that students want to talk about. This supports students who need to talk about what they learn, and it provides a chance for the teacher to clear up misconceptions or areas of confusion.

13. India Reading 14. Southeast Asia Reading 15. Japan and China Reading 16. Mongol Reading 17. Arab World Reading 18. Bags of information culminating activity. (Three days) See details at the end of

this plan which identify the ways in which this supports multiple learners. Worktime provides opportunities for the teacher to work individually, or with small groups of students, on specific skills, knowledge, or concept development.


Homework

1. None. 2. 10 minutes on the web or outline. 3. Web due Friday. 4. 10 minutes on the outline(s). 5. None 6. Outlines due Wednesday. 7. Re-write notes if they are sloppy. Due Thursday. 8. None. 9. None. 10. None. 11. Re-Write all notes, if sloppy. Due Wednesday. 12. Web due Wednesday, Two Outlines due Friday. 13. Two outlines due Friday. 14. India outline due Wednesday. 15. Southeast Asia, Japan and China, Mongols, Arab World sheets due by Friday. 16. Bring in items for your group’ bag. Due Thursday. *All due dates are a number of days after the work is begun in class. This supports students who need longer to complete work, as well as students who have complicated schedules and can’t always do work every night.


Lesson One: Web

Concepts:

1. Ghana, Mali, and Yorubala were complex civilizations during the time period commonly referred to as the European Middle-Ages.

2. Civilizations in Africa were distinct and unique. 3. Ghana, Mali, and Yorubaland each had distinct social, political, geographic,

technological, scientific, cultural, and religious characteristics. Objectives: The Student will be able to:

1. Identify ways in which Ghana, Mali, and Yorubaland were distinct and complex. 2. Identify key aspects of the social, political, geographic, technological, scientific,

cultural, and religious characteristics of Ghana, Mali, and Yorubaland. 3. Transform historical, nonfiction, narrative into a web. 4. Make inferences.

Content: (See Attached Web and Reading.) Webs support students who need to see connections and relationships.


Lesson Two: Outline Concepts:

1. Cities along the east and southeastern coast of Africa were complex civilizations during the time period commonly referred to as the European Middle-Ages.

2. Cities along the east and southeastern coast of Africa were distinct and unique during the time period commonly referred to as the European Middle-Ages.

3. Cities along east and southeastern coast of Africa each had distinct social, political, geographic, technological, scientific, cultural, and religious characteristics.

4. The governments along the east and southeastern coast of Africa engaged in struggle with European nations which began seizing control of the resources and economy of these cities.

5. European nations began colonizing the cities of east and southeastern coast of Africa by the early 1400’s.

Objectives: The Student will be able to:

1. Identify ways in which Kilwa and the cities in what is now known as Mozambique and Zimbabwe were distinct and complex.

2. Identify key aspects of the social, political, geographic, technological, scientific, cultural, and religious characteristics of Kilwa and the cities in what is now known as Mozambique and Zimbabwe.

3. Transform historical, nonfiction, narrative into an outline. 4. Make inferences.

Content: (See Attached Outline and Reading.) The outline support students who need a structure to guide their making meaning from text.


Social Studies Name:____________ Period: _____ Date: ____________ Directions: First read pages 29 – 35 in the booklet. Then go back and use the information in the reading to fill in the missing details from the following outline. Kilwa and other eastern cities Where? When? Market Places With whom were the people trading? How do we know this information? 1200 Years ago, changes begin to take place Who moves into the area? Where does the trade expand to?


Gold is introduced Who first offers gold to the eastern-coast cities? What do the people do with the gold? Gold becomes more valuable than what other trade good? How do we know that trade reached as far away as China? Portugal impacts southeastern Africa Which Portuguese sailor first navigates around southern Africa? How do many of the captains interact with the cities in southeastern Africa?


Lesson Three: Another Outline

Concepts:

1. Great Zimbabwe and Monomotapa were complex civilizations during the time period commonly referred to as the European Middle-Ages.

2. Great Zimbabwe and Monomotapa were distinct and unique during the time period commonly referred to as the European Middle-Ages.

3. Great Zimbabwe and Monomotapa each had distinct social, political, geographic, technological, scientific, cultural, and religious characteristics.

4. The governments of Great Zimbabwe and Monomotapa engaged in struggle with European nations which began seizing control of the resources and economy of these cities.

5. European nations began colonizing Great Zimbabwe and Monomotapa by the early 1400’s.

6. The Changamires (Rozwi Kings who ruled from Great Zimbabwe) were somewhat successful in their struggles against European colonization.


1. Identify ways in which Great Zimbabwe and Monomotapa were distinct and complex.

2. Identify key aspects of the social, political, geographic, technological, scientific, cultural, and religious characteristics of Great Zimbabwe and Monomotapa.

3. Transform historical, nonfiction, narrative into an outline. 4. Make inferences.

Content: (See Attached Reading and Outline.) This outline is in another format, again supporting students who need a guide as they make meaning out of text, but for students who may need a guide that is organized somewhat differently and one that provides the missing details rather than having the student identify these on her/his own.


Social Studies Name:____________ Period: _____ Date: ____________ Directions: First, read the chapter called “Kingdoms of the Interior”. Pages 36, 37, and 38 are just introducing you to the topic. The answers for the outline begin on page 39. After you finish reading it through once, put the missing details into the following outline of main ideas and details. There is a list of these details on the last page of this outline. You will need to write each sentence out, don’t just put numbers or symbols next to them. The list tells you what section to put the missing details in, but the order of the details may need to be switched. A. The Southern States in the first 1000 years A.C.E.

• • Small groups of people with new ideas and stronger forms of government

move in to the southern states. •

B. Zimbabwe, (which used to be called “Rhodesia”) between the years 1,000 and 1200

• New people come into Zimbabwe between 1,000 and 1200 A.C.E. • • Bantu people come from the north, looking for land because their country

was too crowded. • Bantu people change the way the people had been living. • •

C. Rozwi

• • In 1440, the Rozwi King sets out to take over all of the country, and all of

the routes used for exporting gold through the African seaports on the Indian Ocean.

• • All of southern Zimbabwe and Mozambique is brought under the control

of the King and his son. This creates an Empire.


D. Monomotapa and Kilwa – Two Empires- in the middle 1400’s

• • Monomotapa is inland. • In 1485 war breaks out between the Monomopata King and the Changa. • • • Great Zimbabwe lasts for about 300 years.

E. By 1500, there are two main systems of power in cental/southern Africa

• Monomopata is in the northern part of southern Zimbabwe. •

F. Portugal has a strong impact on Monomopata

• • The Portuguese settle in small groups. • The Portuguese offer the help of their soldiers to both groups fighting for

power, the King and his “chiefs”. • • In 1628, fighting breaks out between the Portugese and Monomopatan.

The Portuguese win. G. The Portuguese and Changmires

• The Portuguese mainly leave the Changamires alone. • The Changamires continue trading with the coast. • • The Changamire People raise animals for food and mine metals. • •


Details to be added into the outline

Place in Section A

• The Iron Age spreads during the first 1,000 years A.C.E. • The new people who move into the southern states, settle and mix with the

people already there. Place in Section B

• Stone walls are built by newcomers between 1,000 and 1200 A.C.E. • As feudal rulers gain in power, they think about conquering other people

and lands. • Bantu people bring in feudal system of rule.

Place in Section C

• The Rozwi, the ruling men of a group of Bantu people, lived in southern Zimbabwe.

• The King and his son build the Empire of Monomotap. Place in Section D

• The King of Monomopata loses the war of 1485. • Kilwa is along the coast. • A new empire is created, with its capital at Great Zimbabwe.

Place in Section E

• Changamire is in southern Mozambique. Place in Section F

• The Portuguese come up the Zambesi River. • The Portuguese help ends up allowing them to gain lots of control.

Place in Section G

• In less than 100 years later, the European armies come up and put the whole country under colonial rule.

• The Changamire leaders live in houses built of stone. • In 1830, armies from the south come up the Limpopo River and take over.


• Lesson Four: Feudalism

Concepts:

1. Feudalism was a political and economic system. 2. Feudalism distributed power in specific ways.


1. Identify the elements of feudalism that are political. 2. Identify the elements of feudalism that are economic. 3. Explain how the economic and political aspects of feudalism functioned together

to distribute power. Content: (See attached copy with details included.) The format is designed to visually represent the concepts, to help students make meaning of these complex ideas.

Feudalism

• Medieval European Rulers needed soldiers for protection, and taxes for the luxury of not working.

• Barons provided soldiers to the rulers, in exchange for some land and taxes.

• Knights provided protection, as soldiers, to the Barons and King, in exchange for a small amount of land and taxes.

• Peasants provided food and resources to the Knights, in exchange for the

right to live in the kingdom and for a tiny bit of land.

• Enslaved People provided labor to the peasants, knights, barons, and king, in exchange for a small amount of food, shelter, and clothing.


THE STATE IN MEDIEVAL EUROPE*The hard copy version has handwritten notes that go with each rectangle,

showing land-ownership, protection relationships, etc. For example, next to King it would say on the right owned most of the land and gave some to

barons, and on the left it would say received loyalty, taxes, and protection from barons.

Numbers of People

King

Barons

Knights

Peasants

Power was Based on Owning Land

King

Enslaved People

Peasants

Knights

Barons


THE CHURCH IN MEDIEVAL EUROPE

*The hard copy version has handwritten notes that go with each rectangle, showing land-ownership, power/protection relationships, etc. For instance, next to the Pope on one side it would say: controlled most of the land not

controlled by the king, and on the other side it would say blessed the king and established religious rules. Each group has such information by it, with

arrows indicating the direction in which power flows.

Numbers of People

Pope

Bishops and Abbots

Priests and Monks

Peasants

Power was Based on Owning Land and Blessing of G-d

Pope

Enslaved People

Peasants

Priests

Bishops and Abbots


Lesson Five: India Outline

Concepts:

1. To be added 2.


1. to be added 2.

Content: (See attached reading and outline.) Note that the outline format is once again different, for the same reasons as stated above. I never finished typing this specific information. I do have this in hard copy if you are interested in seeing it.


Social Studies Name: Period: Date:

This is India Directions: Use the following outline to help you read the pages about India. As you read, fill in the missing details. It will be easier for you to use the outline while you read, rather than reading the whole piece first.

I. Kingdoms in the South A. Powerful dynasty of the Pallavas

1. Port towns and seaside centers 2. _________________________________________

B. Chola kings become powerful by end of 9th Century 1. ____________________________________ 2. Huge Temples constructed in Tanjore and other

cities

II. Struggles in the North A. In the 7th century there is a struggle for control

1. Palas of eastern India and the Prathiharas of central and north India

2. Rivalry did not get in the way of: __________________

B. Prathiharas battled with:

1. Mahmud Ghazni overpowers them in: _________ 2. Small groups take control in north and central India

C. 10th century in western, central, eastern India was a time of _______________ and _______________


III. Invasions from the north

A. First Islamic sultanate set up in __________ in 1193 1. Muhammed Ghori – Afghan Chieftan 2. First stone __________ built in India 3. Ghori dies in 1204; Qutab-Ud Din Aibek

establishes: ______________________________

B. A number of different leaders fight for control 1. Ghiyas – Ud Din brings in ___________________ 2. _______________ family then takes control 3. Lodis take control from _____________________

IV. The Portuguese

A. Try to control ________________________in the east 1. Establish settlement in __________ 2. _______________ brings Franciscan friars and

sets up church in Cochin 3. Vasgo de Gama establishes fleet to protect west

coast of India in 1502 B. Portugese Empire established in 1510

1. _____________, _____________, ____________, _______________built in Goa 2. Trade contacts replaced, by colonial rule, with

administrators V. The Mughal Empire

A. Lodi established in _________________________ B. Babur establishes Mughal Empire

1. Conflict with _______________ family leads to alliance with _____________________

2. Wins battle at Panipat in _______, and occupies ____________

C. Akbhar _______________ from 1556 – 1605 1. Held court in Delhi, Agra, Lahore 2. Workshops at his courts attract artists, painters,

and craftsmen from _____________ and other countries D. Jehangir and ____________ inherit rule

1. Jahan builds ___________ 2. New capital in Delhi begins construction in:_____



Lesson Six: Kingdoms of Southeast Asia Outline Concepts:

1. To be added 2.


1. to be added 2.

Content: (See attached reading and questions.) Note that the outline format is once again different, for the same reasons as stated above. I never finished typing this specific information. I do have this in hard copy if you are interested in seeing it.


Social Studies Name: ________________ Period: _____ Date: _________________

Kingdoms of Southeast Asia Directions: Read the two pages of information first. Then, go back to the beginning and fill in the outline with the most important details from each section of the reading. The section headings are the main ideas. Introduction: Hindus: Buddhists: Warring Kingdoms: The Khmer Kingdom: The Kingdoms Collapse:


Lesson Eight: Japan and China Reading Concepts:

1. To be added 2.


1. to be added 2.

Content: (See attached reading and questions.) This format is designed to support learners who prefer to read text and answer specific questions directly related to what they have read. I never finished typing this specific information. I do have this in hard copy if you are interested in seeing it.


Social Studies Name: _________ Period: _____ Date: __________

Reading Assignment: Land of the Samurai, Dynasties of China Directions: Answer each question in complete sentences. Use a separate sheet of paper.

1. Who ruled Japan around the year 500 A.C.E, and what country inspired these rulers?

2. What were two religions that were popular in Japan by 600 A.C.E.?

3. Who wrote “The Tale of the Genji”, and what is significant about it?

4. What is a “shogun”, and what role did shoguns play in Japan from

about 1200 A.C.E. until 1900 A.C.E.?

5. In what ways was Japan under the shoguns similar to Europe in the Middle Ages?

6. What are some of the ways in which Japanese people worked during

this time period?

7. When did the Tang dynasty begin, and how many people lived in its capital city?

8. What are three inventions that were created during the Tang dynasty,

and why do you think they were important?

9. What three different areas did the Chinese trade with during the Tang dynasty?

10. How were Chinese relations with the rest of the world different during

the Sung dynasty?

11. How and when did Kublai Khan impact China?

12. When did the Ming dynasty begin, where was its capital, and what was the religious background of the man who started it?


Lesson Nine: Mongol Reading Concepts:

1. To be added 2.


1. to be added 2.




Reading Assignment: Mongols Directions: Answer the following questions. Complete sentences are required. Use a separate sheet.

1. The reading on the Mongols spans which years? 2. Why are the Mongols referred to as nomads?

3. Over which plains did the Mongols move about?

4. What is the formal name of the type of house the Mongols lived in?

5. What was the name given to Temujin? When did he get this name?

6. Name three things that Genghis Khan did as he led the Mongols across China and along the east.

7. Who was Kublai Khan?

8. How did Kublai Khan and Japan interact?

9. Tamerlane extends the Mongol Empire into which three lands?

10. When was Tamerlane the leader of the Mongols?


Lesson Ten: Arab World Reading Concepts:

1. To be added 2.


1. to be added 2.




Reading Assignment: The Arab World Directions: Answer the following questions. Complete sentences are required. Use a separate sheet of paper.

1. Name the Arab family that came to power in the Islamic Empire in 750.

2. What term is used to describe Arab rulers during the European Middle Ages?

3. Name the city where the Abbasid caliphs lived? How did they raise money to build the beautiful palace in this city?

4. Where did people in Arabian cities go to pray?

5. Arabs studied ancient works from which cultures?

6. In Arabia, where did many students study?

7. Name two medical and/or technological creations of the Arabs during this time period.

8. Where did Arab merchants sail?


9. How do Arabic and Indian number systems influence us today?

10. Name the three places where the major kingdoms of the Islamic world had divided into by the 8th century A.C.E.

11. Who captured Baghdad in 1055? How about in 1258?

12. When was most of Arabia converted to Islam? 13. Where did Mohammed live?


Bags of Information and Ideas

As a culminating activity, students work in small groups to fill brown paper bags (from the supermarket) with items, images, words that characterize the essential social, political, geographic, technological, scientific, cultural, and religious characteristics of the major Asian and African States and Empires during the European Middle Ages. Students work on this activity for three days. Students then sit with their group and one student pulls something out of her/his group’s bag. The student explains why the item is in that specific bag. Students in other groups, who have the same item, take theirs out of their bags, and explain why it is in there. Students from any of these groups then identify any items in their bags that address why an item may be in more than one place. (For instance, a student may pull out a boat from the east coast of Africa, which was used to bring an item from Kilwa, across the Indian Ocean, to India. This activity supports learners who need to see connections and those who need to touch and manipulate as they make meaning. It provides an avenue of expression for those who have a complex understanding of the concepts that goes beyond the level of understanding that all students are expected to learn. It also supports learners who work best interacting with others. Finally, it creates a classroom context which values building shared understanding of the group by valuing the contributions of each person.


Social Studies Name: _________________ Period: ____ Date: __________________

Bags of Information and Ideas Directions: Your small group will be responsible for one of the regions or cultures we have been studying. Your group will decorate the outside of a bag, and fill it up with pictures, objects, drawings, and/or key words that show the most important information and ideas we have learned about your region or culture. Each box should include something about each of the following categories:

• Geography • Economics • Government (Politics) • Important Events/Dates/Time Periods • Technology • Science • Religion • Social Interaction (How people(s) acted

towards/with each other) • Other

Circle the region or culture your group is responsible for: Kingdoms of the Interior Japan and China Mongols Arab World Mali, Ghana, & Yorubaland Southeast Asia India Kilwa


Social Studies Names: ____________________________ Period: ____ Date: ___

Bags of Information and Ideas Grading Sheet Did your bag include something about each of the following categories: (10 points each)

• Geography ____ • Economics ____ • Government (Politics) ____ • Important Events/Dates/Time Periods ____ • Technology ____ • Science ____ • Religion ____ • Social Interaction (How people(s) acted

towards/with each other) ____ • Other (not necessary for points)

Is the information accurate and complete? (20 Points) ____ Grade = ____


Documents

Unit Two: European Middle Ages, Africa, and Asia New …barryderfelequity.wikispaces.com/file/view/Unit+two.+European... · Unit Two: European Middle Ages, Africa, and Asia ... Feudalism